Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. N. Down. Oh. Heat. Heat. Heat. Heat. N. Yeah. Yeah.
Yeah. Hey, hey, hey. Keeping it. Heat. Heat. What do you do? Heat. Heat. Heat. Heat. N. Heat. Heat.
Heat. Heat. N. down. Down. Hey, hey, hey. Heat. Heat. Heat. Heat. Hey everybody.
Hey, hey, Deep think. Heat. Heat. Heat. Heat. Welcome to today's schoolboard workshop. This workshop of the school board of Broward County, Florida, is now called to order. To ensure a safe and productive environment, please note the
clearly marked emergency exits. Do not block exit doors and all attendees must be seated except for media. Once the room reaches capacity, attendees will be directed to the overflow area. If the fire alarm sounds, exit the room calmly, continue outside the building and remain there until authorities give clearance
to return. Thank you for your cooperation. Board member Dr. Holes will now introduce his school to lead us in the pledge of allegiance to the flag. Dr. Hoes. Thank you, Madam Chair. It is my pleasure to introduce the students of the William Dandy Middle School premed
program as they lead us in the pledge of allegiance. Students in this outstanding program participate in engage in hands-on activities, laboratory experiments, field trips, guest speaker presentations, and academic competitions designed to inspire future careers in
medicine and healthcare. Recently, I had the honor of visiting the program and witnessing students participate in an exciting hands-on team building experience that showcased their collaboration, leadership, and enthusiasm for learning. William Dandy
Middle, >> please stand for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and
justice for all. >> Please be seated. >> Thank you. As we begin, we reaffirm our strategic plan goal. 100% proficiency for all students, guided by our vision, educating student, today's students to succeed in tomorrow's world. As an
A-rated district, we remain committed to sustaining this achievement while 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 public speakers of the rules and expectations regarding the agenda public comment portion of the special school board meeting as well as board policy.
Attorney Dupri Bruno, please explain the rules of public comment. Thank you and good morning. 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, public comment procedures are as follows. Speakers must state their name, city of residents, and whether they are lobbyists before beginning their remarks. All remarks must be directed to the board as a whole. The board will not
respond to or engage with speakers during public comment and no action will be taken unless the item is on the agenda. The time per speaker will be three minutes. Speakers must limit their comments to matters related to schoolboard business
and for agenda items must remain relevant to the specific item. Comments may not address matters that are pending 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, 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 by law enforcement or the sergeant-at-arms. Madame Chair, >> thank you. Thank you, Attorney De Brunell. The board wants to hear from
you and we appreciate your cooperation in maintaining a respectful, orderly, and productive 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. So, I would like to take a moment to recognize and thank Microsoft for its continued investment in Broward County Public Schools. As a global leader in innovation, Microsoft has committed more than 11 million this fiscal year alone,
helping Oh, yeah. Let's give helping elevate what is known worldwide as the Broward model. A holistic approach to achieving measurable fiscal gains while innovating across all functions from back-end operations to the classroom. Their partnership extends
beyond technology through licensing concessions and funding for districtwide AI training, district events, AI recognition programs, student internships, project subsidies, and global exposure, including the recent BCPS customer story and film. Microsoft
has also supported key initiatives through the Broward Education Foundation. More on that from BEF after the video featuring Justin Spellellog, president of Microsoft Elevate. Beacon, roll the video. >> Hey everyone, uh it's Justin Spellhog,
uh president of Microsoft Elevate, calling you from a hotel room here, uh in Valencia, Spain, where I'm have the chance to meet with some pretty cool schools doing some great work with AI. But I just wanted to take a moment to pause uh and highlight that over the past two years uh Broward County Public
Schools and Microsoft, I think, have built one of the most forwardthinking public education partnerships in the country. The work is already being recognized from our shared sponsorship and the commu community involvement awards and the caliber awards and to Broward County's historic adoption of
20,000 M365 co-pilot license. Uh that's the largest K12 adoption in the world. The Broward model, sometimes I say the Broward way, uh is now being showcased internationally through Microsoft success stories and video storytelling as a blueprint for other schools how
they can save operational costs, build teacher capacity, apply that to the classroom, and drive differentiated learning outcomes. Broward uh at the core was not just about adopting technology. It's about shaping what
responsible, impactful AI and education really looks like through initiatives like the AI recognition program. You're setting the standard for how districts empower educators and students responsibly. At the heart of this partnership is of course skilling,
ensuring that every educator, administrator, and every student has the opportunity to thrive in an AI powered world. This mission directly aligns with Microsoft Elevate and our commitment alongside Brad Smith's vision of AI diffusion to ensure the AI benefits are
broadly and responsibly distributed to everyone. What's happening in Broward is not just transformation at scale. It's a model of how technology combined with leadership combined with community can come together to drive real outcomes for
students. and we are just getting started. On behalf of Microsoft, thank you for your partnership, for your leadership, for setting the bar, for defining what's possible in education, inspiring so many other organizations like the organizations I'm about to talk
to here in Spain. Thank you. >> Thank you. This collaboration reflects a shared commitment to preparing our students and staff for the future and we are truly grateful for their partnership. I would like to ask James Nap from the Broward Education
Foundation to speak about other events sponsor sponsored by Microsoft as part of the broader investment in Broward County Public Schools. Mr. Knap, >> thank you. Um, this is a uh a momentous day in in in a lot of different ways, but one of them being this shows exactly
what it means to partner with Broward County Public Schools and what it means when companies, organizations, people um truly want to invest in the greatness that is Broward County Public Schools. The two-time aid district isn't just uh isn't just words. We continue to live it
every single day. So, I want to say a few thank yous. Thank you to uh to the school board. Thank you so much to cabinet, but also to my board. Um, and thank you to Trey Davis specifically. Um, and Adam Hall from Microsoft, who I'll I'll ask to come up and say a few
words. Um, this is this is not a um this is not a one-off. This is an investment. This is intentionality that Microsoft um continues to step up and and do what they know is right with a district that they know is the best district. And
we're excited about that. They believe in us. Obviously, you guys heard from Justin himself. He's he's the big dog. Um, and he's letting everybody know around the world what this Broward model looks like. And for us to be a part of that is a really big deal. The investment that they made in the in the community involvement awards, in the
caliber awards, and as we move forward, some other really exciting opportunities that we have um that I'm not really sure because Justin didn't say them because so I don't I don't want to say them. So, uh, we've got a few other a few other things that that they're investing in, but in this district as a whole and what
they want to do here, not just in our district, but now within our community. So, now we're starting to, um, bleed out and continue to help the rest of our community with what it is that we can do um, with each other. So, um, I wanted to say also that just a little bit ago that
there was an amazing presentation by Microsoft, um, continuing to give back and and doing what they could for some of our our our students and our student government folks. So, that was really exciting. Um, but with that said, I would like to invite Adam up to say a few words um, because he's been
instrumental um, in this entire process to continue on. But the one last thing is also the innovation zone piece that we're going to continue to discuss and continue to move forward. them being uh at the forefront of that is exciting. So, thank you so much, Adam. Go ahead.
>> Good morning, chair, board members, superintendent Hburn, cabinet members, and especially chief information officer Trey Davis and his team. And thank you for the opportunity to be here today. I'll be brief, but I do want
to say what an honor this moment is for me personally and professionally. Over the course of my 25 plus year career in education technology, I've had the privilege to work with school systems across the country. But I can say without hesitation, what we've built
together here at Broward County Public Schools is truly historic. This has been some of the most rewarding work of my career. Not because of the technology, but because of the people behind it and because of the passion,
vision, competence, and creativity that drive those people. Trey, your leadership has been exceptional, steady, visionary, and grounded in what matters most, outcomes for students and teachers. and to your entire team, many
of whom are here today, your directors, your staff. The level of competence, commitment, and forward thinking mindset you bring every day is what has made this partnership real and sustainable. This didn't happen by chance. It happened because of intentional
leadership and a willingness to think differently. I also want to recognize my team at Microsoft, some of whom are here today and many of whom are watching. the hours, the travel, the problem solving, the skilling work alongside Broward's exceptional educators. It's been a true
partnership in every sense of the word. I'm incredibly proud of what we've all poured into this. And while today is a moment to reflect on what we've accomplished, I would say this. We are still early. These are very early days in the age of
AI, and Broward County Public Schools is truly leading the world. We've built the foundation for something very special and the runway ahead of us is both long and challenging. The opportunity to drive real transformation for your students, your
teachers, and your community is still very much in front of us and very much within your reach. We are grateful to be on this journey with you. Let's continue to make history together. Thank you. Thank you so much. Um, do any of my
colleagues have any remarks? >> I think you all get the sense of gratitude from from this day. Um, so thank you so much for for all of this investment and hard work uh to prepare our students and our employees for the future. Um, we will do a brief recess to
do the check presentation. following you. >> Yeah. >> Sorry. Heat. Heat. All right, we're back. So, this next presentation is the transition plan for our student adviserss. So, I'll turn it
over to Dr. Hepburn for the presentation. No. At this time, I'm going to turn it over to Dr. Wanza. So, as Mr. Knap is entering the room, thank you um Miss Leonardi, school board
members, Dr. Heburn, um to colleagues all across the organization as well as everyone viewing um the meeting both here in the chamber as well as online. I'm Valerie Wanza. I'm the chief strategy and innovation officer for the school district and um on behalf of the superintendent and the board, it is
certainly a pleasure for my division to oversee and foster and work with the work of our student adviserss. Um this is something while we do it annually, the transition of student adviserss and every single one is special and it was an honor to see many of them today at
the alumni breakfast. I will say that this one I think um is probably ranks right up in probably the top two that we are transitioning. Uh we always joke all the time, how did we let Landon leave without his bachelor's degree and a job?
Um same thing with J Seir, how did we let him leave without a degree and a job? And we're certainly um while we wish them well in their next phase of life, they have left a mark on this district um that is probably unprecedented. And we certainly want to
honor and recognize them today as well as do the formal transition from this these two student leaders to the student leaders who have been elected by their peers to serve in the upcoming school year. So with that, I think Mr. Knap should be in the room. I think I gave
you a long enough runway and he is here. >> Sorry. Sorry. We're still taking pictures outside with the check and uh it's on now. So, we're everybody's still out there. Thank you so much, Dr. W. I appreciate it. Um for the second year in a row, Broward Education Foundation has partnered with the Department of Student
Ath uh Department of Athletics and Student Activities to host a breakfast as um as was mentioned and we were extremely excited about it. the foundation's uh is excited to support and highlight all the good work that our student um our students do, but also the impactful uh legacy that they leave. So,
last year we welcomed uh former student student adviserss to the school board and this year we extend to all former officers and student leaders in Broward County um also known as BCASC. Today we welcome 30 plus alumni leaders,
student government adviserss and district staff to celebrate our incur the incredible accomplishments that continue to that continue to come forward from these amazing students. Um on the screen I I think that would be the cue but on the screen uh you you
will see the names of hundreds of student leaders who have contributed to this legacy. Um it was on the screen and now it's not on the screen but now I'm on the screen. I am not the student legacy. I can promise you. >> Yeah.
So, we're going to we're going to let this scroll because it it's meaningful to continue to show the legacy that's been built at this district and how it just didn't happen overnight. Um the individuals that you'll be seeing on the screen will also be posted up on our website and we'll we're excited about
that. But thank you to Landon for putting this together, making sure that every single name and and individuals is recognized for the hard work and effort that they put in during their time here when they were students. Um, we're also especially grateful for the support and uh partnership of the Broward legislative delegation and our local
officials uh who share in our same mission uh empowering the next generations to be engaged. Um, I'd like to I think Robin is still here. >> She just walked out. Okay. So this morning we were joined by uh Robin
Bartleman, um Senator Rosalyn Ozgood, uh state uh Representative Marie Woodson, um and many other former uh student leaders, as well as the commissioner Beam. I thought Beam was still here. There he is. All right, we got one. Hey, he's still Beam Fur. Thank you so much for your support. Everything that you
continue to do on a daily basis, day in and day out, even behind the scenes, we know how much work goes into it. So we really, really do appreciate it. Finally, I'd like to recognize um the district staff who supported these student leaders. Uh Mr. Mike Roland,
clap it up played a long-standing and instrumental role in support um before. And Miss Jennifer Hamilton for her continued support and Miss Zenia Santiago She's been practicing that way for a
week. >> It did work. It went well. Um, these individuals are are are the talent behind what goes on every single day that we that we get to witness when it comes to Landon and some others and the preparation and and um the effort that
goes into it is by individuals uh such as them. um we're incredibly grateful for for their mentorship and their impact and their legacy um as well as their leaders who allow them to do that. So obviously with Patty Brown being here and so many others that allow them to continue to to pour into our students
this way. So just wanted to say thank you so much and congratulations again to all the student leaders to all of our um all of our team who allows our you know others on our team to continue to pour in these students because that's what it's all about. Thank you so much. Thank you, Mr. Knap. Now, we'd like to
recognize our outgoing student adviserss, Landon Spelberg and Jess Leon. Landon Spelberg has served as a student adviser to the school board since May of 2024 and is the only is only the the second student to be reelected by his
peers to a second term. Throughout his time in this role, he has worked to build a culture where students are not just included, but truly valued in the decisions that shape the their education. While he has been proud to help expand opportunities for student voice across the district, the numbers
and initiatives only tell part of the story. For Landon, this role has always been about the people who make BCPS so special. He is often honest that his favorite moments are not just schoolboard meetings, but the time he spends in schools, sitting with
students, listening to their experiences and learning directly from them. Those conversations have shaped his perspective, grounded his work, and reminded him why this role matters. From day one, he believed this was never his position alone, but a shared responsibility to represent and uplift
the voices of students across Broward County. Serving in this role has been more than an opportunity. It has been something he truly deeply loves. Landon will graduate in the top 1% of his class, earning an ACE diploma, the AP Scholar
Award, and the AP Capstone Certificate while completing more than 21 college courses. This fall he will attend the University of North Carolina at Chapel Hill where he where he plans to double major in public
policy and human and organizational leadership development. Thank you and congratulations to Landon. Jere Leon has served as the alternate student adviser to the to Broward County Public Schools school the 2025 2026
school year. A senior at the South Broward High School, he is a two-term student government association president and a proud member of the South Broward family led by Principal Francois. He is also grateful for the support of the Brower County Public Schools Department of Student Activities and Athletics.
Throughout his journey, Jier has believed that leadership is a choice. To him, leadership is not defined by someone else's limitations. It has no race, no background, and no single mold. It is rooted in action, voice, and the
willingness to stand for others. Serving in this role has been deeply meaningful. He has always viewed the position not as a title but as a responsibility to represent students whose voices are often overlooked or dismissed. Jere believes there is no such thing as
an adult conversation when students are directly impacted and that students deserve a seat at the table whenever discussions decisions are being made about their lives. One of his proudest accomplishments this year was helping lead a countywide mental health summit,
bringing together over 120 students to focus on mental health awareness, resources, and self-care. For him, moments like these reflect the true impact of student leadership, students creating change for other students.
Jere will graduate with honors, earning recognition from multiple organizations. After high school, he plans to pursue a degree in public administration and public policy with aspirations of becoming an organizational leader and one day returning to serve his community
as a school board member. Serving Broward County Public Schools has been an honor he carries with pride and a responsibility that will continue to shape who he is becoming. Thank you, Jir, for your incredible service to our school district.
I now turn it over to Mrs. Hixon for the presentation of the flags. >> Thank you, chair. Um, it is my pleasure on behalf of Congresswoman Debbie Wasserman Schultz to present flags to Landon and Jere. So, if they'll both come up um to the to the well right
here. These flags were flown over the United States Capitol and are being presented to both of you in recognition of your outstanding service to Broward County Public Schools and your dedication as student
adviserss. Congratulations and thank you for your leadership and commitment to our students and community. So the first um certificate here says commemorating the nation's 250th anniversary, the flag of the United States of America. This is
to certify that the accompanying flag was flown over the United States Capital on April 8th, 2026 at the request of the Honorable Debbie Washerman Schultz, member of Congress. This flag was flown for Landon Spelberg to honor his service as student adviser to the school board
of Broward County. The second one says, "The flag of the United States of America, commemorating the nation's 250th anniversary. This is to certify that the accompanying flag was flown over the United States capital on April 8th, 2026 at the request of
Honorable Debbie Wasserman Schultz, member of Congress. This flag was flown for Jere J. Leon to honor his service as alternate student adviser to the school board of Broward County. Thank you, Mrs. Hixon. Just and Landon, stay up there for a second, please. On
behalf of the school board and the district, we'd like to present these two plaques to Landon and Jier. Dr. Wz. >> All right. And we will recess for a brief m uh moment for a photo.
>> To get closer this time. So right I think actually the last time I want to say that I saw Was that so? Heat. Heat. Yeah.
Oh, I feel Yeah. Yeah. Yeah. How's it going? Thank you. And I also want to acknowledge uh Councilman Lewis Reinstein from the city of Plantation
who's in the audience. Thank you. Um, and I would like to most importantly turn it over to our outgoing student adviserss to provide some remarks. Was not expecting this.
Um, so before I begin, I want to acknowledge something very important. There's too many people in this room, especially the person sitting next to me and across this district to fully thank. Hundreds who have poured into me and the group
closest to me who have shaped me. I can't do justice in the limit limited time today, the impact you have had on me. And I shared many of my thoughts in a message last week because one speech could never fully capture the impact this community has had on me. And I truly didn't think I could get through
it without crying. While that personal reflection was going on, I've had the opportunity to think about what the past two years serving as student adviser in the past seven as a district student government leader have meant to me. There have been many memories, many laughs, many smiles, many
hard conversations, moments where I felt grateful to be there. And as I reflected on all of those moments, I realized something. The word that best describes this district is whole. not perfect because no community is but whole. It's
very easy to sit in this boardroom and focus on challenges. It's easy to focus on perceptions, headlines, narratives, and stereotypes. And I know some people may think that I'm too positive, but I don't think I'm too positive. I think I've simply had the privilege of seeing
what our students actually experience every single day. A school district filled with opportunity, compassion, and resilience. What I've seen over the past seven years is a district that continues to show up for students even in imperfect moments. A district that
continues to evolve and a district that's on the right path to success. Today, I want to share five moments from the past two years that defined that wholeness for me. The first was my visit to our non-traditional schools. I will never forget the young middle school
student who looked at me and said, "What can I do to stay here? I feel valued. I feel loved and I feel accepted. This student was in one of our non-traditional expulsion programs and I said to him, "What makes this school so special to you?" And without hesitation,
he said, "They see me for me." That moment has stayed with me ever since. I felt a student who finally felt seen. The second moment is our annual Play Like a Girl event, watching 2,000 student athletes from across Broward
County. Students who days earlier had just competed against each other come together screaming, dancing, cheering, and celebrating with one collective purpose reminded me how powerful this community is. That's what makes Broward special. The third moment was our yearly
student government convention. Just a few weeks ago, I was sitting on the patio and I looked over at the PMPO Beach High School security guards who probably they were seeing the most action they have ever seen in their career at that school. And there they were in front of them
seeing students from Nova, Western, South Broward, Blanch, Elely, Dillard, Cypress Bay. Across the county, students jumping on tables, dancing, laughing, using fans, and making memories together. In that moment, none of them
cared about their school labels, rankings, or perceptions. They simply saw each other as students, as leaders, and as friends. They built their own community. The fourth moment was serving on our employee of the year award panels. Listening to employees share their
stories and their why changed me. Hearing someone say, "This school board saved my life." And hearing another employee explain that they were distraught they had to miss a single day of work to attend their interview. You can't fake that kind of passion. That's what makes Broward special. And the
fifth moment is the one that will never appear on an agenda, in a report, or in a headline. It's the unspoken moments. The student who gives their friend a ride to school because they know they have no other way to get there. The student who quietly
pays for someone else's lunch. The peer tutor who gives one final push to help someone graduate. And the student who finally speaks up in a speakup speakout session because the for the first time they felt like someone was listening. Those moments may seem small, but
they're not small to the students living them. In many ways, those are the moments that define a school district more than any data point ever could. And that brings me to my challenge. As I leave this role, I challenge all of us to continue paying attention to those
moments. Continue listening to our students and creating spaces where they feel heard, valued, and connected. Because student voice matters. Every student in this district has a story that deserves to be told, including the students who it may not be easy to reach
or convenient to hear from. Their story deserves to be told by them. Their voice pushes us forward and it makes us stronger. So, in closing, I want to say thank you. Thank you for creating those moments every single day for our students and thank you for allowing
students like us the opportunity to share our stories. Serving in this role has been one of the greatest honors of my life. And while my time as student adviser may be coming to an end, my belief in this district and its future have never been stronger. Because after two years of seeing this district up
close, I can confidently say this. Our greatest strength has never been our programs, buildings, or titles. It's always been our people. Thank you. Going to try not to cry on this one. My mom always says all I do is talk about
is Landon. Landon. Landon. Landon. Landon. Good morning, chair. Oh, God. Okay. Okay. Okay. Good morning, chair, board members, superintendent, staff, students, and community members. My name
is Jir Leon, and today I stand before you for the final time as alternate student adviser to the Burough County School Board. Serving in this role has been one of the greatest honors of my life. Over this past year, I have had the opportunity to sit at the tables where decisions are made, advocate for
students across Bard County, and witness firsthand the dedication that goes into shaping our schools and our futures. But more than titles, meetings, or presentation, this role taught me the power of student voice. I've learned that students are not just the future of
education. We are a part of its present. Every concern shared with me, every conversation in the hallway, classroom, cafeterias, and campus across this district remind me that students simply want to be heard, respected, supported, and believed in.
At the same time, throughout this year, I have sat in many of these board meetings and watched people come before this deis speaking to staff, board members, and one another in ways that wouldn't even be tolerated inside of our own classrooms or school buildings. And it makes me ask myself, what message are
we sending to our students when disrespect is displayed publicly and normalized in in spaces that are meant to model leadership? Disagreement is healthy. Accountability is necessary. Advocacy matters, but dignity and
respect should never be optional. I believe this chamber should remain a place where people can passionately express themselves while still honoring the humanity of others. Because our students are always watching. They are learning not only from what we teach,
but from what we tolerate. To the students of Broward County, thank you for trusting me with your stories, your frustration, your ideas, and your dreams. You gave this position meaning. I may have to hold the title, but I
carry your voices into every room I entered. To my fellow student leaders, thank you for providing the leadership and and it's not just about popularity or recognition, but it's about service, sacrifice, and showing up even when no one is watching. To the educators,
administrators, and district staff. Thank you for the work you do every single day, often without enough credit. Behind every successful student is someone in the district who chose to care. and to this board. Thank you for allowing a student to have a seat at the
table. Representation matters. When students are included in conversations about education, strong decisions are made because the people most impacted are finally part of the discussion. As I prepare to graduate and begin the next chapter of my life, I leave with pride,
gratitude, and hope. Pride in what we have accomplished together. Gratitude for every lesson this experience have had on me. and hope because I know the next generation of student leaders is already rising. No matter what life takes me, Bard County Public Schools
will always be a part of my story. This district helped shape me into the young man I am today. So today, I don't say goodbye. I simply say thank you. Thank you for believing in students. Thank you for believing in me. And have a wonderful day.
You guys have us uh emotional this morning. Um, thank you so much. And now I'd like all of us to to join me in recognizing our incoming student adviserss, Lily Reed and Myle Suo.
Lily Reid is a rising senior at Western High School. She has worked to represent Broward students in the past, serving as the Broward County Association of Student Council's middle school vice president in her eighth grade year and the president during her sophomore year. During her presidency, she pushed the
her project county connections through BA through BCASC in order to better connect high schools with their feeder schools. She has remained an active community member within Broward, working as a harvest drive co-chair in the fall to feed over 360 local families.
Additionally, she recently went to Tallahassee to lobby for student needs by pushing state legislators to provide more funding to public schools, to work uh mental health days into state law, and to ensure every single school has a nurse available to students. And I personally got to see Lily uh speaking
to legislators in a public forum. Um and she really held her own. So, that was really, really exciting to see. Lily is incredibly excited to take on the role of student adviser in the 2026 2027 school year to yet again serve all Broward County students in not only
being a voice for them but to ensure that opportunities are constantly provided for students to be their own voice. Congratulations, Lily. We look forward to working with you. Mail Suko is a rising sophomore at Fort Lauderdale High School and comes from a background of more than three years of
student advocacy. He was one of the participants in the first ever student and schoolboard feedback session and has stood at that very podium on numerous occasions advocating for his peers. He is beyond grateful to have been elected to do so now in a countywide level. At
Fort Lauderdale High School, Mala serves as a member of the principal's advisory board, working closely with school leadership to bring forward student perspectives and strengthen communication between students in administration. He is also a national finalist in speech and debate at the middle school level, making history as
the first student from Bear Middle School to qualify and place for nationals. In recognition of his leadership and service, he was named the 2026 Martin Luther King Jr. Trailblazer award recipient and is currently a nominee for America's favorite student.
Congratulations, Myle. On behalf of the school board, we look forward to working with you both. Now, I'll I'll go to my colleagues to see if anyone has any remarks. Miss Hixon. >> Thank you. I'll be quick I think. Um, I
just want to say thank you to both Jir and Landon for being brave enough to speak your mind. Um, I know sometimes it's difficult when students are in the room with adults to feel as if they have a space to to say what they think. And
you have shut us down a few times um and in a professional and respectful way, but really gave us a perspective I think that sometimes gets lost when we get deep into debate and into our our adult pieces of things. So, thank you very
very much for being brave enough to to represent all of this the students in this district and for being true public servants. It was never about the title. It was about what you could do to make things better. And as Dr. Wanza said, you have left such an impression on this
district that will be your legacy and we really appreciate it. And to Lily and Mle, congratulations. I don't know if you know what you're stepping into. Um, but we appreciate you being willing to also be public servants for the students of this district and we look forward um
very much for with we look forward to working with you in the upcoming year and thank everybody for coming. And I would like to also thank the adults who allowed the students to spread their wings and and to be brave enough to have those conversations with us. It's a lot
of work in the background and oftent times you don't get the recognition. So, thank you so much, Miss Thompson. >> Thank you. Uh there's not enough time and our meetings are already very very long. Um but first, Jere thank you so
much for giving your advocacy to the district. I think you hold your own with us all the time and I think you clap back and let us know that we're off topic and off focus in the most responsible and respectful way. I think
you have brought an energy to the school board that was needed and a perspective that was needed and I think your focus on mental health has just um benefited the whole district for years to come. Landed.
I don't even know what to say. I think you have transformed myself. I think you have transformed this district for the better for years and years to come. I think you are the most
genuine and kind person that we have ever I have personally ever met. I think if we could be half the leader you are on this day, we will thrive for years to come. Shelby, you're amazing. I ask her
all the time how I can make sure my kids are like Landon and she says, "I don't know." So, not helpful, but I I just truly think you are an amazing person and I'm so glad you are here. I'm so glad the district got to meet you and we
will make sure that we incorporate students for years to come. Thank you. Mrs. Alive, >> thank you both for your passion. Thank you for being such a positive role model for the students of Brower County Public
Schools. And thank you for using your voice as your power. And I wish you both so much success in your life. >> Dr. Hoes. >> Thank you, Madam Chair. Um, so, um, I
will say, London, whenever you're in the break room, I always, uh, joke around and I said, uh, you know, he's going to be a great lawyer, you know, and and I said, he's going to be a caring politician. So, when you talk about being too positive, I hope when you
become governor of this great state of Florida, uh, that you'll remember the small folks up here. And so, um, also, uh, Jier, I look forward to transitioning my school board seat to you when you become school board
member after you finish college and all of that. Okay. So, London, you spoke of hope and I and I can tell you when I look at both of you, I see great hope uh, for the future. And when I look in the audience and I see the young people, that gives me hope. So, I I appreciate
you talking about hope because I think that is really awesome. and you two are certainly hope in action for a better future. Um, so I just like to to really thank both of you and I don't know if you had brief Lily and Mle about what
they're coming into but but I I assume you did not cuz they're they're here. But um, thank you both so much and I appreciate both of you. Good luck. Thank you, Miss Rupert. Thank you. Um, welcome to Lily and Myle
where I'm looking forward to working with you. Um, I didn't start with the two gentlemen sitting over there just because I really wanted to be in this moment without getting too emotional. I already hear it
in my voice. Um, you took opportunities where somebody else could have just done the job or done the work, but you made it your own. You actually filled up every single bit of space and that opportunity
for the district to grow, to be a voice for the kids, our students, to see them and make them feel actually that somebody saw them, listened, and there was change that happened with it. That's
beautiful and remarkable. And you both have such great hearts. Um, I'm really looking forward to following your story of your life because gosh, you know, I didn't even get into the education business until I was in my
40s. So, I've been, you know, kind of growing as we go here, but you guys heads and shoulders above wherever I could be. And, um, thank you for that. and really thank you for giving our students role models but also
opportunity and hope. Thank you both. >> Dr. Zean, >> thanks chair. Uh you both have grown a lot. Uh it's been fabulous to work with you for two years and for a year. Uh, I want to say thank you for your growing appreciation of data and data informed
decision-making and I appreciate the debates uh about topics and data and uh and going forward. I will tell you uh there's a legacy that you have in Ber County that came out two days ago. The Washington Post ran a front page story and it said school board should have
students uh in key roles uh informing or even participating uh in school boards. And everyone in Broward County that read the Washington Post said, "Doesn't everyone do this?" Uh, but here we know that it works. And here we know that
without that voice, uh, the decisions we make wouldn't be fully informed. And so, I just want to say thank you for everything that you've done for the past year. >> Thank you, Miss Bulman.
you guys. Um, I'm just so grateful to be able to have worked with you. You guys taught me more than I probably have learned from anybody else doing this job. And I just particularly appreciate your positivity and the way that you
present yourselves and you present the district and you present the students to us and to the public. I mean, we couldn't have better represent representatives and so I'm going to miss you, but thank you so much.
>> Thank you, Mr. Seivera. >> Sure to Lily Myle. Welcome. Looking forward to having you guys um be a part of the team here and uh it's going to be an exciting adventure that I will
promise you. Uh gentlemen, gentlemen, gentlemen, gentlemen. Um I want to first start off with a very simplistic thank you. Thank you for the hours, for the time and and the commitment that you put into this.
Um I I feel like there have been there's been maybe weeks and months where you guys have been here every single time that we're here, right? Fully engaged, fully participating, right? literally being part of the team
fully invested and I I cannot say thank you enough for the perspective and for the input that you guys have provided over the years. You know your your collective leadership, your dedication, your commitment to representing the voices of your classmates has really
made a meaningful difference. Um doing this job is not easy. uh requires responsibility, patience, a lot of team effort, and a lot of courage. And both of you have shown all of those qualities with with
grace. You've stepped up. You've led by example. And it is very obvious that you care very deeply about your fellow students and about this district. You two, in my opinion, are sort of the gold star of what happens when we send our students to BCPS. Right? Look at what
you guys have been able to accomplish. Look at where you guys are going and your future is the both of you is just so bright. And I'm gonna I'm gonna echo what what Dr. Ho has said. Please don't forget about us when you guys are like super super important people in in in a
couple years. Uh don't forget us about us small guys here in Broward County. So the both of you I wish the best the best of luck just here at Nova. You're going to kill it. I'm glad you're staying local. Glad you're staying local. Maybe you'll pop in every now and then just to see how we're doing, right? And um
Landon, the only piece of advice I can really offer you at this point that you don't already know is get very familiar with the term be duke and you will be very very fine in Chapel Hill. So thank you both very much. >> Thank you. And I I do have some just
some parting remarks. I often think about Landon and Jier and uh they are always the smartest, most mature
uh most thoughtful and kindest people in this room. And I think the way you have led with vision and grace um and the way you've built a bench and a succession plan is really instructive
to everyone who is choosing to lead in this district. Um and you both said it in in your bios, but um this role was never about the two of you. It was always about your service to the students and to this district.
And I think this district is forever changed because of the work you've done and um I'm very grateful for that. Thank you, >> Dr. Heburn. >> Yes. Thank you, Madam Chair. First of all, I want to welcome Lily and Macau. Um looking forward to the work that
you're going to do in the future. You got some big shoes you're going to step in. I'm familiar with some of the work with uh that Lily has done uh and her robust ideas from the superintendent student advisory uh meetings that we meet with monthly. So um looking forward to the wonderful things you two are
going to do. Um to uh two of my favorite um Mr. President and and Mr. Vice President. Um and and I think people finally realize why I gave u them those two names, the leadership that they've displayed. Uh one one of the things as a
superintendent coming in you know uh many of us uh right here in front of me they've been principles they've been teachers assistant principles you know we serve as students for our whole entire career and one of the things that we've seen over time is a shift in truly
embracing um a mantra about being student centered in your leadership style. um this is not the 70s, 80s or early 90s where you teach a kid if they didn't get it, they they they continue to move on regardless of the knowledge they they've um actually embarked on or
or not. Um and even just the the disregard of the student experience um in the past, we can't operate like that anymore, right? We have to be very student centered in our approach. Um our bus drivers, they serve students. Our
food and nutrition staff, they serve students. Our facilities workers, they serve students to make sure our environments um are conducive to learning. Everybody knows what a teacher does. They serve students every day and probably are the hardest workers in our classrooms. Our our assistant
principles, our principles, they serve students. Myself, my cabinet, we serve students. So why wouldn't we listen to our students? There are our there are our customers, right? We're changing lives every day, changing trajectories.
And for a superintendent to transition from doing that as a classroom teacher being student centered to a leader of a school being student centered to leading a district to be student centered is one of the most difficult task as a as a a
young snotty nose assistant principal when I used to come home to my to my young wife and and my young daughter at that time she's always ask me how does it how's it going? I say we don't have uh student problems or kid problems we have adult problems. used to say that all the time. Landon and Jere has helped
Broward County public schools at scale become more student centered. Right? So there's one of that was one of the charges personally to myself. How do we transform a system to become more student centered to relishing the accomplishments that we've had the past
two years? A a backtoback school district, no DNF schools, people having more pride in their schools. I bump into folks in certain communities that were DNF schools for a very long time and now they are A schools and B schools and
they have so much pride in their schools. They actually talk about their schools by name. I go to A school such and such and B school such and such. And now we're actually trying to get rid of all of our C schools which we cut those in half last year. Right? And so that's
the power of actually listening to our students, understanding the students experience. Their world is way more complex than mine was ever as a kid or anybody in this room who's an adult as a kid. So many distractions. How do we ensure they're getting the best learning
opportunities possible day in and day out? How do we ensure that they they receive the experiences to really understand what they're capable of in the future? and how do we keep create engagement opportunities so they can flourish and outside of our classrooms and internships and all those wonderful
things. And and Jere Landon did an amazing job. They are they're they actually became part of our cabinet. seriously coming into our cabinet meeting going over data that they've collected from student voices and speak out speak up and speak out sessions and
all kind of other student engagement sessions and bringing that information to us as a cabinet so we can truly understand how we can impact the lives u that that you know people trust here to Broward County Public Schools every day. And I can tell you we are on the right
path because of the work that those two young men have done for Brier County Public Schools this year and also last year. So Landon Jir, thank you very much. Like I said earlier, you guys have really created a new path for us and we're going to continue to follow that
and continue to be student centered leaders in Broward County Public Schools and really listen to our student experiences day in and day out so we can continue that continuous improvement process. Thank you. looking forward to what you guys do.
>> Thank you. And I'll turn it over to Dr. Wanza. >> Thank you, Madam Chair. So, um, we know that we're a little over time, but for the kids, it's okay to be over time. Um, um, as I close it out, I I would be remiss if we didn't thank the board. Thank the board because not only do you
talk about and you live and you breathe student advocate advocacy and student feedback, you were bold enough to codify it in policy and ensure that these positions have the prestige and the honor that they deserve. So, we certainly thank the board for that. We
would like to thank Miss Brown, Miss Santiago, Miss Hamilton, um Miss Garcia, even Mr. Gillis. is retired and the entire team at um athletics and student activities for the work that they do to support these roles. Certainly want to thank the um schools all the schools
that these students have come through. Right. Um I know that Miss Hollingsworth may not be here and she's probably beaming. She has been Landon's principal since he was in prek at um Silver Ridge Elementary School. But certainly want to thank all of the principles, the
teachers, the school staffs who partner with us to give the student um adviserss and alternate adviserss the time and space to do what they do. And then we certainly want to Miss Hixon said it briefly, but I'll give a little bit more voice to we want to thank their
families. We want to thank their families for not only um choosing us to educate their children but also for sharing them with us and for giving them time and space with us to do what they
do. We are thankful to Landon and Jere. Welcome Lily and Muel. And then lastly, we know that this is the last um public board meeting or workshop before graduation and we did something special. The superintendent may not even know about it, but we did something special.
So, we want to thank um the legislative affairs team. We did something special at the last uh superintendent and mayor's roundt and they want to join the board in congratulating the class of 2026. So, Beacon, if you could kindly roll the
tape. Just want to say congratulations on surpassing an over 90% graduation rate in over a quarter of a century. We want you to keep shining bright and we continue to cheer you on from the city
of Dana Beach. Thank you for all you do and congratulations. >> Congrats graduates from the city of Hollywood. We wish you the very best in your next endeavors. >> Graduation is coming up. It's exciting time for quite a few people. I do have
one tip for the valictorian self. Do not use the phrase, "Well, we made it." >> To all of the graduates, I am so proud of you. Remember to soar. Remember to keep going and remember always come back
home and help your city. Want to say to each and every student, keep up the good work. The numbers in Broward are up and it's only because you are trying harder and you will make your life easier in the future. The harder you work today,
the easier it'll be for tomorrow. >> I want a simple message. Stay focused. Know what you want and pursue it and you will do good. You'll succeed in life. Thank you very much. Great job. >> I'm here with a message to congratulate
all of this year's graduates. I'm sure you had a fabulous year. I want to wish you continued success from the city of Howlandale Beach. >> As we have graduation fast approaching, not only do I want to wish all those seniors graduating this year in Broward
County, most importantly, I want to recognize those seniors from Cypress Bay High School. We wish you much luck and success in your future. >> Congratulations just for being through 12 years. It's time for graduation. I want to wish you well in your future
endeavors. No matter whether you're going to college, to trade school, pursuing some other vocation, the city of Lauderdale wishes you well in God's speed. >> Graduates, congratulations. You worked so hard and from the city of Sunrise, we're proud of you. We look forward to hearing about your stories in the
future. Thank you. At this time, we'll take a 10-minute recess for a photo with our alumni, guests, and student adviserss. Hey, hey, hey. Heat. Heat. D. N.
Hey, hey, hey. I say yeah. I say yeah. Yeah. Yeah. Yeah. Heat. Heat.
Heat. Heat. All right, we are back. Our first item is the rule development two SEC SS policies. Uh do my colleagues want to go to a presentation or go straight to discussion? discussion. >> All right, we'll go straight to
discussion. Does anyone have any questions or comments, Miss Rupert? >> Give me a second here. Sorry. >> Questions. >> Okay. And actually, while we wait for Miss Rupert to pull her comments up, uh,
since we're not doing presentation, is there public comment on this item? >> No speakers. >> Okay. Okay. Let's pull it back out. >> I guess to make it simple, um, instead of finding the exact verbiage in here,
um, would be the background screening and the disqualifying offenses. Um right now I I don't see a um an opportunity to be ineligible for we have ineligible for
uh employment and we have it uh for new higher background screening. So my question is, will we, you know, in light of some recent news, will we have um the ability to um make sure that or
opportunity, if the board so believes that someone on any of our committees that has committed um a felony, etc., etc., um would be also subject to this rule or not? and would we want to cuz I
know it it was a conversation that we've had before and it it went before DAC so I really wanted to understand from the superintendent you know what what we're looking at here >> no that's a great um question and comment rupra based on u some of the
recent events I I was actually going to uh make a recommendation to the board in writing um that for committees and advisories that you that you do um level two background checks just like we do for our volunteers cuz uh one of
the the largest concerns for me is that we do have some of the committees um or advisories actually visit our schools and you know albeit that they're escorted and whatnot but they do have access to our schools which means they have access to our students. So I think it's important for the board to know u for members that they may be appointing
to their advis advisor advisories or committees that they have gone through a level two background check and what's the um what's the response from or information gathered from that background check just like we do for any volunteer. >> Yes. Thank you. So where would you want
to uh do that process? Is that um maybe it's a question for the uh the attorney. Is it is it better to have a you know memo in a different system to move through this or we are we planning on adding it to um any of these policies
that we're looking at today? >> I don't know if that should be added. Go ahead, Miss Sullivan. I was thinking more >> I don't know if um when we uh consider I know the 1070 is coming back to the board and that governs committees and that structure. So maybe it's more appropriate uh to put it um in that
policy, but uh until that policy if it's a will the board we can just make it a standard operating procedure. >> Um I'm I'm okay with that if my if my colleagues are um that that um and when would we be we be expecting 1070 to be back to us?
>> I have to work with general counsel because through Nola we're bringing back all the policies. So, we just got to figure out I believe that's going to be part of the um one of the first set of policies u being prioritized. >> So, through the general counsel. >> Yeah. So, my recommendation would be
that you definitely add it into the policy to make sure that it's a rule by the school board. Um in the meantime, if they want to go ahead and start using that practice, they're free to do so. Um but definitely needs to be brought forward. That is one of the policies
that we're looking at. Um there are some policies that have been given priority to me to be able to review. So I I'll wait for the direction of the board. >> Okay. As one board member, I would think that this would be u a safety issue and I would like it to be more um it would
be more appropriate to to actually have it sooner than later. But um I I would, you know, like to see what my colleagues feel about it. >> Thank you, Mr. Ala. Yes. So I have two questions. One is if
someone gets the background check in the beginning of the year and then say does something in the middle of the year, how do we catch that part? >> Go ahead. Um, Chief Gregory or Mr. Lozano or Dr. Lozano. I don't have the
answer for that one. >> Mike Gregory, chief safety and security officer. So once we enroll them through the clearing house and then do the level two background for check for new employees, their records stay in that database system. So when we'll be know we will to be notified if once they've been enrolled if they've commit a felony
act and we'll get a notification of that and we take the appropriate actions and next steps. >> But what if they're a volunteer? >> A volunteer that had the level two background >> that would be once they're enrolled will be notified. >> Okay. So it works for volunteers too.
They're in the same clearing house. >> Correct. >> Okay. And then my next question is, how do we communicate uh if someone wants to become a volunteer with Broward County Public Schools to be able to get their background check? Where does that live? Is it on the individual school website?
Is on the district website? Um, you know, maybe they're a grandmother and they want to volunteer with one of our schools, so they're not exactly affiliated with the school directly. >> Go ahead, Mr. Sullivan. Uh it's on the district website under the community tab
that they can apply to be a volunteer and then once they apply they have to do a level two background check >> under I'm sorry what tab? >> Community tab. So just go to browardschools.com and then on the uh lower right blue the last blue tab on
the right >> looks like almost like a >> okay >> and then volunteer services. So weird >> um >> on the left and then you'll see a application process.
Two clicks. This the suit makes everything two clicks otherwise we get in trouble. >> It's more than two clicks. >> Two and a half. >> Okay, I see it now. Thank you, >> Mr. Puno. And the only thing I will add to this um discussion is that you also
have a board policy 2409 which specifically addresses disqualification of volunteers based on some of these criterias. Um as we go through NEola this will be enhanced but you do have a policy that addresses that now. >> Okay. So then that brings me another
question. Does so then is that uh how does that work with if someone just signs up but now you're saying that there's these other rules. How do we identify like there's no nothing slipping through the cracks.
>> It'll go directly through the chair. It'll go directly through what the chief already indicated through that level two background screening. So they will be flagged. In addition, the law does require mandatory self-reporting as well if there's some type of illegal activity. And then you also have your
policy. So, they all kind of work together. >> Okay. So, you're saying the level two background check will catch everything. >> Yes. >> Thank you. >> Thank you, Miss Hixon. >> Thank you. I just have a a question about the fingerprinting or I guess they
don't call it fingerprinting per se. They just say background um check on the thing. But so we recently got an email and I know we started with a new company but when there are issues and I it doesn't have
to be in policy but it appears that there are some hiccups with those um fingerprinting issues. So just wanted to point that out while we were sitting here. They're not in this particular instance. They did fingerprinting three
times and for whatever reason didn't get in the system and they've had to pay each time. So I just forward the email to Ernie and I mean Dr. Lozano and Mr. Gregory. So if you could just check that out because I also had issues when I went to have to do my fingerprinting. So
I know it's a newer system or new company we just started with. So but if someone could just circle back on that. Thank you. >> Thank you. Anyone else before I have questions? Um, do do the background checks are they only for instate
uh or do they you know so if I've committed a crime outside of the state would that be flagged? >> Mike Gregory, chief safety security officer. Yes. State level two background is national. >> Great. Um and then I know that I I brought this up a a good time ago about
including the link to volunteer on our school district on our school websites, not just the district website. Is there is that on our school websites as well? >> I have to check. >> Mr. Sullivan is checking.
>> I will just say again, I'm going to probably This is going to be an issue that I I talk a lot about, but uh parents and community members, I think they find the information coming directly from the school to be much more salient. Um, so you know, if I, you
know, if if I'm a community member and I want to volunteer at my local school, I'll probably go to that school website rather than the district website. Um, so if if we do not have it on the school websites, uh, I would encourage us to put them. It's there. >> Yep. It's on the main page.
>> Great. All right. >> It's on every page. >> Great. Anyone else? All right. Um, our next item is district budget update. Do we need to Oh, Miss Thompson. >> Okay. >> Um, thank you, Madam Chair. Um, so
before I turn it over to, uh, our chief financial officer, uh, Miss Miss Ro Johnson, I just want to take a moment to recognize and thank her for the tremendous work she's done since joining Broward County Public Schools. And as everyone knows, we continue to face some significant financial challenges um driven largely by
declining enrollment and the resulting um loss of revenue. Um the despite those pressures, Miss Johnson and her team has been working diligently to maintain the district's uh financial stability and ensure we remain above the state's required 3% um fund balance. And not
just this year, but also um last year, too. I don't a lot of people don't know the inside work that her and her team um do. and and also for myself and Miss Johnson um talking on the phone in the wee hours of the summer trying to make sure this uh this budget continues to be
stable and try to isolate many of our concerns so we can um actually have that continuous improvement uh process uh for such for such a large and complex organization. Um and and it's required a lot of difficult decisions being disciplined uh with our financial
management uh uh having to tell folks um internally and externally no um but also protecting classrooms and essential services while positioning the district for long-term stability. Uh her commitment to fiscal responsibility have been instrumental through this process and I want to personally thank her and
her team for the work and the dedication. And at this time I'll turn it over to uh Miss Ro Johnson CFO and her team. Good morning board members, chair, superintendent. We will give an a brief presentation on the budget for 2627 and
we're going to give an update on the projection for the fund balance for fiscal year end this fiscal year 2526. I will start with the presentation and budget director Jeff Whitney he will be finishing off with the next year projections.
So this presentation is to educate constituents on the development of fiscal year 2627 budget amidst continuing Roman decline, rising operational costs and ongoing uncertainty about the state bonding level and legislative actions. The
purpose is to provide the board with an update on the development of the fiscal year 2627 budget including financials projections, enrollment trends, expenditures, pressures, operational adjustment and key planning considerations prior to budget adoption.
Um, also we want to align make sure we align the budget with the district's strategic um, goals and also we review this fiscal year 26 budget update and provide guidance and feedback regarding budget priorities and operation strategies as development of the
tenative budget for the upcoming school year continues. First, I'd like to start with month end April 30, 2026, our amended budget. As you can see, our estimated
revenue is at $2.3 billion. Our estimated expenditures is at $2.4 billion. We're currently operating in a deficit. So, we're spending 41 million more than our budget. So, the beginning fund balance is 205
million, but a reduction from the over expenditure deficit spending of 41 million. We're estimating an ending fund balance for June. This is for April 30th only. Currently at $164 million. So there are pending entries that we
have not just impacted the overall budget with and that's going to happen in March. So we're closing out this year. We're going to do additional capital transfer of 25.8 million to the general fund to support expenditures from the capital that is occurring on
the general fund. penny year-end expenditures. I always do a detailed analysis of our finance far as our salary. So with the salary and benefits so this the personnel piece of the puzzle. So our budgeted for salaries
is 1.3 billion. Our benefits is 541 million. And then we do a projection. I do a projection based on our base salaries and our base benefits and those giving you the cost of 1.1 billion of our salaries for fiscal year end June
30th. Then I do a projection of our benefit costs and it's this are base salaries only 522 million. Then I project on the salaries that impacting from the referendum. So we have base salaries on a referendum and also we
have supplements that we pay on a referendum and the benefit cost there is 168 million and then other wages. This is through June 30th. Now this is based on projections where we see oursel falling out. It could come shorter. I'm trying to be very conservative and
project more of that the extreme case the worst case scenario that we'll have to spend 155 million but and that's showing us a total deficit in salaries and benefit of 56 million the next page I'm these pending items
Gallaer give us projection all the time with our benefits so we have to burn a certain amount so overall we do board contribution That's all our employees that contribute. The board contribute on their behalf. This is the board actually paying the benefits on the behalf of our
employees. Then we got employee contribution when they have dependent or they COBRA payments that also go to our healthc care costs. So that's 25 million. So our total contribution there as a district is 355 million. So we get
rebates also from ATNAM. We're expecting pharmaceutical rebates of about 42.8 million. That's what we have received to date. Um the RDS subsidies and other income is 39,000 and investment income. So we always investing all our revenue.
So this is what this investment account earned around $2.9 million. So our total revenue in our benefits is around $41 million. and our spenders. So, we have claims, we get claims come in every month. Our claims is burning at 373.9
million. This is projection through June 30th, right? I could be over projecting, but based on the burns, I had to project the last two months. So, this could even be lower than um the projection. So we did with the GLP we had they project
we're going to get 5.5 million before we close out this fiscal year for you know terminate the GLP1 administrative cost is additional 8.5 million that's actual payments to Etna and other fees was 95,000 showing our total expenditure of
37.1 so when I project we're going to have a gained in our benefit cost that's going to offset some of those um actual cost of salaries of $24 million. The next page is showing additional fund
balance trans transfer based on requests that came to the board. There's additional 12 million that we're going to be allocating out. We have already we just haven't recorded yet that the board have approved from the items that became to the board that impact the fund balance. is going about it's
approximately 12 million additional expenditures that we're going to be taking from the fund balance transferring. So what does all this say? So what how does it impact? So I start with April the 30th and you'll see all those transactions how they going to impact our projected
budget for June 30th. So that 25 million that capital transfer we it increased our overall revenue from 2.369 billion to 2.395 billion and our um our
overall expenditure from 2.4 we got our salaries increase and then the offset of the benefit cost and the 12 million that impacts the fine balance for increasing expenditures is overall from 2.4 4 billion to$2.454
billion. So over overall our district for June 30th, the last column is operating 58 million in deficit. Projection. So I just want to make sure you guys know this our projection. It could change at any time. Anything could
change that cause this number to change. So impacting the fund balance by 58.9. So our estimating any fund balance going to be around 147 million. and how does that impact? So we start looking at the adopted budget on this page. So the first column is the adopted budget,
right? The total fund balance that means with everything was 8.6 because we was at $25 million in our fine balance when we start this open up this fiscal year. So that was 8.66% of our revenue.
But our assigned and unassigned found balance with this is what the state is monitoring we were at 4.85% which is 115 million. So with this budget amendment you're going to see in your packet that's coming up. You're
going to see that we're currently at 3.27 are signed and unassigned for April. But with the June 30 projection, we at 3.36. Even though our fund balances, we're going back up because all those
transfers and those expenditures are offsetting each other. That based on projection, we should be at 3.36. But I have some high level concerns. For one, I can't control the narrative. Anything could happen in these last couple of months and um that can impact.
We did receive survey three data and that showing we lost 1,29 students FTE will impact the district by $11 million. That means if that happen occur that the state implement that and
they give a survey. I did reach out to the state. They said wait till we decide if we're going to implement that. That means we'll have a reduction and we definitely will not meet the 3% of the fund balance. If other things are happening too if they restrict those
categoricals there's categorical like API they never was restricted they fall out into our fine balance to help our unrestricted and restricted um that's our signed and unassigned fine balance unrestricted portion if they don't fall out and they restrict those
that would cause harm to the district and we will not make the 3% and then there just overall revenue pressures and expenders We're closely monitoring those as we close out this fiscal year to make sure. And then also that FBFP if we get
hit with that third survey. Last year they um pushed it to the next fiscal year which was still a surplus for us because they had um issues with the family empowerment scholarship. they was resolving those issues and we got a 5 million surplus when we opened up last year, but this will be a reduction to
our overall budget of 11 million if they push it to next year budget. So, I'm going to have Jeff go over the 26 27 budget outlook and savings update. Good morning, Jeff Whitney, director of
the budget. So as we begin looking at uh the 202627 budget, right, we know that uh at this point in time, this the state has not completed their budget process. And so that gives
us some uh continuing fluctuation in and how things are going to going to be looking. Um based on what's going on now, we kind of expect the state budget uh ne late next week. So we'll should know a little bit more as they run do their final uh FFP runs on on those
budget decisions. Um, we're currently working with the the Senate's budget more than the House's just because it seems to be the one that's that's worst case for us and that uh then gives us some ability to to work
the other direction if they move towards the house a little bit. Um, so again, we're just waiting on final B the BSA, the base student allocations, categorical funding decisions, and uh those district allocation amounts from the state.
This next page and the page after it kind of go through what the state projections look like. This is the official state document. The next page is reorganized more so we can kind of focus in on what the district looks like in the right order. So the virtual number, the traditional number, and
those two DJJ numbers make up what the states state's numbers are. What we're looking at based on these right now is a total of like 174,579. Um, when we kind of look at the next page, this will show us what that means to us
in terms of funding. I also wanted to point out that that's you know that between the,209 that Miss Johnson mentioned earlier and the additional 8,800 8,086 reduction we're looking at we're looking at a
total reduction from sometime in in this year's point before survey three to next year when the budget rolls out to a 9,295 student reduction. um that that is going to equate to 75
to76 million for what they're projecting with next year and that 11 million added to would bring us to a total reduction of around $90 million. So we all know that we've been through some some really robust discussions around the organizational chart and
those those alignments. Um what we've seen that was approved so far is the uh a th000 position reduction. That's a total of approximately $58 million districtwide. When we zero that in on the general fund, that's about a $45
million reduction in about 705 positions. We're still going through the school staffing allocation, working with the with the schools and through their meetings. a lot of that work wrapped up last week and so now we're trying to do all the final analysis and get
everything tied out um deal with any concerns um any any special situations that might need adjusting. So we'll have some some more information on those numbers in the near future. But uh just wanted to point out that um as we've
gone through this change with them there were some changes made. We met with the all the principles um in person back in February where the superintendent kind of rolled out what some of the big bigger changes were to them. We also met with them again um uh virtually before
we started having the individual meetings with the schools to again kind of reiterate what those big changes were and we'll go through some of those here on the next next couple of pages. So right now middle schools with uh fewer than a thousand students are no longer
being funded for a separate registar position. They uh are increasing the days of the administrative assistant to help deal with some of the the the more clerical functions of that. you know, taking people in as they're coming in during the summer, not necessarily doing the
work of what a registar would be doing or what the IMTs focus on, but uh that was a a change that was made. We've also um in in the model, every school is funded for a media specialist. If the
school does not have a media specialist and has a clerk instead, we're no longer leaving the difference in their budget. that uh one helps bring some money back into the district if they're not doing that and two it encourages them to bring in a media specialist instead of the
media clerk, right? If they're not going to get the funding for it, they've kind of lost the carrot for keeping a media clerk instead of a media specialist. And that's been a priority of the board and this will help move them that direction. We look at what we've done with
assistant principles. Um really the biggest change on this page is that the middle schools are no longer funded for a fixed three. They have to reach uh an an unweighted FTE of 700 before they get
their third assistant principal. So if they're below 700, they're only going to have two assistant principles. Uh and um there is also uh an increase to the enrollment required at a high school for them to receive their fifth
um assistant principal. And uh if there are above 4,000, then they would receive funding for a sixth assistant principal. So, like I said, we're still going through some of the actual staffing allocation results as we tie up the work
meeting with the principles. So, we'll have some more here, but we know that um as we as we go through and look at this, when enrollment declines, um the instruction allocation, so the numbers of teachers in schools is going to decline along with that. That's the uh
enrollment, the unweighted FTE that really drives the funding. And so there there will be some reductions we're expecting there. And then the final thing we're looking at here is the savings is that uh as you all know, we've been working on um
having some some some work done where the employees would be contributing to a portion of their um health insurance premium costs. And as uh the collective bargaining process wraps up, we'll we'll know more exactly how that lands. But it
looks like right now um because it's because of the way that the open enrollment follows a calendar year, we would get about half a year's worth of savings beginning in January. Um that would generate about a $23 million reduction in our expected costs because
the board wouldn't have to cover that portion since employees would be covering it. And then as we move forward into further future fiscal years, there would be a more of an annualized cost savings from that. And that with that, it wraps up the our
our presentation and we're uh ready for the board's discussion and any questions. >> Thank you so much. So, we'll go to registered speakers. Uh Jackie Luskam. >> Hello. Good morning, Jackie Luskam. And kudos to Miss Romaner, who must have
sleepless nights, as I'm sure you all do. I I get the difficulty here. I want to make a suggestion, though, about communications and the integrity of messaging around this budgeting process, which is currently playing out in a very damaging way, damaging the district's image at exactly the moment we should be
competing aggressively for families. Um the public optics are all about cuts, loss, instability. And now in the staffing allocation process at schools, we're seeing our schools struggling to hold on to or having to compromise the very programs that attracted students in
the first place. Families will not stay in districts they perceive as shrinking, chaotic, or in preservation mode. I live in the north. Last week, I received this mailer from Palm Beach County School District advertising open seats at A-rated schools for Palm Beach and
Broward residents. They are actively trying to poach your students. We need to fight back aggressively with strong, distinctive, future focused messaging. Instead, the messaging currently reaching parents is that schools are cutting some of the very things that are
are dear to their children and supports that their children need. Um it is not the case that the district is getting rid of music for example but there are perceptions that you are because actually there are some schools
that have announced it yet parents understood that those pieces of BCPS's operations would not be affected and it's not okay for now the board to say well those cuts are the schools not us we're one Broward right we were told at
ESC advisory that Broward intended to ext expand VE programming, vocational exceptionalities, varying exceptionalities. Um, and in some places it still is. It's been commendable. Yet, some schools are now being forced into choices between doing so or preserving their existing SVE
programs and others. We need both. Um, so I I want to draw attention to your greatest problem being communication. It's a weakness that Dr. Hburn acknowledged a few weeks back in this boardroom too. Right now, rumors are spreading faster than facts. In the absence of clear communications,
families assume the worst. When there are rumors about cuts that are incorrect, the district should be getting on front in front of them. And when promises are going to be broken about not touching programs at schools such as band and music and arts, let's fess up and be straight with the public about what's going on and find
compromises. Instead, too often the public conversation is being driven by fear, speculation, screenshots, and word of mouth. and we just see silence out of the communications department. Broward needs to get into active damage and control. Now, managing the message
needs to get as aggressive with communications as you are with budget. And the overall message from your parents is going to be that you're going to lose more students if you're going to start cutting anything out at schools or if schools cut electives and the things that are dear to their hearts. Thank you.
>> Thank you, Miss Luskam. Uh, next speaker, um, Brooke Bour. Good morning, Brooky Plantation. Uh, ditto to all that Miss Luskam said. I am zooming in on a little bit more of a particular issue this morning, and that's slide 17 of the presentation you
just saw, which states that principles were told about the staffing allocation model in both February and in April. DAC has been asking for the staffing allocation model, not for fun, but because we are responsible for training
staff chairs um on what the budget should look like, how it can affect their school before they sign off on the budget, which is required by this board's policy. Additionally, state statute requires that schools budgets be made in collaboration with school
advisory councils. That also requires that school advisory councils be trained on what the budget looks like. In particular, this year the staffing allocation model looks a bit different, which means there needed to be new training. And during uh committee
reports to the board, DAC has repeatedly said we had to cancel our training last month. We had to cancel our training again. We rescheduled training three times and our staff chairs and sachs have still not received training. But over the la course of the last couple weeks, they've been asked to sign off on
the budget. So when I saw this presentation posted just in the last few days, I was really surprised that principles had been provided a staffing allocation model because DAC had not been provided the staffing allocation model. I actually submitted a public
records request back in February and that was the beginning of February. It was closed out and I requested either a draft or a final version. Either one would have worked. We just wanted something to give to our staff chairs. And that request was closed out on March
25th. I resubmitted a public records request at the beginning of May and I still haven't heard back and it's not for fun. I am a staff chair and I did have to sign off on the budget and I wasn't comfortable doing that. And my son is with here with me today and we
had changes at our school. We lost a guidance counselor. We lost a front office person. We're having to re reshuffle our specials. So there are real effects and the transparency is an issue. The staffing allocation model used to be a public document. If you go
to the budget page for BCPS, there is a budget resource center and you can see the staffing allocation for the year 2425, but you cannot see it for this school year 2526. And we haven't been able to get a copy for the upcoming
school year. So, I don't come here to nitpick about public records laws or to diminish the board or the the school district in any way, but our soft chairs are out there lost and we have area advisory council meetings this week and we would really appreciate getting a
copy so that we can train our soft chairs this week. Thank you so much. >> Thank you very much. Um, I believe that's it for public speakers. We will go on to board member comments. Board member Thompson. Thank you. Um I just wanted to follow up
on the public speaker's comment about staffing allocations and how it used to be public facing. Can we get some explan explanation on that? >> Yeah, absolutely. Um so for the 2627 uh staffing allocation model uh the that document u which is pretty lengthy is
being created to be posted on that um that um budget center for lack of a better term on the website. the tw the 2425 and the 2526 staffing allocation model. There is absolutely no changes in between the two. It's exact exact same
thing uh because we didn't make any changes to the staffing allocation model um last year compared to the 24 um 25 year. Um but there are some slight changes this year which it just went over which mostly impacts um assistant principal allocations um and that the
middle school for the registar u for schools under a thousand an unweighted FTE and also the the requirement for a media specialist when their media clerk um actually leaves or or um or is vacant. And then a little bit ago, maybe a month
or two too, we talked about doing more budget communications and like having videos on what the budget is like, like what is our communication plan. And we also used to have a citizens guide to our budget and I don't believe that's been updated in quite some time. Yeah,
I'm not aware of the citizens guide, but we're because everything's been a moving target right now and then waiting for the legislators to complete the the budget process. We didn't want to um put something out that's not final >> um and then have to do a update. So
hopefully in the next couple of weeks once we get some um some finalization u from um the state legisl legislator and um then we can put all of that information out. And then when the staffing allocation is put on the website, can the board also be notified?
Because we've also been getting a lot of emails about cuts to schools and didn't I particular we knew they were happening but not when they were being shared and so then we have community members angry about changes at their school and we
don't know how to answer them. >> No, absolutely. We we'll update the board. I think um uh for the most part what you see in the presentation is the only um uh changes in the staff and medication model. I think most of the concerns you're getting from uh probably parents and probably a few students is that um the majority of our schools have
a decline in enrollment for the upcoming school year. When you talk about 9,000 students projected to decline, if you divide that out by all of our schools, that's about about uh 39 students 3940 students per school. But some schools have way more and some
schools have way less. And so as uh a student enrollment decline, their the revenue declines. So, you know, this has been since the dawn of time, you make those adjustments at the school level based on the number of students you're receiving or the number of students you're you're actually declining by or
reducing by. And so, I think some of those are some of the concerns because there's uh positions that are impacted when a school experiences a decline. And that's the majority of our schools for the upcoming year. Go ahead, Mr. Sullivan. >> Uh yeah, I just wanted to add to the budget discussion. We have done some
work to educate the public. Uh specifically, we did the parent university. Uh so that was well attended and we also have a dedicated landing page that we pushed out uh uh through a parent link uh browardschools.com future ready. >> And then are our principles so I know
the the enrollment impacts our specials. That's one of the reasons I talk to my community and encourage them about school consolidations because that means you get more specials because the number of enrollment goes up. >> But have our principles been taught that rationale or how to communicate that to
their community? Because what I'm hearing is they're basically saying, "Well, the board did this and this the board hates art. The board hates music and that's >> what's happening." I >> I think it's um easy for anybody to to say that, but that's not been the process. There's been budget
conferences, budget meetings with principles. So, there's been a there's been a a cadence of meetings with principles ever since February when I myself and the deputy got up and talked about what the budget changes are going to be and what they look like and they started cascading from there. Um, and so
the the principles are aware of the changes in their budget. It has nothing to do with the board. It has everything to do with your enrollment numbers for the upcoming school year. Um and so we we and you know if there's specific unique um needs that a school h has they
they go through their regional office and we've been able to fulfill them or or not based on if it's not a compelling reason to do so. >> So that sounds like a conversation between our district staff and the principles. But what are the principles taught to educate their community? Like chair already said most of the time
they're going to go to the schools about budget changes or impacts. So, what are we how are we helping them have these hard conversations? >> No, that that's actually a a great point. Um he's like you're about to say something, Miss Sullivan. Go ahead. >> I was going to say we could work with
the budget team, uh Miss Johnson and the deputy and and create a toolkit for the principles. >> Yep. And I know Miss um Dr. Fulton has uh met with a core group for different um highlevel challenges and concerns to
create more of a robust path of communication from that group to the principles and then to the principles to their communities um and stakeholders as well because it you're that's a great question because everything's different, >> right? And this this is it's not just going to be one year. It's going to be
multiple years of doing things different because that's those are the current challenges and demands. >> And I think once the community understands the the process and why specials are changed, then there might be opportunity to for them to encourage their friends to come and and etc.
>> Um I also I know last we have too many meetings. I think last week we talked about art, music, and PE being um a priority for our district and I was and I got Dr. Zeman's followup and I think I requested one to include middle schools
and high schools as well. But I want to explore a way that we can show that that's prioritized in our district. And so is there and I I understand the financial situation right now. I was wondering if there's a way to put a line
item in our budget that's for art, music, art and music specifically so that the district can either aid or fund um schools so that we make sure that we keep these specials especially in an elementary but continuing on to middle
and high school because when people are deciding where to put their kindergartener, they want art class, they want music. Um and I think we legally have to have PE. Not I think we legally have to have PE. So I was a little concerned because on the spreadsheet there's some of our schools
that don't have PE >> that legally have to have recess. >> Yeah. Gotcha. >> Yeah. >> Okay. Um so how can we ensure that we communicate to the public that art and music is a priority for us? Is that a
line item in the budget? Is that a board item to put a specific amount? In Dr. Zean's followup, it's $1.2 $2 million. I believe that's to cover the schools that don't have it. >> That don't have it. Correct.
>> Um so I guess can we walk through what that would look like? >> Yep. So um we will have to budget for it and as we do with any u budget ask we will look at the balance um right uh we're prioritizing something and what do
we want don't want to prioritize right any further if this is the priority. So we'll have to look at that. Uh, one of the things that I I do want to um express a little bit of concern about is for the schools where it is a very unique innovative program where a parent
is not sending their kids to that school for music or art. They're sending their kid to that school for a specific STEM program. Um, and so I don't want to infringe on those type of unique opportunities. Uh but I I think um if I interpret it correctly to ensure that
the school has the opportunity if if because we give principles a lot of autonomy on that too to ensure that they have the opportunity to offer um music and art if those are the two high priority areas u for the board. >> So how would we make that happen then?
We will have to sit down with the budget team uh as we often do when somebody has a ask not just the board but also my team and go through what are we prioritizing and what can we actually not do anymore to take those cost savings to be able to do that. >> So would that discussion come back to
the board? >> We can bring that back >> and then I think that's also something to be communicated with the community is that the principal gets to decide what specials are chosen in their school. So, if there's a desire for science and art more than a desire for music, that's
because the principal has met with their community and and looked at enrollment numbers because I think that's something that I could be a parent who desperately wants my kid in art, but the rest of the school only wants music or only wants science or something like that. Um, and
we, you know, that's their their responsibility as their district, as the principal leader to, um, to decide that. Um, so I would, I would love for us to continue exploring how we can have either a fund for the schools that have
lower enrollment, so maybe not cover it for every single district, but maybe something like that, so we can make sure our schools still have an opportunity for art and music. Um, and then my other question is there are school districts
that are really analyzing their student enrollment and comparing it to the registered students in the voucher system. And so Escambia County actually found that 300 of their around 300 of their students that go to their schools
were actually in the voucher system and the money was not going to the school district. So are we doing any kind of comparison or analysis because Escambia is real small? >> Yeah. No, we have all of that data. We are aware of the amount of students that
take advantage of of the U voucher or the um the the scholarships. Um so we have all of that data just >> so it's not the data of who's taking it. It's the data of like I'm attending Silver Trail Middle, but in the voucher
system I'm taking a voucher. And so the money is not actually going to silver trail, it's going to whatever the voucher. >> Yes. Yes. Um and that's what the reconciliation of the state um uh reconciled that for the whole entire
state last year to because that was the complaint from us as district leaders is that we're aware of kids that are taking the voucher money. Um and so that FTS be recorded on as a voucher or homeschool student, but they're sitting in our classroom. All right. And so we've and
um so that was the complaint um for many of us and that's why they reconciled it. Um so yes, we we have that information. We know um we we compare um enrollment if they're sitting in our building but the FT is being counted somewhere else and then we uh add that information up
and in the hopes that we actually get that money. Last year they actually did pay out >> um the the districts across the state. Um I don't know if it was the full payout, but they did give us money back for that reason. So that's something we're consistently tracking. >> Correct. >> Okay. And that's my questions. Thank
you. Thank you, Dr. Zean. >> Thanks. Uh I just want to remind uh folks as we go through this budget stuff that, you know, we're downstream and we're reacting to, you know, how do you take couple billion dollars of operating money and spend it in a way
that gets a community and the students and the schools the greatest outcome. But I'm never going to talk about the budget without talking about the upstream problem. If we were funded like Alabama, Broward County would have $3.3 billion dollars of operating funds. That's the problem. At the end of the
day, the legislature in Florida does not value public education. That's why we're 50th in the nation, and it's got to guide our efforts. Uh we're 10% of the state of Florida. We should be talking about this all the time. uh we should make it a litmus test for people to serve in the legislature and we should
hold people accountable that are in positions of authority uh to do something about it because I think Floridaidians would like us to fund public education um and we're not doing it in in the right way instead of 1 billion and we're fighting over how many people to let go um and in a period of
declining enrollment 3.3 billion sounds uh like it's a much better investment in our community on uh music, art, and PE. Miss Thompson brought up uh some inquiries that we started last week and I think it's a really fascinating policy question for
this board to consider. You know, at up to this point, we've given principles the authority to have and to choose with their parents, with their community, uh what specials. But if you look at the data that we got back to my question, there are actually enough positions, Dr.
Heburn to make sure that we do music, art, and PE in every school, every elementary school, and still have positions left over to do other ones uh at the principal's discretion. And so, to Miss Thompson's question about how do we move how do we how do we create an
option for moving to guaranteed music, art, and PE, which I believe parents believe is fundamental part of elementary education. Um, and it would drive people to reconsider and to rethink about what Brower County Elementary Schools really mean if we had that everywhere. I think it's going to
make this board reconsider the autonomy of principles and also to make this board consider how many schools get included in repurposing because one thing that we've learned through the repurposing uh process for the past few years here is a small school is an expensive school and uh Mr. Whitney and
some others have given us some data last year. I think it's still reasonably good, but we pay between $8,500 per student and $16,000 per student. Is that still roughly correct? >> Yes, sir. >> Yeah. So, so that's almost 2 to1. And what is the distinguishing feature of
those schools? The 16,000 are the ones with three or 400, you know, dramatically underenrolled, very small schools. And so as a board, we have to think about it because if those are the schools that we choose to repurpose, that not only takes off a school that's dramatically underenrolled to capacity,
but it also eliminates a very expensive school per capita. And therefore, the remaining schools uh there would be funding left over. $1.2 million on a $2 billion base is not a lot of money. It's uh it's less than half of 1,000th of a
percent. Um but at the same time to Miss Thompson's questions, we can do this without money. We just have to be thoughtful about the positions that we have and the policy that we give about the autonomy of principles to do it. I will tell you right now that I don't think a principal
should have the autonomy say no to music, art, and PE. It's fundamental to elementary education. All three of those. A librarian is fundamental to elementary education. it ought not to be optional in a place like Broward County. So, um I'm I'm anxious to learn about
it. I don't think we need $1.2 million to to pay for it though, Miss Thompson. I think I think as part of our repurposing, if it in fact, again is the smaller underenrolled schools that are the targets for repurposing. If we do follow some numbers that have been thrown around from up here to do more
than 10 uh this year, uh one of my colleagues has said we ought to do it once and get on with it. I love that. I think it'd be nice to take a two-year break and get back on a cycle where we can come back and actually try the programs that we put into schools and see how they're working and then come back uh and look at it another time. Uh
Mr. Superintendent, with next year's projected enrollment, um we've talked about three years of losing 25,000 students, how many students will we lose over the previous three years plus next year, given the projections that we have? previous three years plus next
year um 35,000 >> 35,000 so on a base we were around 210 uh 35,000 17ish% right reduction over a very short period of time I pray and hope that the state gives us uh a little bit of leeway
on how we account for uh the changes I do want to talk about the fund balance first though because that's certainly uh something central um I think we're going to be projected right now again we're at the end of April with these numbers. So 10 months of a 12-month year, we're projected to be at 3.36. If I'm correct,
Mr. Whitney, that's about $8.6 million over the 3%. >> 7.9 million. >> Okay. Well, your calculator is better than mine, so just say eight for fun. If the 11 million correction isn't available, we're down to three million that we have to find. Dr. Heepburn, is
it within your authority to find $3 million over the next two months so that we stay over 3%. >> Yes. >> Oh, great. All right. So, that takes the big risk out of this. So, let's talk about the other big risk. Um, we overspend our personnel account by a lot of money every year. Uh, we have talked about it from this board. There's no
organization in the world that can operate perpetually overspending their budget. That's why this board has the authority to set a budget. What's the point of having a school board approve a budget if no one follows the budget? Um, so it's a very serious matter and we're over by $56 million, I think, on the
personnel account, which is our largest account. Um, Dr. Heeper, um, I I would like to know I I understand how overtime and double stuffing and things like that can cause, you know, us to say, hey, the budget we had for 1.3 billion of
personnel should fund this many positions, 25,000. But if those positions get more expensive because people are working two full-time jobs for Broward County Schools, boy, that spirals things out of control. If overtime happens because of a natural emergency or un unforcasted event, I I
understand that happened, too. But $56 million is a lot of money. What can you do next year, Dr. Eper, to bring that to zero? Um so one one of the the great things um there's twofolds when you approve a budget I think um um for the past
decade or so um there has been no declining in in personnel and staffing right so the good thing is we're going into a new fiscal year u with a thousand less positions so we've reduced our personnel expenditures which is what you're talking about um the other thing
is too uh like like you mentioned we have positions that we have Broward County Public School employees working full-time during the day and they're also working uh full-time um the second half of the day because they're in hard to staff positions, i.e. workforce
education positions at the tech schools, uh uh bus drivers, doubling back and and and um expressing more routes. Um the thing that we're going to have to do is uh really closely monitor that. It is because by law we have to pay them time and a half because they work for us
already. really monitor that and and really force the system to uh say no to some of those positions and and see and analyze the reasons which I know off the bat is is salary and then come back to the board. It's going to be cheaper for
the board to say all right we approve increasing that um salary for that position than paying time and a half overtime because it's impacting us tremendously. It's it's you know a slight increase in salary is going to actually save us money than just paying overtime. So those are some of the
things I'll be bringing back to the board as we as we uh move forward. >> Terrific. Could uh you please bring us things that equal $56 million of change. We we as a board I don't think would ever feel comfortable setting a budget and then having expectations of double
digit millions of overspending. So, if you could bring us the ideas that uh look at that 56 million overexecution and and allow us to help you. I love the idea. I think our bus drivers may be, you know, having a compensation issue. I think our FNS people, if we're double stepping those, might
>> um I think we we have to think about the jobs themselves and the pay. >> Um I think working in education is inherently exciting because you get to grow the next generation, right? But um are we creating jobs that are exciting enough to people and pay people well
enough that we get uh get get folks. I think it would be interesting also Dr. Dr. Heppern to consider a board sponsored policy that says you may not work two full-time jobs in Ber County schools period which would force the system to either pay people better or create jobs that
are more attractive to people so that we get applicants. But to have somebody working two full-time jobs where one of them is paying time and a half um seems like something we just can't afford anymore in Ber County. So I look forward to seeing those $56 million worth of changes between you and Dr. Lozano and
everybody else that works in this uh in this field. Last big question about the budget I think that the board needs to consider is next year we're looking at a 86 87 90-ish round number um uh reduction in revenue. Therefore, we have to reduce by the same on expenses. We've
got a half a year of healthcare changes. That's roughly 23 million. Uh through Dr. Heepburn and Miss Johnson and everybody else's unbelievable efforts, we reduced by a thousand positions. Um I think Dr. Hol still has an item out there about further reductions in positions, but that won't save us money
next year because that'll be for the following year for savings. But am I right that 23 plus 56 is roughly 80 million? So we still have roughly 20 million if the projections come in at this point, Dr. Um go ahead. What um Miss Johnson with
the projection? >> There's going to be additional reduction with the allocation model. We haven't um brought those forward yet because we haven't we haven't able to identify all the cuts. So we want we want to bring accent numbers to the board. Right. So >> is the number you're targeting roughly
20 million though is still the board has to help you find Dr. Apernvine so that we're balanced for next year. I mean, we will be in balance for next year, but we just haven't >> allocate we haven't analyzed the numbers from the allocation model yet. >> I'm just trying to set the workload for
the board, though. Do we as a board have to help you and approve $20 million of reduced expenses? >> So, uh it's a it's a natural um yeah reduction because of the decline in enrollment. You are not going to need a
certain number of teachers because you don't have the students for those teachers. So, this is something that naturally happens every year and and more so in larger chunks last year and this year because of the large number of students. >> Let's add that to the mix for a minute. What is the savings and expenses if we
lose 9,000 students next year >> as far as a reduction in personnel at the school level that's needed? Um what's that? Um what's the expected um less need of teachers? Uh Dr. Loano for the upcoming year
>> that could be between about 250 to 300 teachers. >> So average of about 75 fringe in salary. >> So that's 22 and a half million. >> Yep. >> Right. So so we're we're looking like we're closer to balance than we've been the past three years. I would like the
folks that are talking about narrative here today to think a little bit about that because I can tell you the narrative I hear about is Broward County Schools took a bold step and reduced uh outside of schools by a thousand positions. And that was part of a of a strategy of protecting the positions
that are at schools. And it's not easy. Out of the 3,000 positions, 1,000 went away. I think it's a 22% reduction of administrative uh positions in one year. Um there are more reductions in staff. no doubt coming. I don't know if we can get to Dr. Holes' level. That sounds, I
think, impossible. But the board will have to think through that. But we're starting the year in balance because of the decision that Dr. Heeper and the staff brought to the board and the board approved. And so I think that ought to be the narrative that unlike other school districts that are just constantly shooting behind the target,
Broward got ahead of the target, made the hard decisions, board approved them without a lot of u a lot of doubt. to be honest, I think this board stood tall and said, "We got to do this and and we did it." Um, but to me, that's the narrative that's out there. That's what I read about. That's
the feedback I get is that Broward is focused on academic excellence. They're focused on doing the things that are best for students in schools. And because of that, they fence those positions and they took cuts uh elsewhere. Um, I'm very proud, Dr. Heepern, of what you brought to the board. I'm proud of the strategy that
you put together. I hope that we can fix some of these technical issues on cost overruns on the personnel side. um look forward to see your ideas about that. But how amazing is it that Broward County is starting the year in balance with the budget. That is a big deal and I think that narrative uh ought to be
the one that we put out uh as a secondary issue. The primary issue is we're still short to Alabama, Mississippi, Georgia, Texas. We are 50th in the nation in terms of core funding and that um at some point you you're
going to run out of the ability to make a silk purse out of a salier. Thank you very much chair. >> Thank you Miss Hixon. >> Thank you. Um and I want to first say thank you to Miss Johnson and the whole
budgeting team. It has been a difficult year plus. Um, and just some of the some things I'd like to point out because I know she's taken a lot of heat for a lot of things. So, um, Dr. Heepburn, at the
end of the day, who decides what the staffing allocation is? >> Yes. It's it's not, um, the budget team, the budget budgets. Um, it's it's the, um, rest of the system. It's mostly TNL
um and um reacting to what budget says, hey, here's what the numbers look like. And then >> but who's at the end of the day, who's responsible for that? Whose final decision is it that this is a staffing? >> That's it. Me. >> Thank you very much. So, it is the superintendent's
um final say that changes these staffing allocations. And I think it's really important for us to say that out loud to the public because we have people that work in the district that give recommendations. It goes to cabinet. It comes to the board, but operationally it
is the superintendent who makes those final decisions. So, you know, thank you to the superintendent t for taking the recommendations that budget has brought forth and, you know, putting them into place. But I think it's really important for people to understand that the staff
just makes recommendations. So, um, appreciate that. In the last conversation that we had, as has already been brought up, we were really clear that the arts um, and PE were important not just to the board, but what we've heard from the public that they want
those are things they want to be protected. So, I I'm not sure who the right person to ask this of, but often when we go into schools and I ask about electives because it is really obvious when you go to different places that some have three, some have one, some
have five, and I I know it's based on the number of students that are at the school. But when I ask the principles, how do you decide what special you're going to have? Most of them say it's with community input. So I just would
like to ask I guess the superintendent and then whoever answers that question. Is it a policy that we have? Is it a practice? Do all schools do that where the principal sits down with either the staff or or PTA or maybe has a a family
night where they say, "Okay, we have enough for this many specials. What are the specials that you want to see in the in the school in the upcoming school year?" Can you explain that to us? >> Absolutely. And I have have Dr. Fulton help me out. But I'm I'm not aware of a policy unless Dr. Fulton is. But I know
in practice is that the the school leadership works with their with their sack to finalize what their specials are going to be for the upcoming school year. >> So is that practiced in every school or is that just um something we hope is
going to happen? And the reason I'm asking is because we've gotten emails as U. Board member Thompson alluded to that people were shocked that their school is losing this particular um special and it's really really important to them. So
it gives me the impression that maybe that conversation was not had with the community. >> Go ahead Dr. Fton. >> Um you're correct Dr. Heburn. It has been a practice. All schools go through their budget with Sachs. what may have been probably the challenge this year is budgets and not because of brow have
been rolled out lately. Um so right now schools are ju we just finished budget conferences and usually it's held in the March sack meeting or the April sack meeting so we didn't have that opportunity to have those upfront conversations because we just finished budget conferences last Friday.
>> Well I get that part but the part I'm saying is I mean the principal had to make a decision. So, is it consistent that before the principal makes that decision, they have conversations with their community? >> So, they do. And I think in some of the
unique cases this year, the decision sometimes was easier because maybe my music teacher was retiring. So, that made it an easy position to have to cut if you have to because that means I didn't have to cut a person. That person was retiring. So that position made it easier to cut
>> and that hap that happens most in most cases easier decision. >> Actually a good point because this is particular for one school that may be true that the the person retired but the community really wanted that special. So
to just make a unilateral decision that because the person again you know we do boxes not people the community really wanted that special to stay but it was cut because the person was retiring
that's not really fair either because I understand the other you know if the community h didn't get opportunity to say well we still think music is what we want over the art in terms of you know what or whatever. I don't I don't want
to pick on anything in particular, but it doesn't feel to me based on the emails we're getting that that was something that was done this year. So, I would tell you um for a principal is a difficult decision to determine which one do we do without. You have to take
the unique needs of the community and into place and then when you have attrition happen it makes it an easier decision because it's a difficult decision if I have five specials and I have to go down to four. Those conversations are always held in a sack meeting to say this is our budget for
upcoming school year. We're reducing in enrollment because we're reducing our enrollment is reducing. We have to go down from five to four specials. And then you kind of look at it as a totality the demands of that community the evolution of the student population. and what is it that we want? And in some
occasions, um, I've seen principles do a survey with students. You know, what are the specials that you like? And they sometimes use that data to determine the least desired special. Because when you talk to students, specials is something that's very dear to them. You know, when you go home as a parent, they don't talk
about music. Um, they don't talk a lot about what I did in reading class or math class. Yeah. It's always about those enrichment opportunities. So, um, getting the student feedback is another option that schools do as well, too. >> I think that's actually the best option
to be quite honest because the, you know, the students are parents. But I mean, I I understand what you're saying, but I don't think that it's happening in practice. And I say that based on the speaker that came today to say that, and
we've gotten this also, that the staff chairs are being asked to sign off on a budget that staff had no input on, and they feel for whatever reason, they feel very uncomfortable having to sign off on it. And if that's a a state law or our
policy, I understand that we rolled things out a little later because we were waiting for the state who still hasn't passed a budget. So, it makes it very difficult for us to do, but I don't know if we maybe need to to do a policy where
there's some kind of consistency across the board. And if we already have a policy, I say it all the time, why have a policy if we don't follow it? Um, similar to what Dr. >> Yeah. >> Zean just said about if you have a budget, why can't you go over it?
>> Yeah. and we can research if we have a policy. But one thing I I I want to um express is I don't want the whole entire system of 230 something principles where we probably have a school or two. So, if there's a school or two or three that is having that concern, let us know what
who those schools what those schools um names are and u we'll dive into those situations because I I get the same emails um you guys do and um and when we're talking about 180 something students that equate to possibly 500,000 parents, right? I I've
only received very few. So it tells me there may be a certain instances where you know what I'm the dad who loves art fine arts right and but the everybody else may not like the fine arts >> which is why I'm saying it should have been a community and and to that point I
appreciate you saying that but the concern so we're getting a couple emails but as one of the speakers mentioned it's blowing up all over social media that we are getting rid of all of the arts programs and that's going to hurt the principles who are implementing it,
you know, the schools that are there. So, we have to figure out how to be a bigger presence in terms of, you know, we we hear your concerns. We want you to know that this is not true. I love the chart. Thank you, Dr. Zean, for asking
for that information because that's a factual piece of information that we can share and I think it's important. I think we should be emailing that out um you know, putting it on social media. Here's the facts. You know, there there
are some that are going down. But I also just >> think that to be consistent. I don't know whether that looks like just something you do as a standard operation procedure or we need to do a policy to make sure that
the staff is involved or the community in some way is involved in making the decision on what electives are there because we did say publicly that the arts are important to us and we're getting emails from even staff members saying why are you eliminating arts in
Broward County Public Schools? So, I I don't know how to answer that. Um, so I appreciate that and I do appreciate the media specialist part. I have a little bit of a concern though because listening to the presentation, it said
if the principal decided to keep a media clerk as opposed to a specialist, I I think we were really clear that we wanted media specialists. I don't think that that should be a decision. I know they keep the clerks until they don't,
but I don't think that there should be an option for them to to make that decision. We've been very clear that there needs to be a media specialist, which then allows them to have a media special, right? Because they can't really do it with the specialist. So,
that was an issue. Um, I also saw the flyer from Palm Beach. So, can you tell us are we going to be doing something to try to keep the poaching and maybe do our own poaching back? >> I don't want to tell the public all our secrets. >> Well, that's okay. I just want to know.
>> But we have a response and a proactive response uh to uh market to our students. >> Okay. >> Beyond Broward County Public Schools. So, >> okay. Thank you. I just have a couple other things. >> I know Mike is listening.
>> Yeah. Well, yeah. Yeah, I don't want to give away our secrets, but I want to know that we're also going to poke back on that. Okay, perfect. >> That's affirmative. >> Um, so back in September when we had our public hearing, we did um we passed some motions and one of it was to decrease
overtime by 40% by January 2026 and I asked for a followup and I appreciate the followup, but it just looks like we've only decreased it by 24%. So that's a little over half of what we asked for. So can you kind of explain to us why we didn't reach the 40%.
>> Yeah. So um month over month is it it fluctuates between 30 uh 25 um we even have one month that's like um almost 60%. So on average to date is 27 um 0.9
call it 28% reduction in overtime um for the whole entire year up to up to this point. So we've been monitoring it. Um there there are some situations, you know, that we closely monitor and really push back. Um i.e. transportation, things like that that that because we
don't have the staff, there has to be some overtime in order to get the buses to to pick up the students to do do what we need to do to transport them to and from school. Uh but we've been closely monitoring it and and really um challenging the teams and also improving the process just to make sure uh we
continue to reduce. But to date, um it's been 28% but each month it's higher or some months it's slightly less but uh for the most part we we've um tackled this situation um robustly to this year. >> Okay. Um well I appreciate that answer
but very disappointed. The reason that we said 40% is because overtime is one of those huge costs that seems like we can't control and I think we need to do a better job. And and just like I I told Dr. Zema too, one of the things is bringing back some of these positions to
the board to increase the pay, right? So you don't need the overtime because um for some of the positions, it's not a desirable position. Is high turnover um and there are other competitive factors externally u where we're not um you know being able to get those employees on
board. So some situations we're just going to have to do some market analysis and actually raise the pay of some of those positions to make them more desirable um to be in full-time. So, we don't need to pay overtime. So, like I said earlier, it's cheaper to hire somebody, pay them a regular salary than
to continue to pay um overtime. >> Okay. Right. Thank you. And that was the second um question I had on that. So, I asked what is the status of the review of supplement job descriptions because that also affected the overtime. And so,
the answer said that you all were going to be discussing what happened with these workg groupoups and all of the meetings that they had. They brought you a recommendation and you were supposed to talk about it yesterday and then come back to us. So, how did that discussion go yesterday? >> The discussion went well yesterday. Um,
there were some targeted areas by the committee um which is a very diverse committee with various internal stakeholders on it. Um, as far as recommendations of sunsetting um some supplements or or looking more in detail to some supplements, we we uh gave some
feedback and Dr. Lozano and his team will bring something to the board as far as um what we recommend fully to sunset um and also update um some job descriptions already have the task in it. Um so recommendations at sunset and
the very few job descriptions that we need to update we'll bring those to the board. >> Okay, great. Thank you. Just a couple more things. So, I've said this a number of times. You said it. We, you know, I think it's really important to say to the public,
every single year we always cut staff in schools based on the number of enrollment. That had that's not new. It wasn't anything we didn't do last year or the year before, the year before, because it's just based on the FTE that we get. So this year was a little
different because we cut jobs beyond just the classroom and in the the district. But what the public heard, whether it's what we said or not, what they heard was schools would be insulated from that. And so how do we
get the message out? Even though we've said it here a bunch of times, even people I think on the board haven't understood that that that's something that happens every single year because if you have less students, you just need
less teachers. So, how do we present that in a different way that they can digest it? Because a lot of the things we're getting back also is you said, you weren't going to touch schools, but we do touch schools every single year. we have for I've been
here 37 years. It's happened in the last 37 years. So, how do we do a better job of explaining that because they didn't hear that this year? >> Yeah. Um, we can just continue to push out as much communication as possible. Um, I think there's an echo chamber,
right, go going on when it comes to that same narrative over and over. Um, you know, I'm just going to have to act like I'm from Missouri for u and just show them, right? Show me states. So when the school year school school year starts, we will show you that we >> if you could based on what you just said
give us a followup to show how many schools lost teachers last year and how many we're projecting to lose this year and maybe it could be over the last five years and and on that do we have any schools that are going to increase in enrollment that are actually getting
>> um additional I would have to take a look at the data if if that's the case case it is very few And sure, >> and the enrollment increase would be because of their magnet or uh program. So, they're really taking kids away from another,
>> right? No, I get that. And I I've said that a number of times, but if you could give us a followup that kind of because then we can also I think visuals help a lot. Like I said, I really appreciate the chart about the specials and I think if we push that out, we can put that um
down. >> Can you repeat that followup? I was done. So a follow up over the last let's say five years >> how schools that you know how many teachers every school how many teachers did they lose or gain for the last five
years as a followup um and to one of the speakers points I think it's also important that we explain that the district isn't as board members we're not trying to push it back on the principal but at the end of the day the
principles are the ones that make the decision on how they use their budget. Is that correct? >> Correct. >> So, how did how did that change this year? Because we're getting a lot of push back from principles that this big
staffing allocation, which didn't look like a lot of changes on the what you gave us that there was such a huge change that they are now their hands are tied and they're having to get rid of all of this. >> And you know, like I said, there's minimal changes. It's a it's a this year
is probably the year where there's a lot of changes um or experiencing change because of the large amount of students. Schools were pretty much kind of held harmless a little bit from the decline last year because it just pretty much slapped everybody in the face, not just Broward County Public Schools, Dade,
Palm Beach, Orange. None of us expected such a huge decline in enrollment, which is very shocking and hard to react to once the school year starts because you just can't get rid of people and all those other things once the school year
starts. This year, we're being more proactive. We're we're we're uh basing our budget based on projected enrollment for the upcoming school year. We have the survey 2 information. We have the survey three information. you know, with survey three, which is during that
February time frame, that the students that are not here in February, they're gone. They're not coming back. If they didn't they're not here in our system in February, that means they they've left the area. They're not going to show up. They're gone somewhere else. And so I think it's it it's a hard shift when it comes to our school leaders and uh and
when you look at projection and um the realization that you have you're going to experience a little bit more decline um in staffing than you have in the in the past. Uh because we just you know um it's just coming to a head right now with a large a significantly larger amount of reductions than any school
districts have ever experienced in the past. You know, usually Broward County over the past, you know, early early in a decade, probably about 1500 2,000. When you spread that out amongst 230 something schools, it's, you know, not a lot of kids, but when you talk about 8 n
10,000, it it's going to impact the system and it definitely going to impact school budgets because they they don't have those students anymore to to receive that revenue for the number of staff that they had before. >> And how do we get the projections? What department provides the projected? >> We get projections from the state. So
this the state gives us a projection around December, January time. Um and then the survey 3 data comes in around February to lets us know how many additional students we decline by after the after the uh survey 2 window in
October. So we add the projection and the survey 3 numbers together. We because we uh the previous year we went through the same thing, right? and those numbers stayed solid for SE survey 3. Meaning in the spring semester, if a kid
is not enrolled in our system, most likely they are not going to be enrolled in our system in the fall. If a kid is not here in the spring, that means they've left the area for the most part or or enrolled in a another school, but most likely they've left the area. >> So, does the state do that for every
single school? >> Yes. No, not for school. They do that for the district. So how but so my question is how do like school A how do we calculate their numbers for school ABCD? >> Our demographers do a great job uh with
trend data. >> Okay. >> To come up with the best case scenario. >> Perfect. And that's not budgeting. That is demographics. >> Budget reacts to the revenue from enrollment. >> Thank you. I'm just trying to clear up some things. Um, the last thing I'd like to just leave is as we build the new
budget, I say this every single year, I think we should start with at no less than a 4% increase for our employees on how we budget. And I hope that we start a budget from scratch, as I've said every year, and build it for what we want in it, not trying to plug holes in
different places. Thank you so much. >> Thank you, Miss Rupert. >> Thank you. Um, first I want to actually comment on um our public speakers today. Um,
and some some things that were said on the DEAS um quite accurately uh no more waiting until all the information is available. That answer rebuffs the very sole and moral responsibility that public
education and government agencies currently are waiting on an M MGT report, waiting on hiring master planner. The public are waiting on public records requests. The information is available now and it needs to be
released. And I know that we're closely monitoring, but why not? I missed the other part of the the sentence that was we're closely monitoring but we haven't met it. Um so my expectations are that
we get the information. It doesn't have to be pretty. It doesn't have to be slick. If you've got data, we need the data. If public records requests are in our system and we have that available, it needs to go out. Um, I I'm
increasingly getting phone calls for people that are waiting on those particular answers, employees and for um for the public. So, I really needed to raise that write that question. Um, I do
I feel very strongly about that and it goes back to when I first became a board member and my assistant had to start the uh the database of unanswered questions. That's not a good look for the board. The board every meeting says, "We need
it. We need it now. It's going to be given to us." and then the the rope keeps getting further and further away or the line gets further and further away each time. So, um I think as we're going into to budget and to um actually
talk about changes, especially with the org chart, um job descriptions, reporting structures, that information needs to be invaluable and it also needs to um be readily available and um soon
like yesterday. And um when we're looking at the budget especially um I did want to talk about the reductions that are happening in our schools and yes they do principles we
all know that it's an enrollment the figures uh what programs can go down but when it comes to the electives it's absolutely non-negotiable that parents and the community have a a say in what
is going on at that school and also that principles have a say in what is going on at that school because um I'm hearing from some principles that are being told that they need to do a 15% across here and they
have to put their um you know they're not going to be able to have art or these two or three particular things and it happens and um you know it's not a good Look, you know, I I I wish we could actually just say, "Okay,
we got all the information. There was a community meeting. It happened on this day, and the people that showed up for the advertised meeting at the school had their voice and the instruments that are in the closet for the last two years are
going to be coming out and they'll be a afterchool thing. It doesn't have to cost us. We need to actually listen to that customer voice because if we don't, they're going to go anywhere else, right? Um
and and it's not easy for the principal, it's not easy for the parents, and it's definitely not easy on the students. You know, they go there for those band programs. And honestly, uh I'm a band and a choir girl and a sport girl.
those things. Well, I love studying, too, but let's put that aside. Uh, those things got you excited. Those things, you stayed after school or you showed up early for school. Those are some of the very important um lessons that they
learn. How to have your voice yet share it with a group of people and make a fantastic song, a fa a a fantastic art piece. That is the most important thing for these students to have their voice
and be part of a community voice. We have that we need to do more of it instead of being reactionary. Use our students voice which we do but also use our student voice at that
particular school. They need to be know that the last three years that I've been in elementary school, I've enjoyed music, but my last, you know, fourth and fifth grade, it's not going to happen anymore.
So, I I'm actually asking for that public voice. And to go back to what the uh I think Miss um Brooke uh Brody
that you know she she was right. I was a staff chair. How could you possibly sign off on something that you're not really educated about at that particular time because they're waiting for analysis? Those are things that we can get rid of um problems that are today. those
things. We need to focus on getting the students what they need and our teachers and our staff what they need to run the school and to make sure that we have that commitment. And um I'm very nervous about the the budget.
Um I know that we we have a a a plan to go forward with it but gazun type um but it it's it's alarming that we may go below the three% and I I think we need to be ready to be
prepared for that and uh it doesn't have to be um I'll just say it it doesn't have to be more employees related with losses. So, thank you. >> Thank you. And I just want everyone to
be mindful of the time. Um, our special schoolboard meeting is scheduled to start at noon. So, that will now be delayed. But I will, if we are still having this discussion, um, I will recess this workshop to go to some time certain items at 12:30 um, for some
proclamations and then we'll come back to the workshop. Um, so I just want everyone to to be cognizant of of that and not be surprised when I do that. Dr. Holes. Thank you, Madam Chair. I did not
realize my it's my time. So, um, uh, so uh, Dr. Heburn, um, if you could allow Miss Johnson to speak. Um, Miss Johnson, can you reiterate the factors
again? Oh, she's not here. Is she around? >> She's coming back, but Mr. Whitney's available as well. >> Okay, Mr. Whitney is available. Okay. Good. All right. So, um, can you reiterate the factors that could cause us to fall below the 3% um, and um, in a
concise manner if you could and in a in layman terms so the public can understand. Sure. And this goes back to page 10 of the presentation where it covers the high level fund balance concerns. Our
preliminary, you know, our our our first concern here is that the um Florida education programs survey three calculation could result in an additional revenue reduction of approximately 11 million. Miss Johnson's
been in contact with the state and they are not entirely certain how they're going to roll that out and what that would look like for us, but if it if it rolls out at that $1 million, that is a huge concern and that would that would based on that uh approximately $8
million that we're we're above the 3% that would push us below the 3% and require some additional changes. >> Okay. So, let me ask a couple of questions on that. So the the survey three calculations that was something we weren't expecting. >> Um
I mean so there's been some recent changes in the way that the student populations behave during the school year, right? And so over our historical view during the school year, we we usually have about the same number of students at the end of the year we do at
the beginning. the last couple of years and our demographers been looking at this too. We've been losing students during the year which is kind of a new phenomenon and that's what's manifesting itself with these third survey three numbers. >> Um it's not just Broward that it's
impacting and so the state isn't certain how they're going to um actually implement that. >> Okay. So Mr. Whitney let me let me try to understand this. Right. So, we've been ongoingly sort of losing students throughout the school year, and that's
not something typical or normally that happens. Correct. Um, >> but wouldn't we be aware of the student loss progressively as we move down to where we're now at this point? We're worried about the 3%. >> No, if I can um add to that, Dr.
Holdness, the concern is not so much the loss of students. The concern is um actually having to pay back the money during the fiscal year. In in uh last year, we paid the money back. They they they actually had districts pay that money back to the um the state in the
next fiscal year. So the the issue is if they actually want us to pay it within the fiscal year, that's the concern. >> Okay. So let me ask another question and Dr. Heepern. So typically and historically the money uh was paid back in the upcoming year
and not the current fiscal year. Correct. >> It it it's been both. Um with the recent large decline in enrollment that's impacting almost every school district in the state. The state um uh did something different last year to have
districts pay back um in the next fiscal year. So there's not a huge financial burden on districts during the fiscal year because you're dealing with the loss of revenue during that fiscal year. >> Understand? So I guess I'm just trying to understand why we're at this point
and we're worried about the 3%. So >> um we didn't anticipate that they would ask us to pay back during this fiscal year. We thought it was going to be next fiscal year. >> Correct. >> And when when did we realize that? >> Um we're just inquiring. So there is a concern if they change course.
>> Okay. So, did they indicate that they're going to have a different approach? >> No indication, final indication yet. >> Okay. So, why what causes to start to worry about uh the the um this current fiscal year being the year >> we're just doing our due diligence to
analyze all um possibilities um of decision making um and and also internally and also at the state level as well. >> Okay. So, so this is not a situation where um the rules of the game by the
state is changed in the in the middle of the in the middle of the game or it's been the same rules historically. >> So, they've changed the rules or the the strategy last year, >> right, in response to um pretty much
supporting districts with this huge loss in in revenue that they've experienced across the state. So, um, you know, we want to make sure that they continue that. >> Yep. >> Okay. Okay. So, Miss Miss Johnson, and I know
you had stepped away for a little bit, besides the survey 3 calculations, which which I'm still somewhat unclear, and I and I understand, Dr. He burn. Um, but I I'm still a bit unclear as to why we're so worried about it if they haven't
definitively say we're going to do this. Um, I'm just not sure why we have sort of a a state of concern if we haven't heard anything. >> Um, the reason why the concern last year happened because family empowerment scholarship was miscalculated by the
state. So, it impacted all the district across the board. This year there is a reduction that's happening in February survey three that is not usually happen this time of the year, right? And they usually last year they pushed it back to
the next fiscal year which gave us a $5 million credit from the family empower scholarships. >> But that is not the norm. They usually >> levy that survey before we close out. And if they go back to the normal behavior of levying that survey, then it
be it is a concern for the district because we'll lose 11 million before I close out. >> So that is why it changed this year. >> And family power and scholarship that has nothing to do with it this year, but the decision is on the state when they going to actually give us our final
calculation. Right. >> Got it. >> And the decision for the restricted resources is something that the state does every year and they do it at the end of the fiscal year. they change what they start restricting, >> right? >> And I'm asking them ahead of time, is they do they know what they're going to restrict?
>> And they don't know yet, >> but they did say be prepared that those um categora ace accelerated dollars could be restricted. And if they be restricted, they're no longer unrestricted. They become restricted in our fine balance
>> and they'll reduce our overall fine balance. >> Okay. So I I believe my understanding is that the the budget hearings in Tallahassee will be wrapped up around May 29th um >> 27th. >> 27th. Okay, good. All right. So then we
will know more. >> Yes. I'm just informing the um the board. It's my job to make sure you guys are informed because then the superintendent will have it triggers us to move forward and I just want you guys to know based on these things that can occur, >> right,
>> it possibly we won't make it. So I have to, you know, inform you and then if it we do, if they don't, these things doesn't occur, we should be able to make it. >> Okay. Understand. So let me ask another question, Mr. Johnson. And you know, my my concern has always been the 3%. I don't want to go below 3%. I've said
that ever since I've gotten here in 2022. Um, so let's just say they went ahead and the unfortunate happens, right? And then we have to look at $11 million. what what are the consequences if if
this should occur um with the survey three calculations that uh we would face if we fall below the 3% and and what remedy do you have in mind if that actually comes to fruition? So the superintendent and cabinet members, we
already been working on a plan for next year, but the state requires if you fall below the 3%. We have the superintendent would have to inform the state board of education and the commissioner, right? If we project we're going to fall below
and it's about two years because SEC is two years. So we're not going to hit the 2% we might hit below 3%. And we have to come up with a deficit elimination plan and if we in within two years so we have time we already doing that we have a
deficit you know um fiscal recovery plan so if we fall below the 2% they require that fiscal recovery plan to show them that we're going to recover right >> so if we don't have a plan if they don't sign off on a plan that's when the even
below the 2% we got to have that fiscal recovery plan showing us how we're going to come out right to be above the 3%. >> That's when they go to a fight risk. They said we fiscal at risk and then that's when the state start moving to
initiate a oversight plan and doing what they do to do emergency takeover of the district. >> Okay. >> Assist the district. But I've been in a situation here in Florida >> and they really the state doesn't want to take over a district. They want us to come up with the plan and we do have a
plan already to show us to get back to the 3%. And that's what we're doing now. >> Okay. So, I appreciate that, Mr. Johnson and I can tell you I am a bit nervous getting even close to 3% and in fact I remember when we were way above 3% and
we it never seemed possible that we would be right there, right? So going below the 3% to say well we'll be okay because 2% has more consequence to it. I just don't want to face those realities.
Right. So um I hope that Dr. Heburn go going forward just getting that reserve up is a part of our um you know sort of budget discussion because I I I don't like flying so close to the ground. You know it makes me nervous um when we are
right there. So I'm, you know, I I'm hoping we can get above that 3% uh or have a plan to do so as a part of our discussion and as a part of the priority just like we prioritize, you know, taking care of our resources, our
teachers, our salaries, these kind of things. Uh and how the district function I think the reserve should be a major part of that discussion. um you know cuz that's where we will enter into a phase that we have to deal with consequences
um and I don't want to risk going below 2% ever or even entertaining it you know so um Mr. Johnson uh I had asked the question besides the uh what other what are the factors besides the survey three
calculations that put us if that doesn't happen that we would need to be concerned about the 3% or going below it is there any other factor >> just those restricted if they restrict those categorical fund >> but if they don't then we don't have a 3% below concern
>> no unless um my projections are very very not conservative I just kind of over projected based on last year burn >> and we should >> it should fall off. We should be okay. >> Okay. So, I have a few more questions Dr. Heburn and then I'll be done. Um Dr.
Heburn, did we reconfigure 11 schools for the upcoming school year? >> Recon. >> Go ahead, Dr. WA. >> Specifics >> based upon the redefining of schools. uh will there be 11 schools that will be
impacted um or 11 school changes uh going forward into next year? >> So for this coming school year effective July 1, the board approved for six schools based on board action on um January 21st of this year that will take
effect for next year. on July 21st when we have the conversation with the board to talk about redefining what we will do then we will talk about you know potential schools and numbers and things of that nature but but for effective July 1 that will go live for the 26 27th
school year it's six schools okay so Dr. ones. When you say six schools, you mean six schools that were closed or six schools that were repurposed. >> So, we kind of use that word interchangeably. And what what we know
is we have um six schools that were closed and those campuses are being repurposed for another district use. So, you know, for example, we know that Plantation Middle School will be combined with Plantation High School to make, you know, I'm just going to use
Plantation 612 now. We know that Seagull will be um combined with Win Rogers to make one school. So, that's the first two schools and then the other four schools are elementary schools. You know, particularly we know that um
Sunshine Elementary School is um being combined into Fairway Elementary School, Palm Cove Elementary School is going to split and it's going to be combined into either Lakes Lakeside Elementary School or Pines Lakes Elementary School.
Panther Run Elementary School is closing and it will be combined um into either Chapel Trail Elementary School or Silver Palms. And then finally, North Fork Elementary School, which the students will transition into one of four
schools, either Cryson Park Elementary, Walker Elementary, Thood Marshall Elementary, and what's the last one? >> Croissant Park. >> Croissant Park. >> Right. So I So those are schools that um were sort of uh closed but then used for
other purposes, right? Um but I believe we had four or five schools um that were also sort of repurposed, right? Um >> so there so um high school there was a school model redesigned but that school will still be open and functioning
>> um as a you know as a as a district high school. We did some programmatic innovation innovations in some of the schools. But as far as schools being completely repurposed, offline or um going to be that campus being designated for another district use, that number is
six. Okay. So, Dr. Hippurn, with the schools that were um closed and used for another purpose or schools that were repurposed, um as we go into next year, what savings will that bring to the district?
Go ahead, Dr. W. I don't have the number on top of my head. >> I believe that it is calculated in um what um the budget team just uh talked about briefly, but we know that when we came to the board um in December of 2025
and with anticipation of the actions that we would bring for the board in um uh January. So there was about about $13 million in associated costs as it related to support allocations,
maintenance costs, but I think in the final analysis that number may have gone up a little bit more. Um, and I did see I think in the budget slider and conversation um what that final number was, but we do know when we brought the actions initially to the board for
consideration, the cost savings were at about somewhere in that $13 million range. But I think it's a little bit more in the financial um analysis when you look at everything in its totality. >> Okay. And Dr. W on that would be on a yearly basis.
>> That would be reoccurring cuz you know if you no longer have to have the maintenance the instructional support you've reduced the number of principles you've reduced the number that would be recurring. >> Okay. So Dr. Hburn as we continue the redefining efforts um what are what is
your goal? What are your goals in the upcoming school year in terms of the amount that you would or you plan to save as we continue to repurpose redefine more schools um to increase this 13% ongoing savings? What are what
is the goal for next year? How much are you planning to save >> for redefining schools specifically? um upon redefining schools, what what is your goal in terms of an a an estimate of an amount next year that you are
hoping the district will save? >> So, that that has to come from our thorough analysis that we'll bring back in in um July because we're still examining um the impacts on student enrollment in some some schools that aren't up for the discussion yet, but
may be part of the discussion. So, that that's more to come. I can't um give you an exact figure on that because it's all dependent on what schools were able to bring to the board as far as the discussion of um for closure or repurpose. Um it's all dependent on
student enrollment factors. So so the process doesn't involve setting a financial goal. It it it's more looking at what we can repurpose and then determine subsequently what the financial savings would be. >> Correct. Correct. >> Okay. So let me ask another question.
Dr. Heburn research. Um I was wondering can Broward County schools and I don't know I'm just thinking again as to how we can attract students. Can Broward County schools do any kind of research
to show how many of the students in Broward County um are going to private charter in each school boundary or how many of our how many of the students in Broward County in each school boundary uh are going to
high academic uh performance entrance type required schools? >> Yes, we already have all that data. >> You have that data? >> Yes. And and usually Dr. Wza does review that data when she goes over the deck for redefining to show um for specific schools um that are within that where
those kids are, what's causing the decline in enrollment and it'll show the percentage attending charter percent attending out of boundary schools which is another magnet around a district. Um and so um we have the majority of that data. The data that we would not have is
those that are attending private school cuz we don't have access to to um really know much about if they leave out of a public school system which would be leaving out of charter. Um we have data for vouchers but if they're um leaving to go to a private school that's the
only thing. >> Okay. So for the private schools we wouldn't have that data. Okay. So um I would just again I would I would love to see at some future date that we have uh some sort of a high-erforming schools an additional school uh maybe 6 through 12
that is centrally located um and I I am sure this has to be backed up by data to show how many of the students um within uh school boundaries are going to high performing schools. Um I still strongly believe the central area is lacking one
of those and I hope Allendale is significantly successful. So I can at least my term on the school board I can see a third one occurring in the central area because I strongly still believe we can attract the high performing students within these um school boundaries that
we have that are going to um these um high performing um private schools. So thank you Madam Chair. Appreciate it. Thank you, Mr. Seivera. >> Um, Superintendent, I want to be very clear about something.
We cannot and we will not as a district uniformly cut specials from our elementary schools. We're not going to do it. music, art, PE, these are fundamental to elementary
education. Our kids need these and I'm not going to be a part of any anything that uh would potentially take those out of play. The last week has been a difficult one. I've heard from countless parents
devastated that art programs were being taken from their schools. And I'm not going to take that away from any elementary school student anywhere in the district, whether it's in district 6 or any of the other districts
in this county. I want to be very clear to the public on this. This was not a board decision. If this had ever come to the board, my vote would have been an emphatic no. There are many areas that we can save
money on. including this building, which I still scratch my head. Why are we still in here? Why hasn't this been sold or leased yet? I don't know. Topic for another day. But for purposes of today, these specials
cannot go anywhere. And if you are being affected by this as a parent, as a student, I encourage you to continue doing what you're doing, reaching out to your respective schoolboard members and trying to find solutions on potential resolutions
because to me, this is quite frankly just unacceptable to lose these specials. I want to shift gears quickly and I want to talk about this staffing allocation
model and I brought this up last week or the week before about how I was getting calls from principles and other administrators in which they were being told they were being given directives by this district to cut certain staff.
As you can imagine, this was very disconcerning for a lot of our principles and a lot of our APs having to make these types of decisions. But I want to dig a little bit deeper on this. I want to talk about these projections
and these enrollment numbers and how much emphasis that we put on this. Here's something that I struggle greatly with. What if these projections are wrong? Now, I realize that every district is different.
Some of us deal with underenrolled schools. Some of us deal with schools that are over capacity. However, if we're making major decisions based on these projected numbers and these projections are wrong,
we could have situations where kids are potentially being put in classrooms on a 40 to1 ratio or higher. That's not acceptable to me. Mr. Superintendent, I'd like to know the
following. Why wouldn't we actually wait until the school year starts? Wait till we get to that 20-day mark when the updated figures come out and then figure out if cuts are necessary as opposed to doing
it a year in advance. >> Thank you for the question, Mr. Sever. Uh, first I want to correct the record also um and encourage you to read the uh board response sent to the board from Dr. Zean. not a universal um cut of art,
um music, and PE. So, I want to be mindful that we don't send that narrative out to the public um because we where there's no universal cut of those programs. We do have some schools in in in a situation where there's some tough decisions that have to be made by the principal in their community. Um as
far as waiting, it it's So, here's the scenario. you uh the I can tell you uh my whole career in education, the state of Florida and their projection numbers are pretty spot-on for the past 20 or 30 years. And I think Miss Johnson can
agree with me on that one. Um they're very rarely off. If they're off, they're usually off by a hundred or or so. So, whatever they're doing up there um at the capital as far as giving us projection numbers for the past 20, 30 years, they've been spot on. Um and so
it is again um simple economics. We receive revenue based on the number of students that enroll in our schools specifically those that are registered and enrolled in Broward County Public Schools district operated schools every year. Um since the dawn of time for
every school district in this state we provide budgets to the schools to staff their schools based on projected enrollment for their schools. Um you and after the 10day count, maybe 11 day count, 12-day count for the district, but for the for us it's the 10-day
count. After the 10day count, we collect all the enrollment warm body counts of those schools and then we make adjustments. We put a freeze on everything in the district and we make adjustments if a school goes slightly up or if a school goes slightly down. So,
if a school goes down and this school to my left goes up, we just uh transfer that teacher to the school that went up. And it's very uh uh a a minimal shift in that scenario. If we were to ignore projections and just say, "Hey, we're
going to staff schools based on the number of students on the first day." Huge risk. Because at the beginning of the school year, um you're you would have a a if let's say we're ignoring a 9,000 decline in student enrollment and
in staff in our schools based on last year. Um at the 10day count, we would have hundreds of teachers that we would have to release, not shift to another classroom, release uh from the district, which is very disruptive to students, to
parents, to communities, and also our staff. This is this is the um doing it the way we're doing it right now um provides the least amount of disruptions to schools provides the least amount of disruption to the to the small amount of
staff that would have to shift from one school to the next because another school went up and their school went down. So it causes the least amount of disruption versus shifting around or or not even shifting in the scenario you're discussing about waiting. That would be probably about 300 or more teachers that
we would have to release because we don't have those students. >> Let me tell you what my concern is with that. And and incidentally, Mr. Superintendent, the way I just suggested, didn't the district used to do it that way? >> No.
>> Was never done that way. No district in the state of Florida has ever ever done it that way because it's just too much risk in having to release a lot of teachers. >> Here here's the risk that I'm concerned about in my district. Okay, with all due respect to the numbers, with all due
respect to the data in district 6, my constituents have a higher probability of those numbers being wrong, facing an overenrollment than an underenrollment. So what we are effectively doing to my schools, we are telling parents, we are
telling admins, we are telling teachers that you are, what are we in May? You're not coming back next year. the entire summer. There's a great deal of anxiety that my parents, my students, my admins, and my teachers are facing,
not knowing what's going to happen next year, whether our classes are going to be overenrolled, whether we're going to have to to scramble to find teachers from the district that may or may not have any affiliation to that school at all. And this is something that we'll have to
think about for the next three months, a little less maybe. So, I'm as as far as my district is concerned, this is extremely concerning to me and I want to thank all the parents who have taken the time to call, to write, to stop me in the supermarket
and express their concerns about this because I'm very troubled by how we're doing things. And I don't want to beat a dead horse because I know it's it's over and it's already been passed, but this started with the York chart and a lot of the cuts that we made and now we're starting
to see it in real in real time in real world practice. We are seeing the implications of decisions that this board makes. And it's resulting, as I predicted, in teachers not being able to come back
to schools and our students being directly impacted by that. So, I appreciate the explanation, Mr. Superintendent, but I'm very concerned and I'm going to be very concerned over the entire summer over this.
And I'm going to do everything in my power to work as hard as I can for smooth transitions in my schools and to make sure that I'm not facing 40 to one capacity in any of my classrooms, especially in some of my larger high schools with some of these cuts that are
making. So, I wish there was another way around it. I wish we can wait and try to play the catch-up game as opposed to the way we do it. But I certainly want everyone out there to know that that I hear you and I share your concerns with this and I'm not
happy about it. Thank you. >> Thank you. We will now recess this workshop to go to our special school board meeting >> just real quick. So hold hold on beacon. Miss Bulman,
do you want to go or >> Okay. I just we have a time certain at 12:30. So um >> Well, okay. Go ahead. we have to transition over and everything. >> Go ahead. Go ahead.
>> Okay. So, thank you, Madam Chair. Um, you know, I want to echo Mr. Cera's sentiments that I'm also disappointed. I'm disappointed that our enrollment's down and that we have less money and that we're dealing with all of these budget issues that are affecting our
teachers, our staff, and our students, and our families. It's a it's a very difficult position that we're in right now. Um, and as someone whose kids didn't have art until my fourth grader, who's my fourth child, had art this year for the first time when we did a
reconfiguration of the school because of the enrollment. Um, I am extremely sympathetic to these cuts and how they affect the school experience. And it's actually one of the reasons why I'm here because I do absolutely agree that everyone should be getting these basics.
So, um, but we have to deal with the budget. I want to thank Miss Johnson and her team. Um, I know that this is a herculean effort that no one is ever going to congratulate you for finding those dollars to keep us afloat and how hard
you work to do that and how you've dedicated so much of your time to helping us. So, thank you for that. Appreciate it. Um, and you're doing a great job keeping us afloat. So, thank you. Um, so I guess my question is, you
know, when we're looking at values because you're hearing here everyone likes those specials and and I I come here with a belief that that's what everyone fundamentally in a public education every kid should be getting. So, and there is discretion at the
school level, but can we set or workshop um what we value as a school district and set that forward so that we are all working on the same page. And you know, just going back to
when I was a kid, something else that I think was employed quite frequently was like an kind of itinerate music teacher, itinerate band teacher that used to come a couple times a week and then the kids would have it like once a week. So, everyone was getting it, but it wasn't
necessarily a teacher that was dedicated that school. Is that something that we can do budgetarily? I mean, I know there's like a travel. >> Yeah. So, let's let's take a look. Um, now we we hear the board and we hear the concerns. We want to make sure the value
proposition to the public is is is one that promotes them wanting to take advantage of of of BCPS um as their first choice. Uh so let's let's um uh myself and cabinet go back and and take a look at some things um and then bring
something back or or just uh you know, like I said, we have to sit back and and see what the tradeoffs are, right? And so we'll we'll wholeheartedly go back and take a look at uh many of the things that were discussed today. Um you know, but we want to make sure the value proposition to the public is one that
you know VCPS is is is and continues to be your first choice. >> Yeah, I think and I think that's great and I you know again I want all the kids to have the opportunity and you know we are making choices. We're making hard choices about closing schools, consolidating schools so that we can, like you said earlier,
>> provide more to the students. And I, you know, that no one wants their school closed. It is a ter a difficult um decision has an impact to the community, but those are the tough decisions I think that are going to get us over the hump
and make the school district stronger and really make us able to offer uh what we need to to our students to make us the best choice. So I think you know I think we're going in the right direction. This is going to be challenging. The messaging we are just continue to
work on but um anyway thank you Thank you. We will now recess this schoolboard workshop to open our special school board meeting. Down. Down. I'm feeling Thank you.
Heat. Heat. Welcome to today's special schoolboard meeting. The special schoolware meeting of the school board of Brower County, Florida is now called to order. To ensure a safe and productive environment, please note the clearly marked emergency exits. Do not block exit doors and all attendees must be seated except for media. Once the room
reaches capacity, attendees will be directed to the overflow area. If the fire alarm sounds, exit the room calmly, continue outside the building and remain there until the authorities give clearance to return. Thank you for your cooperation. All please rise for the pledge of allegiance to the flag of the United States of America.
I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Board member Alhadaf has requested a
moment of silence. Mrs. Alhadaf, >> thank you. Amy Thommpson Schilry Nest of Lighthouse Point, Florida, passed away peacefully on April 13, 2026 at 57 years old after a courageous and inspiring journey with pancreatic cancer. She have
lovingly survived by her devoted husband, Robert James Nast, and her cherished sons Joshua James Nast and Joel Luther Nast, who were the center of her world. Amy's life was a beautiful reflection of love and action through her family, her service, her teaching,
and her friendships. Her legacy lives on in the countless lives she touched, the lessons she shared, and the love she gave so freely. She will be deeply missed and forever remembered. >> Thank you. >> Thank you. Miss Bullman requested a moment of silence. Miss Bulman.
>> Thanks, Chair. Mr. Hilton Gileiam, a man of God, father, husband, and dedicated employee, joined MacArthur High School six years ago as a member of the security team. He independently covered one of the most critical areas on campus and carried out
his duties with pride. No one was permitted on campus without proper identification. Even the president would have been turned away without an ID. Because of his diligence, students and staff felt an added sense of safety knowing Mr. Gilliam was on post. Affectionately known as Gman, Mr.
Gilliam set an exceptionally high standard that will be difficult to duplicate. He will forever be missed in the hearts of the MacArthur High family. >> Thank you. Thank you. >> Thank you. Today's special school board meeting will operate in accordance with
>> I have >> Sorry. Go ahead, Miss Wilman. My apologies. I have one more moment of silence. Um, Mr. Marcus Elliott served as the elementary music teacher at Driftwood Elementary for the past two years. He was an exceptional musician and a
graduate of Norfolk State University and the NYU Graduate School of Music. A trained jazz musician specializing in trombone, he quickly inspired a love of music at Driftwood by starting both a choir and a percussion group. Through the performances he organized, he
showcased the talents of many students and helped foster a lasting appreciation for music that will continue behind beyond his passing. Students and staff are deeply saddened by Mr. Elliot's sudden loss, but they are grateful for the opportunity to learn from him and to
have had him in their lives. He will be greatly missed. Thank you. >> Thank you. Today's special schoolboard meeting will operate in accordance with schoolboard policy 1020 and the board will review the items as advertised and presented by the superintendent. The
superintendent released a revised agenda with certain changes for this meeting and published it on the school district's website. The chair finds pursuant to section 120.525 Florida statutes that good cause exists for such changes and accepts the revised agenda. May I have a motion and a second to close the agenda? >> Second.
>> Moved by Dr. Zean, second by Miss Hixon. All in favor of closing the agenda, let it be known by saying I. >> Any opposer say no. The agenda is now closed. 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
general counsel will assist the chair in maintaining dorm during this period. We also want to remind our public speakers of the rules and expectations regarding the agenda public comment section portion of the special school board meeting as well as board policy. Attorney Duper Bruno, please explain the
rules of public comment. >> Lo Kaplan Jacqu Adams, assistant general counsel. Public comment is governed by school board policy 1020 is and is intended to provide input on the school 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, public comment procedures are as follows. 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. The board is not to the board will not respond to or engage with speakers during public comment and no action will be taken unless the item is on the agenda. In
terms of time limits, during the AM and PM general speaking time, public speakers will have up to three minutes to address non-aggenda items for a maximum total time of 30 minutes allotted for public comment. a maximum of 10 speakers during the agenda
speaking time. Speakers will have up to three minutes per item and up to one minute on motions or amendments per meeting with an additional one minute if a motion is introduced. The chair may adjust the order of speakers, recognize
speakers, and enforce all time limits. The chair may reduce individual speaking time or establish a total time limit for public comment when necessary to ensure all speakers have an opportunity to be heard. As such, the chair designates as follows. A visible timer will be used
and the microphone may be turned off when time expires. In terms of content limitations, speakers must limit their comments to matters related to schoolboard business and four agenda items must remain relevant to the specific item. Comments may not address
matters that are pending litigation, quasi judicial proceedings, active investigations or administrative hearings. Solicitation and lobbying activities must comply with applicable schoolboard policies. In terms of standards of decorum,
abusive language defined as profanity, threatening or name calling is prohibited. In addition, clapping, hissing, booing, shouting or 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 and 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 by law enforcement or the sergeant-at-arms. Madam Chair, thank
you, Attorney Jack Adams. The board wants to hear from you and we appreciate your cooperation and maintaining a respectful, orderly, and productive meeting environment. When it is time for public speakers, I will call five at a time. Doesn't I don't know that we have that many today, but when you hear your name, please line up behind the podium
with one person at a time at the podium at a time. Please follow staff's directions when lining up and approaching the podium. When your minute is when your time is up, please yield the mic and exit the podium and follow staff's direction. Um, may I have a motion and a second on item 26?
>> Moved. >> Moved by Dr. Zean, seconded by Miss Hixon. Public comment on item 26. >> Madam Chair, we have one public registered speaker, Marley Mate. May you please pro proceed to the podium. Hello everyone.
I am Marley Mateer, mother of Nancy Matea. I am very humbled to be here today to accept a proclamation on her behalf. This recognition is a testament to her hard work and dedication. Thank you for acknowledging her efforts and commitment
to want to make this world a better place where everyone voice deserves to be heard and every dream can come true if you are focused and determined to make it happen. Thank you to school board member Dr. Hoes and the school
board. The Material family is eternally grateful and we will strive to continue with N's legacy. Thank you. >> Thank you so much. >> That concludes our register speakers.
>> Thank you, Dr. Holes. >> Thank you, Madam Chair. So, I do have two proclamations today. Um, and the first proclamation is in honor of the life, vision, and
legacy of Mr. Mr. Levi Henry. um the founder of the wellrespected Westside Gazette, Broward County's oldest and largest African-Americanowned and operated newspaper. Um because of the
process that we have um uh this proclamation um is also co-sponsored by our chair um uh board member Leonardi. So, I just want to um also uh ask the board if the
remainder of the board uh would also co-sponsor this proclamation and if so, you can just raise your hand. So, we have all of the board members of Bor County School Board um co-sponsoring
this proclamation. Um uh board um Mr. Sullivan, could you bring the family up, please? Okay. Whereas Levi Henry Jr. was a man of profound character and purpose, whose
life journey was shaped by hard work, service, and an unwavering sense of responsibility to community, and whose presence was marked by humility, wisdom, and quiet strength. Whereas a proud veteran of the United States Army, Mr.
Levi Henry Jr. carried forward the values of duty, integrity, and discipline throughout his life, exemplifying what it means to serve not only one's country, but also one's community with honor. Whereas, Mr. Levi
Henry Jr. was a man of profound character and purpose whose life journey was shaped by hard work, service, and an unwavering sense of responsibility to community and who together with his wife Ivonne Henry founded the Westside
Gazette, which he led as a founder and publisher for more than 30 years with humility, wisdom, and quiet strength. And whereas under his leadership, the Westside Gazette became far more than a publication, it served as a trusted
institution, a historical record, a platform for accountability, and a voice for those too often overlooked, documenting community life while fostering awareness, empowerment, and civic engagement. And whereas through decades of publication, the Westside
Gazette stood as a consistent advocate for truth, education, justice, and self-determination, amplifying local voices, celebrating cultural heritage, and preserving the the lived experiences of a community for current and future generations. And
whereas, even after stepping back from daily operations, Mr. Henry remained deeply invested in the Westside Gazette, continuing to guide its mission and protect its purpose, ensuring that the values upon which it was founded would endure beyond his lifetime. And whereas
through his leadership as a publisher, mentor, community advocate, and family man, Levi Henry Jr. leaves behind a legacy defined by service, integrity, and an unshakable belief in the power of community to inform, uplift, and endure. Now therefore, be it proclaimed that I,
District 5, school board member and and vice chair Dr. Jeff Holes, co-sponsored by District 3 school board member and chair Sarah Leonardi, and the rest of Broward County School Board, hereby honor the life and legacy of Mr. Levi
Henry Jr., recognizing his visionary leadership, his lasting contributions as founder and publisher of the Westside Gazette, and his commitment to ensuring that the voices, history, and achievements of the community are preserved and respected.
Thank you. and you can stay. We're going to take some pictures. >> We will re briefly recess the special school we're meeting to take a photo. down. Oh. Oh yeah. Down.
down. Hey All right, we are back. Dr. Holes. >> Thank you, Madam Chair. Um, today it's certainly an honor for me to recognize the life and legacy of who I
consider to be a dear friend of mine as well as so many many people uh Nancy Mate. And uh like I had mentioned in the prior proclamation um due to our
procedure um we do have uh uh uh the chair co-sponsoring this item and I also would like a show of hands to ensure that all of the board members are also co-sponsoring this item. Thank you so
much. Um we would uh Mr. Sullivan, can you have the family come up? Oh, wow. Okay. Whereas Nancy Matea was a trailblazing public servant whose life embodied compassion, integrity, and an
unwavering commitment to service and whose leadership left an indelible mark on the city of Coral Springs and on all who had the privilege of knowing her. And whereas Nancy Matea made history as the first black and Haitian-American
woman elected to the Coral Springs City Commission. later serving as vice mayor with distinction, carrying her responsibilities with grace, humility, and a deep sense of responsibility to her community. And whereas equipped with
a strong academic foundation and professional expertise in environmental science and public health, Nancy Mateo devoted her career to protecting communities, promoting sustainability, and strengthening resilience while consistently centering the needs of
families and future generations. And whereas former Vice Mayor Nancy Matea demonstrated an enduring commitment to children and youth by championing educational opportunity and civic engagement, including her continued advocacy for the Dr. Martin Luther King
Jr. scholarship as a former recipient. Her proud support of the city's shine on programs celebrating students character, achievement, and leadership, and her hands-on involvement in youth focus initiatives such as vice mayor for the
day, the commission connection program, the city's annual teen political forum, and the youth mock commission meeting. one of her most cherished efforts where she found great joy in watching young people step into leadership roles, share
their ideas and gain confidence in their voices. And whereas Nancy Matea consistently showed up in schools and youth spaces, listening with care and respect, encouraging thoughtful dialogue and advocating for safe, enriching learning environments where children
could learn, grow, and thrive. And now therefore, be it proclaimed that I, District 5 School Board Member and Vice Chair Dr. Jeff Holes uh co-sponsored by District 3 school board member and chair Sarah Leonardi and the entire school
board of Broward County hereby honor the life and legacy of former Vice Mayor Nancy Matea recognizing her extraordinary devotion to children, families, and community and her enduring commitment to creating opportunity, hope, and a more compassionate future
for all while encouraging each of us to carry forward her example by continuing to uplift, support, and care for one another, ensuring that her legacy of love, service, and leadership lives on through the lives she touched. Thank you.
>> Okay. So, we're going to take a picture shortly. Madam Chair, >> briefly recess the meeting. down. Down. Thank you. And we are back. Mr. Sea, >> I want to first off um thank Dr. Holmes for his for his proclamations. And uh I also want to thank u our vice
chair, excuse me, our our chair for co-sponsoring mine as we honor one of the great teachers that's ever been uh fortunate for us to grace our uh our classrooms. Um Madam Chair, I know that you were nice enough to co-sponsor this.
I would just ask my colleagues for their support in co-sponsoring this proclamation uh in favor of Miss Terresa Sutton as well. Thank you. It looks like we have um unanimous um support and I thank my colleagues for that. Uh Mr.
Sullivan, would you be so kind as to invite uh the guest of honor along with her friends and family uh to the front, please? All right. Right. As And as we get started here, I think this obviously is an opportune
time to acknowledge our sincere appreciation for not only Miss Sutton and for her years and years and decades of service, but to all our great teachers who really are the heartbeat of this great district who continually
allow us to get our A ratings and who educate our students and allow them to excel to new levels. But today, this is about Miss Sutton. Terresa Sutton began her career with Broward County Public Schools in 1987
with a passion for teaching and a deep commitment to supporting students academic growth. Whereas Teresa has dedicated nearly four decades of exemplary service as a high school educator with Broward County Public Schools, demonstrating a
steadfast commitment to student achievement and educational excellence. Whereas throughout her distinguished career, she served at Coral Glades High School, Coral Springs High School, Plantation High School, and the ITV homework hotline, extending learning
opportunities both inside and beyond the classroom. Whereas Miss Sutton's expertise in geometry and algebra along with her leadership as a math department head significantly contributed to instructional quality and professional growth among not only students but to
her faculty as well. Or as Teresa enriched school communities through her involvement in extracurricular activities, including coaching girls track, sponsoring the sophomore class in the MUA Alpha Theta and contributing to the development of the FCAT
instructional videos. Whereas Miss Sutton's dedication, mentorship, and professionalism have positively impacted thousands of students, I would dare say tens of thousands of students, colleagues, families, and the
like over the course of her illustrious and distinguished career. Now therefore be it proclaimed that I district 6 school board member Adam Ca along with all of my colleagues on the dis up hereby
honor and celebrate Terresa G. Sutton for exceptional years of service, lasting contributions to public education, unwavering commitment to the students of Broward County Public Schools, and as Teresa prepares to embark on a welldeserved retirement, we
wish her abundant joy and fulfillment in this new chapter of her life. And please do some traveling. Congratulations to you, and thank you for your service to this district. Right. We will briefly recess the meeting to
take a photo. >> Maybe stay up there first and then Mr. Come down. Hey, hey, hey. I see there. I see there. Oh yeah.
Yeah. Yeah. All right, I will recess this special schoolboard meeting to go back to the workshop. So we will reconvene the workshop in a few minutes once Beacon is able to switch the meeting over. So this
special board meeting is now recessed. Heat. Heat. Johnny. Hey. Hey, I want Happy Hey, hey, hey. Heat. Heat. I love
All right, this schoolboard workshop is now reconvened. Um, we are still on the budget item. Um, I just had some questions and comments and then uh we can go to round two if there's additional comments and questions. Um,
Dr. Hepern, the the idea of selling or leasing KCW came up today. I believe we had this conversation last week. Um, is there a plan for leasing this building? >> Yes, there is a plan. I know from the
last meeting there was a request to also um bring this item back to a workshop. >> Okay. And when can we expect that to occur? >> Um, July around July time. >> Okay. >> Do we currently have floors uh committed for lease next year? No, we don't have
any floors committed for lease, but we we have already identified the floors um and also uh identified the space spaces where those employees are going to occupy and move out to those spaces. >> Okay. So, we're vacating those floors and seeking
uh tenants for those floors. >> That's correct. >> Okay. Um, I also, you know, I received a phone call from a concerned parent at a school um last week about art being cut from
the school. Um, I looked at the enrollment projections for the school. It was actually supposed to have an increase in enrollment. I uh reached out to you and Dr. Fulton and the situation was rectified. Um I was told that art
would be would not in fact be cut. Um but I guess my concern is uh you know that that is a school where the parents are very active and vocal and I'm concerned about schools where maybe similar errors have been made and
they don't have as vocal of a parent um or community population and so um I guess help me help me understand what's going on there. >> Yeah. Um so Dr. F actually Dr. Fullton, I just had a chat about that and she's going to have her team just do a round
with the principles just to make sure we're not in those predicaments because I think in that situation it's probably just a few students that made the difference of uh possibly reducing a special versus keeping a special. Um and so those are some of the uh consulting with those principles in those
situations and the budget team to see if we can you know alleviate any of that any of that concern. >> Okay. Okay. So, what I'm hearing from you, and correct me if I'm wrong, is that Dr. Fulton and her team and the budget team are going to sit down with principles individually to double check and make sure that uh the special this
you know, the specials that are there right now either that that the enrollment projections are accurate and that they're making those decisions. >> And it's more about looking at uh not so much enrollment projection, but seeing how much they're off, right? That's the difference. if it's just a a couple of
kids off, um that may not be a a issue to reduce versus if you're, you know, 20 students off, that's a whole another situation. >> Well, I guess my concern is like I'm looking at the school right now and the
enrollment for 2526 was 559 and I'm looking for 2627. Um it's projected to increase to 564. So why would that have even occurred? like why would the principal even be having a discussion about uh having to
cut a special when the enrollment projection is projecting an increase in students? um from the discussion u I don't know if the numbers that you have are reflective of this discussion I had but it was a it was a reduced number versus this current year for the upcoming >> so the information on our district
website is incorrect on the school planning tool >> that that may not be yeah that may not be accurate um we're basing projections off of the state um I don't I have to look at that landing that that page you're looking at to see
>> okay so I mean this is this is the planning tool for school enrollment and capacity on our website. >> So, it may not that may not be um accurate if those numbers were put in a couple of years ago or last year because
we have updated numbers as of February. >> Okay. When Well, that opens up like a whole other can of worms for me. When can we expect these numbers to be accurate? Um, we'll take a look because I have to
look at the source of the information. Maybe that's from the demographers's um page and not from the state projections. So, we'll have to look at that and we'll we'll make the update um because if it's if it's projecting out I think I saw 2031.
>> Yeah. >> Yeah. That that's probably from the demographers projection based on working with the different cities and counties and things like that versus what we received from the state around the January window. If I'm a member of the public, where can I access the state information?
>> Um, the survey for the state is actually up for survey 2. Survey 3 information um is not up as of two weeks ago when I reviewed it for for public consumption, but the survey 2 on FDOE's website is
actually up. I just feel very strong like if I'm a school board member and I'm looking at this >> like that's that says something that even like a member if I'm a member of the public and I'm looking at this if I
go to our school district website and I see these enrollment projections like why would they not be consistent with that of the state like we shouldn't be presenting two different versions of reality when it comes to enrollment. >> Yeah. and we'll take a look um because we have where our demographers um do a
great job of working with our cities in our county, but we also have what the state projects on an annual basis. The state is not going to project out to 2031. This is more of you know planning uh uh boundary information that may assist um you know new school
information, things like that. So we we'll take a look. We just probably have to create a separate tab for annual uh state projections probably in the December to January window. >> Okay. Can I get more consensus that we should be presenting one version of
information to our families? >> Yeah, that's what I part of my conversation was. >> Okay. So, no objection to that. Um so, I hope that can be cleaned up within the next week. >> Yeah. And what we'll have to do, we'll have to take down that page. Um and we can't project out long term. Um it will
have so let me explain what what what will happen. Um that page is more from our demographers from from planning with the county and the municipalities. The state projections are given to us annually. So if we don't want this
information right here, we will have to take this down and it will be a void of information for probably about six months out of the year because we only get that information from the state around that December, January, February window. So I just want to just give the expectations of what you'll what you'll
see. My suggestion is we keep that we make the adjustment for the upcoming year when we get the state projection and and denote that in that for the 27 or the 26 27 school year that based on
state projections this is what the enrollment is for the the 2627 school year is what I was suggesting. I I I will respect whatever version of that like you choose to I I you know >> but I think it needs to be very clear to the community and it needs to be clear
to anyone who's going to our website because it says planning tool for school enrollment and capacity and has our school district logo on the top. So like if this is a different you know this is obviously different from the state projections that should be very made very clear. So I'm not saying that we should take this down but it says
planning tool for school enrollment and capacity. To what extent are we even using this information for planning if we can't use it for planning for teachers at our schools? >> Well, it gives us a long-term outlook. Um, it's not going to be perfect based
on what the state gives us annually. So, we can we the state gives us something more accurate yeartoear, but this gives us a long-term outlook of of of what to expect down the line three or four years from now. >> Okay. Um,
Dr. Dr. Hoas asked a question that I thought was really interesting and it's a question that I've asked a few times um about any analysis that's being done about our our students that we are losing and how many are going to private
versus charter versus homeschool. And before I was given the answer that we had done, you know, we were going to send or you already sent the handover research. I looked at the handover research and it really was just like the students who went to charter, why did they go to charter? Um, so I I do, this
is a question I get asked a lot when I'm in my community like how many students have you lost to private schools? Is there no way for us to get that information like there, you know, social media companies, all sorts of businesses have all sorts of information about us? You know, I don't understand why we
can't get information about the students that are leaving us for private schools. So when a student withdraws um typically they're supposed to give us where they're going. That doesn't often happens but um it is difficult for us to
understand if a student is going to a private institution because they there's just external of our system. Um charter schools easy because we we have access to all that information and SIS will show where that kid went. uh for the private schools just difficult because
they're external and you know uh private school they're gonna they're not going to violate any fur laws if we call them and say hey is Johnny Johnny there right they're not going to so it's it's a it's a a difficult task to figure out about for the private school component we know how many kids take advantage of the the
scholarships but we don't know if they took it if they took that scholarship to private school if they're using it for um you know other uh types of schooling microchooling things like that. Okay. I I guess I have two follow-up questions to that though. So, if we have I mean
because I was going to say we do have the information about the students who are accepting the vouchers, right? So, we can kind of predict out like you know if if a student is going to private. I would be I would wager that many of those students are are accepting the
voucher. So, we can kind of figure out or do an estimation on how many are going to private with those vouchers. But also, I mean, are there not businesses that can do that research like handover did on private schools?
>> So, handover um sent out surveys to families and that's how they got that that uh that data and then they do some statistical analysis to with a small population to uh represent what the larger population percentage may be. So that's how they've done that research um
for uh as close as a approximate as possible. Um you know it's that's one of the barriers that we have. We just it's we just don't have access to that information. And so we depend on entities like handover to assist us when it comes to that level of research and
in the statistical analysis with a pop a small um uh sample size to statistically say you know this a percentage of students are actually taking advantage of of uh private schools. Okay. My and I had one more question about the enrollment piece. Do we ever go back and
look to see if our our planning tool the projections in our planning tool are accurate? >> Yes, we did that. Um especially last year. Yes. Um and I forgot what we were off by. Um
>> I just think that would be helpful if we could if you have that information like what was 2526 projected to be what is the actual enrollment like that would be helpful to to have in that planning tool um in addition to you know the state
projections moving forward. Um, I just want us to be clear again because we got correspondence from the principal association. Were schools given the directive to cut 10% from their budget?
>> I don't know where they got that directive from. The CFO didn't give that directive. I didn't give that directive. Um, so I don't know where that message is coming from because it's not coming from us. >> Okay. And
you know, Miss Hixon said that she asked for this every year, and she does. And I thought, you know, why don't we just gather board consensus on this to build in a at least 4% raise for our employees for next year on the budget.
So, can I can we gather consensus on that? Are there any objections to that? No objections to building in a 4% raise for our employees into next year's budget. Okay. So, does the superintendent do you have your direction? >> Got directions.
>> Thank you. And uh I have round two, Mrs. Alhadaf. >> Yes. So, I just think on the website if it could be very specific what the information is relaying um to Miss Leonard's point
that would be very helpful. And then is there something that we could hold back from a student transferring out of BCPS that in order for us to get the information of where they're going, whether they're going to private school
or being homeschooled, uh if is there something that we can hold back from them like a transcript? >> No. The the only um times that um in most schools they really don't do this, they don't want to impact the students
education is um if they're um an obligation that they haven't paid, they'll hold on to transcripts and things like that until they actually pay it. But for most people, they're going to, you know, do what they need to do to make sure that the kid gets the opportunity for an education wherever
they're going. But could it be in our process that in order to get your transcript, there's this form to let us know where you're going? Maybe is I guess optional. >> You could, but I think we're just going to get a lot lot of uh uh probably some
complaints um for withdrawal. We can we can try that, but I think it's going to wind up in a lot of complaints and unfolding that that practice. >> Complaints from who? from the parents. You won't >> they're already leaving.
>> Yeah. But um they have to give us information anyway about where they're going so we can put it in the withdrawal code. >> And sometimes it's accurate, sometimes it's not. Um it's just a difficult task to for the private school part for
public school, which is charter schools are public schools. It's the easy part. We we we can capture that data real quick. >> What about homeschooling? um homeschool, they usually register through the homeschool office. Most um some don't um but most do. We'll have that data also
for Florida virtual uh we'll have that data as well. >> Okay. Thank you. >> Yep. >> Thank you, Miss Rupert. >> I'm good. Thank you, Miss Hixon. >> Thank you. I just quick question. Want
to go back to the the staff information um you know SAF. So we have policy 6030 and in that policy under B membership or I'm sorry C duties it says on number two
the staff shall actively participate with the school advisory council and oh wrong one sorry number three the staff shall actively participate with the district school principal in the preparation of the budget and reviewing the budget related
concerns after each FTE count. So, it already says in policy that staff has to be working with the principal. I from just people listening, I got five emails that said their staff never heard anything about the budget. So, we have a
policy. I um I'd like to see if my colleagues agree to direct the superintendent to make sure whether it's collecting data on what those meeting dates were that every principal is following the policy that the school board has about staff having to
participate and sign off on that document. I think it's unfair for us to ask a staff chair to sign off on a budget that they didn't they don't know about. And I was very clear when they came and I think it's really important
that because we don't need a new policy. It's already here um that I would like to see as a board member um at the end of when budgeting is being done a a date a list of dates on when the schools had
their meeting with staff to discuss budget. So I guess that's a motion. Um if it's a if it's a policy does it need to be a motion is just something that >> we're not well we can't do motions because this is a workshop but is there any objection to that? >> So to direct you to it's in policy but
in policy it doesn't say you we have to have that data. >> Oh you want the data. >> We want to know when the meetings were for every school and their staff to discuss the budget so that we know we're not asking somebody to sign a paper
blind. Go ahead. >> So there's no objection. So Dr. >> No, I got it. >> Oh, before we >> Oh, okay. Miss Bulman has a question on this item. >> So can you walk us through what happens
normally because I've served as a staff chair a couple times and there wasn't like a giant meeting about the budget. I mean the principal went through the budget um >> and I guess showed them the budget but at the end of the day the staff chair it's kind of a formality. It's not like
I was pointing out things that we needed to that we were changing. >> Yeah. Um >> and is it is it a statute or is it a does the Okay. So then we probably >> Yeah. So, >> but I think we I think we should be
clear about what people's role is in terms of I think that they present the budget, they show you the budget, someone has to sign off on it, but I don't know how much input is actually expected from the staff. >> And that's my point because it says very clearly on here shall actively
participate. It's in our policy and was mentioned is a state statute. So, if we're not doing it in the way that we're supposed to, I think that we need to to get on top of that. And I that's why I'd like to see and I don't just want
someone to give us a list of date. You know, I I think you need to verify that they actually had a meeting where they discussed what the budget was going to look like. >> No, we're going to verify. Um Dr. the full if you heard the question uh but if you can walk the board through what's that process of the the principal or
school leadership team meeting with the uh school advisory uh for eventual approval of the budget by both parties. >> So I'm I'm checking actually now to um with with Dr. Hudge because school improvement uh falls under her purview.
But every year we tend to do a PowerPoint that we provide to our SAC chairs and so that is consistent across all schools. It's a PowerPoint on the budget process, how it's developed and then what their role is and we usually do it March SAC meeting. So I'm just
verifying if that PowerPoint was provided for them this year. So I and I understand that but we heard someone come and say that they didn't get the training but that's that's something even separate because what it says in our own policy three under C duties
number three the staff shall actively participate with the district school principal in the preparation of the budget. It doesn't say the president or chair of staff. It says the staff. And then number four says the staff shall indicate its awareness of the program
and plans for the district school by affixing the signature of the staff chair on the budget prior to its submission for district district budgeting preparation. So, there's two pieces in there that are very clear that
someone shouldn't just be handing the staff the budget to sign. That there should be a time where it's not just someone telling them what they're doing, but engaged in a conversation on, you know, are these the specials that you want? And just all of those things. I
know that principles should have some autonomy, but they're they're working in a community. And if that's not what's happening, then we should change the policy. But this is what the policy says. >> So what I would tell you, Mrs. Hixon, um nothing has changed this year. That has always been the process. So um we're
verifying just to ensure that that information again was provided. I would tell you ever since I was a principal, it was like a standard PowerPoint that uh detailed the budget process, what the SAC role was in it, and then also the SAC chair and also the principal together have to sign the budget.
there's a deadline when the budget is due uh back to uh the district side. So that has not changed. >> Not that's not the point. That's but there's something beyond that in this policy that says at a staff meeting they're they're actively engaged together on forming that budget.
>> So on the agenda, so for the monthly SAC agenda, there is always a line item for budget. So budget is always discussed at every single SAC meeting um of the school year and that has not changed at all either. So, well, I'm ju I know what you're saying, but I'm just telling you
that that's not what we're hearing in the public. So, I I think it needs to be verified. >> I don't know if it's widespread, but certainly we're trying to isolate um where it may not have happened, but um overall, nothing has changed. All SAC chairs and principles and communities
definitely work together to develop the budget. There is a line item each month to discuss the budget uh for SAC and then also the development of the budget for the upcoming school year. It's typically done in March and April, but as I said earlier, we did release budgets late. So that did not provide
the opportunity for schools to have the budget up front in March or April and I appreciate that, but you know, we have someone who was a staff chair telling us that they never were part of develop >> and it could be that school. So, we're trying to it's more so widespread than
an isolated incident. >> No, I know she's but I'm just trying to make a point. I I know what we believe here in this room, but I don't know that it's translating to what you believe in every school. Let's leave it that way. I
just in practicality with all due respect to community input. I mean, I don't have any as I'm I'm serving a role. I'm going to the meeting and being the liaison for the school, but I really am not in a position to be actively engaged
with the budgeting process as the staff chair. I mean, I think we're like really muddying the waters with that. I know it's a statute. >> Then it shouldn't then we should take it out of our policy. >> Attorney Dri Bernel, >> let me just make sure I'm clear in terms of >> this. The budget was explained to me. I
wasn't giving my personal input when I was participating. It wasn't that the school wasn't doing it. It was just that they were showing me what the budget was. I They weren't asking. I mean, you know, I'm not trying to get anyone trouble.
>> So, through through the chair, just to make sure that we're clear in terms of what the statute requires. Um, it's Florida statute 101.452, which discusses district and school advisory councils, their composition, and their responsibilities. um but their responsibilities are formed
by the board policy and the board's regulations. So if you have a policy that specifically outline certain responsibilities then that's what the statute requires it to u perform. >> Thank you. And our policy says they have
to actively participate. So thank you >> Mrs. Ala. I would just recommend to bring the policy back to a board meeting, Miss Sixon. >> That's what I said. If you don't want to if if we're not following this and
people don't believe that that's what should happen, then we need to bring the policy back. >> Mr. Rbertton, >> um, thank you. When when I was a staff chair at the elementary school, three streets from my house, there was active participation
there. There was a give and take. there was uh e education materials, you know, what electives or what specials are we doing, what amount, what's going on, what programs can we think about um you know, in a money situation. So, I
remember it um just like it's supposed to be that it is in our policy right now. So I wouldn't be uh in favor to actually come and bring the the it back
just to uh you know stop it. I would I would rather that if it's going to come back then there's an honest conversation with the public that this is you know this is the reality. This is in policy and uh you know we say it's there. I
there's just too much um uncertainty and it's really when it comes down to the school voice needs to be had. >> Miss Thompson, >> just for clarification, all of our policies are about to come back. Correct. >> Everyone. >> Okay. So, I feel like this conversation
is getting a little off track because policies are about to all come back. It's going to be, my understanding, a year-long process where we can correct the things that needed to be corrected. I think active participation is a very illdefined thing. Um, and I would really
like to focus back on our agenda. Thank you. >> Attorney Dupri Berno. >> Thank you, Miss Thompson, for that. Let me just take the opportunity to let members of the public um understand Miss Thompson's comment just so that we begin to prepare. Um, the board is going to be
doing a full policy review of all of its policies and convert them to a new process, a new book based on um, legally vetted templates from a company called Niola. And it's going to be a very long process and the public will have an
opportunity to parti participate in very specific workshops dedicated for that, but all of the policies are going to come back and be vetted. >> Great. Thank you. Anyone else? Mr. Sea, >> chair, could you clarify
your prior directive to the superintendent regarding the 4% raise? >> So, Miss Hixon, every single year with much of our support uh asked to that asks that the staff build in a 4% raise
for employees into the budget every year. And uh so I asked about consensus around that directive >> and employees meaning employees in this building. >> Can you elaborate? >> So how we've done employee like employee
raises historically is that the raise that we vote on every year goes to all employees. Is that an incorrect characterization, Dr. Lozano? >> That is that is a correct characterization. I'm I'm just I appreciate the
characterization, but I'm seeking a little bit of clarification. When we say all employees, are we talking is that every teacher in every school? Is that every school-based employee? Is that every bus driver? Is that every cafeteria worker? >> Yes. >> Okay. Thank you for the clarification on that. Um,
how do we arrive at the 4% number? >> Hixon, >> it's an it's it's my baseline bottom lowest number. um that I've been asking for since I got here because 4% is higher than we've given traditionally in
the district. We have given a 4% a couple of times since I've been here, but um it's it's one I want to be realistic. So, I also don't want to ask for something that we don't have the money to cover. If the superintendent can do more than that, that's great. But
I think 4% is a good baseline to start at. I think 4% is too low. I would like to see uh the superintendent try for a little bit higher number than 4%. Um I'd like to see something around six or 7%. I'd be interested to see what my
colleagues think of that. >> Four member discussion on Mr. Sea Miss Thompson. >> I think we need to be grounded in reality of what's possible. I also most city commissions are not giving 5 to 7% raises. It's it's between two and then
some uh two costs of living and then a few more. But we need to be grounded in reality. And if the superintendent can find more for across the board raises, that's that's great. >> Miss Bulman, >> I would say at least 4% and then if
there's more, we >> Miss Ala, >> could um Dr. He tell us how much money is 4% and how much money is 7%. >> Mr. Johnson, what what is a um per percent? What's the number per percent?
Yeah, we can do our math. >> What's it uh for 1% raise for the system? What's that number? >> It's about 14 million per percent, right? >> 15 million per percent. >> Yeah.
>> So four would be 60. So for 4% conservatively would be $60 million >> for 7% >> would be 105 >> 105 million for 7%
>> conservatively attorney duprey Bruno. So that's just one thing I want to make sure is on the record as you're discussing percentages is to be careful because when you're speaking of your unions, those all have to be collectively bargained. So we need to >> we've been down that road a lot. What
we've been asked to talk about is a pool of resources that are available so that there's no compromising of the negotiations. >> Okay. Yeah. And I I'll just clarify my what my request was was to bake that money into the budget so that when
you're negotiating, >> right, you have there's there's money there. We're not trying to pull it afterwards. >> Dr. Aim, I >> I just want to point out, you know, 60 million in a year where we're coming down 100 million is a lot. like 4%
setting that aside. I I support building a budget around that, but I think we're going to be surprised at kind of what damage it would take to get to 60 million, but let's see what it looks like and um then we can go from there. Thank you. >> And that's what what we asked for, right? >> One more time. >> That's what we asked for. Yeah.
>> Right. I I'm some colleagues were asking for more. I think I think four is already going to cause some like hurricane level damage. So, um, uh, it'd be great to like start with this and let's see, you know, what we'd have to give up because remember this is a fixed fixed amount of money. So, you got $2 billion to operate the whole school
district. If you take 60 million out and say we're going to put it in a pool for raises, you got to go find 60 million. >> We just let go a thousand people and only raise 54, sir. 54 million. So, it's on the on the magnitude of just over a thousand positions to get to 4%. So be
prepared uh for for getting a a real uh you know kind of sense of what it would take to do that going forward unless we find some other ways to save money. >> Yep. Nixon, >> thank you. I also just wanted to point out we directed the superintendent to look at bringing steps back for our
teachers and what that would look like. So you'll have to probably merge both of those two things together. >> Any other comments from my colleagues? Dr. Dr. Holles. >> Uh, thank you, Madam Chair. So, I do support at least 4% as board member
Bulman mentioned. And Madame Chair, um, if general counsel could sort of help us to understand the difference between gaining consensus in a workshop as opposed to a vote in a schoolboard meeting.
>> So, when you vote, that is a final decision, an action decision by the board. When you're doing a consensus, the board is signaling this is my desire, how I want to move forward. Can consensuses be changed? Absolutely. A formal vote will have to receive a formal process to change.
>> Okay. So, my understanding in this workshop is that we are directing the superintendent to proceed with at least 4% which is not necessarily a final vote, but it is a direction uh that is
changeable. Is that correct, General Counsel? Yes. >> Okay. Thank you, Madam Chair. >> Thank you. Anyone else? All right. >> I heard four at least 4%. >> Okay. So, we have one just 4%.
We had one person suggesting up to seven%. And so does any and then we had one person suggest at at least four uh Miss Rupert >> at least four Miss Bulman
at least for Miss Hixon at least for I'm at least for Dr. Holess >> at least for so I believe there is a directive Mr. Seivera >> seven >> what you're I didn't know if you had anything else to add >> just seven >> okay Dr. Dr. Hepper, you have your
direction. All right. Um, okay. We Well, there was more than there was five. So, I mean, Mrs. Alhadef, would you like to I was actually thinking it should come to a board meeting to a vote and and put
some real facts behind the numbers and kind of also the thinking as far as where we plan on getting the money from with Dr. He's recommendation. >> Okay. Well, we vote on the budget, do we not?
>> Yeah. So, it'll come to us unless Yeah. >> All right. Any other board input? All right. The next item on our agenda is Office of the Chief Auditor Audit Plan Forecast for the fiscal year 2026
2027. Chair. Uh, could I just point of order for a second? And I appreciate the effort that went into, uh, creating this. We've all read this presentation. I wonder if we could get a summary and then get right into discussion maybe for two or three minutes. Chair. >> Um, would you like to just go to board
discussion and skip the presentation all together? >> Just two or three minutes. I mean, just out of respect to the amount of effort it went into put it together. >> Okay. I turn it over to Mr. Magnley for a brief presentation. >> Okay. Thank you. Uh, good morning. Excuse me. Good afternoon, chair, uh, board members, and, uh, superintendent
Heer. And today, I'm presenting the proposed 2026 2027 annual audit plan for the office of the chief auditor. Uh, this workshop item is intended to provide transparency into our planned audit activities, outline the methodology used to develop the plan, and to obtain your input on areas of
concern or priority before finalizing the plan for approval. In accordance with board policy 1700, the office of the chief auto developed a draft plan designed to support the board's oversight responsibilities and strengthen the district's system of
accountability. Sorry, I thought we were skipping that because we were going um consistent with guardrail 4 accountability. This plan supports transparency, continuous improvement in the board's ability to monitor implementation of the policy's administrative practice. Given the
current fiscal environment and organizational pressures, independent oversight remains critical. The audit function provides objective assurance over control, safeguard public resources, and brings visibility to areas where risk may in
impact the district's ability to achieve its strategic goals. The proposed the proposed plan is risk based and reflects a combination of prior audit results, a combination of discussion with individual board members
uh can intake of information uh and discussion on the DEAS in board public board meetings and in active participation from the community and uh some conversations with uh district
advisory uh contributors. It is structured to align audit coverage with areas of significant operational, financial, and compliance exposure while maintaining the flexibility to respond to emerging risks or board directed priorities.
At this time, I am requesting the board's feedback on the proposed audit subject areas to ensure alignment with your priorities before the plan is finalized. The areas that have been proposed are vast and based on constraints
relative to time uh emerging risks and concerns that come forward along with certain financial aspects to be determined through budget um engaging outside uh support from external contributors will impact that. On May 13, 2026, the audit committee members um
reviewed the plan as well and provided a favor pro provided favorable input. Um as a result of this meeting and based on board input, I will re-evaluate and refine and prioritize the list of final subject areas for submission in July.
Within the plan, we have a number of recurring audit activities um that you're familiar with. Uh behavioral threat training, student discipline process uh review, internal funds which are statutoily uh required, property and
inventory control. I show an increase in property in control uh exposure that we're looking to uh be more productive this year. ongoing capital program oversight and compliance and charter school review which is basically upon uh necessity.
The other areas we'll we'll touch on based on your recommendation. I will uh proceed from there. Sorry. >> I don't believe we were meant to time Mr. Magley. >> I was speeding for you not getting along. I I sorry about that. >> We uh we did not intend for that timer
to go off for you. Please continue. >> Okay. And I won't read through this key areas is kind of just a synopsis again of what you've already seen in the plan. Um just kind of outlines where we're looking the areas uh that will be affected or or involved in that process
um by kind of subject headings and just overview. Some of excuse me some of these things will be reported um as they are the recurring ones that we're familiar with internal funds property some of the other things behavioral threat and then
of course the risk based ones that are outlined and then some things that we have over oversight and governance and contributions to uh as a matter of contingency uh is included in the plan as well. you note the staffing constraints uh unforeseen
investigations that may arise uh and other external uh requirements to come forward or involvement and then any major system implementation. This year we have a an audit that's coming forward uh shortly relative to HR, but there were some significant transitions that
also contributed to that one taking a little additional time and those sort of things can happen and somewhat push the calendar and push the timeline on some of these audit objectives. So with that, I would uh leave it for any questions.
>> Um first we'll go to public comment. I have Jackie Liskum and Anna Fusco. Please approach the mic. >> Hi Jackie Luskam. Thanks very much. Um page 17. I'd like to speak to project 9 on the upcoming audit plan which is conduct a samplebased assessment of the
focus IEP system reports and related controls following transition of the process to focus. Uh it has one of the highest risk ratings on the plan and rightly so. That transition to focus occurred two years ago. Some of you will recall I presented a 42page
report beforehand warning that it should not. I did deep research where none was conducted by staff because migrating ESE case management into focus was never part of the RFP. We had an ESE case management system EDP plan and the
direction to vendors during the bidding bidding process for a new student information system was that their system would only have to interface with ED plan not to take its place. Fast forward, there was a lot of um shenanigans under the cartright era that led the board to unwittingly terminate
IMP ed plan, then reverse its decision, then go back on that again um and assign ESC case management to focus SSS and its adequacy and suitability was never evaluated for the ES purpose. Um two
years later, I've asked just today three end users, what are your top three beefs with focus SSS? That's the part that manages ESC's case management and they gave me more than 30. Um, it covers everything from too many steps and open to errors. Whereas in ed plan it was a
one-click process, not user friendly. Takes too long to write in an IEP. It's tedious because there's no automatic pulling of data. It's like going from an iPhone to a flip phone. That quote actually was in my report warning not to use this system. Um, EPLAM used to catch
simple errors critical to compliance. focus does not re re-evaluations of students. It's easy to do incorrectly because it is such a disjointed system. Nothing flows like it did in ed plan. Students old eligibilities are still coming up in focus even if they've been
dismissed years before. It's too easy to fudge data. Uh every time a new IP is created, it's completely blank. So accommodations that were there before can't be seen unless you use now two screens. incoming sixth graders with overdue re-evaluations before because
forms weren't locked in the system or filled out incorrectly. Things that did not happen in EP plan uh because it had compliance checks and balances that we don't have now. compliance is now more challenging with ESE specialists uh thinly stretched uh and now um even more
so we uh your decision to remove the massively critical role of ESE compliance director from the orchart means we are not diffusing danger we're moving deeper into more I'd like to suggest that the need for this audit is more urgent than on the plan I'm
delighted to see it on there I'd like to see more enduser involvement um I don't think just a sampling of IEPs is going to be adequate. You need to look into the processes, systemic weaknesses, non-existent functionalities that should be there and the cobbled workarounds that are making this a very dangerous
compliance piece. Thank you. >> Thank you. Next speaker. >> How you doing? An Fusco Broward teachers union president. It's a very unusual way to have the podium. So the audit Broward Teachers Union gets audits every year for decades. I understand the importance
of having an audit. It shows lots of checks and balances of where money is used, not used, overused, underused. So, I'm not quite sure what the nine of you are doing and looking into the audit
specifically. Are you waiting for someone to sit down individually to go over it with you and walk you through it? I don't know what that piece is with you all, but I hope it is that you all
get to be really individualized with it and take a look strongly at how under funded the schools are becoming.
Now, I don't know the number that each school had to cut. I do know that it's all based on a particular formula for projection of enrollment, losing enrollment, gaining enrollment, and so forth. I don't know
who creates that formula that would fit into this audit. I do know that um there's a ton of I don't know the consultants, other companies,
programs, and I don't mean programs like at our schools like a culinary program or a um STEM program. I'm talking about programs like I Ready that the district is funding that basically parents and teachers don't want it. They don't want
their kids clicking on a computer every single day all day long to meet some data score so the admin can call a data chat to see some movement. That's just one piece. So in that audit I'm asking you guys to
look at where are where is money being overspent on programs like that. Um auditing of the insurance you we talked about scaling back a thousand people with the 52 million. You saw that the Broward Teachers Union had a TA out
there for insurance that's going to win back 32 million. So I do think you could have met that mark of 7% that school board member Adam Sea did at least ask what does it look like with a 7% a 5% and a 4%. I mean I don't understand why we
couldn't do that. I love the tenacity of Debbie Hixon putting it out there, by the way, every year. And it fell on deaf ears. And I don't think it's going to be a hurricane exploding if we give every employee a 4% raise. By the way, they
should get 10% raise. Um, Mr. Zean, so I challenge you guys with the audit to find out why we're not having PE, music, and art in every single elementary school. And that is a fact, and it should happen.
Thank you. Board member discussion. Dr. Hoes. >> Thank you, Madame Chair. Um, thank you, Mr. Maggley, for such a detailed plan. I I see that a lot was put into it and
thank you for your presentation. So, Mr. Maggley, um can you um tell us what guided um the development of the audit plan? Uh thank you Dr. Holmes. So initially
when I came on board in the fall, I was introduced to what uh the former chief auditor was doing in relation to some of the comp compiling of information and resource uh both on one-on- ones uh with the collective and uh some of the other
items relative to prior audits and and items that were still remaining on the prior audit plan that for a number of different reasons were not not finalized or or even begun. done. So we started to prioritize in that manner. Um as I said
as from that point forward we've I've listened to a number of things that were already of a high risk relative to what our standard you know procurement uh payroll um you know series of things uh relative to that. Obviously we wanted to
touch on some areas of ESSE and see how it was functioning. Um obviously we can't look at every single item but we want to be able to target things that make sense and based on just the same way as items are brought forward from the board um that information comes forward um
from various resources that we pay close attention to. So, we were using a combination of things really. Um, as I said, the prior audit history, some audits that we have that have just completed or are ongoing right now that we would look to pursue potentially at the end of next year because we think
there's some areas that may warrant us looking at it again. We'll have to see how that how that grades out. Um, but they're included in this particular plan. This plan is quite vast. Um, and for us to accomplish it would would take a great great effort and a lot of extra resources. really needs to be paired to
be honest um because it is expanded beyond what has been accomplished in any recent year. Um we will try to do that uh as best we can and look for it percentages wise of completion and when you're creating an audit plan and again I would like to hear the input of the
board relative to that is we're trying to look at areas that both proactively people could be looking at. It's a historical practice. It's a process that looks at records um and activity that's already occurred and hoping to influence
you know outcomes moving forward and potentially cost avoidance or potentially make giving you the information to help you make decisions. So by prioritizing those things we did we did use scoring uh the scoring is based on a series of factors. Um we
incorporated safety and security as an additional factor which had been done previously. um getting in the information and researching on my own to see why and how those things were done um as an overlay to that process. >> And then we ran quite honestly I ran a
bunch of um different numbering uh modeling uh that resulted in three different types of look. One was an average based on likelihood and impact. Um one was based on the inclusion of the
safety factor in it which was recommended um through some AI modeling also that you know there was a 40 um 35 uh 20 I got the record but it was a breakdown that you know assigned
different things but what we found is based on the items that we were looking at that there wasn't a big variance as you could see in the appendix that I provided to you there wasn't much of a variance from one to the other to say that any of those items really were of no value or no importance except for maybe one item that was in there. And
that's mainly because we didn't give it a high-risk um value because it's charter schools and we have a limited oversight of what they're they're doing unless we're called upon to do it. But we left it on there because that's something that has historically remained in the plan. >> So I I think that I hope that answers
your question. >> Understand? So let me ask you a couple more questions and I appreciate that detailed answer, Mr. Maggley. Um so it certainly looks like a very ambitious plan. It has uh a reasonable amount of
items. Um I is this um are you hoping to accomplish this over a one-year period or what's the time span for this audit plan? So, we have targets in the one-year area knowing that quite honestly, you know, and that's why I said, you know, based on input that I've
received from the committee and also, you know, whatever we would learn of today, maybe there are items in there. It does it's it's not putting the burden on the board to do that, we'll prioritize and based on our resources throughout the year some things would make more sense for us to do after the year was started.
>> Um, some periods of the year, maybe later in the year in the third, fourth quarter, we've kind of designated that. So, it is our hope to get deep into it. You can see that I also provided in the report something you've been receiving for quite a while now. I can't at this point tell you when it started. Um, but
it's the progress report that was incorporated by the uh chief auditor's office. I think it's an excellent idea and we're happy to do that which is to provide you progress on the items that we have been able to address during that time period. And I included it in here because you would have been coming up on
the quarterly assessment anyway in the reporting. And I thought this would tell the board what has been accomplished off the last the last audit plan, excuse me. So we would like to include that. If you wanted me to give you a percentage of that, I mean it would probably be
somewhere in the neighborhood of 75% would be ambitious in here. Um but again, some of the some of the factors involved are are in fact some staffing. um it's not going to make meteoric differences in the outcome of completion of all of these individual projects
>> and just the same way with our our budget for utilizing external firms. >> Okay. So, I'm glad to hear that you're going to provide progress report. Um at what frequency will should we expect to receive progress on this particular plan that you put forth?
>> Once it's initiated, we'll be continuing on with the quarterly reporting. >> Okay. So the the quarterly report will come back to us with the audit plan to show what you've accomplished from the plan. Correct. >> Correct. Well, the plan is going to
depending on the board's will, right? >> Depending on what happens today >> in July. No, this is a first brush of this. We bring back the final one to a board meeting in July. >> So, I'll update that particular progress report based on what we're able to complete and staff's back here working like crazy to get things done and
working with our partners. But we'll bring that back so it's updated um based on the year end and then provide that for you with this excuse me with this plan and then we'll start over. >> Okay. >> Start to measure what we're able to accomplish moving forward.
>> Okay. So, I can tell you um I was pretty happy to see um on page 17 as Miss Luskcom had mentioned regarding the um the IEPs and and looking at our ESC students and make making sure that based
upon the delivery uh system that basically we're in compliance on every level. Um so I I was delighted to at least see that in there. I am hoping because it seems like a very detailed plan that that will be a priority as
well. >> Yes sir, it it is a priority. You know, the board has made it clear based on our involvement and and the number of students that are affected >> um that that that's something that's very important to them. Um so we
definitely wanted to make a take a look at that and see now deciding on the scope obviously we have to scope those things and set parameters for which we can do that that are the most effective. So that'll involve some further research and and uh audit planning individual to that particular item.
>> Understand? And madam chair um and as as you know Dr. Dr. Heburn, it has been no secret to anyone that I I have always been concerned about the whether or not this service given to our students with uh challenges, our ESSE students that
those services are um adequately delivered and and are being provided with utmost care and and interest to our students. So, um, you know, I I I do appreciate that. Um, you know, at least you'll be looking into the the focus um
system and how IEPs are handled. So, thank you. All right, Madam Chair. I'm done. >> Thank you, Dr. Zean. >> Thanks so much, Chair. Um, and I appreciate the plan. Uh, Mr. Maggley, it's great to see all this. Uh, for my taste, though, I'd like to see what you plan to get done this year.
um to to present a plan and say we're not going to get all this done is useful, but this is a board and the board should approve a plan of what you can get done. So, I'd love to see that when you bring it back. Um I'd also, and this is something uh that lots of people might want to weigh in on, I would bias
your audits toward things that are consistent with our fiscal reality. So, there are things that we do in ESC that u may not be perfect compliance-wise, and we're not getting the right reimbursements that we should get for therapies and things like that. We've heard that for a long time. That's a great audit because it would actually generate more revenue and the
superintendent has to go find $60 million to uh to come back and report back on top of the cut. So, um that would be wonderful. The second uh big fiscal reality I think is if our capital program doesn't learn how to deliver under cost scope and schedule, we are never going back to get a bond from this
community. That's a billion dollar multibillion dollar uh audit because of the impact that it has. I'd love to know why we can't get stuff done on time, full scope, on budget ever. Um, but that to me is a big financial audit and and
it would be worth doing. Third idea, um, we just heard today that we may not have the right total job description and compensation right for some of our positions which are causing us to double stuff two jobs with one person. And
because the second job gets a one and a half time multiple uh for overtime, that's a very expensive HR strategy, right? So, it'd be nice to know from an auditor's perspective, what do we need to do to make sure that we can compensate and define jobs well enough
so we can recruit and retain people and not have to pay overtime uh to people on a routine basis. So those are some ideas for audits that would bias the plan toward helping us uh in the financial reality that we are. The last thing and
again if there's no objection to this I would love when you come back in July to participate in the cost reduction. I'd love you to show us what a 10% reduction of the office of chief auditor looks like and which part of the 100% plan that you plan on doing for full staffing. What would you not want to do
if in fact uh office of chief auditor was funded at 90% of last year's budget? Okay, thank you for your input, Dr. Zean. We've I've been working on cost reduction already. Operationally, we've already targeted and accomplished a significant amount of that. Uh salaries
are what our salaries are. We have some staff reductions that have not formalized. We we are right now uh have many open not many a few open positions, critical positions. We're bringing someone on. June one is a critical spot for us in a manager role for internal
funds. Um we've been working and operating. Um Miss Nikia Goldburn has taken on the double hats of working in it and keep maintaining that role and contributing in other areas in the office and we haven't really been able to use her resource as well as we'd like to and and pursuing some of these
things. She's also over the operation section. Uh Miss Prinya back there, Elena, she does a great job in operationals. Um we she only has two staff members working with her at this time. Uh, and we've also, uh, Miss Jennifer Harpalani, who does a lot with
it and charter schools. They are all still back there, right? They are all still back there. The, um, she she's down staff. Um, and we're trying to replace that one at the start of the fiscal year. So, we have to accomplish that stuff. Some of that may be hard to quantify, but I'll try to my best to see
where we can do that. But, I think that we've already done a number of things just based on how we were operating this year. Uh and then when Mr. Rhodess and I had those discussions and when he left uh I continued on with a number of the objectives internally to try to reduce
our costs as everybody has knowing full well what everybody's had to accomplish but we do need to have some people to accomplish these things and I'll do my best. The hard part the challenge that we have here is that all these things are probably important. We know that and it's really just trying to prioritize
the individual things, but I'll take your adisement and see where we can bring back something that's more concrete. >> It's just one of nine. But I'd be interested in what you've saved already. I think you should get credit for doing that. It's amazing. I love uh your staff. Whenever they've done, you know, briefings of audits, they're amazing.
Absolutely wonderful staff. It may be that we think if we are going to save money, maybe we just don't hire as many outside firms to do so many of the audits. And you bring some of those things inhouse. So looking forward to your your report in July. >> Thank you sir. >> Thank you Miss Rupert.
>> Um thank you. I wanted to um lend my voice to uh moving up if possible the um the focus uh system report for us. Um you know I before we voted on focus I I articulated
what was going to be the problem and what occurred during that problem. Um, so it it gets exceedingly frustrating when when you know what happens and it still is messed up. Um, so it's it's important that uh we can get that
working the right way as as a mom of three kids who were under the ESC umbrella. Uh it's it's uh heartbreaking to know and even from a teacher standpoint not having the ability to actually look at the prior IEP and then
work on your child's um accommodations and and uh goals for the year. So that's that's key in any way that you do that. So, if we could uh move this up as any as possible, I would um appreciate it as
one mom, but speaking for other moms and dads. So, thank you. >> Thank you, Miss Thompson. >> I would just like to put in my support for Dr. Zean's uh idea to focus on the building department as well. I think there are a lot of projects that we need
to get through and I it blows my mind that a federal courthouse can get up in like less than a year and apartment buildings can be built in like nine months and we struggle. Um so I think that especially as we talk about redefining and more school consolidations
um that would be my priority. >> Is there any objection to that? >> N so uh you Mr. Maggley you have your direction on that? Yes, ma'am. >> Mrs. Alada. Oh, sorry. Miss Thompson, were you done? >> Okay. Mrs. Alada.
>> I just was gonna say I concur with Miss Thompson and Mr. M. Dr. Zean. >> Miss Hixon. >> Thank you. And I just want to say first, thank you for bringing the plan forward. I know we have moved you in a lot of different directions um right from the
start of your tenure here um as chief auditor. So, thank you for that. I just have a quick question because there's a lot of as you go through there audits that go out to um some office of the chief auditor and
some are consultants. So, how do you make that decision on what is done inhouse and what goes out? >> So, thank you for the question. Um relative just I want to make a point about the capital program stuff. Um we
utilize a lot of external resources for that because we in fact have one person that's assigned to that area. Um we we utilize them because we have a specialization in reviewing those projects. Um and we bring forth a number of those. So particularly in that
section in that area and then some of them relative to the um grant programs or even more so the federally uh supported programs we sometimes bring in people that would specialize and have have extensive experience in that area and that would be the areas that we
would utilize them generally. >> And what on average what is sending it out to a consultant cost us? depending on the scope and nature of it, it could cost anywhere from 50,000 all the way up to, you know, even a h 100,000. >> Thank you. And to the reason I asked
that is this is a very um bold plan that you have and you have a very small staff. So I know that my colleague asked about what it would look like to reduce your staff, but I think we all have to be very cognizant of the fact that this
plan will shrink tremendously. and what are the things that we find important because we like to say have do an audit do an audit. Um the problem is though is if we don't have internal auditors to do it we then send it out and I don't think we often know as a board whether it's
staying inside internal or external and that causes the price you know the the budget that audit needs to go up. So I just wanted to to point that out. But I have concerns about how many go out and how much we have to pay on that and
would like to actually explore what it would look like to have more auditors since we do give you a lot of work. So it's just my own input. >> Thank you for that Miss Hixon. I I would say that again um based on the different groupings and we have certain
specialization you know relative to it Miss Aralani and then some of the people work with the construction component of it. Um Mr. Kenya works a lot with some of these matters that were affected by the state requirements and things like that and she's she's done real well with
that and and in particular uh items a lot of payroll background stuff that she's been involved in in helping um and and of course Miss Goldburn has done a ton with internal funds. So based on the selection and the things that we have to get done in our staffing, that's where
it presents the problems relative to our ability to have adequate and and resources that are able to specialize in those particular areas and that's when the decision has has come. Um it's varied from year to year. I don't I
don't have the history of the budgeting for that. I know what the last couple of years have looked like and as you know we're involved in the the external auditor for the annual comprehensive reporting. Um but they work on their own. They're independent.
They do their own work and they work probably more with accounting and financial reporting than they do actually interacting with us. But we are kind of the liaison on those cases. Additionally, as you know and we have worked on um we are involved with trying
to facilitate the IG working with the OIG. So some of those things and we're going to revisit some of that and and the structure of it. But the idea is that that has also been affecting our budget. So it might give sort of a skewed look about the
overall projection on what that is and some of those are mandatory. So just want to share that. >> All right. Anyone else? >> Okay. At the direction of the superintendent, the following agenda topics of are tenatively scheduled to be addressed
during upcoming workshops. On June 16th, we have our advisory committee reports. Preschool and VPK program updates, deployment of AI, attendance update, rule development policy 1020, food and nutritious nutrition services update,
and KC right site options. On July 21st, we have redefining our schools 2026 2027 OSS quarterly report 2025 2026 quarter 4 and 2025 2026 annual compliance visit report multi-year staffing alignment
plan rule development policy 2000 school safety requirements and monitoring rule development policy 1401 naming of schoolboard owned facilities. Please note that the order of topics and scheduling remain tenative and are subject to adjustment at the superintendent's discretion. At this
time, do I do any of my colleagues have anything to bring to future workshops or anything to share? Dr. Aziman, >> curious, chair, we um had a really long presentation a couple months ago from our CEO and staff on uh student
assessments and the direction from the board, if I remember correctly, was bring us an option for a 50% reduction in elementary schools. When are we going to see that? >> Dr. Heburn, >> Dr. Cohen. >> Sure. That afteraction report will be to you by the end of this month. Uh we just
gathered all of the stakeholder feedback. So you'll get that report by the end of May. >> Terrific. And chair, um what would be the next step to implement a reduction if the board chooses to do so? >> Dr. Heburn. >> Um direction to me.
>> Terrific. So um and we'll get the report distributed maybe in printed format and then >> and the report will include recommendations correct >> recommendations and actions y for next year >> and including one option that the board asked for for a 50% reduction in elementary schools.
>> Yes, but some of those actions probably will indicate a 50% reduction as for next year. So we'll include those actions in some additional options for you. >> I just want to be clear. Uh, this board said we want to see an option on what it looks like for a 50% reduction. Is
that's what's coming at the end of May. >> Yes. >> Oh, perfect. Thank you. And uh, I got what I need. Thanks, chair. >> Mrs. Alhida. >> Yes. I'd like to say congratulations to the Marjorie Stoman Douglas High School baseball team winning their six
consecutive state championships. and I would like for them to be invited to the next regular school board meeting so we can congratulate them and honor them. >> Yes, we will try and get them here live in the living color um so you can get a the the the
champs six straight state titles. So, uh Dr. W is working with Patty Brown and the crew to make sure we can make that happen. >> Oh, who else are you bringing? >> Oh, okay. There we go. Thank you, Miss Thompson.
>> Thank you. Um, I have some shout outs and then some some things to discuss. I would like to shout out the Pines Collegiate Academy wrestlers for their championship for first where they won first and second individual at the first ever county middle school wrestling
championship. So, shout out to Coach Hernandez and also their cheerleaders won best jumps and most entertaining routine. So, shout out to Miss Constantine. And then at Walter C. Young, the NextGen
Knights drone team won first place at Broward STEM. So, they continue to be number one. And then I just wanted to follow up and just kind of warn people I'm gonna start being annoying about this. about
where we're at with not only Fairway Elementary's playground, but where we're at at the Glades Middle School conversion because I was consistently told since the time we voted on redefining that there wouldn't be a problem for it to be 26 27 that
everything was fine, that I didn't need to take any action to ensure that that would happen. and then publicly the first time I heard it could be 2829 was in this meeting. Um, so I am going to be asking for a progress report every
single meeting because I will not let this community down and I feel like I went above and beyond to represent district 2 to make sure we are making really hard choices to not have to continue this. And I feel let down and I
am processing that. But for right now, all I can do is advocate and make my concern known. And now I would like an update on where we're at for Glades Middle and then an update of where we're at for the Fairway Elementary playground. Dr. Hepper. >> Yes, I can give you the Glaze Middle
update. Uh I don't know um if Miss Coley has the the Fairway play the Where's the Fairway playground info, but for for Glaze Middle um pretty much everything is is staged. We're going to bring the um amendment to the DFP to for the to to
fund the design at the next um meeting and I don't know what um uh in June. Um so that's already in process and and ready to go. Um and then all the other components to trigger that are already staged um to get ready to go as soon as
approval is done. >> Okay. >> Yep. And I don't know if uh Miss Swedinski um is here, but we can get you a follow-up on that. >> I'm going to ask next week. So, I would just have staff being prepared to to
give updates and make sure that this does not get lost because I will not be letting them down. >> Yep. And I'll get uh I'll get the updates um so we I can give them to you in the public as well. Yep. >> Miss Hixon, >> thank you. Um just a couple of things
here. So congratulations to Ali Ali Amir from Atlantic Technical College and Technical High School. He represented Florida, one of four that represented Florida in the
um National Civics Competition that was held in Georgia. So congratulations to him. Yay. Um, also congratulations or I I think just a shout out to we had
three Cooper City High students who were actually recognized at um a city commission meeting because they saved they stopped to help a stranger acting quickly and showing the kind of compassion that makes a difference. And one student even used the skills learned
through automative the automotive class at Cooper City to assist in a situation that was um a life-saving moment for this particular gentleman that had an issue on the side of the road. So, thank you to all three of them. Um and maybe
we could also recognize them here. And I have a question. So, um, a post went out, I think an email went out also about, um, applications for for the different advisories that we had and it
was confusing to some people. So, if we could just is everyone even the people who are sitting on the advisory board supposed to reapply? Do do like is this for just new people? We didn't really learn about this till it came out. So,
what's the intent of the application? Because they're due May 29th. >> Yep. So, um Mr. Sullivan, if you hear me, if you can come back in the boardroom, but um this was a direction from the board um some time ago about u pushing out the opportunity for applications. So, the board has u more
information about potential um people that they can actually um appoint to advisories and in um committees. So, um >> because we've heard different I've asked the question. Yeah, this is >> and what what the answer we got was they wanted everyone to apply because they
want a database of people, but that's not >> No, I think this is for >> be really clear on what >> future open seats. If you can clarify, Mr. Sullivan. >> Yeah, I think I heard most of it. Um, it's just for folks who have an interest and it's a poll for you guys to pick if they're already committee members and they don't have to apply.
>> Okay, perfect. Thank you for that. And just a shout out to all of the uh Special Olympic athletes that participated and won at the state track and field competition this past weekend. I don't have a list of them now, but we'll do a post as soon as we get it,
but I just wanted to say congratulations to them. >> Mr. Civera, >> thank you, Chair. Miss Hixon stole uh stole some of my thunder there. But yes, three extraordinary gentlemen from District 6 who attend Cooper City High
School acted like quite frankly superheroes. Um these boys, Logan Royer, Cody uh Mcgrron, and Brody Murray were eating lunch at a McDonald's and happened to look out the window and saw
a gentleman with a flat tire. They went over to him, started helping the uh the gentleman change his tire. The gentleman went into some sort of cardiac arrest and these three brave heroes stayed with him, rendered aid, called 911, and as the gentleman's son
said, uh saved his life. So, uh I had the opportunity to meet these um these modern-day heroes at at Cooper City High School last week. Complete complete stellar stellar young men. One of them is graduating, the other two are are sophomores. Super proud of these guys.
They acted quickly. They acted heroically. And um they're on a little bit of a national press tour, believe it or not. They made Good Morning America. They were on CNN. So shining a spotlight uh on the great city of Cooper City and obviously Cooper City High School. We're
very proud of of all of these uh gentlemen, Logan, Cody, and Brody. They are modern-day heroes. Thank you. Thank you, Miss Hixon, for bringing attention to this because this is really a phenomenal phenomenal story and hopefully they'll join us for a perhaps a proclamation or some recognition at
our next board meeting. Thank you. >> Thank you. Anyone else? >> The scheduled order of business for this school board workshop of the school board of Broward County has been completed. Seeing no objections, I will now adjourn the school board workshop and we will go to our special school board meeting in a few minutes. Thank
you. Heat. Heat. Hey, do All right, this special school board meeting of the school board of Brower County, Florida is now reconvened. Um, are there any board member remarks on
item number 26, the proclamations sponsored by school board members? Miss Hixon, >> thank you. And just thanks first off, thanks to Mr. Seivera and Dr. Holus for bringing those really important proclamations forward. I have a question to either the superintendent or general
counsel. So both there were three proclamations and they were done different different ways in terms of getting um to know whether we wanted to co-sponsor them or not. So we did it we've done it one way traditionally and then all of a sudden that that way
changed. And so I guess I want to know what the right procedure is because what has happened in the past is someone did a proclamation, their assistant would reach out to everyone, say, "Do you want to co-sponsor?" And then it would be done ahead of time so that you didn't
have to backtrack. But then we were told that that could possibly be a sunshine violation. And so they said, "No, you have to just do it. It goes on the agenda. And if you want to do it then then we would do it on the day. So I
just would like to know so that we do it the right way and we're consistent every single time. >> Oh y to the general counsel unless you want to start something. Mr. >> Yeah. 1020 it states after the item's posted um the board members office who
wants to co-sponsor it notifies my office. I believe that's what it says in 1020 >> because there was a a process that went differently. So I just want to and we did it differently for one proclamation that was on the item today as we did for
two of them. So I just would like for us to know what the right process is and be consistent about it. That's why I'm asking. >> Um I'll work with the GC, but I think the best process is the one outlined currently in 10 in 1020. So once the item is posted and that way there's no
communications between board member offices, they're just uh emailing me that they want to co-sponsor and I'll add that to the item. >> Just as one suggestion, chair, if we follow 1020, but the staff notifies us that a proclamation has come out the
second it hits the web, I think we could get to a better place as a board. >> Mr. I I would recommend that we continue to follow the 1020, but a reminder to the board that these are some of the things that you'll be discussing in your
protocol manual as well as um make sure that it's clear for the record that there has not been a sunshine violation. Everything that is being discussed is to make sure that the board is protected and all avenues as much as possible.
>> So, thank you. Thank you. And to that point, I think it would be helpful to the rest of us if someone from staff would say there's a proclamation, you know, do you want to cosp or what what
however it has to get worded because I didn't I was out of town so I didn't look at it until then. And it's just a problem. It's not a huge problem except for they've already printed out the proclamation and then they have to do it a second time and you know ask them oh
we'll get it to you later and that just becomes kind of cumbersome. So I'm just wanting to make you know streamline process a little bit. >> I would suggest that your secretaries are well are looking at the agenda and asking you guys once they see it and emailing me as well but I'll try to do
that in the front end as well. >> Okay. But you have like five changes to the agenda all the time. So that's that's not really fair to to dump that there. >> Yeah. >> Dr. Honus. >> Madame Chair, so I agree with board
member Hixon. I think there should be one source of communication to the entire board that a proclamation is received and would you like to co-sponsor? So there there's no need to have um many changes. Um I think if you
rely on the secretaries individually uh you know some people may get it some people don't get it that kind of a thing but I think if it comes from one source as a practice to all of us then we can get confirmation and then the proclamation can be printed with
everyone who's on board as opposed to um as you can see Mr. Sullivan with the several the recent proclamations we we we had to get uh consensus uh because maybe some board members did not see it did not get informed of it. But I think
if it comes from your office or some source then it would be um a better process for board members to to determine if they want to co-sponsor. So I would prefer to see it that way. >> Sure. We can do that.
>> Anyone else on this item? All right. All in favor of item 26 as amended with the co-sponsorship say I. >> I. >> All oppose say no. >> Item passes unanimously. Could I get a motion in a second on item one? >> Second. >> Moved by Dr. Zean, second by Miss Hixon.
Public comment. On item one? >> No, ma'am. >> Board member discussion on item one. Mrs. Aladd. >> Thank you. Out of an abundance of caution and to avoid any appearance of a conflict, I'll be recusing myself from
discussion and voting on this item. >> Thank you, Miss Hixon. Thank you. I just had a couple questions. On page three of the executive summary, it's states, sorry, I have to find it. Um
it says on there it um supports controlled reunification during emergencies. So my question to that and let me see where exactly it is. Is that replacing the
raptor system that we have? like I if you could explain what they mean in terms of the reunification and management piece because we have Raptor that signs people in and out but this kind of gives the impression that maybe this is replacing
that. So could you just explain that? >> Go ahead, Chief Gregory. >> Mike Gregory, chief safety security officer. Yes, we're expanding um the functionality under a single umbrella for those systems to include centiggics for panic alert and our requirement to
satisfy Alyssa's law as well as bringing visitor management which right now we use the raptor project product uh we're looking to transition that visitor management functionality under strategics and reunification we're bringing that online uh as a new
software module and we're looking to consolidate under strategics for uh module as well. >> So we we would have both Raptor and strate strategics or we're not going we're moving away from Raptor. >> We're moving away from Raptor that we'd start in a transition period. Okay.
Roughly six to eight months uh so we can work out any kinks that may be in the pipeline and push it out to all the schools by February which is when um the Raptor system contract expires which is February 27th. >> Okay. Thank you so much.
any other board member. I'm I This is I uh I have an issue. So, we I feel like we just got Raptor working like smoothly
not not that long ago. Um, and I I can just say like from a school-based perspective, switching now, right, and also switching in a in February in the middle of the school year, how do we plan on um
making that as least disruptive as possible for our schools? >> Thank you for that question. Uh, so we're looking at a a trans a phased in transition process. So it won't be a turn the key overnight. We're switching to a new system. We'll start with a number of uh schools over the summer and
work out any kinks that may uh surprise us with a small number of schools with our um our uh summer schools and then a another small group of schools that at the beginning of the school year, roughly 60 or so, and then we'll continue to phase them in throughout the school year and transition schools so
that there won't be a massive disruption or a training issue. uh staff that's been evaluating these products in our emergency management department have looked at uh both systems evaluated. They find it to be very similar to each other and they don't uh that's I'm being informed that it's not expected to be a large learning curve at all between
using the two different systems. >> Okay, I feel better now. Thank you. >> My pleasure. >> Any other board member discussion? All right. All in favor of item one say I. >> All oppose say no. Item passes unanimously with one uh individ Mrs.
Alhadafrey recusing herself from that vote. Could I get a motion to second item number two? >> Moved by Dr. Zean, second by Miss Hixen. Public comment. >> No comment. >> Board member comment. All in favor of item two say I. All oppose say no.
>> Item passes unanimously. Could I get a motion in a second on items three, four, five, six, seven, eight, and 26. >> Second. >> Second. Moved by Miss Hixon, second by Dr. Hoes. Public comment on any of those items. >> Madam Chair, I think it was 29.
>> Oh, sorry. 29. Thank you for correcting me. >> No comment. >> No comment. >> Could I ask you to take 29 off that list? I have some things I need to talk about. >> Okay. So, can we unmove 29 or can you just speak to it on this side since we pulled them all together? Can you just
speak to it now or are you going to vote? >> I think there needs to be a separate vote on 29. I'm sorry. >> Okay. So could I get a motion in a second on items 345678? >> Second. >> Moved by Miss Hixon, second by Dr. Hoes. Public comment on 345678. >> No comment
>> for member discussion. Miss Hixon. Thank you. I just want to say these this is such a great opportunity to increase not just our teachers through this um internship program, but also our OTS, our PTS and SLPs. And thank you to staff for bringing this forward.
>> Thank you. Any other board discussion on those items? All in favor of items three through eight say I. >> I. >> All oppose say no. Items pass unanimously. Could I get a motion and a second on items item nine? >> So move.
>> Moved by Dr. Zean. Second by Miss Thompson. Board member discussion. All in favor of item nine say I. >> I. >> All oppose say no. Item passes unanimously. Could I get a motion to second on item 10? >> So move. Moved by Dr. Zean, second by Miss Thompson. Any board member comment
item number 10. All in favor of item 10 say I. >> I. >> I. >> All oppose say no. Motion in a second on item 11. >> So moved. >> Moved by Dr. Zean, second by Miss Hixon. Public comment on item 11. >> No, ma'am.
>> Board member discussion. Seeing none. Uh, all in favor of item 11 say I. >> I. >> All opposed. Uh, item passes unanimously. Could I get a motion? A second on item 12. >> Moved by Dr. Zean, second by Miss Thompson. Public comment on item 12.
>> No comment. >> Board member discussion. All in favor of item 12 say I. >> I. >> All oppose say no. Item passes unanimously. Get a motion and a second item 13. >> Moved. >> Moved by Dr. Zean, second by Miss Hixon. Public comment on item 13.
>> No comment. >> Uh board member discussion. All in favor of item 13 say I. >> I. All oppose say no. Item passes unanimously. Motion in a second on item 14. >> So moved. >> Moved by Dr. Zean, second by Miss Roupert. Public comment on item 14.
>> No, ma'am. >> Board member comment. Mrs. Alhadef. >> Yes. Uh, so on this item with the fencing and gates installation. So let me just rewind. So like back
after the tragedy happened in 2018, the board made it a priority to execute single point of entry and then we've created an additional layer of fencing. Do we have is there so some schools have
satisfied that additional layer and some schools are getting to that point. Would this item help us get our schools that don't have it that additional layer? And is there a list or is a timeline? How
does how does that all work? >> Dr. >> Yes. So, Miss Alv, this this is actually to vote to reject all bids. >> Oh. >> Uh because of uh because of uh some confusion and parameters with with the um actual asks from the vendors for about u for the procurement process. So,
but um as far as that question around the the fencing um projects and whatnot, we can get a followup. Uh we'll probably have to do that probably in closed door if I'm not mistaken since it involves um security. So, just a FYI for for the
chief um for possible closed door in the future to discuss all those matters. >> Perfect. >> Yep. >> Thank you. Any other board discussion? Miss Thompson? >> I just had a quick question. If we have a problem with a vendor not following through with building a fence, do they
get removed from being able to bid or what is the consequence for them not following through on a contract or or what they're doing? >> I I don't know um if they removed from the ITB or or the process, but we just ceased from doing providing business to
them for the for the most part. I know that. Go ahead. Um Mr. Why? If there's anything in addition to that, >> uh, they would be terminated and taken off that particular contract and then the file would be noted that we had a performance issue with them in the past and so that would weigh into considering
them for any future work. >> And is that are there like parameters that it has to be like, you know, consistently or is it just one job? We have an issue at one of my schools where the fence is now like four months and
it's just like half done. >> Um, and I don't want to name the school or name the vendor, but is there do we have a process where if we see a vendor slacking, we put them on notice and then we either don't do business with them again or or something just if we could
get a followup on like what our process is. >> We can go ahead, Mr. White. We would issue a cure notice to them and indicate that per your example that this fence has been incomplete for x number of months and you have so much time to go
in and get that completed and if you don't then you would be subject to disciplinary measures such as termination. >> Okay. Thank you >> Dr. Zean. just um a point. Um a couple years ago, we had a vendor that we felt
um had engaged um in destruction of financial records that they should not have. The contract required them to keep financial records for a good period of time. They um claimed that COVID erased their paper records and so we chose uh at that point as a board to vote because
we felt we had the legal basis to exclude them from bidding on work. But there is a case of law, there's a set of case laws that says you just can't do that arbitrarily. You've got to have like a a performance that really is demonstrating that they ought not to work for you. Um, but then uh Mr. White
also has a record of past performances for anybody that's done work for Broward County Schools. And so if there's a lot of cure notices or stop work orders or things like that, it comes through and the um CQ and any other selection board gets to see that. So there there's some punishments for it. But the ongoing stuff is really has to do, I think, with
project managers just keeping up with that. And and I in in my experience, if they're alerted to it, they move within 24 hours. Often parents or schoolboard members do that first alert and boy, they're on it pretty quick. >> All right. Anyone else?
All in favor of item 14 say I. >> All oppose say no. Item passes unanimously. Could I get a motion and a second on item 15? >> Moved by Dr. Zman, second by Miss Bulman. Public comment on item 15. >> No comment. >> Word member discussion.
All in favor of item 15 say I. >> I. >> All oppose say no. Item passes unanimously. Could I get a motion and a second on item 16? >> Can Can we Sorry. Can we do 16 and 17? >> Oh, yeah. Thank you, Miss Rert. Thank you for flagging that. Could I get a motion and a second on items 16 and 17?
>> Moved. >> Moved by Dr. Zean, second by Miss Hixen. Public comment on items 16 or 17. >> No comment. Uh board member discussion. Miss Hixon. >> Thank you. I have a qu a question on both of them. So in the financial
analysis worksheet are the original um spend district or budget authority was 11,45,815. And it says on here that there's still 5,646,185 left. But the new request is for $16.6
million. So I'm just wondering if we haven't even spent a little more than half of what it was for this year, why are we asking for 5 million more for the next one?
>> Yes. So it's definitely a ramp up um on HVAC equipment and HVAC repairs and HVAC installation. Um, so this it's accelerating work that hasn't been done in a while for the most part. So we anticipate that we're going to be spending a lot more money moving forward
as we address some of our HVAC um aging issues and also repair and and installation of certain types of equipment. >> Okay. So when Thank you. So that answers the question for both of them because 17 is also an increase of about $5 million.
So each time we're doing HVAC work, although we we have this in the system, will something come to us to to vote on for that project to to move forward or this takes care of it? >> This takes care of um some So if it's
like a new HVAC system or a total replacement, that will come back to the board. That's that's a lot of money just for a single project cuz I think that's what we're doing right now at um MSD >> is a HVAC um project which is significantly high higher than just
individual repair and installation of certain components and parts of existing. >> Well, we voted on that one separate because we bring those things separate. So, can what I'd like to ask then is can you give us a list or maybe a monthly update on what schools are are getting
this work done because we get tons of I get tons of emails about HVAC systems that are down and old and they need to be replaced and I don't know where we sit and this is a significant amount of money. Um especially since you're telling us we're going to ramp it up. I
I'd like to just see why it is worth spending that extra five mil actually 10 million in both of those items. >> Absolutely. >> Thank you. >> Thank you, Miss Rupert. >> Thank you. Um I wanted to talk about 16 and 17. Um during our organizational
chart conversation, several apprenticeships and journeymen students were deleted. And um I would think that if we truly want to increase our workforce for Broward County that we would um we would really highly
uh focus on our students in those programs for HVAC, installation, repair, preventative measure that that we do it inhouse that we have our students who are learning it to be able to do it instead of going outside the vendor um
to the vendor process. And I understand you know, it's a it's a difficult process and you want to be able to get it done and I want to get it done as well as you do, but really not on the um to the detriment, my words, um of the of
the students that are in our workforce um schools in our terrific technical colleges. Um, HVAC is is a big deal and it will continue to be a big deal with uh the global um situation that we have
going on with weather and heating of the planet etc. So, I would think that um you know, we would want to truly try to So, I don't know if it's something that we could have our staff, so PO staff or
whatever, um have a better relationship with the tech colleges or maybe they do and we just don't know that process. Um so I I would like information on that aspect is yes this is going to give a contract to these people for HVAC but
what have we what are we doing for those students that are in those programs right now and and how are we growing our own so because that money is money from the state and uh if you can see kids and get excited that that they have their apprenticeship moving forward I would
think that's a terrific um you a a good green flag to come and and go into Broward County schools because we're going to grow our own with these programs because we have a lot of HVAC to do. So, um that's that's my thought.
>> I captured it to follow up. Yep, we'll get that to you. >> Thank you, Mrs. Ala. Oh, sorry, Mr. >> Sorry, I forgot one part. Um I mentioned this before. I think it was during the org chart as well. Um, but we we really need to have a better conversation and
it's not my place to to meet with uh Mark Dorset. I love him. I wish I could, but it's not really my place to do that. So I would and I did ask for this that we have some sort of a understanding as to where
are we going with that and why not >> we have people that are 35 years 40 years of of experience and they're still with us and they're still teaching our kids right now and this concern that I voiced is coming from them because
they're soon to be leaving their positions after 35 years, 40 years. Those are our professionals and they're not seeing um a as much of a cohesion that you know a cohesive part of this that they're not feeling that their
students voice is heard in that process. Um nor are the professionals that work for us as well that are in the field. So, I would uh ask for a follow-up with that and maybe a a conversation with with you and with >> what's the what's the Can you be specific about the followup, but I'm
trying to capture what you just said. >> Um for first of all, for our people that are teaching at our at at technical schools, thank you. um that you know they they have the ear of somebody who who understands this and listen and and
they're listened to and valued before they leave. They want to make sure that they're passing the baton on to our students. But if if we're having cutbacks, I don't want that to be the first place that we actually go there >> at the tech schools. >> Yes.
>> Oh, yeah. We we never cut at tech schools. It's it's just bustling. The demand is so high. Well, on the org chart, there were at least four to six that were deleted. >> Um, >> not for tech schools though, >> for apprenticeships from our schools.
So, >> no, we didn't cut at any schools on the on the org chart at all. >> Okay. When I when I find it, I'll share it with you. >> Please do. Thank you. >> Thank you, Mrs. Aliff. Thank you. And I'm going to sound like a
broken record, but every time this something like this comes up, I want to circle back to see where we are with getting the people that are putting the filters in, using the iPads, using Maximo, and keeping track of filter
replacements, and then making sure we're in compliance with warranties for the AC units. >> Great question. Full implementation of Maximo um in June. Um there's been a steady project with um the uh ISD and also PO facilities team. Um they've been
piloting the the software and and equipment and things like that. So we expect full full implementation next month. >> Yeah. So we're there. We're we're we're there right on the cuff. So we'll >> have to have a >> go to a school and look at an air. >> Yeah. Absolutely. And now it's all you.
>> Absolutely. Next workshop out there. >> Thank you. >> Thank you, Dr. Zean, >> thanks so much. I just want to um point something out I learned in my work with the county commission. Um they have to Miss uh Rupert's point a requirement for larger construction contracts, particularly in maintenance of
facilities and things because they have a huge port and huge airport to take care of as well that if you have a contract of a certain amount, 12% of that labor has to be spent with apprentices. And so you get people that are at the point where they've done an internship and they're at the apprentice
level and they have jobs for them because the county sets aside uh contracts for doing that. I've meant to do uh more research on this, but Senator Geller put me on his trade commission and when he put you on your trade commission, you show up at his meetings, right? And um I've learned a lot about
those programs. Uh I just haven't done enough homework to figure out how to make that kind of u u you know apparent to this board. It would be an interesting model to think about because they've been running it for a decade or longer, but their significant contracts have this 12% set aside for apprentices.
We're the ones that make apprentices and we don't have that in our larger contract. So, it's something for us to consider. Um I'll finish my homework and bring that back um within another month. Thanks, chair. >> Thank you. Any other board discussion?
>> All in favor of items 16 and 17 say I. >> All oppose say no. >> No. A roll call, please. >> Roll call on items 16 and 17. Boards members Aladev, >> yes. >> Bulman, >> yes. >> Sea, >> nope. >> Hixon,
>> yes. >> Holiness, >> yes. >> Leonardi, >> yes. >> Rupert, >> no. >> Thompson, >> Zean, >> yes. >> Item, sorry, pass 72. Items pass 72.
Could I get a motion and a second on item 18, please? Moved by Miss Thompson, second by Miss Hixon. Public comment on item 18. >> No comment. >> Or member discussion. All in favor of item 18, say I. >> All oppose, say no. Item passes unanimously. Could I get a motion to
second item 19? >> Second. >> Moved by Miss Thompson, second by Dr. Zean. Public comment on item 19. >> No comment. >> Board member discussion. All in favor of item 19 say I. I. >> All oppose say no. Item passes unanimously. Could I get a motion to second item 20?
>> Second. >> Moved by Miss Thompson, second by Dr. Zean. Public comment on item 20. >> No comments. >> Board member discussion. All in favor of item 20. Say I. >> I. >> All oppose say no. Item passes unanimously. Could I get a motion to second item 21?
>> Second. >> Moved by Miss Thompson, second by Miss Hixon. Public comment item 21. >> No comment. >> Board member discussion. All in favor of item 21 say I. >> I. >> All oppose say no. Item passes unanimously.
Could I get a motion and second on item 24 please? So moved. >> Moved by Miss Thompson, second by Miss Hixon. Public comment on item 24. >> One registered speaker Micaia Henry may proceed to the podium.
Afternoon, Mai Henry, Davey, Florida. So, I just have a few big questions on the memorandum that's coming up before the school board. First, is screen time a good thing or a bad thing for our students? Then secondarily, does outsourcing cognition in middle and high
school students make better or worse learners? Then third, given that roughly 40% of our students aren't reading on grade level is more software the answer or maybe just maybe it's more reading then I think when we have an A-rated district which I'm proud of but as
according to new >> sorry one second um please make sure you're speaking to the item which is donor agreement with Wayne and Lucricia Weiner. >> Yes, I'm getting there. Given that just a few days ago we were told that basically
that that Broward students in this county are reading about half grade level below where they were were 10 years ago and it seems that our students are broadly worse performing than their older siblings were in this district. I think it really opens the question of how can that be because the question on the
table really is a >> excuse me sir you're not speaking to the item. The item is with regards to a donation. Do you have a comment relating to the donation? >> My comment regarding the donation is I'm asking this board to reject it because we are engaging in the overp proliferation of AI and screens in our
schools. I think that is delletterious to the learning environment of our students. I am asking the board to reject this donation to unwind the agreement and to unwind the over proliferation of AI in our schools because it's already having a delletterious effect on learning
conditions in our county. 10 years ago students were performing at a better level yet today they're performing at a lower level. How can that be? I think the only approximate answer comes as a result of the proliferation proliferation of AI and screens in our
schools. And then finally in regards to how that materially affects conditions here I think we have to ask we asked our donors maybe we asked donors to give this county money. We asked them to help our district. But I think it really exposes the question, who's really
running public education in this district? Is it donor money or is it public comment and concern? Because if any donor with enough money can get the board to basically approve a vendor, what is essentially a vendor contract that's being load um that's being
laundered through donation? What happens in three or four years when this district's own executive summary says that 85% of our teachers will be using this in our schools? If the question is what happens three, four years down the line when that money runs out, does this become another competitive does this
become another um vendor contract that we are loaning out instead of paying our teachers more or investing in public services? Right? If that's the question, I think we have to reject this agreement this this agreement because it's going to become another vendor obligation that we have when the county by its own
admission is nearly $90 million has a $90 million budget hole. If that's the question, I think we have to reject it. Thank you. >> Thank you. Any other public comment? >> No speakers. >> Four member discussion.
>> Mr. Sea. >> Thank you, chair. What does this item cost the board? >> Mr. Superintendent, >> there is no cost to the board. Did the wieners seek anything in return for this donation, Mr. Superintendent,
to your knowledge? >> No. The only thing they seek is um some outcome information just to make sure we're living up to our agreement of utilizing this for the support of our students. >> And what is the total cost benefit that the district will realize if thisou is approved?
>> Um no cost. >> Thank you, >> Miss Hixon. Thank you. And um I believe we already voted on the contracts that go with this. This is just to um document the agreement between the
district and the wieners, but the superintendent through the superintendent. Can you tell us if our student reading level is better today than it was 10 years ago? >> 10 years ago, Dr. It it is better but uh also consider
that there are different metrics 10 years ago than there are this year. >> It was FCAT 10 years ago. >> Correct. >> Which was No, it was FCAT. >> Yes. >> Yeah, it was FCAT. >> It was FCAT which was definitely a uh an assessment that didn't have the rigor of
the current assessment for sure. So it would be our our stand that they actually performing higher at this point because they're scoring higher on a test that is much um >> more rigorous >> more rigorous for them.
>> Absolutely. Plus the acceleration also components of APA. I say that because I take great pride not just in the fact that we're an A district because that's great, but the fact that we have no D's or F schools and that our students and our teachers are doing phenomenal and I
believe we're actually higher than the state average in a lot of testing. >> So, it it is um a little bit offensive for someone to come and share that we're that 10 years ago our students were were doing better academically. I think we're
doing great job. So, thank you to our teachers and our students and staff for making sure that our students are getting what they need. I also just wanted to say thank you to the Wiiers for their generous donation and support. AI is um obviously the way of the
future, but this this partnership isn't just about being able to use AI. It is about training our students to live in a world where they will be competitive in an AI um society because that's where we're moving. So, this is a lot more
than just being on a screen and learning from someone that's on the screen. It is about getting our students prepared to be successful when they move on from us. So, I for one am really appreciative of this partnership. So, thank you. >> Thank you. Any other board member
discussion? All in favor of item 24. >> Student adviser. >> Oh, my apologies. Student advisor. >> Hi. Sorry. I wasn't exactly sure how to handle that. Um, I just do really quickly want to add from the student perspective. I understand that with AI coming up, it can be something very
scary and something that not everyone is too fond of. Um, but if this partnership isn't costing us anything and it's just going to be another strategy that we can use for students learning, I don't see why not to do it. Um, I think in this age it's very important that every single student has a deep understanding
of how to properly use AI, right? Um, I know going through middle school, and I'm sure Ma dealt with the same thing. Sorry. Um, you know, a lot of times people are kind of abusing the AI power, but as my generation has started to learn more about it, I could tell you I will use it pretty often to help me with
things, but it's not about using it to cheat on schoolwork, right? It's about using it as a tool. And I think that starting with this partnership and possibly other AI based partnerships along the way and education on it, students will be um very heavily educated on it to the point where they can use it as that tool rather than um
as an excuse and to just do their schoolwork. And I understand that that's a concern that the public may have that it's making students um dumber uh to be quite honest with it. But that's why we need to use it more and implement it more into schools so that students can use it properly. Thank you,
>> Madame Chair. Thank you so much, Dr. Holes. >> Thank you, Madam Chair. So, I just want to say thank you, Lily. You You're off to such a great start. >> Landon who? >> Well,
let's let's leave Mr. President on this. >> We We appreciate Mr. President and Vice President, but but Lily, yes, that was quite impressive. So the the ice has been broken. So now we're going to get a lot more out of you. Right. And m we're waiting for you too. Okay.
Thank you, Madam Chair. >> Thank you, Dr. Zeman. >> Yeah. You know, this this tool, you know, this is just a cleanup item. We we didn't approve this in in the part thing, but don't forget magic schools 180 tools. You know, a lot of them for teachers, a lot of them for students. Uh it's a capability to learn about AI and
learn about the capabilities in a way that it's more wrapperware than anything else. It's a whole series of functionalities built in that allows you to do things like lesson plans, uh, master schedules for schools, um, to think a little bit about how to take test scores and figure out what lessons you ought to go back and pick up for
which students, all baked into this, uh, this this 180 tools and the tools come out every month, more and more tools. So, the Weiner's, you know, tremendous generosity to pull this together, Dr. cone to just to to suggest to the board and to the superintendent these monies
be used for a three-year contract. And I want I want to thank Magic School as well. The price that they're charging us in Broward County for these 180 tools is is a pittance compared to what they uh charge nowadays. We started a year ago negotiating all this stuff and they were still new to the game. Um but they stuck
to their old price which I'm really proud of. offenders don't always do all the right things, Lily. But in this case, uh it's a great set of tools uh for a county that that cares about an ethical application of AI tools. And so this isn't just a large language model engines where you can go in and do
anything with it. These are curated tools uh where you're going to step through some inputs and you're going to get some amazing outputs on things related to learning or related to teaching. And so it's a really really neat opportunity and everybody involved deserves a lot of credit for pulling this together including the wieners who
were here uh just about six weeks ago to get a great applause which they well deserve. Thank you chair. >> Thank you Miss Hixon. >> Thank just quick want to point out many years ago because I am old um we had Google and as teachers there was a
little thing in there where we could plug it in to see if they got all of their information from Google, right? I forget what it was what it was. >> Yeah. Something along those lines. So, there's always some uh iteration of students, you know, finding things. But
that's the the beauty of having the internet and not having to go to like I did an encyclopedia and hope that it was an updated encyclopedia and get the information to write your research papers. But so now we're in AI and that's Google on steroids, right?
Basically. Um but I I think it's important also for us as a district and I think a society to move with the times. So students are using this. I use it I I I reinvent the wheel I think in a lot of places. But we have to change the
pedigogy of what we do with students and understand they will get their research this way. So not ask them to turn in a research paper anymore. that maybe there's you do the research because you pull it off of AI and then you have to do something beyond that. So, it really
challenges us as a district um and just as educators really to to up our game in terms of the pedigogy that we have and the expectations we have from our students to not just spit bad back out information, but how do they use that
information in a way that shows that they understand it and apply it as they move forward in different ways. So, I really think the tools we're getting here is a great first step to allowing teachers to be able to move in that direction and um again, you know, just
very appreciative for the opportunity that we're being given. >> Mrs. Alf, >> and then just add on to Miss Tixon, the next step for them to take that information and then publicly speak in front of the class and present it. >> Yes.
>> Yeah. I mean, I was going to say I I the AI conversation is a conversation I want to have not on this item. I I would just c, you know, I have lots of thoughts about the comments that are that were made today. Um, and as I think, you know, we have have to have a much more
substantive conversation when that comes to us in in June. Any other board discussion? All in favor of item 24 say I. I. >> All oppose say no. Item passes unanimously. Could I get a
motion? A second on item 25. >> Second. >> Moved by Dr. Zean, second by Dr. Hoes. Public comment. >> No comment. >> Board member comment. >> Madam Chair, >> Miss Thompson. >> Okay. >> Thank you, chair. Um, I just wanted to The last time we talked about
graduations, um, I brought up moving them back to our facilities with a more community engagement type plan. I wanted to know where we're at. And then staff had responded that, you know, maybe some
fairy godmothers are coming out and going to fund our graduations. I wanted to know the status of that. And then we had also asked about like a fundraising book associated with graduations. I wanted a followup on that. And then I
also just want to point out the exorbitant amount of money we're spending which is final amount to be determined which is weird but $147,55422 if I'm correct by reading this. If I'm
not someone please update. >> You're correct. >> You're correct. >> I rock. Yeah. >> Yes. For three graduations. Yes. So, um, >> so three graduations would be >> 50 about 50 >> $50,000, which would be three teachers if that's the math we were using from
the or chart. >> Just throwing that out there. >> Yep. Um, so to answer a couple of the questions, um, one, the, um, sponsorship um, catalog, it's going to be electronic. We're working with BEF on that. Mr. Nap and his team are uh, doing
the u the work of trying to acquire um, sponsorships. Um, so we've already met several times in um in in you know many circles trying to uh get people to sponsor um to collect some funds that way. Um we've been in talks with uh the
county um I'm in talks with the county administrator to see the possibility of of uh using I always call it BB&T but it's Emirate Center um for a majority of our graduation. So, we'll see where that where that leads us um and talking to
any other um entities so to figure out what we look what what graduation venues will will will look like. So, I I just want to make sure if the the board's direction from the last time um was about keeping the graduations at
external venues. If that's if that's a change, uh we need consensus on that change because we've been working towards keeping them at external venues and finder sponsorships and finding avenues to significantly decrease costs or actually donate the facility uh for
our use for for graduation. So, that's what we've been working on and we'll continue to work on during the summer um to kind of close those deals. >> So, I was on the losing side of that. I would like to bring it back. I think three of my colleagues wanted to bring it back to our facilities, but I do I do
want it to be a conversation. If we can't get it donated or it's still going to be almost a million dollars we're spending on graduation, then I think that needs to come back to us and we need to have a conversation about how we're going to move forward.
>> Yep. We'll bring we'll um bring something back at the end of the summer, let you know where we're at with all those conversations. Thank you, Dr. Hoes. >> Thank you, Madam Chair. So, I share similar sentiments as board member
Thompson. $150,000 for three graduation ceremonies. That's very, very expensive. We're spending $50,000 per graduation at the Hard Rock. We can't afford it.
That's the bottom line. I don't think we can afford that. It's that's too much money. Dr. Heburn, how much are we paying at NSU >> um >> per graduation? >> Dr. Wer, >> it's approximately $24,000 per ceremony. >> So, even though the Hard Rock is given
what seemingly is a discount, I'm I'm supposing because it's $10,000 less per graduation, we're still paying twice as much as we are paying at NSU. I was never happy to see us spending
$50,000. The last time it was $60,000 for one graduation. I don't think any of us should accept that. I think there has to be a better a better way, a better plan. And yes, board member Thompson, we were on the
losing side. I was part of losing side as well. But I just thought we could have saved quite a bit of money. I think it was close to 500,000. Uh that could go to 800,000. That could
go to um we're talking about concerns with teacher salary and all these other things. Um so I'm just hoping Dr. Heburn that we can find a better way. Dr. Heburn, is the Amirant um stadium owned by the county or the city of Sunrise?
>> Um so from my understanding there's ownership by the county. Um, and so that's who we've been talking. They have access to actually let us know use um cost or for free, whatever the case may be. So we're we're uh trying to finalize
those conversations to see what it looks like. >> Okay. So from your conversation with them, does it um appear to be where they would be kind enough to be in sort of a collaborative relationship with us to um
offset some of the the costs to graduate students. >> We're having collaborative conversations and I'll let you know where where it goes. Uh because there's other variables too as far as um availability um due to the hockey playoff season.
>> Okay. And Dr. He burn is it possible because is it possible that you can come back to us um maybe not for obviously not for this year but in the future where we can have an alternative option to the hard rock that's just too much money
>> we will try it's the hard rock venue is utilized due to the sheer graduate graduating class size so that's why they won't fit in um NSU um that is the largest facility that and the emirate center are the two largest facilities that accommodate um when you talk about
um >> Cypress Bay I understand size y so Dr. Hurn I know it wasn't very popular but I had in the last discussion on this I I spoke about the possibility of the larger high schools going to Hard Rock and I'm not saying it is possible
to maybe split the graduation uh for a more affordable um venue. Are there any districts in the United States that you know of where the graduation is split for the same graduating class? >> Um, off the top of my head, no. We'll have to do some research on that. Um, >> okay. >> So, can you do some research on that and
let us know how they conduct their graduation? So, we could possibly uh have some alternative options instead of spending 50 grand per graduation. >> I can tell you in state of Florida, they're not split because uh if you go to Orlando, they have tons of large
venues. Hillsboro, tons of large venues. Um, and Palm Beach County, they use the um the uh expo center at the fair. Um, and I know they kind of doesn't split theirs either from >> Okay. So, can we look at a nationwide um to see if if there's any opt what
they've done outside of state of Florida >> when they have a large graduation class >> nationwide. Okay, great. Thank you, Madam Chair. >> Thank you, Mr. Sea. Sure. Um, a couple things. Our core mission as a district is to educate
students and get them to graduate. Graduation is the pinnacle of their success. And for some of our students, the only graduation that they'll ever experience in their lifetime. Some will go on to college, some will go on to trade school, and some won't. I am all for saving money. I am all for
being fiscally responsible, but I am not for doing that on the backs of our students. I'm not. They deserve a gradeA first class graduation just like the class before them and the class before them. Also, logistically,
I have the pleasure of representing Cypress Bay High School in the great city of Weston in District 6. There will be thousands and thousands of people that will attend that graduation between our students and their family members. They ain't fitting in a gym that we own.
They're not. There's only so many facilities that can hold a graduation of that magnitude. And I remind you the three venue, the three schools that are up. Uh happen to be two of mine. Western High School, Cyberpay High School, and Marjgery Stoman Douglas High School. Um
check the numbers on those folks. Those are lots and lots and lots of kids and lots and lots of family members. Logistically, we can't shove them in a gymnasium. We just can't do it. They need to be at facilities like this.
And I agree that graduation can be expensive and $50,000 is a lot of money. We just voted on an HVAC contract for $5 million for like a air AC filters. I didn't vote for it, but the board just
did. And we're really going to come back and we're going to say $50,000 is too much to give these students a once in a-lifetime for some of them experience with these venues. I'm all for saving money, but not on the backs of our kids and certainly not on the pinnacle of their success. That
endline, what they've worked so hard for for 12 years to get there, to have a first rate graduation, and I'm certainly would never be in support of anything that would give them anything less. Thank you. >> Thank you, Mrs. Alhadaf.
>> Thank you. So, I concur with Mr. Cera. Uh, and this is our our students already know that this is where their graduations are going to be at. You can't backtrack now. We've already been down this road and we
talked about the the financials and the graduations and we made this decision. So, we need to stick with it moving forward in the future. Dr. Habin can look for if there is an
another option. Um, I am not okay with splitting up graduation classes. That is not a good idea. I would not want to do that to a graduating class. And then an idea though for this board
is to think about it when we go over the budget DFP is to tear one down, tear one of our schools down and build our own stadium. So we have to stop paying these other, you know, other places money for
our to hold our graduations and all of our other events. So we need to start thinking more creatively out of the box where we have our own facilities to host these graduations. Thank you. >> Thank you, Miss Hixon.
>> Thank you. Um, first I want to say thank you to the superintendent for reaching out to the county. It was a conversation we've had a couple of times about, you know, in other districts the county steps up to be partners in this. So, um, looking forward to seeing where that
goes. And I, um, thank you, Mrs. Alade, for bringing that up. We did actually have a discussion about this a while ago about using a school facility um to build our own our own facility
where we could rent it out for high school championship games and things where it could actually be a money maker and save us. So um Dr. Heburn, can you give us an update on on if you've even considered that or could that be something that we look at in our next
>> Yeah. redefining site because it it's a conversation that continues to come up, but I don't see a lot of action on it. >> Yep. No. Um it takes the right school with the right amount of acreage. So that's the key. Our largest our schools with the most amount of acreage are high
schools, right? And so um we when it comes to middle schools and elementary schools is usually 10 acres, 20 acres, 30 acres tops. You need the acreage of a high school because you have to have enough parking. you'll be able to build something on a 10 or 20 acre lot, but
you may not have enough parking just to to suffice with with the thousands of people that that will utilize that venue. So, yes, it is a conversation I've had with certain partners. Um, uh, Mr. Nap and I have talked about this several times as well. So, I know there will be people interested in supporting
that. um once we find the school that has the right acreage, the right access, uh cuz it can't be in the middle of a neighborhood cuz most of the schools we've closed are elementary schools that are smack dab in the middle of a neighborhood. Um even uh North Fork, which is a a prime location. Um when you
look at it, it just doesn't have enough parking for uh you know 10,000 or more um people for a certain um um venue. Uh so yes it is in the forefront of our mind as we look at um opportunities that may arise. >> Okay. Thank you. And I to that point
something just popped in my head. We have some sites that are being put on the on the market. One of them is on the high the one in plantation on hiatus. How many acres is that? >> That's uh 11 to 12 acres. >> And how many acres are you thinking
we're going to need for >> um we we would need no less than 30. No less than 30. Um okay. as I'm thinking about the parking and then that that U hiatus um implantation that's been I know when I talked to the mayor it's been a sticking point with one of the the communities um there as well. So I
don't even know u if they would even give us the opportunity to put such a >> Okay. Yeah. And I I think along with that a naming opportunity for the stadium could help us to to get the funds that we needed to do that. So thank you.
>> Thank you. Anyone else? >> Madam Chair, >> Dr. Hus. >> Yeah. So, Dr. Hepern, just just to comment on board member Hixon's um suggestion and board member Alhidev, um I do support you exploring that option. Um you mentioned the parking, right? Um
it could alternative parking be like a garage type parking? >> Yeah, it could be a garage, but you still need the acreage to build the garage. >> Okay. So, you would still need 30 acres roughly. >> You still Yep. You you would still need um enough acreage to
um utilize the garage because if you think about I think our garage probably you know just eyeball probably holds about 50 to 75 spaces per floor. >> Um so if you I think it's a fourfloor garage is still not it's it's not even cracking a thousand. >> Okay.
>> Yeah. So you need a significant just think about Hard Rock or even the Amway um not Amway I'm thinking Orlando >> Amaran >> not yeah the Amaran with all that parking that they need for for those events. So we we have to be considerate of the park and those are some of the
barriers that we have to have in the forefront when we look at the opportunity. >> Okay. Thank you, Madam Chair. >> Thank you. Um I just I think we need to like be grounded in reality and I we need some clarity on this uh so that it doesn't keep dragging out. What I'm hearing from you, Dr. Hepper, is that we
would have to close a high school in order to do this. >> Yes, we need the acreage that a high school is on. So those as I said before it's in the forefront um because we know what the need is and we've we've had some preliminary discussions but we need the acreage of a high school. >> Okay. So just so everyone is grounded in
reality like this would not happen unless we close a high school. >> Correct. >> Okay. >> Correct. Most likely then >> well if they're not necessarily and I'm not trying to point anyone out but there are places where middle and elementary
schools share spaces. So just I'm just saying >> Dr. Zean >> if you want to ground this reality >> you need to turn your mic on. >> It's I'm sorry I'm having too much fun. Um Emerald cost $225 million to build 20
years ago. So that's $500 million in today's construction dollars. These things are unbelievably expensive. And so uh and it's not really related to this item. This item is to approve something that we already asked and answered months ago about where we're
having uh our graduation. So, uh I don't think that us building a site is feasible in our budget. That would take an entire year's worth of capital uh to do it um to build something so that we didn't have to pay $50,000 for three graduations. So, thank you very much, chair.
>> Thank you. Anyone else? All in favor of item 25 say I. >> I. All oppose say no. Item passes unanimously. Could I get a motion and a second on item 27? >> Moved by Dr. Zean, second by Miss Hixon. Public comment. >> No comment. >> Board member discussion. Miss Hixon.
>> Thank you. I have um some questions and I think a motion. So, academic operations analyst, which is the first um job description on the new and revised job descriptions. When you go down to minimum requirements,
it says so it's on page two >> two of the item minimum qualifications says an earned bachelor's degree from an accredited institution. So my question is why do we not have a specific field
because this is specific to academics? Um so I my preference would be that it has some kind of specific field there. >> Dr. Heer, >> I'm trying to pull the item up. Um Dr. Fton if you have it up.
>> So it's under new and revised job descriptions PDF and it's page two. >> New and revised. >> I can take that M. >> Go ahead Dr. Con. >> Yeah. So we left it general enough because uh this particular position there there's already somebody doing the
work and so uh we're because we've streamlined a lot of the work through the reorganization. person that is doing the work is actually uh we're repurposing the position to order to accommodate all the things that that person is already doing and will be doing. And so when we look at that
particular job, it is a general person that could fill that position based on some skill set, but I'm certainly open to putting a specific field. I don't think it's an issue to to change it to modify to to do that. So my I don't know how my colleagues feel but I don't think
for a job description it ever is okay to be that general because you want someone I mean if it's a general kind of job but this is specific for academics and if you look at some of the roles that they play in the very beginning right they're responsible for operational initiatives
across divisions of academics to support alignment with district priorities and teaching and learning goals and then they're they have to maintain operational reports for the chief academic officer. They have to track assigned academic initiatives. They have
to understand academics to be able >> to to do that role. So I do you have a suggestion on what? I don't I don't want to say I know what that field should be and I I I'm okay leaving it sort of broad. I just don't like that there's
not a specific field >> because I going to have to make a motion I'm guessing. So do you have a suggestion on the field? >> Uh I would probably uh say in this particular field because it it's it is broad and encompassing to be honest with
you. It's also project management to be honest with you. So it could be it could be business related, it could be secondary learning, it could be elementary earning uh to be honest with you because it's such a broad encompassing field. >> Okay. So, what if it said um from an
earn a bachelor's degree from an accredited institution in either business or education? >> That'll be fine. >> Or operational >> related educational field >> related educational field >> relate. So, let's because I'm going to make a motion. Okay. >> So, can you say that again?
>> Uh either in in business I would say business leadership or a related educational field. >> Okay. So, I'd like to make a motion to add on page two um an earned bachelor's degree from an accredited institution in business leadership or
>> related related educational field. >> Second >> motion made by Miss Hixon, seconded by Dr. Hoes. Public comment on the motion >> for member comment Dr. Zeman. Um um chair I wonder if you can deduce from
this whether this is more of an academic position or an operations analysis position. >> Dr. Heepern >> oh I got from >> that's fine Dr. Co. We're going to we're going to try and wrap this up here. I just wonder if the maker the motion then
there's a entire degree field called operations analysis. I wonder if you would want to add that as as one of the p uh permissible >> that's fine because both yeah >> then I'm good with your >> business leadership operational analysis or related educational fields.
>> Thank you. >> So amended and seconded um by Dr. or amended by Dr. Zean seconded by Dr. Holess. Um board member comment on the motion as amended.
All in favor of the motion as amended say I. I. >> All oppose say no. Motion amendment. Motion passes unanimously as. >> Thank you. I have a couple more. So, and just a quick question. What is the salary range for an A2 pay ban?
Ernano, chief human resources officer. The salary band starts at 57,794 and the maximum is 10532. >> Okay. Thank you. I just sometimes it's hard when they have just the letters because we don't know what those bands
are. Um my the second thing I wanted to address I kind of alluded to it when we did the org chart change but I didn't make a motion then but I would like to now. So originally when we changed facility the chief of facilities to a T-band it was because we added
operations into the facilities chief but we ended up leaving facilities alone and adding a whole bunch of stuff to make a new thing called operation strategy and operations officer. So I would like to make a motion to change the pay ban from
facilities to S and the strategy and operations officer to T. Okay, no worries. I just have concerns of somebody taking that position for operations with all of that extra work, but I just wanted to make a point. Thank
you. >> All right. Um, next we have Miss Rupert. >> We did that. We're on just the item in general, proposed and new revised job descriptions. >> Oh, could you turn your mic on, Miss Rupert?
>> Sorry. Random box and random missing job um description. Okay. So, I had asked what was that for? It was really kind of just pushed out in there. It was a new It was
a new uh job and obviously we didn't have a job description then, which is really kind of why you always want to bring the job description and the org chart together, but um this particular one is um
I'm looking at Okay. Okay. Um it says it reports to director or designate. So who is there a position currently now for senior for director contract compliance specialist or who is the reporting to?
What what job did they report to? >> Go ahead Dr. Lozano. >> Yes, that the specific position is in procurement. So this one's going to report to the director of procurement. >> Okay. So was this the position that I
spoke about? >> Yes ma'am. >> Yes. Um why was it designated to be in finance before? >> Procurement is under the purview of finance. >> But wouldn't you have a direct report as being procurement
before it went to finance? Now this directly reports to um to f to procurement. The director of procurement the director of procurement directly reports to the CFO.
>> Okay. Is this position currently filled? >> Go ahead, Mr. White. >> Yes. >> So a brand new position that we have is already filled. >> Position is not filled. >> Well, >> okay. Who says yes and who said not filled? >> HR is telling you no. Okay. Who said
yes? >> I did. >> I believe him. >> I have a person that does these duties and the role that she is in does not
reflect these duties. And so I proposed a new job description to more accurately reflect what she does. And what she's responsible for is putting together the book of all of these board actions that
come out of procurement and go into Granicus and ultimately are presented to the board. So that's what this position does. >> Okay. I I appreciate that. Um I don't see a need for this particular
job. uh nor do I see one for the vendor management specialist. These are new job codes um coordinate with accounts payable procurement and finance yet they don't
actually have uh that up in the position goal. So, um I won't I actually won't be supporting any of the uh the job descriptions that came today for the same reason why I voted no for the for the org chart. >> Okay. Thank you, Miss Ribert. Dr.
Seaman, >> I'm I'm content. Thank you very much, Chair. >> Anyone else? All in favor of item 27 say I. >> All oppose say no. >> No. No. >> Uh item passes with two dissenting votes. One from Miss Rupert and one from
Miss Mr. Cera. Could I get a motion and a second on item 28? >> Moved by Dr. Zeman, seconded by Miss Thompson. Public comment. >> No, ma'am. >> Board member comment. Miss Hixon, thank you. I have quick question. I'm Why is
the money that's coming from the IDA so low? This is a $11 million um item request and the IDA
part is very I'm trying to get to to the um executive summary. I think that's where it tells you where it comes from. But why is the part that comes from the IDA so much lower than the other funding sources? Miss Hollingsworth because I know um
this specific to staffing. Go ahead. >> Yes. Good afternoon. Simone Hollingsworth, chief student services officer, and I know Miss Andrea Seott is in the room, the director of specialized instruction. However, um with the uh money coming from IDA, that is above and beyond. We have to pay for students, you know, first and foremost, and not all
students that have healthcare needs are actually students with disabilities. So, we have students that have 504 that that wouldn't uh be appropriate for as well as general education students as well as covering the contract, which is a different, you know, did it go out? >> Yep.
>> It shut me down. Uh, can you hear me? >> Yes, we >> Okay, it just got really quiet. Um, so certainly looking at that. So, we have a a multitude of uh funding sources that we work with the budget office in regards to uh covering that cost. Miss Cotti, and I didn't know if there was
anything else I needed to add there. She said no. >> Oh, sorry. I'm just looking at it because so out of the general fund is $10.3 million. Medicaid covers 231,000 plus and IDA is a little under 400,000.
So you're saying that we don't it just seems like there's a huge discrepancy. We have a large number of ES. So is there a formula or something that you're that you're using to do this because you know we are in a space where our general fund is >> correct >> if there's a way that we could get more
out of IDA. I would like to explore that >> and we do we look at that all the time with the budget office and with the grants department through IDA that manages that. We also have the IDA you know grant that covers um a large magnitude of above and beyond. We have about $56 million that we've gotten for
the last I think 10 plus years. that cost has not changed as well as what we have to put aside for proportionate share has only increased for our students that are in charter and private schools and the state is even asking for more more of that to be set aside. So although it's a large portion of money
knowing that our students with disabilities is increasing those costs from that IDA grant cover a lot of other things as well but we're constantly in um you know working with the budget office to see where we can maximize all dollars especially on our IDA grant. >> Okay. So, but is there I guess my
general question I guess is is there a formula of where you decide how much you're going to ask is for this one. How did you come to this number >> um with looking at what we had to pay for for other things off of IDA in all fairness? >> Okay. All right. Thank you. >> Thank you.
>> Thank you, Mr. Civera. >> Thank you, Chair. Um will the passing of this agenda item ensure that there's a physical nurse in every one of our traditional public schools throughout the county? Miss Salworth. >> No, it will not. This is for individual
healthc care students. >> Do we know how many traditional public schools in BCPS currently do not have a physical living breathing nurse within the school? >> Right now 47. >> How many out of 47 out of out of how
many schools? 23omeish. 30. Is it 36 still? Sorry. >> Any any idea what the cost related to obtaining nurses for those 47 schools would be? >> Uh it was an additional $3 million on top of the $1 million that we have for
all students that require a nurse. So for an additional $3 million on top of the 11 million that we're supposed to vote on that will ensure that there's a living breathing nurse in every one of our traditional public schools. >> Correct. >> Thank you.
>> Anyone else? >> All in favor of item 28 say I. >> I. >> All oppose say no. >> Item passes unanimously. Could I get a motion and a second on item 29? Second >> moved by Miss Thompson, seconded by Miss
Rert. Public comment on item 29. >> Uh, no, ma'am. >> Board member comment, Dr. Zean. >> Chair. Um, I I brought this up as a separate item, chair, because um last week there's a big investigation by the Washington Post, also came out in
the Wall Street Journal that pointed out that Western Governor's University um provides kind of a new and novel approach to bachelor's degrees. It charges by a six-month window and it lets you take as many classes as you'd like in six months for $3,800.
There's a risk, as anyone might imagine, to a lot of people stacking a lot of material produced by them and maybe produced by others or produced by machines uh to do this. I'm not sure how a university operates like this and stays accredited. They are an accredited university, but I'm worried about it for
Broward County Public Schools because a bachelor's degree that you can get in as little as six weeks is not the same thing as a bachelor's degree that you take by studying for years um where you have far more um certainty about individual work and
individual capability. So my question uh chair is do we have an a way to distinguish between six week bachelor degrees and uh two to fouryear bachelor's degrees from Western Governor's University. >> Dr. Heburn,
>> Dr. Cohen. >> Sure. And I appreciate uh Dr. Zean for bringing this to my attention. We did confer with the university as well as the accrediting body that their bachelors of elementary education is actually 36 months which is three years. Their bachelors with special ed is 38
months. And the agreement that we're bringing forward today has to do with their field experience which requires their students to do 12 to 20 hours of student teaching experience and 75 hours of clinical hours for the program. So they conferred that that particular
article is in reference to the degree programs that we're bringing board to for to the board today. >> Terrific. I'm I'm glad this does um alert us though I think to a broad hiring problem which is if you go to Southern New Hampshire University or Western Governor's University who have
the same program, you can get a bachelor's degree in six weeks. You could do it for under $4,000. I doubt that the signal that we would see from somebody that came through as an applicant and said they had a bachelor's degree that something you can do in six weeks is the same as something that
should take three or four years. So I don't know how we as a big employer, anybody as a big employer in the future is going to distinguish between those. Um but and I'm glad that it's not something Dr. Con that would get through our system. I appreciate that very much. But we are going to have this long-term problem of you know a bachelor's degree
no longer means a bachelor's degree or at least what we think it does. Um, and we need to be careful about that. Thank you, chair. >> Thank you. Anyone else? Mr. Sea, >> Mr. Superintendent, the accreditation that's held by Western Governor's University, is that a provisional or temporary accreditation or is that a
full accreditation? >> Dr. Cohen, >> uh, it is a fully accredit it's it's credited by Northwest Commission of Colleges and Universities. >> How long is this particular scholastic institution been around? >> Uh, I can't tell you that. I'll have to take a look at some research. which I
know Western has been around for several years though. >> Several years like 2015. >> 1997. >> 1997. Okay. Thank you. >> Thank you. Anyone else? >> All in favor of item 29 say I.
>> I. >> All oppose say no. Item passes unanimously. Could I get a motion and a second on item 31? >> Moved by Dr. Zeman. Second by Miss Hixen. Public comment. Uh, no register public comments for the remainder of the items. >> Board member discussion.
Mr. Zivera. >> Mr. Superintendent, can you explain to the public what this particular software program does for the district? >> Yes. Um, this Salo >> Beacon Bank, please.
Good afternoon. Vicki Sadala, director of bilingual ESOL. So, there are two uh two pieces to this platform. It's the elevation compliance, which is the platform. That's where we keep all the recordkeeping for the students ELLL plan. And then there's the Esau strategies, which is the portion that we
use for teachers to help them modify their lessons and differentiated instruction for English language learners. >> Thank you for that explanation. And I certainly appreciate the the hefty price tag on this, almost a million dollars. Could we effectively run our ESOL
programs for our ESOL students without the elevation software program >> at this time? No, we are that we've had that compliance platform for approximately 12 years right now. So all of our um all of our documentation is housed right there for this time. And if
you recall at the last meeting, we discussed that for the 2728 school year, we will be transitioning to focus the compliance lifting that price tag off. Anyone else? All in favor of item 31 say I. >> I.
>> All oppose say no. >> Item passes unanimously. Could I get a motion to second item 32? >> So move. >> Moved by Dr. Zeman, seconded by Miss Bulman. No public comment. Board member discussion. Dr. Zean, >> thanks so much, Chair. Um,
transitioning software is hard. Um, and the software that we use to support these meetings is used by a very small share of school boards in the United States. Um, I hope that when time uh allows that we can transition to uh other programs that are less expensive
and more readily available and more tailored to school boards. Um, but my understanding is that this isn't the right year to do that. Uh but I just would notify my colleagues that at some point we'll transition probably use two programs for a while as we go to a better and more appropriate system for
school boards uh in the future. Thank you. >> Thank you. Anyone else? All in favor of item 32 say I. >> I. All oppose say no. >> Item passes unanimously. Motion to second on item 33.
Moved by Dr. Zean, second by Miss Thompson and no public comment. Board member comment. Miss Thompson. >> Thank you, chair. Um, I hope my colleagues can support this item. I since we found out about this at a
workshop I had brought up legal action or exploring legal action uh with Miss Batista and now that Miss Bruno is here, we we've asked again. I think there are several factors that encourage me to want to pursue
this. uh one being Sarasota is continuing to um take legal action against their tax collector. They uh refunded or returned the money for this year. However, they want to put it something in stone. Um, I think it is
incredibly disheartening that it has to come to this, but we owe it to the taxpayers and we owe it to our families to make sure that the money that people voted on is going towards our teachers and our safety and security and mental health. And so I would like us to pursue
all all available options to get this money back. And then I did have a question. Um, if we are successful in getting this money back, does that where does that fall in the budget and what are we able to do with it?
>> Um, good question. So, we'll put it into our reserves until the board decides what they do with the money. >> But would it be because it's referendum money, it would go it needs to go to referendum? >> Yes, it would go to what the u the ballot language um supports. Yep. So,
it's it's pretty restricted of what you can do with it, but >> So, once the outcome happens, we'll have another board meeting to determine what happens. >> Correct. >> Okay. Thank you. >> Thank you, Miss Hixon. >> Thank you. I just wanted to say I was
glad to see this item come um forward and I know that state legislation is working on something. Mr. Svin, do you know when we might um know what that what that is and it would it would it affect this year?
>> Um there's many uh proposals being floated. Um they should wrap up next week, but more likely they probably will be extended even further and we probably won't know until the very end as it relates to this item. >> Okay. Thank you. and to the general
counsel. If we vote yes on this today, what what do you see as the timeline for this item? >> I I don't really want to um discuss legal strategy. There's lots of different opportunities. I will make sure that the board is aware in our
one-on- ones of the different steps that we're taking and how we're progressing. >> All right. Thank you. Thank you, Mr. Sivera. >> Thank you, Chair. uh $5 million, a little bit over $5 million
was taken from our teachers by the Broward County Tax Collector. And when this happened in January, to make matters worse, no one seemed to be able to provide us with an explanation as to why this was done and whether or
not it was proper. Incidentally, to my knowledge, this was the first time a withholding of taxpayer funded referendum dollars had been done by the tax collector's office. And I realize that they are still in their infancy, but I believe that this was a
first. To be clear, I never thought this taking was proper and the statutes and explanations that I was provided to you, I was still never sold that this was the proper course of action taken by the county property uh excuse me, the county tax collector's office.
I'd been screaming from the mountaintop since January that we needed to take action to write this wrong. Mr. P Bruno, you have my full support on this and I really hope that you unleash the Kraken and use all available
resources. Explore all available legal options you have. You have nine lawyers in your office. To me, all hands on deck. Leave no stone unturned. I want my money back.
And I'm I'm glad Miss Thompson brought up the Sarasota County issue. I believe that's encouraging because I believe they were operating under the same premise that uh hopefully we will. We need this money returned so we could use it for our intended purposes to pay our
great teachers and our school-based staff and all the other individuals that the voters of this county decided it should go to, not the tax collector's office. Please be as aggressive as possible and Godspeed. Thank you.
>> This is Ala. And this is the taxpayers's money and ultimately this is hurting our students. >> You miss Bowman. >> Agreed. Um I I wanted to thank our
general counsel for being so proactive and bringing this item. Um I think we've all been asking for this since we learned of it. And so to come up with a strategy that you feel confident that we can work with and actually bringing it
to fruition today um is very appreciated. So thank you and keep up the good work. >> I also wanted to attain a tank thank Bruno uh for her swift and decisive
action on this. Um, I'm very very pleased with with this coming forward so quickly and I'm excited to to see the results that your team brings. >> And if I if I may just add, this is going to be handled inhouse. So, this is going to be your office of general
counsel at work >> at no cost to the district. Correct. >> At no cost, but our salaries and benefits. >> Beautiful. >> Thank you. All in favor of item >> 33. >> 33 say I. >> I.
>> All oppose say no. Item passes unanimously. Could I get a motion to second item 34? Moved by Dr. Zean, second by Mrs. Aladev. No public comment or member discussion. Miss Hixon. >> Thank you. I just have a question to the superintendent. Where are we on full
implementation of Ebuilder? >> I use Ebuilder several times a week. So, we're completely there's we're using all the pieces. >> Yes. >> Okay. All right. Thank you. >> I think that's the first time I've heard that in six years. So, that is great. I
think we need to to make a bigger deal about that. Yeah. I think I've never heard those words come out of any superintendent's mouth. So, thank you for that, Dr. Heer. We are fully implementing Ebuilder. Amazing. Anyone else? All in favor of item 34,
say I. I. All oppose say no. Item passes unanimously. Item 30. Could I get a motion to second on item 35 moved by Dr. Zean, second by Miss Bulman. Public comment. None. Board member comment. Mr. Seivera.
>> Thank you, Chair. I I've got some questions on this. Uh, Mr. Superintendent, this item was previously before this board and it was pulled. Correct. >> Um, I am not sure. >> Yes. >> Why was it pulled?
sod 35. >> No, I'm looking at it. I don't I don't know why it was was Go ahead, Mr. Sullivan. Uh >> we just asked Mr. the superintendent had um didn't meet his standards for how it was uh formally done. Uh so we just updated the executive summary. So that
was the reason why it was pulled the first time. >> Thank you for that. I've got some questions involving the executive summary. The way I read this, uh, the agreement terms are from April 15, 2025 to April 14th, 2028
for a total of 36 months to the tune of $2.4 million. Um, if this agenda item is approved today, we are in fact approving the $2.4 million. Is that correct, Mr. Superintendent? >> No, that is not uh correct. what you're
approving today would be um FY27 826,000 FY28 688,000 and for one month and left in this fiscal year 68,000 >> I'm sorry just give me give me those numbers again >> uh 826,000
for FY27 FY28 688,000 and um one month in this current fiscal year of 68,000 so >> it's on page three of the executive summary in the financial So that was what you're quoting is actually the um the the full term of the of the
agreement from starting in um 2025. >> Okay. So I I I just want to make sure I understand the original term was from April 25 to April of 28 for 36 months. >> Correct.
>> And did this board previously approve a $2.4 $4 million total out of pocket to pay for that term of that contract. >> That's correct. >> And now we are being asked to approve an additional I I was very hurried with the numbers is an additional 1.5 million.
>> Correct. >> Correct. >> Why? >> The original amount was not enough to complete all the work that needs to be done. >> Okay. So, we are a little in over a year into a
three-year contract, and we've already blown through $2.5 million worth of side, and now we need another million a million plus of sod, >> lots of projects going on. That's correct. >> All right. >> Yep. And um as a person who's laid sod
before, it is not it is not cheap. It is not cheap. And so, uh, increasing costs and all those other things, too. But there's a lot of work, um, going on with some of some of the projects. And this is a result also of another item that the board is going to look at after this, the demolition the demolition of,
uh, portables. Um, and so when they demolish those portables and remove them from the from the site, we have to grade it out and put put down sod to turn it back into a green into a green space. >> I've got a question about the vendor, Mr. Superintendent. Uh, this company is named ODM's Sod Incorporated.
Um, a member of the public was nice enough to forward me a Suns Sentinel article back from I want to say it was 2018, give or take, um, in which a former maintenance supervisor uh, of
this district uh, had plead guilty to taking kickbacks from some of our um, some of our vendors. Uh, the gentleman's name, I believe, was Rich Ellis. And if I read the article correctly, I believe he had also received personally some sad
from this ODM's uh sad incorporated company back in 2018 when all of this happened. Um, does anybody the district have any recollection of what I'm talking about? I'll take that as a no.
>> And the reason I bring this up because when members of the public send me articles um indicating that um individuals who are affiliated with district may or may not have done certain things with vendors that we're still using. Um
I pause sometimes. So, let me ask the question a different way. Mr. Superintendent, how long has this district been doing business with ODM sad incorporated? >> I I'm not aware. I don't have a answer to that question unless U procurement has any docs that go back that far with
them right now. >> Yeah, I'm not aware. >> Not off the top of my head. No. >> Okay. And we don't have a way of ascertaining that information >> um through a followup. >> Yeah. >> Okay. Well, here's how I'm going to leave this. Um, I'm certainly not
accusing Odum Sod Incorporated of doing anything improper. I'm just going off the Sunset Sentinel article that I was provided with, which gave me some angst. Um, be that as it may, and putting all of that aside with the former gentleman who used to work from the district who may or may not have gotten saw
improperly, I don't know. I didn't follow up on the court case. Um, I'm not okay with us signing contracts for specific amounts of money and like less than a year into a three-year term. All of the finances have been
expelled and used and gone. And now they're asking for another million dollars. I'm not okay with that. So, I will not be supporting this despite the fact that I'm a big fan of sod. I think it looks very nice. I also am a big fan of mulch, but I can't support uh an
additional million dollars for a project like this when we've already agreed to have a three-year term of $2.5 million and just a hair over a year into that project, we've blown through that money. Thank you. >> Anyone else?
All in favor of item 35 say I. >> All oppose say no. >> No. Item passes with two dissenting votes from Mrs. Alhadv and Mr. Sera. >> Could I get a motion a second on item 36? >> So move. >> Oh, there were three. Let's do a roll
call. Apparently I can't count. >> Uh, school board members Bowman. >> Yes. As long as you water the sun. >> Sea. >> Water the sun. >> No. Hixon, >> yes.
>> Yes. >> Leonardi, >> yes. >> Roupert. >> Thompson, >> yes. >> Zean, >> no. >> Aladev, >> no. >> Passes. 53.
>> Can I get a motion in a second on item 36? >> Second. >> Moved by Dr. Zean, second by Miss Thompson. No public comment. Board member comment. All in favor of item 36 say I. >> I. >> All oppose say no. Item passes unanimously. Could I get a motion to second item 37?
>> Second. >> Moved by Dr. Zean. Second by Miss Thompson. Public comment none. Board member comment. >> All in favor of item 37 say I. >> I. >> All oppose say no. Item passes unanimously. Um that exhausts all of the
items. I know that several of us have Oh, sorry. Go ahead, Miss Bulman. Okay. So, do we have anything for the good of the the order? And I had Miss Hixon on the list first and I'll go to Miss Thompson and then Miss Bowman.
>> Go ahead, Miss Hixon. >> Thank you. Um, before we forgot to mention, congratulations to all the Silver Knight nominees, but a special congratulations to Landon who actually won, if I'm not mistaken, >> the Silver Knight Award. So, um, we
forgot to mention it earlier and I know he's not in here, but I and I hope he's not listening actually, but congratulations, >> Miss Thompson. >> So, I wrote down the list of silver nights, so I'm going to go over them super quickly. Um, because we actually
had several winners. So, English lit, Diana Cho, Cypress Bay, mathematics, Hermione Rachel, our college academy, music and dance, Niha Joseph, Cooper City High, and then social science, Landon Spelberg, and he is still
listening. Um then Arnold mentions really quickly art Isabella umbroen McFatterder business honorable mentions Leoshi Everglades Isabella Nasol Roth Cooper City Assan Hammani College
Academy digital and interactive media honorable mention is Illabel Isabella Boures forgot your school I'm sorry honorable mention for drama is Rebecca Schuman Fort Lauderdale Isabella Fuentes Russ Broward Caitlyn Burgess Nova High
general scholarship honorable mention Steven Strong Monarch High Journalism honorable mention Valentina Argano Coral Glades High Science Honorable mention Maya Moore Western High social science honorable mention Riley Troy MSD speech
Kira Gomez Terravella then vocational technology honorable mentions is Thomas Gentle PMPO Beach and Jo Joshua Raina Monarch High and then world languages is Caitlyn Chin Everlades.
>> Thank you, Miss Bulman. >> Um, I have a motion and I also have some shout outs. So, how would you like to do it? Sure. >> However you want. >> All right, I'll do I'll do the Can you pass that motion out? Okay. Um Okay,
great. Okay, so I would like to make some shoutouts. Um, I want to thank Dr. Holes who helped me mobilize some students to the Tamar commission meeting last week. Uh Madison Brunson and Sydney Theusma came to support the solid waste
authorities uh put waste in its place initiative and there were uh going in front of all the commission meetings. And then yesterday, first assignment, um, our new student adviser, Lily Reid, was in Weston speaking on behalf of the
effort along with Sarah Zaka and Anitha Thop. Sorry that I didn't say your name properly. Um, so thank you so much all of you for the help. I really appreciate it. Um the uh McNichol Middle School mighty Hawks drone team came back from
Detroit and they won fourth and fifth uh place in the national tournament. But I was uh especially pleased to hear that they um won a sportsmanship award because uh they gave batteries to their opponent and actually assisted their
opponent in beating them. But they got the sportsmanship award because what good. And so that's so great. Our kids are awesome. Um, and then also shout out to the Addex Middle School boys track team who won first in the county uh at the track competition at Dillard High
School yesterday. So, thank you very much. >> Don't you have a motion? >> I'd like to make a motion. Um, another great thing that uh, Miss Bruno is doing is updating our board policies.
So, as we commence updating our schoolboard policies through the Neola process, I move to have our general counsel's office review policy 1070 and bring policy 1070 to the June 16th uh, 2026 workshop workshop along with policy
1020 because the two go hand in hand. Second >> motion made by Miss Bulman, seconded by Dr. Zean. Public comment on the motion. Board member discussion. Miss Hixon. >> Just to the general counsel, can you
give a little feedback on the thought process to this or what you think? If the board directs that we bring back um 1070 with 1020, we'll add it to our list and we'll bring it back.
>> I I guess my question is though because I know 1020 is going to roll out into a lot of different policies now and the this the board chair read all of the other things we're doing on June 16th. So, I'm just wondering timewise
how that's going to roll out. >> That I will defer to Mr. Sullivan, in terms of the length of time to review policies, >> we can always shift around um workshop items to to make it work. So, we we've done that pretty readily um for the
second half of this year um to add items as requested by the board >> and me the and the soup and the general counsel are meeting tomorrow on Niola. So, this will be part of those discussions on what to prioritize. Also wanted to mention too, as the board directed us, we did loop 1070. I think
it was last week at DAC. Um they had extensive uh writeup on 1070. Um I'm not sure they sent it to me, but I told them to send it to me and I'll share it with the board, but we did uh loop it with um DAC as directed by the board.
>> Okay. Thank you. So I I don't mind supporting it as long as there is something removed from our workshop because I believe it's going to be a timely convers a lengthy conversation. Thank you >> Dr. Zeman.
>> Um I wanted to second this mainly for discussion but um 1070 is a 3 to four hour review. Um and I I know that they go hand inand but on further reflection given the schedule that we already have we have
big major topics including this building uh student outcomes AI advisories or briefing for the first chair that's a couple hours right um I I just don't think uh I guess I'd like to ask the maker of the motion you know given that
this is a 3 to four hour review of the 1070 with advisories we we we went through the advisory uh process. I I'm I'm struggling to call it a process what we did, but we went through a review of the advisories uh
that I think burned, you know, several thousand hours of staff time and several tens of thousands of hours of community time. Um it's still a very emotional topic for a lot of people. Um it involves chair, do we have 27 advisory
committees? I think it's it's roughly 23 27. a huge number of people. >> I've lost count. Yeah. >> Yeah. Dozens of them. Um I I would love to get to that. I'd love to get there. I think that there's some good discussions to be had, but given the amount of time
that that's going to take, um I I also think if we change 1020 to Miss Dewi Bruno, it might mean that if we bring back subsequent policies, there's less time for the public to speak. is a potential change to 10:20,
which means if we get 1020 done, then 1070 in another meeting could be done in an hour or two rather than three or four. So I I'm just curious what's the rush of doing 1070 when it would take less time to do it later and we have a what looks to me like a 11 or 12 hour
meeting already on the 16th of June. >> Um I'll defer to Miss Bruno because we had discussed um timing. I think just the process with Neiola will be different than what we've done in the past and it'll be very guided and um I
think that the time will be used in a different way than it has been before because it's very regulated. That's my understanding. There'll be representatives from Niola there to help us through the process. So there shouldn't be a 10-hour conversation about it.
So, um I think this is an important conversation and I do want to make sure that the public is aware of this as well. Um as we are going through our policies, the way that we're going to be reviewing policies will be different. There will not be big major presentations by staff. It's going to be
the policy on the screen and the board giving direct feedback as to what needs to be changed and what they want to um accept. Um and there will be a lot of work behind the scenes with staff with um Dr. Heepburn uh cabinet as well as
the board on a one-on-one basis. So that a lot of the discussions are at least when the policies come to the board in public, there's going to be a lot of um um I would say a good draft for the
board to be able to review as a team and decide how they want to move forward. So um we can bring the policy forward if the board wants us to do that. Uh it's completely up to you. If you want to bring this policy um at the first meeting in July, we can do that as well.
I just give my direction from the board. But however you want to do it, we are willing to bring the policy and do the work that is required behind the scenes to bring the pol policy forward >> and I appreciate that. Um the Neola process is a wonderful shift in in um
process. This policy however is one that touches I think if we have 23 to 27 advisories there's a couple hundred members of the advisories. uh they are all very likely to come and want to talk. They're all
going to be very uh interested in in engaging on this. I'm just thinking in time management uh that it's really a big big item and it might be better for the first meeting after uh after our summer break um rather than it I can't
see anything on the the list that the chair just shared with us to kick off. All these things are also very very important things. Um and I can tell you Miss Bruno um welcome to Broward County. your process improvement will be wonderful. Much of what you've done already has been absolutely brilliant
and I and I'm so glad to have you. Um but in Broward County when we change a policy, it's a 4-hour meeting whether you bring the perfect policy or you know because they'll have changes in it and every change is going to get lots and lots of discussion. Um, so I just think
in terms of time management, I'd rather kick this off till after the four-week break we have after the 23rd of June, uh, to give it enough time in a workshop where we can plan half a workshop around this, get it right, uh, and move forward. So, thank you, >> Dr. Hoes.
>> Um, yeah, so um, you know, I kind of, uh, concur in terms of the time frame, June 16th. I I believe it's going to be a lot of time. Um, could this be done in say the July
meeting? Is there a reason for the rush? >> No, that was when we were talking about the other ones. So, that was the and because they kind of go together. >> Okay. >> Attorney, do you approve Bruno? if Miss Bowman is okay because um some of the policies that are going to be coming
before you in uh June are part of your bylaws. So 1070 is going to be part of your bylaws as well. And there's going to be other um policies related to the bylaws. So maybe we can bring it in July with the rest of those bylaws and do those bylaws at the same time.
>> Yeah. Because I can tell you I concur with Dr. Zmen when we have especially looking at 1070 I can't see that taking less than 2 hours with the number of people that will want to comment and you know so I it's going to be a very long
exhausting 14 hour maybe you know so I would much prefer that if it's if there's no rush that we we arrange this for July with ample time without having um significant number of board items to go through this. So, I don't know if an amend if you'd like to change the date.
>> Yeah, I can amend. What's the next date then? >> Mr. Hill, what's the >> after the June 16th workshop? It goes down to July 21st. The board is off on three weeks of recess. Then July 21st,
>> that's the workshop is the 21st. >> Yes, >> that's when we have redefining and >> it is, but it's already packed. >> Yeah. >> So, we would have to >> announcing >> every workshop is packed. >> But is This is a motion, right? >> And let me let me ask you too, Miss Bruno. Um,
can you explain the process the Neola process of workshopping it because I believe there's two workshops that are right. We're we'll have two workshops on each on the policy. >> So, the way that this is going to work and I think thank you so much for the question because it's time for the
public to start getting prepared for this. Um, these policies are very much legally based. They're based on law. And the one thing that Niola does is guarantee the language of the policy. So
there's not going to be a lot of moving around changing this sentence and that sentence because of the fact that if we do too much change in the policy, we will lose the guarantee that Niola will defend the policy for us if there's ever
a challenge. So that's the first thing to know. Um the second thing, this is a huge process. We are not going to be able to loop these policies through board advisory committees etc. There will be workshops that you will be able to attend and the public can give their
um particular thoughts on a particular policy. But we're getting ready to move from 200 plus policies to 600 plus policies. This is going to be a huge huge project because the uh administrative procedure act requires a
policy to only represent one topic at a time and we have large policies that are going to be um broken down. So, and then the other thing I want to make sure that the public understands, there will be some policies that will be adopted and implemented immediately, but a lot of
the policies will not be adopted until next year because literally the board will be sunsetting a book of policies and then adopting another book of policies. So, there's there's there's going to be changes. I'm happy to answer any questions that anybody may have um
with regards to this process, but it will be a different process. >> Madam Chair, I think I still have the floor. Um so Dr. Hburn, and I'm not sure if the board would agree, John says the the workshop on July 21st is already packed. Is there room to add an
additional workshop between the end of July and August, the middle of August? So what we will do as we've been doing all year because all the workshops are are packed we we uh talk with staff and
also u taking in u consideration what the board wants to know in a in a timely manner and push other items to a different uh month so we can get more pressing issues to the board um earlier. >> Okay. So, are there items on the July 21st workshop that you feel that could
be pushed at a later date? >> Go ahead. >> Turning to preo. >> I my recommendation is to um allow the superintendent, Mr. Svin and I to have our conversation tomorrow with regards to Niola because Niola is going to be coming here as well to help facilitate
some of these discussions and most likely what we're going to have is dedicated Niola workshops. So if we have an opportunity to review it, I I understand what the board wants. I understand what Miss Bowman is asking for that we have um the rest of the bylaws to include 1070 at the most um
earliest opportunity that we possibly can and we'll do that. You're going to start July June 16th and we'll continue with the bylaws thereafter. >> Okay. So, um general counsel, based upon what you just said, um are you um are
you recommending that we we not have a date in the motion um until you can clarify with Niola and coordinate everything and just say as soon as possible? >> Yes. >> Okay. So, um board member Bulman, did you want to modify your motion? Um so
I'll modify my motion from uh bringing back to the June 16th workshop to as soon as practicable >> second >> amended by Miss Bulman seconded by Dr. Zean.
Any other comment Mrs. Alhadef? Yes, I would just recommend to our general counsel that that you do a Neola webinar for the district to understand Neiola the new process invite all of our
committees sack and staffs different advisory boards. This way it's not like we're just doing it. There is some education up front to explain the process. Miss Bulman,
>> I agree with that. I think that's a really good idea. >> Anyone else? >> The community will appreciate that. >> Anyone else on this motion? All in favor of the motion say I. >> I. >> All oppose say no. >> Motion passes unanimously.
Um, Miss Woman, was that it? >> Yes, Chair. Thank you, >> Dr. Zean. >> I just want everyone to know that Landon texted me and he said the joke was fine. So, we're good. Lily, >> anyone else before I go? Mr. Sea, >> chair. Um, and thank you to Miss
Thompson for rattling through the silver night winners. Um, make sure those kids get the recognition. Did we notice a a theme of dominance with district six schools or was it just Was it just me? No. Okay, >> it's just you because district two was on there a lot. >> Just me. Okay. Okay. Selective hearing. Selective hearing. But thank you for for
for naming all those. Chair, I I I do have a question uh for our general counsel, if I may. Um, Madame General Counsel, the referendum that will be coming to the ballot um this coming November,
is it appropriate for any member of this board to take a position one way or another as to whether they support the referendum or they don't support the referendum when they are out um talking to members of their community in a
nonofficial capacity. is the first part of the question. And the second part um of the question is for those of us um who are um on the ballot, is it appropriate in when we are
campaigning, not wearing our schoolboard member hats, but when we are campaigning, is it appropriate for us to um mention the referendum and stake an opinion on the referendum? I would appreciate your guidance on that, please. So this is
based on Florida statute 106.113 which discuss discusses expenditures by local governments with relating to political activity. If you are out as an individual person without representing that you are a member of the school
board and acting on behalf of the school board. You are able to advocate. The statute explicitly says that the section does not preclude an elected official of the local government from expressing an opinion at any time. So you're able to
do that. The question and what we need to be extremely careful for is when we start using district resources to take a particular position on the referendum. And I'll have some more conversations with Dr. Heperin and his team with regards to that. But that's where the
distinction lies. Campaigning. If you are campaigning for yourself in your individual capacity and you want to throw in there that, you know, I support the referendum in your individual personal capacity, you are allowed to express your opinion. So,
there is no um problem with that so long as you're not using district resources to do so. Anyone else? All right. I just had a quick question. Um I w was having a conversation with
general counsel and I think all of us have experienced um you know someone coming to us and making allegations about fraud, waste and abuse. Um and I can't find any kind of fraud, waste and abuse hotline on our website. Um do we
have anything like that? So if I'm like a member of the public or if I'm an employee and I want to report fraud, waste, and abuse, is is there any way for me to do that? like a some sort of >> on our website. I'm not sure. Mrs. Sullivan, are you >> I believe we have a link to the Broward
OIG, but >> yeah, I saw that. But um is there any way for us to like us to collect that and also investigate that as you know our own through our own capacity? So like to direct it to the auditor or whoever.
>> I mean we we could but I think >> Okay. Well, so my recommendation would be that we uh look into doing a fraud, waste, and abuse hotline to collect those allegations. Is there any objection to that? Mr. Reserva,
>> I like the idea. Uh I guess my only question is where would the information go? Would that go directly to >> Attorney Dup Berno? >> Oh, go ahead. Sorry. >> Would that information go um directly to Mr. Maggley's office? and would he be
tasked with doing an investigation or are we literally just collecting information and giving it to the Broward um >> IG's office for them to do their thing? >> I I would like to have an opportunity to
speak with the chief auditor to speak with our superintendent. I know there was another question that came up that we were going to kind of put our our heads together as your three direct reports and then come back to the board with some recommendations. Okay. I I'd be in favor. I just would obviously like
the question answered eventually. Thank you. >> Okay. All right. Thank you. Anyone else? >> All right. >> All right. That's it, Madam Chair. >> Oh, Dr. >> Oh, yes. I just wanted to mention to the board, it is testimonial Tuesday on
social media from our schools. And if you haven't tapped in, I'm usually on Twitter, not on the other platforms, but this the schools that are doing their Tuesday testimonials are doing an awesome job and testimonials from students, from parents, from teachers. Um, if you like it, please repost. And
if it's uh, you know, and um, remind parents that aren't uh, enrolled in those schools to actually register and enroll. The registration part is the most important part. So we can collect that and that equates to additional enrollment for that school and we and additional funding. So
>> and district 2 is rocking it on social media, especially Silver Shore. >> Yes. A lot of lot of cute videos from our kids and even our parents and our teachers are are getting involved. So every Tuesday's testimonial Tuesday. So just make sure you check it out on social media. >> All right. Anyone else?
>> All right. The scheduled order of business for the special school board meeting of the school board of Brower County, Florida has been completed. Seeing no objections, I would now adjourn the special school board meeting. Hey, hey, hey.
See, I see there. Yeah. Yeah.