Okay, sorry. There we go. Attendance isn't just Oops, sorry. Attendance isn't just about following the rules. It's about ensuring students feel connected to school, their teachers, and one another. Every missed day is a missed opportunity for connection, instruction, and support.
Chronic absenteeism remains one of the biggest threats to student achievement and well-being, and addressing it requires a collective commitment. We are dedicated to building a district-wide culture where attendance is everyone's responsibility. Our uni unified campaign
is more than messaging. It's a movement. By connecting policy, practice, and people with intention, and passion, we aim to shift the narrative from simply counting absences to cultivating presence. This work includes unified messaging, creating a consistent message
across schools, families, and communities that every day counts. Tiered supports providing layered interventions for students from universal strategies to individualized support and interventions. incentives and recognition encouraging
and celebrating strong attendance at the student, classroom, and school levels and partnerships, enhancing collaboration with both internal teams and external community partners to address barriers. Together, these efforts ensure attendance is more than
compliance. It becomes a shared value and a foundation for student success across Broward. As you can see, this chronic absenteeism is a national, state, and local issue. And really want to identify chron chronic absenteeism is that 18 or more
school days. So it's 10% and those are excused and or or unexcused. So that idea that absenteeism is just those that don't come to school and aren't having a care is really something that we need to address. We can see that nationally 12.6
6 million students were chronically absent in the 24 school year and we have about 65,000 students and again that chronic absenteeism and I see eyes and we felt the same way. The eyes and the numbers they're real and they are concerning certainly but really looking
at that excused and unexcused. These are our numbers as you can see from 2017 2017 2018 precoid and then moving up um past COVID from 2021 22 to 23 24 and that 33% is definitely a very
large number. We have not recovered for our chronic absenteeism in Broward schools um since we've been through COVID. This is again nationally the same. That doesn't mean where we want to be nationally. And we'll go through some other slides at the in the appendix that we um shared that really truly are um
very eye-opening um data points and certainly something that as we've continued to look at the data and also um discuss our strategies knowing that when we've tried to tackle excused or unexcused absences that's been a band-aid approach and how do we really
have that foundational approach and grassroots effort that student attendance matters. Every school day counts. So we have to get our students in our schools so that we can make the difference there. As you can see in the research that a consistent attendance is one of the
strongest and most reliable predictors of student success. When they come to school regularly, they have greater opportunities to master those foundational skills, stay on track academically, and graduate prepared for the next steps. We know also know that they're more likely to feel connected
and supported to their school environment. When schools provide that wellness resources, access to health care, mental health services, mentoring, and safe welcoming spaces, students experience a greater sense of belonging. And these supports remove those barriers
that might otherwise keep a child at home. Also is that early intervention piece. Simple, proactive steps such as clear and positive communication with families, timely check-ins, and then outreach before ad um patterns of absence take hold send a strong sense
that attendance matters every day. So really looking at these research strategies and research-driven practices to be supportive of the environments and timely interventions show us that improving attendance is not just about the monitoring of numbers but about creating conditions in which students
feel encouraged to be present every day and empowered to succeed both in school and life. Policy drives culture. Culture drives attendance. We certainly want to make sure that we know that um setting those expectations and requirements is key,
but culture is what sustains them. Strong policies provide the foundation for accountability, clear expectation, aligned supports, and consistent messaging. But those policies alone don't exist in isolation. It's the culture in schools shaped by principles,
teachers, staff, families, and peers that truly drives that behavior. When student and schools create environments where students feel safe, welcomed and motivated, attendance becomes a natural outcome. Ultimately, our goal is student success. Every policy we write, every
practice we implement, and every culture we foster must point toward preparing students not just to graduate, but to thrive. This means equipping them with the knowledge, skills, confidence, and sense of belonging they need to pursue their aspirations and contribute
meaningfully to their communities. As you can see the student engagement through we have contributing factors that really support student success and being around attendance. Student engagement that key is really a key piece making sure our students are engaged where that instruction is
exciting and connecting to their learning really makes a difference. That cross-dep departmental collaboration ensures that programming, scheduling and opportunities are studentdriven and responsive to their needs. And then when students are engaged in that meaningful work, supported by their teachers, and
given that voice and choice, attendance improves. Targeted programming and highquality instruction. Again, that cross departmental approach, academics, curriculum, and student services working together to deliver highquality instruction paired with targeted interventions. We need to make sure that
we're providing advanced coursework. We're meeting students were for career opportunities. We want them invested and on track so that they want to continue to come to school, extracurricular activities. We know that students really the athletics, the arts clubs that builds motivation and
belonging that extend beyond the classroom. Those coordination between those academics and student activities and community partners provides equitable access for our students and that really reinforces for our students coming to school matters for connection. student wellness. That's definitely a
shared responsibility. Something we continue to talk about and really need to make sure that that's at the table too um across the health, the counseling, the academics, and family engagement. We just we're hearing about nursing knowing that that's all part of this data set that we have to continue to monitor. Health services, mental
health awareness campaigns, and referrals connecting students and families to the right supports at the right time. and that trusted adults in our schools really help us make sure that we're making those connections with our students. And that's everyone teachers, counsel counselors, social
workers, nurses, every one of us. School culture, that's really where the the the magic happens is where we are shaped by our and is shaped by our principles, teachers, staff, and families working together. These incentives, mentoring programs, and pro-social cubs really
foster that sense of belonging. And again, that cross-dep departmental alignment and connection is really where we really can move the needle. We can't leave our families out. That family engagement piece is essential to improving attendance. Commi, consistent communication and outreach, helping
families understand that regular attendance is the key to success. supporting schools by building trust, listening to families, and providing resources for that homeschool connection. And when families view attendance as a shared responsibility and priority, students are more likely
to show up every day. Ultimately, that wraparound service model is really something with that multi-layered solutions is what we have to do. Looking at through a data analysis, schools identify students who need additional supports and connect them with district and community resources. and then
services such as some of the wellness walks and talks that we've done in the past and how we're improving that and bringing in um with the new realignment student services with ESC and looking at those data sets to make sure we're meeting the needs of the students as well as the school to really bring in
that full um whole student approach. On Friday, August 29th, we officially launched the attendance counts every school day campaign for school year 26. This campaign will unify our schools under one consistent message, provide
resources for principles and teachers, and engage families with a clear communication about the importance of daily attendance. Throughout September, we're promoting the National Attendance Awareness Month and continue to push out our campaign toolkit. This campaign is
about connection, consistency, and collective action. Together, we're turning attendance into a culture, one that supports every student every day. We are taking attendance out of the back office and into schools and a community.
Our road show and marketing efforts will make attendance personal and powerful. We're making sure attendance stays front and center all year long. Go. This slide highlights how we're moving um from tracking missed days to
actively managing the barriers that prevent students from showing up. Our approach is rooted in tiered interventions, meeting students and schools where they are before attendance becomes a chronic issue. This multi-layered strategy ensures that
attendance is not just monitored, but it's actively supported with a goal of removing barriers and promoting stu student success. Tier one focuses on the universal strategies for all students such as consistent district messaging,
schoolwide recognition programs, and proactive family communication. Tier 2 is for students beginning to show attendance concerns. School counselors and school social workers step in to provide target supports such as individual check-ins, smallroup
sessions, problem solving conferences, or attendance improvement plans. Tier three is reserved for students with significant attendance concerns. Here, school social workers, school counselors, and administrators work together to provide intensive support
and interventions. This often includes home visits, individualized intervention plans, wraparound services, and connections to community agencies and district departments. This layered approach allows us to individualize interventions at both the school and
student level, making sure no child is left unsupported. To reduce our chronic absenteeism, we need to ensure that we have a strong foundation focused on a commitment to build a culture where students want to attend, making every day count.
We know that motivation matters. Schools that recognize students and staff for improving attendee results. Incentives don't have to be huge. They can be as simple as a certificate, a school event, or public recognition. The key is acknowledging the small wins and efforts
towards improvement regularly. We'll share examples of best practices across schools, highlight attendance champions, and celebrate the progress already being made. Scaling these successes will help create positive momentum districtwide.
Do you want me to? This is where we're going to show our video. We can send it to you. It's a great video. It has um six different of uh principles highlighted in regards to their focus on attendance. Chair, I would like to see that video. I feel like Okay, we would love for you to see it.
Great. Beacon, let's go. Thank you. [Music] We don't know as being a non-traditional setting. What we've decided to do is to implement a daily check-in when it comes to attendance. And once we looked at the data, so we look at the average daily
attendance rate and we communicate with our community leazison and our administrators and our teachers. We share this data with the entire staff in order for them to be aware. And we include our counselors in there. Everybody's involved in looking at the data to make sure that we determine the
best way to get the students to come to school. So for having good attendance, the our students receive Bluetooth devices such as headphones and also they also get the chargers for their phones. Uh so they have items that they could actually use. Make the phone call first.
Find out the reason why the student is not coming cuz once you remove the barriers, they're going to show up. But you got to start small. Here at the Shores, we pride oursel on a very positive, positively charged, upbeat school climate and culture in
order to make sure that we can get as close to 100% average daily attendance as possible. We have implemented in our classrooms a monthly challenge where the classroom that has the most attendance
will receive some sort of reward from the PTO. in addition to providing the teacher with some sort of incentive too. You know, it really helps like coming to school a lot with like grades and everything because you really get to know what's going on and you don't miss anything out like you don't miss out on
anything and you don't miss out on like extra fun stuff you do in class like projects and field trips. I've been here since kindergarten. I never miss a day of school and I get to I get to know everybody's name like Miss Punro and Dr.
Le. They're basically like my best friends at the school level. You know, we can provide whatever resources we have for the parents to make sure they get what they need. So, I would always find out why it's happening and then you can always build a solid plan around the
why. At Oakland Park Elementary, we do a plethora of things for attendance to encouraging students to be here. So if a student has no absences, no tardies, no early signouts, they receive a special certificate, a brag tag, Eagle Bucks,
they get to shop in our Eagle store, they get treats. So a lot of different things that we do to really encourage attendance and being here. During our RTI meetings, we're always looking at data. So we look at attendance, chronic absences, is the student a tier 2 or a tier three scholar? So they're
academically struggling, and then how does attendance play a role in that academic struggle? and how we can then connect with the parents to show them the data. So we bring the parents to those meetings to show them. But it really starts at the relationship piece and once you make those positive relationships with your families, they
will come to you and let you know if they need additional support or assistance with attendance or in different ways. Here at Manatee Bay, we celebrate our students that have perfect attendance. Uh we are debuting our brag tag cart just this week um where students will be able to earn a themed
brag tag um for having perfect attendance. There is a direct correlation between students attendance and academic achievement. So when we meet for CPST addressing both needs is important to us. We do pull the the data
from focus um and then we are able to better support the teachers. Here at Sunrise Middle, we've seen an increase in attendance. Um, I think because of three main things. The first of which would be building a culture where kids are excited to come to school. So, we've
we've built a great team of caring individuals who kids are excited to see and they don't want to stay home because they miss those teachers. Uh, the second part of that is um our social worker who's amazing, Miss Honda. Um she works closely with our grade level guidance
counselors to identify students. As soon as they begin missing like their fourth day, uh they begin reaching out to parents and uh proactively working to ensure that the parents feel accountable, the students feel accountable uh and the students are here. And then the last thing is we've
incentivized uh perfect attendance. So last year, for the first time, we provided students with some incentives for perfect attendance during the fourth quarter. And this year, we're going to roll that out each quarter. At Blanchilly High School, one of the things all of our students receive every
single morning is a text message at exactly 6:55 a.m. Uh this is to get them up ready for school. We try to insert ourselves into the world that our students currently live in, which they're very attached to their phones, even though they can't have them in school. Uh so we wake them up every single morning with just simple
reminders of what's happening during the day. When I became the principal here four years ago um and looking at the data as a team, one of the things that we noticed that uh in the data was that one of the most challenging days was when it relates to attendance was on Fridays. So hence I started the principal's advisory board uh which
gives me an opportunity to connect with students from all walks of life uh within the school to hear their perspectives about what can we do um to encourage students to connect with school and want to come to school every single day and give them something to look forward to. And that has really helped us in using that feedback to
enhance the student experience and shift the culture. Okay. Okay. Okay. Last year, we created an attendance workg group comprised of senior leaders from student services, marketing, data intelligence,
educational assessment, analysis, and research, and principles from various grade levels. The group laid the groundwork for this year's campaign and developed three main goals to support our attendance awareness campaign, refine intervention strategies, and increase data transparency.
For school year 26, we will be incorporating student and parent voices as an integral part of the work group, including representation from partners such as the Children's Services Council. This work will focus on reducing absenteeism and improving average daily attendance across the district. In
addition to ensure data transparency, we are currently developing a forward- facing dashboard. this year a key priority in building the foundation and commitment that attendance counts every school day and promoting consistent student engagement. We are kicking off this year with our first meeting on
September 25th. Next slide. We are excited to announce a new initiative through the Children's Services Council focused on reducing chronic absenteeism. CSSE will help us amplify the campaign's reach through marketing materials that promote the
importance of regular attendance across Brower County. Currently, the development of PSAs are in the works. Their support extends to student and community engagement, activities, and opportunities for podcasts focused on attendance, which will give youth a voice in shaping the culture of showing
up. This partnership reflects a shared commitment to building a culture that leads to student success to help every student attend, connect, and thrive. Beacon, if you could show the next video, please. School culture is the heartbeat of a
campus. It's the shared beliefs, values, and behaviors that shape how students feel when they walk through our doors. When students feel safe, seen, and supported, they're not just more likely to attend, they're more likely to thrive. Research shows that a positive school culture can significantly reduce
chronic absenteeism because students are more likely to show up when they feel connected to peers and adults, valued for who they are, motivated by a sense of purpose and belonging, and engaged in their learning. It's the everyday interactions and intentional choices
that make a difference. Simple gestures like a warm welcome or recognizing effort help foster trust and connection. Inclusive environments, opportunities for every voice to be heard, and mutual respect set the tone for a campus where
everyone feels they matter. It means cultivating moments where every student feels recognized and celebrated, and where everyone has a place to connect and belong. When students feel like they belong, school becomes more than a place to learn. It becomes a place they want
to be. That's the kind of culture that keeps them coming back. So, let's ask ourselves, what are we doing today to make our schools places students don't want to miss? Consistent attendance is closely linked to academic achievement.
Students who show up, grow up, and succeed both in and out of the classroom. By nurturing a positive culture that inspires students to attend, we lay the foundation for their lifelong learning and future opportunities. When we build a strong
school culture, we're not just improving attendance, we're changing lives. [Music] Thank you, Beacon. If you could go back to the deck. Thank you. Before we go to questions and answers,
and I know it's in the appendix, but just wanted to, you know, share and showcase um just the reality of where we are. Um, you know, obviously looking at that district and school level level data for average daily attendance. Um, you know, we were on an upward trend and
certainly last year, um, we continued to be moving forward, but really looking at that because that average daily attendance tells one picture. That's students that are coming, um, to school, which we want to definitely continue to increase. And overall, our district went
from 91 to 92. And certainly seeing elementary has been pretty stable. um we had a a jump with our middle school and then high school is significant. But certainly then when you compare that to that chronic absenteeism, we see a very large um you know uh change in that
because really making sure that we understand that chronic absenteeism again is excused and unexcused um absences and really making sure that we're encouraging and engaging and making students want to come to school so that we don't want that to be the
issue of them not coming to school and then getting their work online or making it up and having that ability is wonderful, but at the same time, sometimes we've created maybe another slight problem. Um, and then just we wanted to pull out
those schools that are exceeding the 94% goal, which are great. The schools that we identified in the video um were schools that really took a very concerted effort and are moving that needle. So, we wanted to also highlight those individuals. These are schools that are on this page really doing an
amazing job and we are tapping into them for best practices but also want those schools that are um again doing things differently and being attainable um for other individuals you know and if you look at this we do have some programs such as McFatterder Beachside Millennium
6 through 12 pompo beach VSSY that have different programming models and there's also some demographic you know um uh lens that we need to look at there. Then we go to our traditional schools that are below
90%. And certainly knowing um and this is where we as a cross-dep departmental group really need to come in and look to make sure that we are addressing that and not just in the compliance of recording data uh attendance but really getting to the root of the cause and
looking to see one going back to that culture making sure we have a strong foundation for tier one and then continuing to address student need with tier 2 and tier three students. But really making sure that that campaign and that mantra that um every day
counts. We need to be in school. And we didn't want to leave our non-traditional sites out. And these are schools that are below the 90%. But we've had a lot of very heated and um deep conversation around how we need to support those schools differently in
regards to their unique demographics. And that's why I mentioned earlier with the wellness walks and talks that were started about two years ago, really trying to build upon those and build those out differently so that we're going in with our um counterparts in ESSE as well to really look at that
along with coordinated student health services counseling so that we're looking at the totality of the school and of the um students to make sure we're addressing the needs. This is the chronic absenteeism as we've shared from 18/19 up to 2425 and as we
shared on the first uh few slides that really hasn't recovered from COVID. So really looking to see and again the campaign over in the past has been about making sure there's been some compliance about excused versus unexcused. But we really need to stop the band-aid and
really address that school is where is where the money is and where we really need to be getting our students in so that they get the best quality education and time and commitment and wraparound services. And then last, um, this is something we've had a decent amount of
conversation looking at the chronic absenteeism by subgroup data. And typically when we look at subgroup data, we see a larger discrepancy between um, performance. So this was very eye opening in regards to other than our Asian subgroup, there's not a huge discrepancy. It's a problem across the
board. I'm not saying it's not a problem, but it certainly isn't. when we look at sometimes performance with um whether it be academic performance and other things we see a larger um variation. So this is really a concern across the board regardless of the uh
demographic. And then just one more time we're just letting you know that coming soon we're going to have a forward- facing dashboard. So thank you for allowing us to present and for the opportunity to show the videos too. Thank you so much. We'll go to public comment. Uh first we have Dr. Dr.
Natalie Lynch Walsh. Good afternoon. Dr. Natalie Lynch Walsh, Plantation, Florida. Um, since they ended with uh mentioning public facing attendance, I thought I'd start with public facing um pacing guides. All of
last year, district advisory council, of which I am the immediate past chair, talked about a student- centered framework to address things that would serve students, which would increase attendance. And we had the pacing
guides, syllabi and lesson plans being public facing um standardized on learn online learning courses and that we also talked about the grading system and um amending policy 4000 to include the CCC settlement condition number three
standards of service which is in the 2002 version of the student progression plan. But anyway, I bring all that up because I got stuck on slide seven and when I was just listening, I always think this is about getting at core
issues, which is what uh my concerns are about. And then I forget this is also about FTE because it's 2025. If we're going to be talking about using AI, then using Canvas and online learning should be part of it. But then that doesn't get
them into the classroom. and there and now you have your FTE problem. Um whereas I would argue we need to change the very definition of attendance to include if you're engaged online. I have not taught since 2010 in a classroom, but we had hybrid classes and I can
assure you those discussion boards when designed and engaged appropriately can be even more engaging than what happens in the classroom and perhaps more because people tend to sometimes be more comfortable online than they would be in
person. But anyway, um because it's a two-way street. So on slide seven, there's yes, I will agree that attendance correlates to more learning. However, if
you have students being housed and mass in the gym and cafeteria, there's no instruction. They may not want to come to school. If they're out sick and you have no Canvas content and no ability to submit your assignments and stay on schedule, that equals no instruction equals falling behind equals compounding
the problem. because now they don't want to come because they've flunked something and they're embarrassed. So they might not want to come and that's because they could not keep up from let's say they were out one day. When teachers are forced to teach out of field no in that's not appropriate
instruction. Substitutes that do not provide or cannot or incapable of providing any instruction. That's another problem. So you have to these are all things that will also prevent students from coming to school. Kids are smart. They know who knows their stuff
and they know who doesn't. They don't want to come there and not learn anything. So, none of this addresses any of that. Thank you. Thank you so much. The next public speaker is Cynthia Dominique. I don't think that she's here.
Okay. Um, so we will go to board discussion and Miss Thompson. Thank you, chair. Thank you, staff, for this presentation. Um, I really appreciate how it's been focused more on prevention and gaining students back
than necessarily punitive measures. However, that's what I'm about to ask about. Um, so as a school social worker, mainly I focus a lot on attendance. And are we still using Shen's and Finn's
referrals? The Shins Finn's referrals, right? Yes. So that's an agreement that's still under review. However, we still are making referrals to those providers. It's just through a different process. So that is our main secondary um avenue
to address truency is making referrals to those providers that are under the sinsfins umbrella. Can you explain what the different processes then? Well, it's it's not done through the sins fins referral form. Um but it's it's still pursuing referrals to those
agencies with parental consent because they have to consent um to make sure that we're doing assessments of the student trying to see if there's inh home you know services that can be provided and to address the issues that are you know leading to the truency.
So for clarification does that mean you're just doing the process and then telling the parents that they need to reach out to them instead? Like what do you No, no, we're referring them. We're making the direct referral the school social workers are with parental consent to each of the providers to either of the providers. Yes.
So then what's the difference? It's really just logistics. Fancy. Okay. And then so the inter agency agreement is that the contract you're referring to that's correct. Okay. Is that on our end or on their end? It's on our end.
Okay. And then um are we still doing BTIP referrals or what is that process looking like? Yes, we are we still are doing BTIP for elementary and um there is a slide in the appendix about BIP. So that is still
going to happen now regularly. We we had already done it last year when the roll out of the letter started in January and we'll continue to do that process. That's that's still in place and our as well as our partnership with the state attorney's office is
Is it better in place than it was two years ago? Because I remember when I was a social worker doing the referrals, we were told like, "Yes, you make the referrals, but that doesn't necessarily mean that anyone's going to follow up on them because they were still recovering from COVID and and other
reasons. Um, so what is the BTIP looking like currently?" So things definitely changed postcoid um because two years ago we were no longer having letters generated by the district office by it.
So two years ago we had to do a lot of things manually but we still had BTIP meetings and we still had them last year. Yes. So that's continuing. Um we're just hoping that we've gotten ahead of it now this year that the roll out in the for the letters has started from the beginning of the school year.
um rather than last year where we were delayed with the roll out in focus. And I wasn't saying that I thought we were lacking in some part of that intervention. It was more the follow through from the court system. So how has that process changed or has it changed or No, that there's been no change to that
that that's continued and we had various meetings with the state attorney's office last year. They're they're very passionate about this and so that's something that they are monitoring and we have data that speaks to that in terms of the work that they're doing for the cases for example that we filed every year.
Well, I'm glad to hear it's getting better even though you say it was fine. Glad it's getting better. Um, and then as far as high school interventions, because I know like elementary we can, for lack of a better word, go after the parents, same a little bit in middle
school, but then after high school, there's really no punitive measure. And I think a lot of teachers or social workers will reach out and be like, well, there's really nothing we can do to force them to go to school. So, what are our interventions? And I know you talked about belonging, but specifically
in high school, what are we doing once we notice a student's not showing up? Interventions at the secondary level are a challenge. That's without a doubt. Um, but you know, since Fins, those referrals to
those providers are definitely key, but the key is all the interventions that we're doing prior to that. Um, and yes, compulsory school age is maxed at 16 years old. So those then definitely become a challenge. The the important thing that we want to emphasize is that intervention and
tackling things from the very beginning of the the first of the uh school year is what's important so that we can address whatever the barriers are. I know there's so many facets to secondary and why for example in high school students stop coming. some of them is that they're certain classes or issues
that they have and so I think that's on a schooltoschool based um you know it it's really depends on what's happening with the student and I'm not going to say that the challenges aren't there and we hear it from principles all the time um because it is a struggle we just have
to find ways to um do everything that we just spoke about in our slides about creating that culture of being there is very important um and do our best to intervene early on. And what would you like to see the board
do or how can we support your department in this effort? I think one allowing us to present to this and then certainly the questions that you ask um and Miss Thompson you're correct at high school it's a definitely a challenge because as I like to say the
older get we have more free will. Um we do have um you know certainly one of those um consequences is working with you know obviously the state and the DMV but we don't want I got turned off I don't but we don't want to get to that and certainly I think the the commitment of the board of
really supporting that and then everything that we continue to bring forward in regards to that wraparound piece for our students and our schools is really us going in as a division to look at the totality of the of the student and of the situation and of the school so that we can be as hands-on as
possible and be supportive to schools, the students, and their needs. Thank you. Thank you, Mrs. Alada. Thank you so much. I'm very excited that you brought this forward. Um, I think there's a lot uh that can be discussed
here and worked on and improved. I appreciate the presentation and I appreciate the video, but I think there is more that is absolutely needed. But my first question on page 28, what is so that you said that 92.18%
was the average daily attendance? So how many students were not in school? So this is based on the data from as of September 5th, 2025. 15,000 15,000.
Sorry. No, that was just a sample as an example of the forward- facing dashboard. Oh, on there. Sorry. I apologize. We should have put sample. I apologize. That's not a real data point. That's not a real data point. That was just, you know, coming soon.
Okay. So, do we know how many students on average since the start of the school year started that have been absent? miss we can we can look that up in focus focus that's focus has a daily we look at the daily attendance rate and you know monitor that
okay my next question is is there any um connection between being if you're uh say on a sports team or in the band or any other program in school is there any connection with having to be in school
that day to be able to participate in your game or activity. I'm gonna let Dr. Washington come up to that. Good afternoon. Good afternoon. Jody Washington, director of school culture and student support. That is a part of the code of
student conduct. And if you give me a minute, I'll look up exactly what it says, but I believe um if I remember correctly, they have to be in attendance for half of the school day in order to be able to participate in that activity for that day. Okay. So these things are not being enforced,
right? They might be in the student code of conduct, but they're not being enforced at the school level. So we need to start enforcing these rules. That's lowhanging fruit, right? If you're not in school, guess what? You don't get to play in your soccer game or you don't
get to march in the band. Um I, you know, a big thing I have in here is consequences. you know, and and I know we they've rolled out the 10 and 10 rule uh at MSD and West Glades. There's been success in that with greater attendance,
higher test scores. I was really hoping to see some of that data in here. And so, you know, um Dr. Heeper, as we move forward, um if you could, that's you Dr. Fton Fton Hepper.
um if you can really look at that because you know if we have things that are working and I understand the um reward might be different at different schools but at the end of the day you know if you're telling a a child like if
you are not in attendance for school or you miss x amount of days you're not going to be able to go to homecoming like it's really difficult as a parent especially at the high school level to get your child to go to school. Um, but if there is that other piece happening,
I think it's really important that we that there is those those consequences to not being in school. Um, there's ways that we can go about this and I and I think we're we're really missing that that lowhanging fruit. Um, you know, the
other part is and I and I've had it happen to me where my child even sent me pictures of there's nothing going on in the classroom. Nothing is being taught. Like kids are sleeping, kids are on their phone, kids are not even there. So, it's
very difficult as a parent to incentivize your child to go to school. When they go to school, there's there's nothing happening. So, we need to do better. You know, especially on those half days, the days before a holiday, you know, these can't
be free open days. Education needs to be happening every every single day. Um, and and you know, I get the incentives making it fun, but I also think there needs to be consequences. And you know, the other part is like when you go on to
report an absence. So my question is is the uh excused absences compared to the unexcused absence but are the excused absences counted towards that chronic absentee? Yes, both are that's the difference. So,
I think there also needs to be kind of an education piece back to parents because I think there's a perception, well, if I go online, fill out the form, that's excused, so it's not going to count towards my chronic absenteeism,
but you're saying it does count towards it. Correct. So, it counts towards the chronic absenteeism definition, but as the parent, I'm seeing, and you're 100% correct, Miss Alad, it comes up as I'm excused. So that's why I mentioned at the beginning of the presentation, you
know, some of those unintended consequences that us promoting calling them in as excused is great, but we really want them in school. That's where we want them. We want them in school so that we can have our hands on them, educating them, not losing instructional time so that we really can make the
difference for them. So um we that was some of our conversation as well is how do we change that um campaign and that communication of the education internally externally as a whole so that we really push that lens. But thank you. But we have to get that if even if it's
excused it still counts towards that chronic absentee number of 18. 18 or higher you're chronically absent. Correct. And then I also believe that um when you report an absence, you should be have to put in your parent password.
I mean, my child could just go on fill out this form. Nobody would know the difference. Um well, he's at FSU now, so he's not doing that. He's totally not going to class. Oh, he's going to class. Number one rule. Um but but like when you have to go and
pay for um a t-shirt or or whatever, you have to put in your password. There should be that for this too to report an absence. Um, and then I know we focus and I think it's beautiful to have perfect attent. I
mean, it's absolutely incredible, but I think we should also have like a lower threshold of of um rewarding the students um because, you know, if 18's the number, I don't know, maybe it's it's uh less than 10, right? But if
you're less than 10, you you're getting this whatever reward. I know at uh most schools that they do the quarterly attendance because waiting till the end of the year is too long for a kid. That reward it comes way too late. So we do quarterly attendance and even uh focusing on improved attendance.
I think that's important for students to have a recognition for if I improve my attendance that there is a recognition for that as well too because if a child is sick we don't want them to come to school and so we don't want it to feel like it's uh such a pressure to be at school and present even when you are
sick but we do have students that make a concerted effort and parents that make a concerted effort to say I'm improving my attendance and when doing so there are knowledge for that and we have a lot of schools that have some wonderful great practices and based on the work group that she discussed We have principles on
there that come up with amazing things that they're doing at their school level that we're able to scale up and have other schools adopt those things because it's working for them. So, a great idea. And then my next comment is, are any of these strategies that we're speaking about today different from the last
three years? Because in the last three years really there is nothing has changed. The absentee rate hasn't gotten better. So, are these new strategies or are we just redoing the same thing we've always done? So, it's a combination of all of that
and and hence the reason for the work group and also um enlisting our community partners to um to go on be our bandwagon on that because it's it's really a village job meaning it's not the school itself. We need parents, we need community partners, we need help
when it comes to recognizing our um students. So, uh, the work group kind of has a different sample of different people that come to the table with some amazing ideas that we're supporting the schools with to help increase daily average attendance for our students. Right. No, and I I wrote that down.
Community partners, I think that's amazing. Like I know um when the Stanley Cup went to MSD, obviously everybody wanted to be in school that day. It was a big day. Um, and then also maybe we could work with our U community partners with the, you know, giving out soccer
tickets or baseball tickets. Um, because I, you know, these are great incentives. Um, but again, I think we have to we have to do something different, but we also have to make sure that there's there's consequences, right? we can't we
can't um say that it's in the student code of conduct but not actually execute those consequences. So whatever whatever that looks like, it actually needs to happen. You know, whether it's those phone calls home or
missing the soccer game because it's not happening. And so I think there's just been a level of um let it go, you know, just kind of ignoring it and it needs to to stop. And I think that if we uh have a stronger
focus, give more of the incentives. I mean, these seem like great strategies. I hope they improve. Um and I think we just need to also continue the conversation. Thank you. Thank you. Thank you. So, I'm going to um student
the student adviserss both want to speak. So, I'll let you guys go then I'll come back to all of us. Thank you, Madam Chair. Yes, it's ironic that we are missing school. Chronic absentee
recogniz uh venture into my focus and realized I am chronically absent. Uh oh. Um, so I love this slide about school culture and about student experience
because that's what drives this data. This data is not about, well, in some regards, there's students that are just habitually absent that are just not attending school, but there are students that are not attending school because they don't feel a connection to their
school. Um, so I'm really grateful that that was included in the presentation and included in the discussion. I love the idea of student dri uh student driven scheduling and academic planning. That's something we've been talking a lot about because I'll be honest with
you, at the block scheduling uh model at high school, students will have one day where it's math, science, language arts, and social studies and then the other day it's their day with electives and horiculture and culinary. What day are they going to come to school? They're going to come to that day where they
feel engaged and they feel involved. Um so I think what the the biggest aspect of the feedback that we hear is students not wanting to come to school because they don't know their purpose beyond you know taking exams and uh learning the
curriculum in those core classes. But to the other point that Miss Hollingsworth and her team were discussing, I think we need to do a better job of sharing with students their options at the secondary level when it comes to innovative programming when it comes to technical
schools because we'll, you know, all the time we hear in our speakup speakout sessions of students saying, "I wish I could come to school and I could, you know, get prepared for this or get prepared for that." And I'm like, "No, you can. like you can go to McFatterder, you can go to Sheridan, you can have a flex schedule um where you can work, you
can get your education um and they become far more engaged and have far better attendance. Um, so I just wanted to recognize that, you know, our student groups, our student um, adviserss beyond just Jir and I, our student uh,
representatives across the district would love to play a role in this work uh, and sharing the feedback that we hear all the time because that culture and that experience uh, is is what drives that decision. Um and just a thank you to all the people in the
boardroom but also at our schools um that do such an amazing job in creating those relationships for our students. Um we know that it is working because of the things that they have done and I'd be remiss if I didn't recognize that.
Landon is making me want to check my focus next. We can have a competition. Yeah, we can have a competition. Um, I really just want to point out how students are now being able to be recognized for their attendance. But I
don't believe a certificate and a bag of chips is going to do it. A lot of times that's something that schools would do. They would give you a certificate, a piece of paper and a bag of chips and a juice, 15-minute conversation, then go to class. I don't think that's going to work. You're going to need a big
solution to solve a big problem. So, I would say that we need to kind of think outside of the box here and think about different ways that we can hit it from different angles. And as Landon said, our office is most definitely here to help support that and have our students actually come together and build a brain
and have a mindset to actually see how we can implement it. And again, we're over here talking about teachers and having teachers have bell-to-bell schedule, but who's making these curriculums? Who's making the slides? Choose making they it comes a lot with
running a classroom. We want them to police cell phones. Then we want them to police IDs. Then we want them to police. It's so much when is teaching and actually being engaged a priority. I've spoken to many teachers. It's now we're in the time where teaching is the last
priority. We're talking about cell phones one minute, the next thing you need to have your IDs on. Teachers are not even saying, "Hey, I love you anymore." So I think this is something that it's not just about attendance, it's about what we come to and what we go to every
single day. So thank you. Thank you so much for that perspective. Um Dr. Zean, thanks Chair. U Dr. Fulton, do you know where Broward County ranks in 67 districts of Florida in terms of attendance? I don't know today, but I can definitely
give you a follow-up on that. No need. Uh, Florida School Board Association put out their list and we're last. We're the worst attending school in Florida. Not in the deck. Slide six is on the deck though. If we
can show that beacon, um, if you don't see a five alarm fire on the right hand side of this slide, I think you're in the wrong business. Like our customers are not showing up. Our teachers are having too many hours periods where they don't teach.
Our students have lots of options. They can go to the Panthers game, watch them practice at Holiday Park. They can go to the beach. They can go do a million things all day long. But this is a five alarm fire. And I don't see kind of the concommmitant reaction by this this team. Uh when you look at the active
verbs in this deck, it's all about marketing materials and papers and bag of chips to clear. You know, you chronic absentee you. Um, we we we're not attacking this in the right way. In my mind, we're not we're not there's no crisis action team. There's no
consequences that are clear according to our policies. There's no Roland Frier in this. Anyone know who Roland Frier is? Anybody in Broward County School staff know who Roland Frier is at Harvard? Roland has done four largecale incentive
programs in Boston, in New York, in Dallas, and Atlanta. And what he found was for $500 a year, you can cut chronic attendance to virtually zero. You can increase engagement uh by just giving people a little bit of an allowance to
show up to work. And they have to do their homework. They show up, they do their homework, they get 10 bucks a week or something like that. But there's things like that that we have to kind of think more about here. Uh maybe cse can do more than print marketing materials for us. I got to tell you, I'm not impressed with marketing materials. I'm
not impressed with websites. Uh to our student advisor's points, this is a real issue and it needs a real solution. Like we should be thinking about student engagement. We know what makes people engaged when they go to school and we ought to figure out how to deliver that more. Why? Because the public looks at
these data and looks at the reaction to this data and goes, "Wow, not a lot. There's no crisis action team. There's no like deadline to get things done. There are active verbs that are about making paper products and giving out certificates and bags of
chips. And if that's what we've always done, why would I go to my colleagues or my constituents and say, "Oh, we're going to get better." I know a third of our students are chronically absent, but we're going to get better. We don't have a plan to get better. This is really a big deal. It's three years in a row of
doing this. It drives our FTE numbers down, which drives our budget down, and it and it's just not an acceptable number. I can't I can't tell my neighbors or anyone living in Brower County that it's okay for onethird of our students to miss at least 18 days
and that we're just kind of going to go print some more materials about it, put it on our website. Uh I know that Kipmies across the United States go visit families. Uh every teacher has to go visit every student in the first 30 days. Dramatically changes the
engagement of those students. allows the the teacher to find out what they really want out of school and then the teacher and the administration do everything they can to provide it. Um they only work in title one super low areas, low income areas. Uh but they've decided to do things. Your tier one, tier three
looks like the same tier 1 23 we've been doing and it's not working and we just need to think about, you know, kind of some changes to what we're doing if we want to get changes uh to the output. on slide 11 these tears in my mind whatever
reactions that we're getting for these things uh we need to think uh differently about um and I don't I don't think in forcing our way into this or to borrow Dr. He's point, you know, you can't suspend your way in out of every problem, but you can think about student engagement. You can think about why
people are there and you can make sure you can deliver it. You can make sure there are no instructions. Why on earth is there a period with no instruction going on? With all the technology we have in schools, you cannot find something to show your kids every period of every
day. Isn't that why we're here? I've never been a teacher, but I I would be so sad that I only had 180 days to teach these kids, and I wouldn't skip a day. Do we have a common metric for
absenteeism across districts in Florida? Staff a common metric meaning how we how we define it how we is it defined in every district the same across Florida. Well yes the chronic absenteeism is is um the same throughout the state.
So I heard last year at at uh council great city schools that Florida was well known as a state that allowed every district to come up with their own rules about whether you're absent or not. Some districts if you're five minutes late you're absent. Some if you're if you miss a whole period you're absent. So, does Florida have a same definition of
you're in school or not in school? Right. No, those procedures are different. They can be different from county to county. So, we what maybe we should lead the state come up with a definition and propose that through our legislature or something because it sure would be great to be able to have comparable data across district and I don't think uh we
really have that. I just see this as a big issue. I was hoping today we were going to get kind of a big kind of uh reaction with a bunch of active verbs that sound like we were going to do something. Um, but this this react the the deck might just not be including all that stuff that's going on. Uh, but I
think that the principles that talked on the video today were uh compelling in the sense of things that they were doing. But it sounds to me like they're just doing that because they're good leaders and, you know, they're going into their toolkit of good things to do and they're and they're working on things. What is the district doing? How
are we raising student engagement? How are we making sure people want to go to school so they're not like our stinking student adviserss that find any excuse to go to a schoolboard meeting uh in instead of uh get to their classes. Um I am very sympathetic Miss Alides point
about teaching though I really don't understand how we can expect kids to come to school to learn geometry when in the geometry period there's either a sub that does nothing or there's the actual geometry teacher and they're taking a day off. I just don't I don't know how
we're going to sell Broward County Public Schools to the community if we don't fill up 180 days from first bell to last bell with things that are engaging for our students. And if we're doing that, I think this problem goes away. Uh I I don't understand I'm not an
expert, I guess, in some of this stuff because I don't understand some of the stuff in your slides, but I do know that kids who want to go to school go to school unless they're sick and then they shouldn't go to school, which is great. Um, but when you see onethird of our students are chronically absent, five alarm fire to me and I would love to see
kind of what a reaction to a five- alarm fire uh looks like if if we pull these assets together. The state's attorney is a big asset. CSE, maybe CSE will do a roll and frier experiment, you know, pick a handful of elementary schools, give them $500 a year of enroll of uh of
of uh uh of allowance, you know, and see if that puts a huge dent in in their things. It certainly worked in the four large districts he did it. Um, all right. Thank you. Thank you. Thank you, Mrs. Rupert. Thank you. Um, and I actually wanted to
thank the student adviserss for um being like-minded uh when it comes to uh especially looking at our non-traditional schools. Um there's a wonderful program um that I would love Valwanza, but I know she's in the back doing stuff. um come to talk about it.
But it's uh at um it's at one of my my schools and uh they actually work with um with with the community and they actually have really um done a a great service for reaching into each kid and
and finding what their why is. Why should I show up? What do I want to learn about? How's it going to help me? And am I going to learn about it today? I mean, and I think the today part is extremely important because they they need to show up and you
actually need to excite them and connect that to job placement, connect that to showing them different careers, uh, showing them um much more than than what we've done now. And, um, I cannot remember the name of the gentleman who
who was a a pastor and he works with our kids from Cypress Run. And it uh the district has been amazing because um there were some kind of little bumps in the way to help those kids get um some training at ATC. They had different requirements so we actually had to be
flexible and you know the teacher was able to I think kind of a zoom in twice a week or so and then the other days they worked it out. Um I would love to actually um you know hear how that program is going just so uh as someone who represents a lot of non-traditional
schools in district 7 those kids and and we looked at the enrollment and it's down but we can we can grab each child and make sure that we you know just spark their imagination and spark the
fact that I can be successful. This is what I I I kind of like. Can I make a can I make a career with that? You know, is there someone to help me? Do we have it here in Broward schools? Um, so th those were the the process thoughts that I um I looked at and wrote down while I
was in Canada. Um, so it was nice to have that that recognition from our student adviserss that it, you know, besides, you know, getting the kids to show up every single day, you need to make that connection and you definitely uh need to excite them and and it's all
kids. It's kids at Cypress Run. It's at Bright Horizons. It's at all of our non-traditional schools. What each student their life and their their ambitions and their capabilities. We have to make sure
that they and their parents and the community know that every journal, every journey is is uh you know separate for each each person. But success looks differently for everyone. And we have to really when we say we're talking about
all children every day and we want them all to succeed, they all should be succeeding. And I think that connection will help with our um absenteeism as well. So thank you. Thank you, Dr. Holes.
Thank you, Madam Chair. I am um so uh Dr. Zean, I do appreciate the information. Didn't know we were dead last. That's um really disappointing to hear. Uh out of 67 states um but also equally important when you look at the
um slide on page five, I know that we're about 33% as far as broad county. The state on a state average it's about the same roughly 30%. Uh but when you look at the national
average, it's about 24 25%. Right? So, um, nationwide seems to have rebounded from the, um, COVID, um, and so I guess the question and they've returned to preandemic
levels as far as absenteeism, um, on a national level and then there are certain states that are doing really well that are um, have returned the closest to their uh, prepandemic years. So based on that um have we looked at um
the states uh that have rebounded and returned closely to their prepandemic levels as far as chronic absenteeism and research what they're doing differently that we could adopt here because we are not doing a good job
rebounding. Um uh pre- pandemic we were it appears about 19% is that roughly in that range um between 15 18 19% and now we're 33% and we've tried several measures we haven't rebounded. So I
think one of the things that we could do or we could try Dr. Fulton is to look at the states because nationally they're doing fairly well. It's it's an average of 24%. The state of Florida is not doing well. Um, so I think it would be
uh beneficial for us to look at um several states that have returned the closest to their pre- pandemic years and and and do uh in uh thorough research on what they've done, what interventive measures they've taken and we start to adopt those here. Um I I think that
would help to possibly get us to where we want to be which would be the pre- pandemic years. Dr. Fton. So I agree Dr. wholeness and actually you know we've been doing a lot of um partnering with other districts and also outside of the state of Florida in which
is some of the ideas that you see here um we we we've exchanged some ideas both ways where some of the practices that we're doing here were practices that other districts and outside of Florida were adopting and using and vice versa and again this is not a new age problem
with attendance you know we can go back to when we were students and attendance is one of those things that we have yet to hook and get it right online. But it's something that we cannot give up. And it's more more than just getting them to school. It is what we're doing when they're at school, keeping them engaged
and wanting them to come and making those connections. And we tell teachers all the time, you can't teach an empty seat. We need kids in school. We need them to be engaged. But kids have to understand their purpose and their meaning on why I need to come to school. Because when they're connected with their teachers, they're going to come
regardless. Sometimes you have to tell them to stay home. You're sick. that don't want you to come, but they want to come because they have connections with teachers. So, all of the ideas that we heard here are ideas that we definitely uh talk about all the time when we get into our work groups. And it's something that, you know, we we may nick the
problem this year and then different groups of kids next year. Oh, you have different societal problems next year. So, you always, you know, trying to hit a moving target, but is a target that's worth hitting because it's really about saving our kids and making sure they're connected when they're in our system. and and
that's something that we're willing to continue to tackle together. Okay. And I appreciate that Dr. Fulton, but the fact remain right before COVID, we were at about 19%. After COVID, we've been hovering around 32 33% in terms of chronic absenteeism. Uh and and so there
there has to be uh some correlation with COVID, right? That would result in the significant almost doubling. Um and I'm wondering how much are we engaging the parents as well, right? So when you look at states like New Jersey, Idaho, Alabama, they're they're in the 14 15%
range uh post pandemic, but we're still at 33%. So, and I understand that we've looked at some of the counties and and possibly um I don't know to what detail we've gone into doing that, but we need to
possibly look at the top five or six states that are that have uh successfully addressed this problem. New Jersey, they have so has Alabama and and they're in 15% range, but we are hovering way above that. And you know,
so I do understand that yes, we're doing some interventive measures, but the the fact of the matter is we didn't have this kind of problem before COVID, we have it after COVID. And so since other states have rebounded after COVID, I think a thorough look at what they're
doing is really important so we can, you know, we can actually get back to where we were. So I I'm just hoping that, you know, staff will will at least pay more attention to that because I I think that's probably where many of the answers lie as far as that.
Correct. And also one of the key things that may seem simple is just being consistent being consistent to your policies, right? And so, um, you know, we heard about student athletes, right? If they are not supposed to play if they miss a day and we allow them to play, if we're not consistent, it doesn't curb
absenteeism. So, again, we have some internal things that we have to do, continue to work with principles and continue to support teachers and making sure we are consistent across the board and consistent habits changes behaviors as well.
Thank you. Did you have anything else, Dr. Holmes? Okay. Thank you, Mrs. Bulman. Before that, if you've already gone, just so I know you don't want to speak again, if you're not asking to speak again, if you could put your sign down so I don't get confused. Thank you.
Thanks. Um, thank you for the presentation. Thank you for the comments from my colleagues. I, um, find this to be very enlightening. I think um one takeaway from here is policy enforcement. I think
it's not just in an attendance but in a lot like across the board. Um you know we've had we've been discussing various items and we have it in policy but if it's not being enforced it really doesn't mean anything. And so that kind of goes to the culture part where if
it's expected in our school culture that we are going to enforce our policy I think we're going to see a significant shift. Um I was personally very excited to read slide number 23 um the schools that were exceeding the 94% goal because one
school stood out to me that I didn't expect to see there and that's McNickel Middle which I had the privilege of um visiting on Friday and I have to say if anyone needs a model that the principal is working very hard to change the culture of that school and it you can
tell we walked through the school all of the students were saying hello, making eye contact. They were very engaged. They were obviously very happy to be there. And so, um, I just think that's a great model for, you know, moving
forward. The the programs that she's putting in, uh, Miss Banka Coker, she has a new program that she's using, the leader in me, and and you could just tell like the entire vibe of the school reflected those efforts. So, I really appreciate that. The other school I had
the privilege of v visiting on Friday was South Broward where our own um student advisor had put together a program to um address uh gun violence. And so that was an amazing too. The students were engaged at lunch. You
could tell that they were just enjoying being out there. They were all working together on various activities. And so doing things like that, changing the culture, making people want to be there, having friends, and having things that
you're looking forward to in the school day, I think is really going to make a huge impact. So, I think, you know, I can't say enough for the work that Jier and Landon have been doing since I've been here, since I've been aware of it, because all of the different meetings
and the different activities and all of the way that they're gathering data and engaging the students, engaging um the community to figure out what it is that will make the student c the school culture better and make people more engaged. It's just an absolutely
invaluable contribution to the school district and I really commend you guys for your work. So, keep it up. Thank you. Thank you. Um, Mrs. Leonardi, she just stepped away chair. Oh, okay. I'll go and then maybe
Okay. and then I'll go back to um I just want to uh echo what the student advisor said um and and what my colleague said about you know marketing
materials and things like that and as I was listening to the presentation and thank you for the presentation and the videos they were very informative. Um I I kept thinking back to um what what we were hearing from the principles in the
videos and my experience in the classroom and then what our student adviserss said. If a child does not feel safe um both physically and emotionally in a school, if they don't feel engaged by the curriculum,
um if they don't feel a sense of purpose like what our our student adviserss talked about, and they don't feel a sense of community, they're not going to come to school. And on the other hand of that, when I was in the classroom, I thought, you know, I noticed that my students who were in band or my students
who were on an athletic team or my students who did performing arts um they were engaged by those classes and and those um those extracurriculars and they felt a sense of community and a sense of purpose and they were in school as a
result of that. So, I appreciate um the effort to create marketing materials and things like that, but I really think like the the same issue with our student enrollment, I come back to it's a person-toperson connection and a sense
of community that students have to feel. Um and again, when when I was in the classroom and a student was absent, I would make that effort to call the parent be like, "Hey, where was so and so today?" and they were surprised one um and two they were in school the next
day um because someone noticed that that they were not in school. Um so I think in addition to the marketing materials and and incentives and things like that. Um and I think it was Principal Garcia at Oakland Park Elementary who said this
in the video, it really is about the relationships. Um, so I I would really like us to think creatively about how we can create person-toperson connections for our students and our families to ensure that they are in school. But also I think we need to think holistically
about our curriculum and our students shouldn't be drilled and drilled and drilled and tested and tested and tested um every day they are in school and and um you know again to to it comes back to for me as well the mental health crisis
facing our youth right like they have to feel safe and affirmed in our schools to be in school and a lot of that is you know this absence of community um both in our schools and in our our larger society. But I think if we can think creatively and try to find solutions
around creating those communities and then creating engaging curriculum and purpose and meaning um and different opportunities and access points for that for our students. Um that would be I think a really wonderful place to start. So I don't have any specific solutions
for you. I'm sure they're out there. Um but I I I really hope that we can look at this in a in a broader sense. Thank you. Thank you. And I have a a couple of questions. Um I'll try to be quick. So, how is attendance taken in high school?
I mean, it's really also in middle school. So, it's obvious in elementary either you're there or you're not there, but where there's different classes. Is it a certain period where you decide that the student is there? Certain
number like how exactly does that happen to to report attendance for our students? At the secondary level, if a student attends one class, they're marked present. Okay. Each per each teacher still has to take
attendance. But when we have to So I know it used to be like second period was kind of home room. So the the daily attendant the official attendance that went for the the school was all the students that
were in second period. So how do we continue to do that now? How do how do we present our attendance based on in secondary because there's eight classes or seven sorry correct so we have to take that
and you're right that's why when we see that average daily attendance because when you're present then you're there and we were having that conversation how do we and I know I've heard um several of the board members mention that consistency and enforcement of policy and then we have code of conduct so
where do we really marry the two so that we have what we have to do policy-wise with um you know the the requirements of how we keep attendance but then how do we have the process and the procedure so that we're doing the same work in the same fashion because we do know that we
have to take it period by period but then that one period like the the one period you're mentioning adds to the average daily attendance but then when we have tardies as you've mentioned before per class and then the chronic absenteeism so we really need to um be aligned on that and that's something
that we're going to be doing with uh Miss Sautella with the policy as it comes forward as well as code of conduct so that we have that and then communicate and educate and really put that um in one package because there's been some disjointedness with that. Okay. And and I do believe I had a
colleague that asked the question um about a couple of them about what the state does and I remember at FSBA last year this was a whole session um and that it is going to be their state priority because the state should really
dictate like if it's going to be advertised and given as state data it really needs to be collected in a consistent kind of way. And also to that point, I'd like to ask Miss um Dr. Fulton or Dr. Heepern to follow up with
us on where we do sit in terms of chronic absenteeism because if I remember from that workshop, there were other counties that had 50% that had 40ome percent. So I'd just like us to be able to see for sure based on the data
from the Department of Education in Florida where we do sit. Although I agree we're not on the top, I do not think that we sit at the bottom and I'd just like some clarification on that. So, if you'll get back to us on that.
Um, I also agree with my colleagues that um and the students and we've said this before, if you don't have a reason to come to school, then you're not coming to school. And we do a lot of testing in
our district. And I I just wonder if we look at seeing if students are absent on testing days and those students that don't normally test well because it might be easier to fail because you didn't show up then show up and fail.
So, you know, I don't know if we've taken into account that because there's so much testing and they get anxiety about it, if they're going to fail anyway, it's easier just to say, "Well, I didn't come, so that's why I didn't
pass the FSA as opposed to showing up and not doing it." So, I don't know if we've looked at that as and if that's the case, how do we help those students to over overcome that piece? Um, also,
you know, I don't know how we have teachers, how how do we tell teachers, be more engaging in your classroom? I mean, I know that's generally the conversation. Um, but also, you know, calling them and on quick story as Sarah mentioned, I had a
student who I noticed she was a really good student and then she just stopped showing up and I was like, what the heck happened? So, I called home and it turned out she had gotten pregnant and didn't know what her options were and didn't want to go. And I mentioned to the grandmother who she was living with,
"No, there are schools that you can go to that accommodate them." Anyway, long story short, she ended up graduating high school with honors and and did really well. So, um that's that shouldn't be an anomaly. That should be
what the expectation is of a teacher. So whether we have to do it by policy or procedure, if there's certain number of times that a student has been absent, and I know we put a lot on a teacher, as I did it for 32 years, but teachers are the first line of defense. So either the
teacher's calling or the teacher's notifying somebody, hey, my student's been absent for whether it's four days or whatever, you know, is decided, then there's something that goes into place that says either the teacher needs to
make contact with the parent or someone um at the school level because I don't want to put more on the teacher's plate. But again, if the students aren't there, the teachers don't have the opportunity to teach them. But I think we have to start looking outside of the box to figure out how to get our students to
understand um and their parents because at elementary school it's not their fault, right? Parents either bringing them to school or they're not. So, but when you get to that middle and high school level, there's some autonomy students have in deciding whether they're coming or not because their
student their parent could drop them off. It doesn't mean they're making their way into our front doors. Um, but we have to look at things differently and be able to to have things like the Stanley Cup or if there's a
guest speaker that's coming on on every Friday or something in different places on those days that we know students are choosing not to come on early release days. What is it that what is the expectation? Because you'll see we see it on Facebook all the time. Oh, you
don't have to go. Nothing's happening. But things should be happening just in a shorter period of time. I always use them. Um, you know, I mean, I used squeezed every minute I could out of every class. I was a science teacher. Um, but anyway, I think I haven't said
anything different than everyone else. So, um, thank you so much for what you you know what you've presented to us, but I hope that you'll come back now with some of this to tell us what are the things that we are going to actually be implementing um, as we move
forward. So, uh, Mrs. Alhida, thank you. So, I would, uh, like Dr. Hepern to provide to the board attendance by district, by elementary, by middle school, by high school for each school. So, so we can look at and
see that, you know, I see this as an operational matter. I believe u, so we as a board, we just evalu evaluated the superintendent. I would like to add this as a metric on the superintendent's evaluation
because at the end of the day that is what's really going to hold him accountable and then hold everybody else accountable to lower this. I am floored by this number. I'm upset about it and if this board doesn't take aggressive
action to hold the superintendent accountable, to hold everybody else accountable, these numbers are not going to change. And I know we're an A and I want to keep being an A, but at the end of the day, we need to educate our students, but we need them in school. Thank you.
Thank you. I um I'm not sure who who to ask, but I don't think we can just make a change to his evaluation sitting here. So, how would that what Mrs. How would we go about having that discussion in an appropriate place
through the uh deputy? Um Dr. Dr. Lozano can probably uh jump in on this, but I'm sure the superintendent be amanable to this. We can come up with language to present to the board to see if there's an agreement on both ends. So on that point, is the superintendent
I'm sorry, Dr. Seaman, you're next. I is the superintendent's evaluation going to come to us for discussion because it would seem like that would be the right time to have that discussion that would be dependent on the school board. um per his contract, it's only
brought to a public discussion if a uh the board requests to to do so. So that would be a B item. Correct. Okay. Thank you, Dr. Z. I I um appreciate Miss Aldess's point though. I would I would love to discuss the eval and and add something like
this. Uh and again, it is his responsibility. It's not uh not a whole lot uh that I think we can do about it. Um I'm curious uh Dr. Dr. Fulton, what is our standard for attendance? Every student at school every day
unless they're ill, right? Unless they're ill. Unless they're ill. How do we communicate that standard? So, actually, interesting enough, this month is National Attendance Month, and we're doing a national campaign to make sure we bring heightenance and awareness to coming to school and the why you need
to come to school. But it doesn't end when September ends, right? We got to continue that. We got to continue to communicate that. um district level and also at the school level. But the piece that I think that we all keep hearing and it resonates, Mel, I was a teacher. If you don't have those personal connections, you're
really not going to get through to kids. Like a personal connection such as, hey, I missed you today. Is everything okay? And sometimes it opens the window to things that had you not asked, you would have not known. And when I know then I can help you. So, continuing to foster
connections with kids, I think that that just is the most it seems like it's simple. Um, I don't want to to our teachers across the district and say that it's that simple, but it's so important to make sure we connect to our children because when they have a sense of connection, I can go to my teacher
when I'm having a problem because we're all, most of us are all parents. I try to get my daughter to open up to me, right? um sometimes I ask a question and I'm okay but a peer will ask her and you know she'll be more honest. So having connections and relationships with our
kids are so important because if they're connected then they're going to show up. Even when they don't have to show up they're going to show up. So to answer to your question, what is our standard? Our standard is attendance counts all day every day. And I I my sense and this
is my ninth year in Broward County Public School as a parent um that we may not be communicating that standard clearly. It may be in some schools and in some regions and some things it's it's okay not to come to school
sometimes. So I I don't know that. Uh but I think it's worthwhile. I also think it's really worthwhile to Miss Miss Ald's point bring this up. If it's inappropriate for a teacher to have a class with nothing to teach for an hour and a half or an hour, why do we do it?
Like I still I I I our kids aren't learning enough. You know, they're it's going to be difficult to maintain the A grade because we're not getting the learning gains that we got that got us to the A and backtoback a because you can't get as many then. We really have to perform better just to maintain the same grade.
I think attendance is a big deal toward that. It's a big deal toward FTE. And I think uh to Miss Ala's point, there are some rational students that'll just say, "Look, if they're not not teaching anything in physics today, I'd rather go to the beach." And that's a rational decision, but I want to know why we're
not teaching physics every day. Like, there's just not enough days to get everything in that we want to get in. And and I don't I just don't understand how you could go a whole period without, you know, trying to do the things that the students are there for and that you've been trained to do. Am I barking
up a wrong tree, Dr. Fold? Should every instructional hour be fold with instruction bell? Okay. Thank you. Okay. And we'll finish up briefly with Mrs. Ala. I just want my colleagues know I'll bring a B item to bring back the superintendent evaluation to to add
this. Um, if I could, I think we can do that at a workshop if there's no objection. It's not a formal item. It's the contract says if the board requests it, it comes. But I think since she wants to add something, we have to vote on that.
Okay. So, it makes sense to bring it where we're going to vote on something. Thank you. Thank you so much for the presentation and the rich discussion. Uh we are going to recess the board workshop in order to go to the special school board meeting which I think will
take a minute to flip over or are we ready to go? Okay, we'll take a short re uh we're taking a recess to go to the special school board meeting. Lou, be loud. Hey.
Hey. Yeah. Wo. Yeah. Wo. Yeah. Yeah. Yeah. Yeah. Heat. Heat.
Thank you. Welcome to today's special schoolboard meeting. We are happy to have you join us and we are thankful for your time and dedication to our district. This special schoolboard meeting of the school board of Broward County, Florida is now called to order. Our primary focus is to create a safe and productive environment for all
participants. Please be reminded of the exit doors that are clearly marked for emergency exiting. While in the boardroom, refrain from obstructing the exit door the exit doors. All attendees must occupy a seat with the exception of media. Once the boardroom has reached its seating capacity, attendees will be
directed to a designated overflow area. Upon activation of the fire alarm system, please exit from the room in an orderly fashion and continue to exit the building and remain outside till the authority that has jurisdiction has deemed the building safe to return. Thank you for your cooperation. All
please rise for the pledge of allegiance to the flag of the United States of America. I pledge algiance to the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for
all. Thank you. You may be seated. As we prepare to begin our special school board meeting, we are reminded that our vision is 100% proficiency for all our students. As an A-rated school district, our vital task is to sustain this achievement. We will continue educating
all students to reach their highest potential. Our theme this year is believe empower achieve one Broward. Today's special school board 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 schoolboard district's website. The chair finds pursuant to section 120.525 Florida statutes that good cause exists for such changes and accepts the revised agenda. May I have a motion and
a second to close the agenda. So moved. Second. It's been moved by Dr. Zean, seconded by Mrs. Leonardi. All in favor of closing the agenda, let it be known by saying I. I. I. Any opposed say no. The agenda is now closed. May I have a motion and a second on item one,
superintendent's annual financial report to the commissioner of education? So moved. Second. It's been moved by Dr. Zean, seconded by Mrs. Leonardi. It is moved and seconded to approve item one. Um, next we'll go to public comments. So we have Natalie,
Dr. Natalie Lynch Walsh. Good afternoon, Dr. Natalie Lynch Walsh, Plantation Florida and former audit committee chair. I was not planning to be here to speak to this item because uh frankly the audit committee uh dissected the staffer the caffer aer whatever
we're calling it this year and we were exhausted and so we'll just let things ride. Um but since we're apparently behind schedule and I'm here and I have three minutes um we'll go for it. So this is the unudited
financial annual report financial statements. Um, it seems counterintuitive to me as a degreed accountant who has taught accounting, done accounting, done financial reporting that when you're not, you haven't cut spending significantly and your enrollment continues to drop that
your fund balance would be magically up. But I'm assuming that we did again what we did last year that sent all of the accountants into a tail spin on the audit committee. So, and and since the state is letting you for now, um, we'll just there's not much more I can say on
that. It just seems counterintuitive and we'll see what happens for this coming year. Um, having said that, at some point your financials do need to be audited by an external auditor and at first uh people were trying to do a
another solicitation because we had the one-year extension and then uh it became clear that you should be doing an assignment. So the question for today is at what board meeting when will it be after the 12th of never but when will
the MSL to forvis assignment come before the board so that you have your external auditors in place to start the audit process when because you're not going to solicit your way to a new solicitation in time for that to happen that'll be
for the following year so where are we in that process when will it actually be approved so that they can start working generally on any at any other year they would have started already and this is not something you want to rush even
though it would be the same people that have been doing the audits for the past few years. Um, so that's my main question and it I I would hope that we would have an answer because we're running out of time to get them here so they can start the process because again
there are deadlines with the state for your audited financial statements and we're getting we're going to run out of time. Time time moves very quickly. Um, so again we talked about this ad nauseium on audit. Um, it looks like
everyone's going to continue doing what they're doing and I'm no longer the audit committee chair, but there are still a couple of CPAs who I would hope would dissect it again at least uh raise some questions and um we'll see what happens in the future. But please can we
find out when you're going to have external auditors in place at what board meeting will they be approved? Thank you. Thank you. And just we don't normally go back and forth, but we did have this discussion in reports and um as Mr. Rhodess updated us, the contract has
been legally sufficient, so it should come to us next Tuesday. Yeah, that's the hope. Um any board discussion on item one on the special school board meeting? Dr. Zean, just a few questions. Um because these
uh reports are complicated and um sometimes so uh detailed and um uh you know using their own language that sometimes things are tough. But I do like to talk a lot about the Florida
defined uh general fund balance and really kind of as a percent of the total operating fund. I noticed on page one page one that our assigned and unassigned actually went up for the year. It went up almost $20 million, ended the year at 114.7.
What percent of the operating budget is that? Dr. M. Johnson, I'm going to let Carlos, who's our financial director, and he started in May, so he's new to the district, but welcome to the team, Carlos. Thank you.
He had this accomplished without assistant director in his team. Okay. Okay, good afternoon. Uh so to answer your question, the uh percentage of the general fund balance, I mean the uh sign and unassigned fund balance is 4.2% of the total revenue and it's 5.2%
of the total revenue when you exclude the charter schools. Um terrific. Which one um is this board held accountable for maintaining above 3%. The one with charter schools or without charter schools? With charter schools. So with charter schools, we're at 4.2.
Correct. So, um, that was an issue throughout the year. Um, I know many people have talked about CFOs and the magic dust that she pulls out to find things and stuff like that. I wouldn't want people to think that that's a sustainable act. You know, budgeting is not um, you know, susceptible to fairy
dust very often. Every once in a while, you can just kind of inherit some things that uh, allow you to make some adjustments and free up money. Uh, those tricks, to my knowledge, are gone. We're also at a point in the state where our TSIA budget went up to my knowledge 0.5%
1 half of 1%. Is that correct chair Dr. Heer? That's correct. And is it also true chair that our board has asked um the superintendent to set aside 60 million for uh compensation for educators if they can? That's correct. Terrific. So um it's not a it's a great
financial report about last year. 4.2 2 is a wonderful number because I was really worried about, you know, getting too close and and starting to worry about extremists here. Uh, but we lost $90 million when we lost 10,000 students. We have a need for 60 million for educational um uh educators
compensation. Um, and we're just above the 3% floor on fund balance. So, uh, overall, it's great to get all these numbers. It's great to send this to the state. I'm glad that our auditing contract is going to come through here in the near future. Um, and I want to thank you all for for putting this together. It's a huge document and
welcome to the team, Carlos. Thank you. Thank you. I appreciate it. We do this every month, by the way, Carlos. Every month we need, you know, a 400page report from you. It was a challenge to get it done, but I I definitely have to say that I appreciate my team. Uh they put in a lot of hours. We were working late, many
days to get it done. Uh and I feel confident that we put together a good report that's accurate and in line with DOE guidelines. Thank you so much. Anybody else? Dr. Holmes. Yeah, Madam Chair, just um what appears to be a typo in the executive summary.
If the board votes no, it should read the district will not be following. Thank you. I think they've said in the past that the executive summary part doesn't get transmitted. That's just to us. So, it doesn't
have to be the public. Yeah, but the public should know that it correct. So, thank you. Anybody else? All right. Mrs. Alhadef can on the executive summary. Um, on if if
the board votes yes, the language was repeated as for if the if the board votes no, it should says will not be instead of will be. So, the it's missing the word not in the no part. Thank you. Okay. All those in favor of
approving item one say I. I. Any opposed say no. The eyes have it and the motion is approved unanimously. The scheduled order of business for this special schoolboard meeting of the school board of Broward County, Florida has been completed. Seeing no obligation, I now adjourn the meeting
and we will resume the workshop in two minutes. Tell you the Heat. Heat. Heat. Heat. Lou, be happy. Heat. Heat.
Heat. Hey, Heat. Yeah. Wo. Yeah. Wo. Oh yeah. Oh yeah.
Yeah. Thank you and welcome back to the schoolboard workshop. Our next item is rule development policy 1020. Um I'll turn it over to staff for a presentation. Um, madam school board chair, do you want to do uh public comment first?
It says you're supposed to go first and then they give public comment. Um, I don't really have a presentation. What we do have is a few motions from uh well, not motions because it's a workshop, but a few items that board members want to make changes uh in addition to the red line. Yes, I have that as well, but that's
board discussion. So, I'm I'm turning it over to staff to give a We'll go straight to discussion. I don't want to get yelled at again. We have to start the uh public budget hearing at right at 5:30. So um unless the board wants us to present, there's
minimum changes to 1020 in the in the red line. Okay. Thank you. Um we have public comment. Dr. Natalie Lynch Walsh. Uh good evening. Um Dr. Natalie Lynch Walsh, Plantation, Florida. um some
items and some statutes to share with you related to this policy. So on page two, Roman numeral 2, item C, agendas for the next two workshops will be reviewed. Um if you could make the agendas public facing when I first started
volunteering, you could see three months worth of workshop agendas and plan yourself accordingly. That disappeared during the Runy era, so bringing that back would be great. Uh page five C um there's a B item next week items number
uh so page five item C the things that board members can bring to the board. Number six says selecting evaluating or directing your direct reports and number 10 is statutory. I don't know that how that fits into any of those. I sent an email hopefully you read it um because
it to me it borders on breach of contract. Um, but we'll see. Um, number three, page seven, Roman numeral seven, public participation. And this is where it starts getting interesting because
the public, so your advisories and the public have all been lumped in. I would suggest separating those two because there are statutes governing the general public um, which is Florida statute 768.295. 295 strategic lawsuits against
public participation slap prohibited. So you would want to point out reference and include language related to that statute in here preferably. Um and some of the language just so you have an idea if you're unfamiliar with
this. A person or governmental entity in this state may not file or cause to be filed through its employees or agents any lawsuit, cause of action, claim, crossclaim, or counter claim against another person or entity without merit and primarily because such person or entity has exercised a constitutional
right of free speech in connection with a public issue or right to peacefully assemble, to instruct representatives of government, or to petition for redress of grievances, blah blah blah, is protected by, you know, the First Amendment. Um, so that applies to everybody that would come in here to speak so long as they're not breaking
any other laws. But more importantly, there is something called the VA Florida Volunteer Protection Act, which is Florida statute 768.1355, which says that members of elected or appointed boards, councils, commissions, blah blah blah, shall incur no civil
liability and shall have immunity from suit as provided in 768.28 28 for acts or emissions by members relating to members conduct or of their official duties. So that is relevant because there are two memos from deputy general
counsel VNola explaining how that applies to committees and you have um and there's no protection being offered to committee members in this policy. We basically have taxation with no representation. Thank you very much. Any other public
comment? Okay, Mrs. Leonardi, thank you. Um I was just going to suggest um one change and I I don't know how my colleagues will feel about it but on page 8 section
um 3 A um we've heard repeatedly from our committee chairs that coming before us every month um is very ownorous um to
both be physically physically be here to issue the reports. Um, we've heard that they feel that the committee uh reports section of the meeting is a little bit rushed. Um, so I I'd be interested to hear what my colleagues think about
moving it from monthly uh to quarterly. um just because of to be respectful of the time of our committee chairs um and and to be able to have like a full dialogue and discussion. I think moving
that to quarterly would help. Um but I I'd be interested to hear from my colleagues on that. That was all I had. Okay. Um do you want to hear from colleagues now or as they That's up to you, Madam Chair.
Okay. Well, I I'll speak to that quickly. I think um I think the way we've changed it, it's it's a little better. I do know that there's some inconsistency that was expressed to me about sometimes
it's for an hour, sometimes for it's for 90 minutes. So, I think um the agendas moving forward should be consistent about at least an hour and a half for committee report section on there. But I think quarterly wouldn't give them the
feedback that they need in the timely manner that they're asking it for it. You know, I mean, I know originally they had had some concerns about things, but um I I think it's supposed I think it and I I
guess Miss Batista, could you answer this? Are committee reports supposed to be monthly or would is that a a legal No, it's not illegal. It's a preference of the board. The board. Okay. Well, my preference is to continue to have them monthly. I don't wouldn't want them to think that
we're just, you know, pushing them to just coming to us once every three or four months um as opposed to every month. So, I my preference would be to leave it. Anybody else on Miss Mrs. Leonard's top? Dr. Zena,
I support when I serve as a chair. Your mic, please. When I was a chair of a Fort Lauderdale's education board, uh we submitted monthly written reports. We took a lot of time make sure we got it right. And if the city commission found something in our report interesting, we
got invited to the city commission meeting to present for a few minutes. And so, uh that process worked very well. But given that we don't do that part, I think quarterly would actually allow us to have a more robust policy, more robust discussion with our chairs and they could put more time into it. We
can put more time into it. Uh usually their items are not one month of urgency and so I would rather have a great discussion every three months than to have u you know a good one every month. Okay. Mrs. Alhida, what if they did a written report
monthly but came in person quarterly, but we also gave them the ability if they couldn't be here physically to call in. Well, I think that's actually on the policy. It says that they can come um we changed that if I'm not mistaken. I
mean, I have to go through there, but I think we did allow them the opportunity to come virtually. Okay. Okay. That can be communicated to them so they're aware of that. I I think it I they I get the the emails that they get and if I'm not mistaken,
it does tell them that. But I So just to jump in again, I would hate to have this discussion right now and and make a change on that when we didn't ask the committee chairs. I mean, I know it's our meetings, but
we're making a big change for them without them knowing it was coming or be able to give us any feedback on it. So, I again I I think it should stay monthly. Um, anybody else want to
um Did the committees ask for this? No, I mean I don't not that I know of. I mean, I'll just speak as listening to their feedback in the meetings. Um, you know, we've heard repeatedly that it's ownorous to be here in person every
month. Um, I appreciate that we made the decision to move it to to virtual. Um, but I really think, you know, I don't know. I I listen to their reports. They talk about about this. Um, I was just reacting to it. Uh, okay. But and I I appreciate um Miss
Alhidef's suggestion that doing a written report every month. Um my appointees to the committees give me a written report every every month. Anyway, um this is just a suggestion. Okay. Thank you. Um I also had a another
suggestion on 1020. Do you want me to wait? Yes. We're just talking Mrs. ly and already asked because we in order to change staff would have to get some kind of consensus here that I'm okay keeping it monthly. Okay.
Um Mrs. Bulman. So if we agree to do it quarterly, it would come back as a red line and then when we vote on it then we can debate it again. I suppose that if people because I agree with Miss Leonardi. I mean, I think if you listen to the feedback,
that is definitely something that I've also been hearing. Um, so I guess we'll hear whether or not that's actually true if we put it on the red line. Miss Thompson, um, I appreciate this suggestion and
where it's coming from and I very much want to support it. I do think the committees are going to have a problem with it, especially since I think we had an hour debate on whether we can enforce them to send us monthly reports and should we use shall or could or may. Um,
so I think the committees really have already spoken on it. Um, if anything, I think they want more time during the workshop, which I wouldn't necessarily agree with. Um, but I think
to change it, I think if we change it in the policy, they're just going to come out at the meeting and then we're going to go back into rural development because it will be a sustenant change, sustenate, whatever, substantive.
Um, so for that reason, I would like to keep it monthly, but I really support the quarterly. Mrs. Leonardi, thanks. I I guess I have a question about the process. So, um if we were not to discuss like a a proposed change to
the policy today, when would the appropriate time be to discuss that or to propose a a potential change to the policy? Now's the time. Okay. Thank you. Yes. I mean now is the time and then
based on consensus whether it comes back to us with the change or not right I think we have a to hear from Dr. Honest still right um and Mr. Se on the change Dr. Mr. Holes.
Okay. Um I support quarterly because it appears that many of the um board the committee chairs and the committees would favor that. So I think quarterly would be adequate. Okay. So you have a consensus.
We have consensus but just to make sure um so it would switch to quarterly reports but we would still request or allow them to submit monthly written reports. Yes. Is that all right? Is that what you intended? Yes, sir. You're okay. Yeah.
All right. Thank you. Next is Dr. Zean. Thanks so much. I I just wrote this up and I apologize for being uh for overachieving here. I wrote this as a motion as if we were in a schoolboard meeting, but it's really just a suggested change. You know, about a year ago, we decided to set a standard for
our workshop. So, we were focused on students and we said to the superintendent, we'd like to have a procedure, I think, of understanding that 50% of the total time of each workshop would be on student centered topics. So, I just found a place to
actually put that into the 1020 policy. Uh, I believe this is really important because it's real easy to get wrapped up in the adult issues and the things that um while important, aren't really about students and learning. And I feel like um our meeting should always focus as a
majority of our time and effort on students and learning. So I passed around this little letterhead thing which looks really beautiful but it's over over uh did a great designed. Thank you for that. I have a question, Miss Batista. Would this make
sense in policy 1020 or policy 1000? Uh no. it would make sense in this policy if you're dictating um you know what what the content of this the workshops okay should be.
So it's on 2C if on the red line it does say um schoolboard workshops or forums for discussion andformational sharing on operational policy and student centered topics. So is your suggestion to put in
there um at least 50% of the time? If you look at the bottom of the page I put together right above rationale, it'll show the resulting policy. If this is a a good idea to the to my colleagues, it adds a sentence, schoolboard workshops should allocate at least 50% of the total time for each
meeting to student centered topics. Okay. Okay. Is there anyone that has um that disagrees with including this in the policy? Mrs. Bowman, I don't disagree with putting in the
policy. I think it's a good idea. Oh, thank you. Um, you're welcome. I I wonder if we could just make a little more wiggle room in it, like we should strive to, you know, like something that gives us just a little bit of flexibility in case we have to, you know, address topics that are not
going to be that um student. That's why I said should instead of must, right? But we should make our best um effort or something like that to in our policy documents when we say should. Yeah. It's it it it's a guidance term. It's not a must. Okay.
If it said must, uh we would count minutes and I don't want to do that. I mean, there are times where you need flexibility and there's times where you look at a topic, is that student centered or not? So, it's really just guidance so that we're centered, you know, around students and learning. I I mean, I understand what the intent
is. I was just think we could loosen it up a little. But if you're married to should and you feel that that gets the job done, I'm not dying on that hill. And well, I I also have a question. So who what is the guidance on student centered
topics because I feel like there are some that could wiggle there. So what how would we define student centered topics? So um you know all these terms are
um I think there are some uh interpretations of this one. This one I think is pretty good. Uh Dr. Heper has been working under this procedure for a year. Dr. Heeper, have you had trouble identifying which topics are student centered and which ones are not?
No, not from our standpoint for my team. Thank you, sir. So I think that clears it up. Chair. Okay. Just just asking Mrs. on on Mr. Dr. Sema. Yes, thank you. Um
Miss through the chair, Dr. Heepern. Um will this tie your hands at all? Are you okay with that? No, I'm okay. We It hasn't tied our hands all year. We've been um pretty strategic in um ensuring that 50% or more of the of the workshop agenda is
about academics or students. Okay, I'm good. Thank you. Okay. So, everybody's good with that? Okay. Dr. Zan, anything else? Oh, I could talk more, ma'am, but I'm going to be quiet. Oh. Oh, thank you, Dr. Sea.
I mean, Mr. Sea, I defer my time to the gentleman from Weston. I'll take doctor. Doctor has a nice ring to it. My South American clients call me doctor, so no doubt I never correct them. Um, thank you. Thank you, Madam Chair.
Uh I' I've got two issues with this policy. I'm I'm going to try to get right to the point. Uh first and foremost, if we look at section 7 subsection 4E in the public participation uh category, there's some language in
here which uh I I think is is problematic and and needs to be removed. And I'm going to explain why. There's an entire subsection here which gives the chair the ability to quote interrupt, notify, and warn a speaker uh at such time if the speaker's
comments fall into several categories. Subsection three of section E states that if the comments are quote obscene, personally directed, or abusive, the chair may interrupt, notify, or warn a speaker about the comments.
These uh these categories of of comments are nearly identical to some some policy uh language that existed in Bvoulevard County Public Schools in their district in which a group of moms got together
and filed a lawsuit and successfully prevailed at the 11th Circuit Court of Appeals last year. literally the same language regarding obscene, personally directed or abusive. The uh the appellet court
issued a pretty scathing uh opinion and outlining why putting restrictions on these categories of speech uh has a chilling effect on the first amendment and is also impediment to certain parental rights and for parents to come in and and and speak their mind. So,
that being said, uh I know I can't make a formal motion, but I would ask that when this comes back for a a formal vote that we remove in section E, again, this is section Roman numeral 74E
that we would remove the language starting with the chair and ending with permitted. Could you point out the page? I'm sorry. Yes. I'm I apologize. I should have I
should have gave the page. It's page 11 of 15. If anybody has this printed out, it's subsection E and it begins with the chair may interrupt, notify, and warn a speaker. Miss Mrs. Alhilda, thank you. Miss Patisa, can you speak to
this in regards to uh what was passed legally and our language and if it's in line or out of line? Okay, I'll be happy to. So, the um language in on page 11 um I don't have
any problem it being um deleted or or stricken. Um the actual changes uh made pursuant to the case moms um for Liberty uh versus Breard um are found in another section of the policy and those um I
would hope they they pass muster if they're ever tested. Uh that case said um that because the policies contours were undefined um and the enforcement, you know, was not clear that that's that's the problem
that the court had um and it found uh unconstitutional. some of the um sections of the policy in our policy. The section that we uh that you as a board changed um is found on page uh 13
and it talks about is number five. It says to maintain order and ensure that each meeting is accessible and appropriate for its intended audience including students in grades K through 12. um speakers and audience members may not use any form of profanity, engage in
disorderly behavior, so on and so forth. And then it actually defines what abusive comments and threats. Um and so it makes it more specific and uh compliant with moms for um liberty.
So I don't have any issue with the paragraph uh identified by Mr. Ca that it'd be stricken. But are you are you advising to delete that so it's consistent with
with the rest of the policy? Okay. Thank you. Thank you. Anyone else on Mr. Sea's suggestion? Oh, okay. Mrs. Leonard. Um, I I guess I'm wondering why this section
is in there if our council would would say that we should remove it in the first place. Miss Batista, it seems like it was a leftover from the initial um uh form that it was in um and when it
the the corrected language was placed, you know, later on in the policy was not removed from this section. Okay. Um and then I just I wanted to be I would I would really like to be clear about what's you know the the first amendment rights of people who come here
to speak. So, um, if someone wants to come here and speak to issues that are beyond the subject matter of an agenda item, are they allowed to do that? They're allowed to do that during the public hearing section, but they still
have to be items that are related to the school board and education. Okay. So, if someone wanted to come here and talk about what they ate for lunch yesterday, um, they cannot do that with Correct. Okay. Okay. Because we have a limited public forum um that is dedicated to um
educational issues. So they couldn't come and talk about you know the war in Iran or whatever other things. Okay. So then why would we so I'm maybe I'm just not understanding this. Why would we then get rid of the part where it says the chair may interrupt and notify warn a speaker at such time the
speaker's comments have gone beyond the subject matter of an agenda item if they're allowed to do that? I'm not asking to to the the the operative language that I have concerns with. If you look in E subsection 3 are obscene, personally directed or
abusive. That was the exact language that you'll find in the Bvard County. Got it. So are are we suggesting just striking because I thought I maybe I mis misunderstood. Are we just striking subsection three then? Are we striking the chair may interrupt
notify and all the way down to permitted? I believe it's just um section three. Is that correct? Well, I I how he said it. I guess Well, hold on. Let's let's back up for a second because the way I heard it was chair may interrupt. You wanted to get rid of the chair may interrupt notify from there
all the way down to permitted. Correct. And and I think perhaps grammatically the stuff about going beyond the subject matter of agenda items, if I heard Miss Batista correctly, I I think is imputed in other parts of the of the of the rule of the
policy. So, I don't we want to realign those, but my my concern where I think we will get in trouble because of what the case law says is if we leave language that says the chair may interrupt, notify, and warn a speaker at such time of the speaker's conduct, uh, excuse me, comments, and then we get
into subsection 3 talking about obscene, personally directed, or abusive. The way that's written without any further context, the case law will tell us is violative of the First Amendment. and they that's where the uh Bvard County uh
public schools uh district got in trouble for having language like that and apparently we I don't want to say we copied it but we have very similar language to what was found in the Bvard County case. So I I think that needs to be excluded especially because of the fact that the the spirit and the intent
about going off off subject or addressing matters that aren't the business of the schoolboard that's already incorporated in the policy. I don't have an issue with that. I have an issue with just this bare blanket thing about obscene, personally directed, or abusive. No further context to that,
knowing what the 11th uh circuit court of appeals has already ruled uh over a year ago in a case that was very similar to what we're dealing with. Okay. Um and if I if I may, Mrs. Lunardi. Um, so that language, um,
basically, you know, that whole entire paragraph is already found on page 13, um, as I was stating before. Um, and so that's the reason I don't have an issue with um, being stricken from from that
section of the policy. Okay. I um I just from a a broader sense next time a policy like this comes forward um I hope that we can check it for legal sufficiency um and make sure
that there's not like leftover things from previous iterations um that are problematic legally. Um, but I I do want to get back to so I I just want us to be very clear. Are people per their first amendment right allowed here
to come here and say obscene things? Miss Batista. So the way that the policy reads the answer would be no. Um it's just that it's not that necessarily that the you
know that paragraph um is already explained in a in in a more um you know fully in on page 13. And page 13 already states that you know uh if they engage
in disorderly behavior, make abusive comments uh describe or otherwise depict or describe sexual conduct are also prohibited for purposes of the policy. and then it it has a definition as to what that means. So, um
the answer would be no that they're not allowed to um make obscene comments either. Um but that's found elsewhere in the policy and you know there is no reason for it to be repeated in two different places. Okay. Um so on page so to this point
because I I just want to be very clear. So, per page 13, and I I don't object to to eliminating that piece on page 11. Um, but I just want to be clear that page 13, what we've outlined here is legally sufficient. So,
the the piece on page 13, uh, section five, subsection A and B. Um so people cannot come here and this is is supported by law that abuses people cannot come here and make
abusive comments as defined in this policy. Is that correct Miss Batista? So that is our um best um draft of what we believe would
be compliant with the case. this this particular language just as written here has never been tested in court. So um you know hopefully never will be but um we believe that the way that it is written it would pass um legal legal
sufficiency. Okay. Because if I mean I would just like us to be very transparent and clear. If someone can come here and say abusive things about staff or um other members of the public or whatever, I just want to be clear that they're allowed to do that. If
they're not and and this is legally sufficient, that's wonderful. Um but I I you know, I don't want us to be accused of violating someone's first amendment right. I do want to be I I do hope that people would come here and, you know, have decorum. Um but we know that may
not be the case as our history would suggest. Um, so I just want us to be very clear and transparent about what's allowed and what's not allowed. Um, and I want our policy to be compliant with law. Mrs. Bulman, do you still have something to Mr. Sea's suggestion?
Uh, no. I I have had time to review it and I think it looks good the way that that it's tracking the case. I have a question regarding someone coming and reading a a book that has pornography in
it because I thought if they um if they couldn't read that book, the book had to automatically be pulled from the school, if the chair prevented the person from reading the book. So, how does that all work with this?
So one thing doesn't really um take away from the other in the sense that um you know the share would be within her right to his or her right in this case her right to um
um stop the speaker and have the book pulled. Um you know um ultimately you know the the book would have to go through the process and then if it you know if it um uh the committee states that the you know the literary basis of
the book is you know or is age appropriate for that particular uh group of students then it would remain in the in the library. Okay. But pornography as a whole is not protected by the first amendment. Yes. Oh, did you change your mind?
To to Miss Aladub's point, um, it that's if you're reading purely out of the book. Now, if you start editorializing while you're reading, because I've been here before and seen it happen, um, then that would be not permitted. Correct. Because then you're getting into correct
different territory. Okay. Thank you. So, if we could finish whether this is because we're going to have to stop for the um public hearing and also I um my my fault. I was remiss. This is rule development and we did have someone who made comments and
had some questions and staff did not address them. So when we come back from the hearing, we will go back to that and then back to board comment. So my fault for skipping over that part. Um so is everybody okay with the changes that Mr.
Sea suggested? Is anybody opposed to it? You were shaking your head. Okay. I'm not opposed. Okay. Perfect. Um, so we're gonna recess the workshop to get ready for the one. I had one. Can I have 60 seconds? Less than that.
Okay. Um, on section 8 decorum subsection four, personal accusatory, slanderous or defamatory comments made against individual board members or superintendent or district staff are prohibited as unrelated to board
business. My question, uh, Madam Chair, focuses solely on the personal, um, accusatory comments. I'm I'm well aware of the implications of slanderous or defamatory comments and, uh, how that plays into your First Amendment rights. My question is on the on the personal accusatory comments. Uh, does this run a
foul of 768.295, which is the Florida anti-slap loss uh, section of the um, Florida statute? Miss Batista. I would have to uh you know read that section again um uh because it's already
in here. I would say it doesn't since it was you know reviewed already by um by the our office. Um but I would like an opportunity maybe while you break and go to the next item to look at the language
again. And the and the reason I asked just for the record, slander and defamation, there's a decades and decades and decades of case law that will tell you that those types of comments are not okay in most situations. My only concern is when we're just saying an accusatory comment,
I don't know that that's ever going to rise to the level of of slander or liable. Um, so I I just want to make sure that by having that that that category, if you will, of of personal accusatory statements just doesn't run a foul statute.
Okay, we will recess this board meeting and um we will start the public hearing at 5:30. 5:30. Good evening. The second public hearing of the school board of Brower County, Florida for the 202526 millillage and budget is now called to order. Our
primary focus is to create a safe and productive environment for all participants. Please be reminded of the exit doors that are clearly marked for emergency exiting. While in the boardroom, refrain from obstructing the exit doors. All attendees must occupy a seat with the exception of media. Once
the boardroom has reached its seating capacity, attendees will be directed to a designated overflow area. Upon activation of the fire alarm system, please exit from the room in an orderly fashion and continue to exit the building and remain outside until the authority that has jurisdiction has
deemed the building safe 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. Thank you. You may be seated. As we begin our public hearing, we are reminded that our vision is 100% proficiency for all of our students. As an A-rated school district, our vital task is to sustain this achievement. We
will continue educating all students to reach their highest potential. The purpose of this meeting is for the school board of Brower County, Florida to conduct official business of the district and any other items the board deems necessary to the Today the board is considering the following business.
One, adopt resolution number 26115 approving the final millage rates for fiscal year 2526. Adopt number two, adopt resolution number 2616, approving the final budget for fiscal year 2025 2026. Dr. Dr.
Heepern, are there any changes to the agenda? There are no changes. May I have a motion and a second to close the agenda? It's been moved by Dr. Zean, seconded by Mrs. Bowman. All in favor of closing the agenda, let it be known by saying I. I.
All oppose say no. The agenda is now closed. I will now entertain a motion to move items number one and two together for public input and board discussion. At the conclusion of the discussion, the items will need to be separated before voting. The budget director will read
the resolution for item number one into the record before we take a vote. Then the budget director will read the resolution for item number two into the record before our final vote. The items must be approved separately and in order. May I have a motion in a second to move items to the floor?
It's been moved by Dr. Zean, seconded by Miss Thompson. Good evening everyone. Welcome to the second of our two public hearings for the 2025 2026 millage rates and budget is a statutory requirement that we provide this opportunity for public
input into our financial planning process. This evening marks the end of the annual budget adoption process. The board will adopt two resolutions. The first to approve the final millage rates and the second to adopt the final 2526 budget. The purpose of this hearing is
to ensure the school board and the public are fully informed and confident that our financial practices support student needs and reflects sound policy. At this time, I will now turn it over to the superintendent to provide a brief overview of the budget. Thank you, Madam Chair. I'm pleased to
bring forward the 2526 final mill rates and budget for your consideration and adoption. Our school and district leadership teams remain committed to giving every student a world-class education in a safe and secure learning environment. I've asked my leadership team to really dig into their budgets and identify ways we can be more
efficient because every dollar we save allows us to better focus on preparing students to reach their highest potential. That work doesn't stop tonight. It will continue throughout the year as we respond to funding realities, adapt to state and federal changes, and make sure every dollar supports teaching, learning, and student success.
We're incredibly proud to be an A-rated school district for the second year in a row. This achievement shows our commitment to academic excellence and the positive impact it has on our students. I want to commend our teachers, administrators, and staff for their dedication, our students and our families for their determination to
succeed, and this board for your continued leadership and support. My objectives are clear. We'll maintain Broward County Public Schools as an A-rated district. We'll keep working toward 100% proficiency for all students. We'll safeguard the financial stability of our district so resources
are always there to support teaching and learning. and we'll stay focused on making certain every student has access to highquality instruction and exceptional educational experiences. Tonight, I'm asking the board to approve the final millage rates and the 2025 2026 budget. At this time, I'll turn it
over to our chief financial officer and the budget team for a brief presentation after which staff will be available to answer your questions. Good afternoon, board members, superintendent, and our constituents. We're going to have a brief presentation from our budget director. But before we
get started, I'd like my budget team to introduce themselves. Deanna Diana Martins, assistant budget director. Kim Salusio, assistant budget director, and Jeff Whitney, budget director.
Good afternoon. Omar Shim, director of capital budget. We will have a brief presentation by Mr. Whitney. Good evening and uh like to thank the community staff and board members for attending tonight's public hearing. I'm Jeff Whitney, the district's budget
director, and I'll guide you through this presentation quickly. Then we can address any questions you have. Florida Law and Trim, the truth in millillage, requires school boards to approve, advertise, and adopt an annual budget. Our main purpose tonight is approving the school district millage
rates and the 202526 district budget. The trim timeline ensures that the public notification before adoption. It follows strict statutory deadlines. Today is the final
public hearing on the budget. Following the adoption, the budget will be filed with the state and county as required by TRIM. Truth in millillage or TRIM ensures public transparency in setting property taxes. The Florida Department of
Education determines the required local effort and boards cannot adjust it. This budget reflects DOE's second calculation based on information from July 18, 2025. And the figures for last year are based
on DOE's third calculation as the fourth calculation has not yet been released. This slide will includes a look at the historical millage rates. What's important to see on here is a kind of a comparison of this year's to last year's and to see also that this year we're
setting a required local effort as required by the state of 3.0720 mills. We also are setting this the discretionary at 0748 capital at 1.5 voted referendum at 1 mil and the voted
debt at 0.1645. The uh roll back rate is a calculation of the millage rate that would generate the same amount of revenue as last year excluding for adjustments like new construction. The 2526 tenative millillage exceeds the
rolled back rate by 5.94%. This increase reflects state requirements and continuing property value growth. Slide seven goes through what the different millages will generate for the district,
showing that the total local property taxes will generate 2.16 billion for operations, capital, the voted referendum, and voted debt. This slide is shows how
people's taxes are computed based on on the their assessed value. So, if you have an assessed value of $100,000 with the homestead exemption, your taxes would be $486. As a comparison from last year, for the
average single family home, the increase in taxes this year would be $83 and the increase for the for an average condominium would be $47. Now, to our budget timeline. Again, this is the final budget hearing in the timeline
and we'll review some general assumptions that that were that were used in the budget. Total FEFP, the Florida Education Finance Program funding only increased from $8,929
to $9,65 per student. This includes the base student allocation which increased by $4162 from last year bringing it to $5,372.60 per student this year.
It also shows that some funding areas that were formerly categorical have recently been rolled into the base student allocation. This includes the teacher salary increase allocation, the reading allocation, and instructional materials. Our three main revenue
sources are state from the from the FEFP, local from our property taxes, and federal that is mostly from grants and the food service funds. Now, when we look at our projected unweed FTE compared to our actual FTEES,
this where we get to see some of what's really going on with the district today. So starting with the third calculation last year and looking at what we projected and what the state included in their in their projections for us, there would have been a decrease
of 6,847 students. Based on what we're seeing actual, there's an additional 2,360 students less than the previous year. Then the next page, we'll see a little
bit about how this impacts our revenues. So, we're looking at revenue and cost impacts. The revenue decrease from that initial 6,847 is $62 million. The potential additional FTE loss based on what we're seeing with the unweighted
FTE today is 21.4 million. And these numbers actually change every day. And so if we're looking at the numbers for yesterday, there's actually been an additional 206 students lost at a cost of about another $2 million. So our
total loss in revenue as it stands right now would be about 85.4 million. Below that, we see some some of the cost impacts that the district is is having. Some of the key components to look at here are the textbook adoption that we
skipped last year. That was $31 million in continuing increases in our health care costs. When we look at the tenative budget summary, this is a summary of all funds that this shows that the district's total budget is 5.4 billion, but that
includes internal transfers. When those internal transfers are excluded, the total district budget is just over $5 billion. the general fund on this page. I want to point out that that includes $325 million in family empowerment
scholarship or fees funds that DOE will pull out of the budget later in the year. There's almost $515 million in charter school passrough funding here. And there's 30 33 million from the
district's portion of the referendum. These next two slides will review the general fund balance. I know we discussed this a little bit earlier during this after discussion, so you're familiar with some of what's here already. Um, we're looking at a number
of about $115 million in the assigned and unassigned fund balance, which would put us at a 4.2% 2% fund balance against the the revenues in inclusive of the charter schools.
When we look at the 202526 budget, our anticipated expenditures exceed our estimated revenue by 218,000. So we are already starting the year having to spend into the fund balance slightly. This next slide is a comparison of our
staffing levels compared to compared to what enrollment has been doing over the past several years. On this slide, we'll see that the uh even though enrollment has declined over $38,000, general fund staffing levels are nearly
the same. And the last slide we have tonight is the recommendations. So the ask again today is for the board to adopt the millage rates and adopt the 2526 budget. This will also authorize staff to perform all steps to ensure
compliance with Florida statutes and trim requirements. With that, the superintendent has a brief presentation on the budget outlook and topics that he would like to discuss and it will um also be discussed in more detail during an upcoming workshop.
Yes. Um thank you. If I can uh get the beacon team back there to go to the deck for additional information. It should have still been if you guys leave it up. It was the next slide. Oh, okay. You got it in one PDF for you. All right. Gotcha. Appreciate that.
All right. Awesome. So, you can go to the next slide. Yes. Thank you. So, I just want to tee up what we're going to go through in October with the board. Um we hear you loud and clear. last year for 24-25 with Miss Johnson um coming in as the new CFO
for us has been a year of discovery um for us and really identifying many of our challenges, many of our pain points, many of the um things that have facilitated where we are as far as what I would say a budget that's not that
stable. Um where we're working hard um this year to make sure we can present something that is going to fund the district's priorities. um ensure that we're providing the best learning opportunities to our students and and to our schools. Um so pretty much we're we're going to go over funding and
enrollment trends. We need to know how we started historically. Um so we're we're going to try and go back as much as five years just to let the board know what do we look like um the past five years um for every division um and every department within each division. looking
at personnel and staffing overviews. Uh budget allocation and expenditure categories for for each one of those. Um and also talk about our key financial challenges, some strategic goals for financial improvement and future actions and planned improvements we plan to make and some things that we're already
working on within this fiscal year and some strategies um for development and also discussing the required reductions and adjustments that we need to make to to get back into a stable place um with our budget. Next slide. Um, so, uh, pretty much this is just
going over, uh, a quick historical overview, way more in depth that we're going to go over in in October. So, I just want to tee things up. Um, again, talking about the historical trends, uh, for my financial analysis within the the past five fiscal years. Um,
very comprehensive uh, financial overview. It's going to be a very robust and lengthy uh uh workshop and my team has a lot of work to do to work with HR to work with procurement and also work with the budget team to uh gather all that information and do a yearly uh comparison and then talking about some
strategic insight of future decisions that we have to make um as a staff and also as a board. Uh next slide. some basic key challenges that that we've discovered uh you know just just some structural deficits our our our spending
um o over many years um have exceeded our our income on a on a regular basis. Um also we've been relying as um um just discussed we're already dipping into our fund balance um by a couple hundred thousands already. We've been depending on fund balance to to uh fill certain
gaps over the past few years and we just need to get out of that trend. Um, also, uh, you've heard us talk about this, our outdated staffing model. Um, there the team has already put together a workg group to start working on that to make sure we're empowering, um, school level leaders to assist us with that so we can
get the message out about making those shifts that make sense for us today. Um the internal controls have been weak over the years. And so we're strengthening our controls and our monitoring. Um just to make sure we have better early warning systems so we can tackle issues in real time instead of waiting for um reconciliation of the
budget at the end of the year and discovering that um we're we're pretty much out of whack with certain things and trying to um figure out how we address those. And so we can address those better in real time uh with the better uh early warning systems that we're putting in place. and also um just
being more transparent uh with the public and with the board along this journey throughout the year when it comes to budgets and budget planning also. Um and we're also reviewing every single contract that we have which is a a few hundred contracts and looking as
our student enrollment has declined many of our contracts um and the renewal of those contracts has pretty much stayed the same. And so we need to make sure that our contracts are right sized to fit our need or um sunsetting contracts that we know no longer need based on the service and products that we don't need
anymore for our for our schools. Uh next slide. Uh so just some goals uh for financial improvement that we'll dive deep in in in this October workshop. um centralizing our audit functions and reporting tools just to make sure we can make better decisions um throughout the
entire school year instead of just waiting at the end of the end of the year after budgets have been reconciled for for the year. Um as I mentioned before, we're reviewing contracts as we speak. Um assessing the needs and the terms to optimize those contracts. Um better stakeholder engagement. Uh u a
sticking point for for this board for quite some time is increasing our fund balance. Um automation, we're using better technology including AI. um to automate many of our functions so we have better data to make uh better decisions and inform the board in a more timely manner what's going on in our
budget um and aligning strategic priorities. We had that discussion early on in our training of about ensuring that our budget is aligned to our strategic plan and funding the right priorities. And um also the uh a biggie
for me and I know also for this board for our employees making sure they're well compensated year after year um instead of the the constant battle and the constant fight of trying to find money to provide um salary increases for the work that's being done daily by our employees in our schools. And as uh
we're going through this journey around right sizing our district or redefining um phase two that says that's going to be a key component in getting our our budgets in um in the right place uh for for the future. Um you can go to slide actually seven
because slide six kind of repeat many of the things I just talked about. Some other complexities um that we have to think about that we're already thinking about and planning for is uh state level adjustments. We're hearing the discussion around property tax. I don't know if that's going to be a reality, but if it does become a reality, it does
directly impact our required local effort um for for our district because that's where most of our funding actually comes from. And also the federal level with our title title funding. We know that there's going to be an impact for the um 26 27 school
year um especially based on our experience with that uh 30 to 45 day freeze over the summer. Um and so that's going to be most likely a reality for the 262 27 school year. So we're we're already um trying to create preliminary
plans of how we address those needs come when it comes to staffing and services in many of our areas that are supported by title grants. So I just wanted to provide those that that those four or five slides just to let the board know what is to come in more detail in in an
October workshop. We'll we'll be going through this division by division, a five-year analysis around historical reference, what we're currently working on, and what our outlook looks like so we can create a better and brighter financial future that's stable and can
fund our priorities and can meet our goals for compensation and all the other wonderful things that we should be doing in our school district without the worry that we constantly have throughout the year. So, that's it for me. I'll turn it back over you to you, Mr. Whitney. So, that concludes our presentation and
uh return it to the the board. Thank you. Next, we're going to go to public comment as soon as they bring me the paper. Yes, there's Yeah, I was just waiting for Okay, thank you. Okay, so the first um
public comment is Dennis Murphy. And when you come up, if you could please state your name and the city. Dennis Murphy, City of Plantation. Has the board considered the uh state of the economy in the budget process?
Sir, we don't usually answer. You're just giving public comment. Oh, okay. I got it. and also the uh the state of the economy and other areas to reduce the budget and the uh like ideas like uh you know homeschooling.
That's that's about it. Thank you. Thank you. Next is Samantha Torres. Hi, I'm Samantha Torres. I'm from the city of Hollywood. Um, every year my taxes go up up up up up up. And today I
want to see if we can maybe find a solution to assist teachers instead of doing salary raises. Maybe get more volunteers in the school. So maybe speak with b businesses giving them some type of tax break if they allow stu uh teach
not teachers obviously um their workers to take a day a month like one one day every month to go and volunteer in their classrooms or in their school and give it across the board. Not just parents
but also people that are in the community that have something to give to the schools. So you guys can allow some type of budget decrease for what's lacking or missing. Um, another thing I
was thinking is possibly homes for teachers. Nice apartments for singles, maybe like a little loft apartment for couples that are teachers. Do a one-bedroom apartment. keep it in a community where if anything you guys
could possibly provide transportation to and from the schools that they work at, but make it something more affordable so that they don't have to have some type of increase. Do the maintenance on the vehicles and the properties for them. Maybe even have the government pay for
those properties. Not sure. However, just a thought thrown out there to you guys. Um, another thing I was thinking is possibly giving homeowners tax breaks if they want to lower their rental costs for teachers. So, just something that
instead of pulling a budget up, look to our community to see if we can give them tax breaks or something so that there's more of a budget allowed for you guys to teach these students. Possibly throw out anything that may not be helping
students. this whole cultural appropriation thing. Oh god, my daughter said that she couldn't wear her natural hair for a whole year. Not okay. Um, more vocational interest in schools for people that don't want to do traditional
colleges. I mean, we need welders out there. We need body techs. I work in a body industry for collision. Everybody that I work with is over the age of 50. We have a 70-year-old that's still doing body work because there's nobody there that's
knowledgeable enough to actually do the work. And I don't I don't know all the schools in the school district. Obviously, I only know South Plantation High School where my daughter goes to school. And the other one is elementary school, Plantation Park Elementary. Phenomenal school. They have a chorus.
They just got the budget to bring back arts. They're still wanting to do a debate class, which is important, too. Being able to debate topics is something that is crucially missing from the students nowadays. And my time is up. Sorry. Thank you very much. And we don't
normally go back and forth, but just let you know that we are working on something with volunteers in the community. And we have some phenomenal um industry schools. So we do do automotive, we do do welding. Um so there's three
phenomenal uh tech programs in our district. So, if you have a chance, look up McFatter Sheridan and Atlantic Tech and you'll see the amazing programs that we do have. But thank you so much for coming out today. Uh, Donna Mosley, good evening. Good evening.
My name is Well, I'm from um Hollandale Beach 3309. This is my first time purchasing a home. And me experiencing this my first time, it's almost about the horriblest thing I could have ever done.
The first year my taxes is 5,000. The next year my taxes is$7,000. Not a little increase, a major increase. And only thing it's saying on here is is a proposal that's already approved on the left side. Help me understand this. And
nobody can explain this to me. Proposal is one thing and approve is another thing. It say proposal at the top of the letter, but it says approved on the left hand side. So is it a proposal that's already approved without our knowledge of it being approved? It's my first
time. Help me understand it. Somebody in here help me understand this. I guess it's nothing to be said else. Thank you. Next up is Dr. Natalie Lynch Walsh. Dr. Natalie Lynch Walsh, Plantation, Florida. I was not going to speak to
this item because God knows I thought I'd be home two hours ago. Um, however, anytime you mention technology and that you're being more efficient, the thing that rises to the top of my head is Maximo. I recently advised that three months ago you your superintendent said
that he would provide an update on the council of great city schools 2019 recommendations. I included those recommendations as well as the game the critical success factors that uh Maurice Woods had prepared who used to work here. I think he was the facil um
operations chief at one point. Um anyway, and another board member asked for quarterly updates on Maximo because Maximo has been several years and several million that was to replace the
1980s technology compass that staff through one botched implementation after another and this is not necessarily their fault. It's a leadership fault because you have to have people in place that understand the technology so that they pull it pull you up to the 21st
century instead of dragging it back to be basically compass 2.0. That is wasted money. That is wasted its inefficiencies that this system was supposed to change. That hasn't happened. And it's been
three months with no update. So when we get back to 10:20, one of the things and Miss Thompson brought this up at a meeting. When you have follow-ups and the you direct the superintendent and or the superintendent says they will bring a follow-up, there needs to be a time
certain a date and I think the thing you were suggesting was a log, a follow-up log um which they can use AI to generate after the meeting and submit it to the chair so that you can hold the superintendent accountable for things they say because every time you have an
implementation that doesn't happen, it costs money. Both the cost of the software, the program, and then the inefficiencies compound that cost. And anyone on the facilities task force, what I've which I've been on since 2011,
if you say maximal, we all start to twitch because of the wa the absolute waste and nothing has changed. and 2019 that was the primary focus of the council of great city schools review but also the inefficiencies in PO and the
costs associated with groundskeeping. There was a lot in there and looking at the list I would say there's still a lot in there but certainly if you could get a followup uh ask the council of great city schools to do a followup to their report and please um come up with a
system of accountability for your superintendent so that we stop bleeding money. Thank you. Thank you. Do we have any other public comments? Come on down. Remember you have to give your full name and what city?
I'm going to identify as John Doe tonight. I'm out of uh Dy Beach. Um little concerning here, folks. When I look at the gallery of our citizens here versus the board, I think there'd be a little bigger uh audience if we had our
meeting a little more conducive for the people that are actually paying the school board taxes. Possibly have it at like six o'clock because we're the people out there working. We're the people out there paying the bill. We're carrying the freight. We got the high lift.
So, typically your board meetings and that are held during the day and I understand that, but we all work. Before I came here, I turned on YouTube. I tried to find updates on what's going on with the school board. All the videos aren't out there. Um, you speak about
transparency, but I'm not seeing it. I'm just not seeing it. I think that the board, it'd be nice if the board came out and said, "We're having these meetings. we get a little more social media going, a little more on the airwaves, whether it's WOD, which is out of Miami. I listen to that in the morning. Um, different different
programs, even the news, folks. Why is it a big secret? This is ridiculous. Look at this gallery. We're talking about the biggest budget that's probably ever been passed in the school board, and this is what we have. I It's concerning. It's It's definitely concerning. Um, I live in a budget. I'm
sure everyone here in this room lives on a budget. We don't have a printing press at home. But when my budget gets tight, guess what, folks? It's green stamps. It's groups. It's coupons. And guess what? Maybe I don't go to the show that week. Maybe I don't do something with my family because I got a bill I got to pay.
Constantly just going after the well and assuming that the 3% is going to be there or whatever the number is going to be that we get passed on as taxpayers is ridiculous. Yes, those days are coming. We may go to no property tax. The government may get rid of DOE. I don't
know. But if that's the case, what are we going to do, people? Where's the money going to come from? We need to start tightening our belt now, not later. We need to start pulling in and, uh, and and, uh, you know, do what's right for not only the students, uh, the
community, and the taxpayers. And A-rated schools is everything that's posted around here. That's all I see is A-rated this, A-rated that. Don't know where that came from. I believe it came from the state. But when I look at the Zillow account, my schools are rated C and D's.
Okay, that that that's pretty hard. Um I don't know if the enrollment from the students is down because of of competition with private schools or did we actually lose demographics? When you say it's down, is that because more students are shifting over to private
school or not? Or are we just down in population? I guess that's a big question because if we're such this great A-rated school, why are students leaving going to private school? Why are my taxes going up? And I think that's a valid question that most of the people
here would have to shake their head and say, "Yeah, why is that? Why is that? If we're such a great school, why do we have private schools popping up all over the place? It doesn't make any sense." So the people that have children in my
area with poor schools are are lifting to carry the public school, but we've got to send our kids to private school because y'all ain't doing your job. Thank you so much, sir. Thank you. Thank you. And just two things to um to what you said. Um first of all, we we
don't have any D schools and our school C schools are half of what they were last time. So I just wanted to be clear um to be clear on that. And there was something else, but I lost it. A rated school. No, that's an A. The district is A-rated, but each individual schools
this year, we only have A, B, and C schools. There are no D's or F schools. So, I just wanted to make sure that I said that out loud to everybody. So, thank you all for coming tonight. Any other public comment? Any other public speakers? Okay, thank you so much. We're going to
move on to board discussion. I don't normally go first, but I'm going to go first today. Okay, I have one question for staff. Um, could you please tell us if the school board is increasing the millage rate, which in turn increases
the taxes, um, property taxes? Mr. Whitney, are we have we increased the millage rate? Yes, the millage rate this year is is higher than it was last year based primarily on the required local effort from the state.
But just to be clear, that's determined by the that's by the state, right? That's not the board that is increasing. Correct. So that's a statement that the discretionary is the same. There was no increase in discretionary, but the state's required
local effort is higher than it was last year. Thank you. Whatever we're voting on, we are not increasing it on our end. It is a state mandate. Whatever is changing. That's correct. Thank you. And the other part I meant to say is we are mandated by the state to
hold this meeting at 5:30 p.m. So we also don't get to to do that. I want to clarify that we're required to hold the meeting after 5:00 pm. So a lot of jurisdictions will hold it at 501.
Okay. Some hold it at 5:15 at 5 based on information that I saw. The latest that I saw anywhere was 5:30 and we're one of those. Okay. Thank you. Thank you. Um Okay. So, I have a couple of motions to make since we are meeting um that directly impact
the budget. So, some of them don't necessarily impact this budget, but we're moving forward. So, um everybody should have gotten a paper. First, I'd like to make a motion to direct the superintendent to centralize the Broward County payroll by January of 2026.
Second. It's been moved and seconded. Is there any public comment on the motion? Chair, I just have a point of order. Yes. Um today's topic is um the approval of our um budget for
school year 2526. Right. Yes. Would these changes make uh would these motions um have a a net zero impact or will these have an impact on the budget that has already been presented to us?
Some of them have um an impact on the budget like the payroll because and and I I went through these with the superintendent and the CFO. Um so they will have an impact on this year's budget. Thank you chair. Thank you. So, it's been moved and
seconded. Any um no public comment. Is there any board comment on motion number one? Mrs. Rupert. Um what's the estimated cost? Um Dr. Hepper. Um go ahead, Miss Johnson. This will be no cost to the system. It
will be more putting controls in place and centralizing our payroll. I'm sorry. You said there's no cost to the system. No, we're not going through a SAP. We currently have our ERP SAP. We're going to be changing that out. We're going out
for RFP to look at potential changes in our ERP system, but that's going to be within a year or two. So, right now, we got to do a lot of things internally to centralize our processes in our payroll.
Okay. Point of order. Um, are we on item number one with the final millage rate? We're We brought both of them together. We'll separate them to vote out, but discussion is on both of them.
Okay. I prefer to do item number one first. Let's vote on that and then go to item number three. But we as we pull I didn't hear you say one and two. Yes, that's how we pulled that's how we brought it to the floor for discussion. So that's how we do it normally. Then we'll go back to the and we separate I
said that in the script. We'll separate them to vote. Okay. Any other board discussion? All Dr. Zan. Yeah. Yep. Yep. I think we're going to slow down here a little bit. Um yeah, there's a lot of questions about
this. Um um what is the intended benefit of centralizing the payroll? Dr. Heer. um less errors. Um when you have um every department and every school um doing the payroll as it is right now, we have many errors that
result in overpayment and district trying to recover overpayments u making it a process where payroll is actually approved um prior to it being processed. Also, right now, um, as the system is, payroll
is actually already processed, um, in the midst of approval. Um, and so by the time you catch errors, that's already landed in your bank account. Terrific. Um, chair, is this something that would fall under the operational directive of our superintendent or does
this require board action? Um that's like this is this is a process of moving money which I think has nothing to do with policy or budget and it will not change the budget one iota. So why can't the superintendent centralize payroll if
that's what he chooses to do? Miss Batista. Um so it does look like an operational um issue and because it also doesn't have any impact to the uh budget. Um, not sure how it's related to the item on
the floor. Okie dokie. So, superintendent can just do this item. I mean, like I said, I went through these with the superintendent and the CFO. So, um, I have a point of order. Um, we just heard the superintendent say it
has an impact on the budget by saving money. So, this was an effort to get to the $60 million that we asked for. So these are items directing him um on things we'd like to see coming back. Um and so
that's why these motions are being made, right? So I mean I I think it's pertinent. It it's going to impact the budget by saving us money. No, Miss Batista. So I was going by the CFO's answer that
she mentioned that there was no impact on the budget. She said it wouldn't cost us money, it would save us money. Okay. But I believe the superintendent has a just to help along the the conversation, the superintendent has agreed to it, so he doesn't need to be directed. Yep. Okay.
We already are in process. So, okay. So, I guess I remove that motion from the floor. Um, is that okay with you? Okay. The second motion is I move to direct the superintendent to decrease overtime spending by 40% by November
2025. Second. It's been moved and seconded. Any public comment? Board member discussion, Dr. Zean. Um yeah. Uh again, u I I'm I'm all in favor of finding ways to cut savings.
What's the impact on schools and um you know, some of our core functions of reducing overtime by this 40%. Dr. He Yeah. So, this is something we're already have in motion to cut overtime by 40 to 50%. So, we've already measured that impact. Um, the other 50% that
won't be impacted is something that we usually need, which is for transportation and and um PO and some other key areas that are underst staffed um and difficult to recruit and hire those individuals. So, some of it is actually uh good overtime, you you could
uh say for a lack of a better term. So that's why the focus for our team as we're monitoring and looking at this on a weekly and bi-weekly basis is to reduce it by by about 40 to 50%. And chair just like the first item um I think overtime is approved by first
level supervisors who all work for the superintendent of schools. Is that correct? It is. But I will um go back to explain in conversation I believe we all had with the CFO. There is um a large amount
of money going to overtime. And I think we as a board need to make it very clear to the superintendent and staff that we have an expectation. And if you look at that list, which I believe is going to
be public, some people are making more than their salary in overtime. And that was eyeopening to me when I sat in the meeting with the CFO. And so um I that is how I came up with this. I I think it's important for us to be clear
as a board. This is our budget. We're in charge of it. And part of that is is helping to guide them. And I think that um overtime is a huge issue and and I agree chair um how did we get
to the 40% figure though this is you know this is motions being made to the final budget uh at the last public hearing and I'm curious about some of the the research and the homework that would normally be done had this brought
up during a schoolboard meeting while we were considering this budget. So given that we're doing this all on the last day of the budget before we make a final vote, how did we get to the 40% number instead of 30 or 50%. Right. Well, and again, I'll this was after a conversation I had with the CFO
which was after our other um budget hearing, but I had a discussion with the superintendent and the CFO and asked them to give me a percent. I actually had a higher percent but um so I can let the superintendent explain that's from that's from our homework in
analyzing um dollars spent or expenditures for overtime over the past few years and the roles um specific to who's receiving overtime and the reason why. And normally if an item like this came before a board like this, there would be some tables, there'd be some
documents, there' be some impact statements. And you're asking us today to to reduce something. What is the savings if we reduce the overtime budget by 40%. Dr. He go ahead, Miss Mr. 12 million. And just so I can We're not voting on
number one, but there was no savings on that, but 12 million by reducing by 40%. Is that right? That is correct. Correct. And um chair, will this have any impact on school budgets? Dr. Heer,
it has an impact on district budgets. Yes. Right. But in terms of school operations, so I'm talking textbooks, teachers, learning inside the the principal's budget and all the money we put in a school, overtime often is for transportation,
which would affect uh schools if kids don't get there on time. It could affect PO, which would affect education if you know an AC needs to get fixed urgently and there's not enough time in the overtime spending to do it. Can you tell us that this $12 million will not affect
our core requirements of education? No, it it will not impact that. No. Thank you. Any other public I mean other board discussions? Dr. Holmes. Thank you, Madam Chair. So, um, the
question was asked regarding how we came up with the 40% and I did hear the superintendent mention 40 to 50%. Um, just a couple of questions. Um, upon realizing these um savings in with these motions.
Um um Madame Chair, the uh the intent of these motions is to to realize savings and and to and those savings uh to be spent where
for this the $60 million that we asked the superintendent to find for salary increases. Okay. So it would be it would be geared towards possibly salary increases for teachers and staff. Yes. Okay. So Dr. Dr. Heburn, you mentioned
uh 40 to 50% and and I heard uh Dr. Zean uh question the impact that this will have on the district. Um if it's 40 to 50%, why not go with 50%. Well, we want to start with 40 comfortably based on our analysis. We
know that there are some positions that are hard to staff where you have to provide overtime to get the services um done for certain areas. So don't want to um that we may get to 50% but I would rather um go at the 40% and a more
comfortable strategy just to make sure we don't hamper any services that are needed. Okay. So 40% is a baseline and intent is to realize even more. Correct. Correct. Okay. Thank you madam chair. Thank you. Anybody else? All those in favor of the motion say I. I. Any oppose
say no. Motion passes unanimously. Item number uh motion number three. I move to direct the superintendent to review all supplements and bring them back to the school board with recommendations on which one should be sunsetted by the
October 21st, 2025 work. Second. Any public comment on the motion? Board member comment on the motion. Dr. Holman. Thank you, Madam Chair. So, regarding your motion for item three here, your third or second motion since the first one didn't go through. All right. Um Dr.
Dr. Heburn, what I would suggest for this motion, should it pass, um I just think uh only supplements that are absolutely necessary. Um and I and I hope that's the intent of the motion, Madam Chair. Um
uh because I I also looked at the the information and the data and we just seems to be um spending a lot of money on overtime on supplements and so on. So So Dr. Heburn, I I hope should this motion pass that uh supplements that are absolutely necessary are the ones that
we are continuing. Yep, that's correct. Thank you. Thank you. And it does tie into the supplement part of it um to go together because a lot of the supplements um are the overtime that we're spending. Anybody else? Dr. Zemer, what is the um intended savings from
motion three? Dr. pepper not aware of the of the total savings is going to be based off of what we identified during our review um to see what supplements need to be sunseted um during our review because we have a lot
of supplements um that's been in existence for a very long time and and um loosely um assigned to personnel across the district. So, this is um during today's public hearing, you being tasked with doing uh staff review of
supplements and bringing us back a list. Um would that list, chair, as part of this motion include I'm sorry, I see with recommendations which one should be sunseted. It's not with a financial savings target necessarily. It's really open-ended as to which ones the
superintendent and his team would think should be sunseted. Correct. That's why there it just says review because they really have to do the research on this. They haven't yet. Terrific. So, this is a staff action from the board. Go do something. Come back. We'll look at it and see what we
can u what we agree with. Yes, sir. Thank you. Anybody else? Dr. I'm Mr. Sea. That's twice. I'm going to keep it now. Um chair, how much are we spending annually on these on these supplements? Dr. Heepern, Miss Johnson, I don't know if you have
that number. Um, it's in your appendix. It's over $300 million we spent in supplements, but when you see in the appendix, you'll see the referendum is inclusive, too. It'll make it $412 million.
I don't think that's right. I'm sorry. That last part again, I was I was busy writing down. If you look at the appendix, it'll include the referendum that is approved. So you take out the referendum dollars, it'll be around 300 million on
supplements. What's the pure number before the referendum? You you just said 4 something. It's 412 million. Was that all of your Okay. Any other board discussion? All those in favor of
the motion say I. I. Any oppose say no. Motion carries unanimously. I'm going to skip over four and five because I'll bring them back another time. So the last motion is I move to direct the superintendent to work with Broward County Transit to develop a partnership
for our students to have access to bus passes for the Broward County Transit buses by January of 2026. And the rationale for that is to help reduce some of our bus costs. Second. It's been moved and seconded. Any other
public comment on the motion? Board member discussion. Oh. Oh, I'm sorry. Go ahead. I went too quickly. If you have public comment, come on up to the You get one minute to make public comment. Come on, guys. You have to do better than that. Only saving $12 million.
My tax is like like lady says goes up every year. up. Come on. You have to do better than that. Next public speaker. If we are going to be handing out bus passes through the county or whatever, are we reducing our bus load? Are we actually going to be cutting buses or or
or this is just going to be over and above, transferring some of that responsibility or choice over to the county uh for transportation. It seems like there's a whole lot of, you know, shifting the shell games going on here. Nothing's really changing. You know, you're moving 12 million here, there,
everywhere. 12 million you save is going to salaries. Um so it it goes so fast here folks. You guys know what you're doing. Um I there was no agenda for me to read today unfortunately at the there's no handouts, no nothing on on what's going on here. Uh this is my
first time here. I do apologize if I'm not as professional as you'd like. I just don't know what's going on. I'm just trying to stumble through this the best I can. Um, but it seems like the shell games the shell game is being paid played here and we're the ones picking up the tab. Uh, you're all moving the furniture around. You're cutting back on
our I don't know whatever that term was that you put in here um about extras supplemental or something like that. Thank you so much. Supplements are going to be given back in time. So, you're not you're not saving any money at all, folks. This is the point. To allow me as a citizen to only speak
for a minute is not right. I have a right to I have a right to red address my government and for you to for you to silence us after a minute ma'am that's part of the policy sir it's your policy it's not law ma'am it's not law it is here thank you
okay any board discussion any board Dr. Zean, um what how would this work um uh in conjunction with MO, the Metropolitan Planning Organization that kind of creates all of the systems for Broward
County. I think Metropolitan, the Broward County Transit is the group that actually does the operation, but MO does all the planning. Which group would be better to kind of coordinate with to develop this partnership? Dr. He burner. I'll reach out to uh Monica Shapiro um
the county administrator to find out who's the best um person in the in the county government to discuss with this so we can figure out a way forward that can assist us in um bus routes or even bus passes with their with their transit system. And again on this one, do we expect any
savings or or is this just a staff action to the superintendent to go figure out? I don't think we could uh predict what that dollar amount is until we actually uh have a discussion with them. But it would equate to savings. Um as you know during the summer we always ask parents register for your ride,
right? And the and the uh transportation department establishes routes for the upcoming school year based off the number of students who are registering for the ride. So if we have students that are exercising other options, um it could result in potential savings because they're not riding our buses anymore. are exercising um additional
options that that are available to families. Thank you. Thank you, Miss Thompson. Um as our schoolboard rep to the MO board, I would say it's actually the Brower County Transit Department that we should reach out to because I've talked to them about this already and that's
pretty much who we would have to coordinate with. So, as the motion as written is what should be done. Awesome. Thank you, Mr. Se. Thank you, chair. Uh, is the directive here within this motion to
have the, uh, Broward County Transit develop, I guess, new stops that are closer to schools. I mean, what or to give out free passes? I mean, when we say we're trying to develop a partnership to have access to to passes, is this really just to get them on the
buses for free or to incorporate county buses into rotation, if you will? So before I have Dr. Heepern, we used to have a partnership with the county where they gave free bus passes to our students and we did not have activity
buses. Now we have activity buses and the students don't ride the public bus. So it's just an effort to have a discussion to see what that might look like. But there's a little there's history of having a partnership before. I'll let Dr. Hepern finish um what his vision is.
Yeah. No, I concur with what Miss Hickin said. It's about sitting down and realizing the possibilities. I've been a part of districts where the local government uh transit system provided free bus passes or bus passes to the school district or school at a very uh discounted rate. Um and also u you know
uh um in our neighbors to the north, we actually had a partnership with um Tri Rail also um to drop students off at strategic locations and we pretty much just staff uh security just to make sure they're safe and secure at at at those stops. So once we have a sit down, figure out what the possibilities are. I
know uh eras have changed over time um since school districts had those type of um partnerships with their local transit system. So we'll see what the possibilities are once we So it's it's to get the kids on the buses for free with the passes and the the the county buses will make it easier
for them to travel because they'll change drop off points and pickup. Correct. So it's so that's part of dualpronged uh situation here. Yeah. Okay. Anybody else? Any other board member discussion? All those in favor of the motion say I.
I. Any oppose say no. Motion carries. Thank you. And that completes my concerns. Um any other board members? Mrs. Le, you do a motion four and five. I'm going to bring those back at another time because they're not directly related to this budget.
I'll bring back as a B item later. Madam chair, Mrs. Leonardi. Um I I just want to thank our chair for these motions. I think um you know, a lot of comments have been made tonight about uh our how how government works.
Um and it may not be perfect. Um and and we can always do more, but these motions and these actions take concrete uh steps towards saving money so we can compensate our employees who have a direct impact on student outcomes. So
thank you. Thank you, Dr. Holes. Madam Chair, just uh I guess this would be a clarification point. Um, and I know you're going to bring your your motions back, um, chair, but item four,
the motion you have for four just seems to be very much related to item three and maybe need to even be done before item three. Um, so I just wondering why you didn't have those two together. They just seemed very much related. Well, to answer your question, because that's for
for looking at what job changes would happen in the next budget, item number three is to sunset and change some supplements in this budget. So, item four and five don't directly impact. And based on some of the um push back I got,
I don't know if push back's the right word, but concerns that I had about point of order, I I don't want to continue to waste time if it's not if it doesn't fit in this budget. So, I'll bring it I'm going to bring it back at our next school board meeting as a B
item and we'll talk about it and it'll go in motion. It just doesn't impact this budget. Okay. The other ones do. All right. Okay. Um Okay. Uh, let's see. Oh, that was Dr. Dr. Zean.
Hi. Do you have your thing is up? I'm trying to follow the procedure. I'm good at getting it up. I'm just not so good at putting it down yet. I apologize. Yeah. Well, yeah, that's right. Okay, Mrs. Rupert. Nora got me. Good job.
There we go. Um, okay. I would like to thank staff for um providing some of the information that I asked for and in a in a um super quick way. So I do appreciate that. However, I want to talk a little bit about title 2
funding. Right. We have 89 instructional staff are being paid by title 2. The department of professional learning and development has 31 instructional staff. District senior leadership are proposing to cut 20 out of 31 in that department.
twothirds. They're leaving them with 11 people. I said 11, to provide new teacher support, teacher training and staff development, coach credentiing, and support to school-based coaches. There is a department under title 2 that
is not being impacted at all. Why? There are also 10 cuts outside of that department for a total of 30 positions from title two. So, I had asked for uh the title 2 budget to see what all is
funded from that money. How are the cuts decided upon? How will the district support new teacher development, coach credentiing, and support to school-based coaches? What important services will be lost if these cuts are approved. Um in the budget information we talk about how
are we using staff for optimization um by targeted reduction in staffing primarily through attrition ensuring critical roles are maintained to support highquality instruction. How does this budget strengthen academic programs
expand student support and maintaining pro pro programmatic integrity? What does title two power? Instructional coaching, mentoring, leadership development, professional learning communities, novice teacher and
principal induction and mentorship forums to leverage teacher expertise and leadership. Increase content knowledge for our coaches and for our educators. structures for personalizing learning for every single student in this
district and teacher residency programs. We've often talked about what is the key to having a successful district and a key to having a successful student is having a welltrained
well coached well mentored teacher professional in the classroom. I do not see that this is the plus. These positions are critical. I understand why the cuts are being made. I do.
I didn't make a motion because I literally got some of the information during breaks that I was hopping up and down to get. So, I did not have it. So, I apologize to my colleagues. Um, I also didn't even think of these questions until Monday
and my assistant put them in on Tuesday because we were not working on Monday. At least I was working though. Um, so anyways, I I do apologize for the timing of this. I know it's the final budget. Um, I personally will not be voting for this budget if this is not rectified. I
just wanted to let my colleagues know because we've discussed ad nauseium what the key most important aspect for a successful student and district is and it's the teacher professional in that classroom. I personally believe and as a
board member since 2010 I'm still here. I'm still asking questions and we still need to get these answers. So, um, that's my I I would love to make a motion, but I'm I I'd rather hear from my colleagues and see
if they agree or not. So, Dr. Hepburn, do you have anything before? No, if there if there's a specific question um do you have, Miss Rupert, that we can have the team answer for you? What's the total title 2 budget and what
is all funded from that money? So I don't um Dr. Fulton and um Dr. Coner, you guys have been intimately um involved. I know you have the specific numbers and can detail what's specifically funded and um what we're
actually decreasing out of that budget. Good evening, Dr. Con, uh chief academic officer. So um the the total title 2A budget is 10.5 million. Uh, Miss Rupert, out of that $10.5 uh million dollars, as you mentioned, uh, includes district
staff from various departments. All are half of them are teachers, half of them are administrators, non-instructional staff, uh, as well. And so all of those support either teacher development or leadership development. Um, all staff that are on that grant are considered
supplemental, not to supplant. Uh and so every district uh just recently lost significant funding across the United States. Uh our district lost about 1.4 million in addition to the 3 million that we were over due to uh our FTE
because uh like all federal grants, it's based on FTE enrollment. And so we lost uh additional funding. And so in order to rightsize the grant in order to ensure that the support to teachers are still being provided, uh those resources are having to be reshifted. And so in
departments like elementary learning, secondary learning, applied learning, they all still support teachers and all of those departments still actually provide professional development. They all support uh new teacher uhmies. Uh they do all of the instruction and so
yes uh earlier you heard Dr. Heburn mentioned that uh we don't know the looming uh gloom of what happens at the end of this year because these additional cuts will happen again depending on what the federal government uh informs us about the uh the state of the the grant. And so we're exercising
our opportunity to kind of recalibrate making sure that teachers are still supported, professional learning is still happening, coaching is still happening uh uh as as much as we possibly can in terms of with the limited number of staff that you know potentially we'll end up with. So we'll
still continue to do the work and support the teachers. And just to add to that too, we do expect an additional decline um in title 2 funding um just um based on the philosophy of of um the US DOE right now. Um and so we will be
going back through this exercise later. Um it's just the hopes that instead of doing this um during the summer or getting notification during the summer that we get early not notification early spring hopefully February um March so we can actually go through this exercise with some time um to make sure our
employees land in a in a good in a good place. Okay. Um I still don't know how our staff is going to be able to credential mentor
model I don't Dr. Con if you can give um some details on that. Sure. So, as I mentioned earlier, um we have several departments that have instructional support staff. And so, right now, um as an example, elementary
learning is supporting teachers, new teachers, uh through new teacher academy. They're also supporting teachers within the classroom using the gradual release model. Uh we have uh at the beginning of the year, we look at our data. Uh we determine schools that need the most support and those uh
individuals are actually supporting those teachers currently. um we fill uh vacancies uh at the beginning of the year where subs and new teachers so they're doing that currently right now but all departments that have instructional staff are it's a hands-on
uh deck situation and we do that every year and we've been very successful in doing that. Uh and yes, we will be losing uh instructional staff due to the grant, but we'll be plugging in where we see uh the need and where there's critical opportunities to make sure that
we continue to sustain our excellence. No. Can I offer a a question along that line? Chair, last year we spent this much money developing our our inclassroom teachers. We had title two,
we had other instructional support people, we had coaches. How much less does this budget spend on professional development and teacher development compared to last year? Dr. Heburn, the laws in title 2, which is uh roughly around 1.4 1.5 million.
And so that total is greater than 10.4 because that's just title two, but then there's other parts of our system that help teachers get better throughout the year. Um, do we know how big that is? We're going down 1.4. So, we got that. That's the reduction in capability. Uh,
excuse me. It's a reduction in funding for a capability. Roughly, how big is the uh instructional support capability funded at in Broward County Schools? I I don't have the exact numbers. I don't know if uh the budget team has the exact numbers, but as far as um um
capabilities out of um funding other than title grants, it's it's the same. It hasn't been I'm sorry. So, say it's another 10% that that or 10 million that 10 million is being left alone. Correct. We're taking 1.4 out of the 10.4. for
are are is that causing us to uh go to human beings who work here right now and tell them they will not work here anymore or are those people being put in classroom? No, they're they're being shifted into other roles and for the most part mostly um um classroom roles, right? And I'm very worried,
school board member Rupert, that Title 2 is going to go away. And at best, it might turn into a block grant to states. And I don't trust Florida to give us the money uh for education even. It may go for for other things. Uh there's a huge Medicaid problem in Florida that
Florida's going to have to fill. And there's tremendous kind of interest right now in Tallahassee at reducing revenue to the state. So this may be a way that they get money and don't f funnel it down to districts. Um but this 1.4 was a reduction I think Mr.
Superintendent of Dr. Superintendent. Is that better ma'am? Dr. Superintendent uh this came from the federal government and we just had to figure out how to deal with it right. We could we could have plugged the hole. We could have gone to our general fund and found 1.4 and filled it in. The budget did not do that. We could have left the people
there and just tried to figure it out throughout the year and moved them slowly. and instead you made the leadership decision to move them back to the classrooms and these are some of our best of the best teachers because that's how they got the jobs there. Right. Correct. Okay. I just am trying to get an understanding of what happened. Um but
I'm interested in my colleagues view of that as well. I'm worried because this is central to what we do. Not not just classroom instruction, but making classroom instruction better by 13,000 teachers. And 10.4 million doesn't sound like very much for professional
development. uh out of uh out of 13,000 teachers. Mrs. Rupert, did you have any other I guess I don't see any other names up or anything. So, I'm actually going to make a motion. Um, I move that these
particular cuts from title two are taken off the table until the superintendent can direct staffed to give us all the answers that that show how much the budget is. I know we heard it. I want to see what the job responsibilities are
with those people and the money that's attached to them and how exactly they're going to be able to help the new teachers keep the motivated teachers motivated, making sure that we have the most um trained and mentored teachers
that we could possibly have, which I don't don't believe will happen without that. So, that's my motion. Is there a second? I'll second it. Okay. Um, any public comment on the motion? Board discussion. I have Mrs. uh, Miss
Batista, can you just We We had a a training today that told us that we were not like there are parts to the superintendent's job that we're not supposed to encroach upon. So, I just want to be clear. Is this motion us
moving into operations um or not? Wow. This was operations. Well, it it sounds like the motion is asking for clarification from the superintendent, not necessarily to um
change any of the operational um issues. C can you because that's not how I heard the motion. Can you repeat the motion, Mrs. Rupert? I didn't write it down or type it up for you, but um I move that these particular
cuts from the title two um be taken off the list here until the superintendent has time to get to staff to to show us in a chart exactly how big the um the amount is and exactly 31 figures, 10
people, what schools do they actually um go to, how many people they're instructed instructing how much mentorship they're doing because just cutting it and saying, "Well, we're going to centralize it now is not good enough." That's my motion. So, Miss
Batista, could you So, what I'm hearing and is that um Mrs. Rupert is asking for amendment to the budget by taking off this particular item from the budget. But she's not
an operational. Okay. Okay. Just because the it's not changing money in our budget. It's changing how the money is being spent. No, because it's still we still have whatever. She's not asking to increase or decrease title two. She's asking to
change up how the money. But chair, just to clean this up for you, it would change the budget because the money that's allocated right now 1.4 to be teachers and classrooms would have to be shown on the budget plan as back in title 2. So
the budget is not just money, it's where is that money spent. And so Miss Rupert is saying she would like that budget changed so the 1.4 that was taken out is put back in that category. Okay. So to that point, do Dr. He does this budget that's before us reflect the
change that you just recently made because I'm not sure. No, that I'm a little confused too because there's no taking money out of general and putting it back. There's nothing to put back. We've lost money in title two and the personnel that was
paid for in that title two budget is going to fill vacancies that are already existing and are already funded in the general budget. So there's no money to take out of general to give back to title 2. So what I'd suggest to school board
member Roupert is we bring this anyone who wants to can bring this back after the budget is passed as an amendment because the budget's just a plan. And so if you want to make a motion at our next meeting to put money back into professional development or teacher development, that could be money that can be taken, you know, out of the uh
general fund and and put into that. But it but be as Dr. Heppern pointed out, the federal government took that money out of the budget line, not us. It's just not there. And so in order to correct this, we'd have to get schoolboard support to put money from the general fund into professional and
teacher development. And so it's not something you could do today. And just to um add another variable to this, did we have actions that are going to be put in motion very quickly? Uh because we're already in the balancing stage for many schools just of increased enrollment and decrease
enrollment to balance out. So this is also being included in that u just to make sure uh those folks that are impacted have a seat to land in. Yeah. I understand. Dr. Heburn. Yes sir. Just to clarify, so the 1.4 was an
additional cut. It wasn't the total cut. So last year the grant was about 12 million, it went to 10 million. Uh but there uh when we when we lose students, we also lose funding because each grant whether it's title one, title
two, title three, title four is based on FTE. And so as we have lost enrollment, those are additional funds that no longer exist on that grant. Uh so it's it's it's close to a $3 million total
we've lost um from one year to the next. Um so it's a significant number of uh dollars and supports that are coming. And so I just want to be clear that again the grant is considered supplemental to what the district already provides. We provide general
funds for teacher support already in the areas of professional learning support to teachers. schools have support uh to new teachers. They have tier leazison at their schools. Uh we have been very successful over the past couple of years where we've written a number of grants
and I think Miss Rupert I I shared this with you because you were aware you were here when we wrote the um teacher quality grant and it was a significant amount of grant where we actually brought in a lot of district teachers to support uh new teachers in that vein. Um
I do recall at the time that uh the question became you know what happens once once these grants sunset right because you know we have to sustain what happens and so for the work uh that has been done with these grants we're now at that point where that grant has gone
right it was the the tiff grant and so many of the as as much as we want to sustain this it would become a board recommendation if you know you want to continue a very significant initiative which has proven to be very successful. But at this point, uh you have a loss in
federal funding from the state uh and the federal government due to enrollment. But you also have potentially as uh Dr. Zean mentioned, we've already been told that potentially there will be a loss in title three or uh the elimination of title three
potentially uh as well as a loss in title two. And so the question becomes, you know, we have to continue to sustain because we have generally funded teachers that do the work that they've been doing. We won't have a lot of them uh as we had in the past with these
great quality grants that we've had. Uh so I just wanted to make sure we understood that it was more than 1.4 million. Thank you. This is Rupert. No, I'm quite done. Okay. So the motion is still on the
floor. Dr. Zean seconded it. Dr. Seaman. Uh, I think we're done with that motion. Is that correct? No, we haven't voted on Oh, I'm sorry. I I'll go after we vote. Thanks. Okay. Anybody else on the motion? All those in favor of the motion say I. I.
All those opposed say no. No. No. Motion fails. You don't have that. Was that it, Mrs.? I mean, I know you're quite done. Okay. Thank you, Dr. Z. I just want to make a motion that we ask the superintendent to bring us back clarity on this issue. I think um this
board must know that the capability that grows teachers um is there whether it's funded through title two, whether it's funded through general fund, whether it's funded through volunteers. Um I think just we need a capability description of how we're going to in the
face of these cuts and looming cuts uh make sure that we're continuously investing in professional development for our teachers. Okay, Mrs. Al. And to add on to that, I'd also like to understand how we're using AI technology to
um you know help our teachers with the AI technology with their lesson plans or whatever else. Okay. Thank you, Miss Thompson. Is that accepted by the board chair? Anybody opposed?
Any objections? Thank you. That's a good Thank you, chair. Uh, thank you staff for all your hard work um that you put into this. I had um a couple questions. The first is
based on I don't know how to read this 732 page 32. Um and it seems to me that we are cutting 46.8 positions of counselors directors. Could we expand on that?
Dr. He just give me a sec to get to that page page 42 in actual uh budget. No, 32. 32. Okay. It's the one that's 263 pages.
662 pages and it's titled detailed personnel resource allocations. If you're online, it's 220 out of 263. Okay, good. Sorry, guys. Too many numbers. Literally.
Miss Thompson, can you point us out on that page where we would find this? It's under instructional support specialist. It's like the third block. Uh media specialist librarian, counselor director, we're losing 46 positions and
then other we're losing 235. So that's my next question. Go ahead, Miss Whit Mr. Whitney if you um any detail to that details it's okay
220 on the PDF or you can do control find detailed personnel on your computer try to section seven I believe we need to follow up on that um question because based on the allocation model there might be a
reduction but I don't know for sure but we're still in the process of hiring critical positions so that probably one of those positions that we haven't filled so at the time this budget was built um that showed a reduction based on previous year last year.
Okay. So it's more that we don't have people filling those positions correct currently. Okay. because I just I was concerned about it because the board has talked about the need for guidance counselors and social workers and school psychologists
and I just wanted to make sure that that priority was still being focused on in the future. Yeah, Dr. Hepper. Yes, we've heard the board loud and clear. We're in the midst of uh updating the um
staffing allocation model. So, Okay. Um, and then my other question was, what is our plan to do public education around the possibility of losing property taxes? Dr. Hford,
um, that's a big one. Yeah. Um that's a large majority of all uh public services budgets, not just the school district. The police um and fire departments. Um every municipality and
public entity depends on their local required local effort from property taxes. So, um we're it's a difficult uh uh circumstance and a difficult question to ask uh to to uh we just hope that the state if they do reduce um property
taxes um that in turn they find a alternative revenue source that we can depend on to um fund um public services. It's just not going to impact us as a school district with all public services. So it is the majority of um if
we go back to Mr. Whitney's um presentation, I think he actually showed the bar graph of the the amount of money we get from required local effort, which is property taxes and the like. Um federal funds is a very small portion. Um
but it's a the largest chunk of our budget. So let me expand on my question because I think we all realize that it's not not a good thing. Yeah. But what are we doing to educate the public about how we're funded about property tax? We
did the same thing going out for the referendum dollars. Like what are we doing? Because it's only in committee right now. Like this isn't a done deal by any any state. But we could do something now
to educate the public to let them know to reach out to their legislators. Yep. I'll let Mr. tell them in kind of detail of about where we are and where those conversations and not just the lobbyists like what are we doing to educate our community consortium platform uh to minimize the impact. It's kind of hard to educate the
community because Tallahassee really hasn't said how they're going to do it. So, we don't even know if schools districts would be impacted by the proposed changes. So, I think we need to wait a little because when we go out to the community, they're going to have more questions than we have answers. So, I think we just need to wait until that
pre-committee session uh begins. And if I'm not mistaken, those meetings start next month. So, we should have a better understanding how that's going to look and then we can go into the community. We can educate them how we're funded and how the impact would change how we're funded. And would that plan come before the
board? It's operational, but we can keep the board um updated on our efforts. Yep. and and um like last we heard the board loud and clear also ensuring that the board um is well equipped with the right information also um just to make
sure we have key talking points that as constituents or as you go out and talk to constituents you have the information you need to have those key talking points so it's accurate and I would appreciate that I think any plan should even if it's operational should include the board as policy
makers yes because we're the ones that are are really out in the community more and you guys can focus on the education. Yeah, absolutely. Um but that's my questions. Thank you. Okay. And we'll end with Mr. Sea.
Thank you, Chair. I appreciate the opportunity to to speak on this. Um, I want to talk in some generalities because if um I'm a bluecollar, hard-working
resident of Broward County who grabs his lunch pail and goes to work every day and and comes back and tries to spend uh the remaining time with his family and and make sure that they're provided for. Maybe don't follow politics. Maybe don't follow exactly what my local government
is doing. maybe not following what's going on at the school board. What I want to be able to understand or what I want to be able to explain articulately to that um resident or that constituent as it may be is how the budget that's
before this board this evening for 5.4 4 billion, which is my understanding is nearly identical to the budget that we passed last year, is in fact the same. When the only um difference that that bluecollar worker
has probably read about in the newspaper between this year and last year is that our schools have lost approximately 11,500 students. And I think it's difficult for that person or even people who were maybe pay
a little bit closer to what is going on to really grasp the un and and understand what the main differences are. Um I have difficulty with it. I I have to meet with folks to to to get a full handle on it. So uh Mr. Superintendent, to the public out there
listening, what is the best way to explain why this budget is the same this year as it was approximately last year when we've seen such a steep decline in student enrollment? Dr. Heer, yes, I will say the budget is not the same as last year because it does
reflect the steep decline in um in enrollment because we only can budget for what we are funded. Um, but I do understand many of the pain points of the public, the public, our board, and our internal staff and constituents. Um,
and that's why I specifically went over those uh four or five slides um to really tee up a a very in in detailed conversation in October um to come back with uh a large amount of information that's probably never been shared with
the board or the public about how we are funded, how we what are our expenditures look like, how do we spend the money that we actually receive, uh what are some of the changes we're going to make as a staff u moving forward. forward just to ensure our budget is is in a
better place because um there's been some issues over the past um decade or so um that we need to correct just to move to move our budget and our district forward in a better place. And and I appreciate that and I and I have heard tonight and in the days
leading up to this meeting some some good ideas. uh cutting overtime. That's a apparently a a huge amount of money that we're we're spending and and we heard uh from the chair about her uh her 40%. I've also heard about cutting
supplements. I heard Miss Johnson throw out $412 million on supplements. I've heard about the transportation costs that this district is routinely encountering and and some ways that uh perhaps we can do
better with that and some partnerships that we can jump into to save some dollars. My problem is it's my understanding we have to vote on this budget tonight. We don't have the ability to direct the superintendent to go back and and and
and actually um carve some of these things out to affect our budget for our students tomorrow, the day after, next month. We have to vote tonight. And I've I've I've got a problem with with the number
that's before this board. Um I'm I'm understanding every day I'm I'm gaining a little bit more knowledge about how we got there, but I think there's a lot of pork. I think it's very high and I think for members taxpaying members of this community, they really don't understand
how we got there. I mean, we heard we heard from the gentleman who was clearly distraught. Uh, in fairness, some of his facts were a little bit off, but I could hear the emotion in his voice, and I can sympathize with that. You know, I know it's it's difficult out there for people
with properties and taxes and, you know, things of that nature. And when I've got to go out back back home to my community and and explain to people, well, you know, we lost 11,500 kids, but don't worry, our budget's nearly identical to what it last year.
That conversation doesn't go over uh very well. And and I'm very very hopeful that this idea, these ideas that we're hearing about tonight, perhaps some of us for the first time, are lucrative and do bear plenty of fruit. And you know,
these these supplements, I mean, my god, we can get under potentially under 500 million if we get rid of these supplements. And I want it's it's unfortunate that we're not able to explore these for them to have a real impact on this school
year. And we're staring down the barrel of almost 5.4 billion dollars um for this budget. And I can tell you a lot of folks aren't happy about that. And I know we've done some some great things here, but at the end of the day, it's
all about the money, right? That's what 99% of people are going to look at and that's what 99% of people are going to care about. Especially those folks that maybe don't even have kids or their kids are grown or their kids don't go to public school. They're just average
taxpaying citizens uh of this county. So, um, I hope that these ideas that are being proposed and and some of the chair's motions, I I hope these can be successful. I am a little bit upset that as I sit here tonight, we're still
looking at at a nearly identical budget from last time. And and and I hope that Miss Johnson will continue to do her work and continue I I think they were referred to earlier as miracles. We'll pic, sorry, magic. Continue with your with your
magic and try to make some of this this stuff um more palatable for everybody. But this number is is is extremely high and and I understand the frustrations with that. And I just want to make one point because I want to make sure I'm correct. And I know we we're we're kind
of combining the issues and and I'm trying not to bifurcate too hard, but uh on the discretionary millage rate, I just want to make sure that is that's the only portion of the millage rate that this board has any ability to change in any
way, shape, or form. And I'm looking at I'm not even going to try to identify which PowerPoint this is because there's like 75 of them. in the PowerPoint that I'm looking at identifying the historical millage rate. At least with that, it doesn't look like that that's
actually changed since like 2018. And I and I and I I I'd like for for verification on that because I think that's important for the public to at least understand that as far as what this board can do from a millage rate standpoint, we've been pretty consistent and there has not been any increases
since 2019. Is that accurate, Miss M. Johnson? That is correct. But I just like to get clarity of this budget. Part of the system of building a budget. What's included is private school. The family empowerment
scholarship is part of this budget. Those students are included in our budget. The charter school students are included in our budget. The state then do a process. We don't get that money. It becomes a pass through. family empowerment scholarship. Even though
they're counting the kids as being Broward County kids, that money does not we don't receive the money, but we got to count it as part of our revenue. The state takes a deduction right off the top. So, we never received that. That used to be a pass through, but charter
school still is a pass through. So, all the students in Broward County, we had to build it in our budget. So what you're seeing is all the system in Broward County students built within Broward County school budget but a pass
through and as you can see you got to focus on the general fund because the general fund is a specific portion where the pass through is cleared. I show that when I build my budget, that the portion that belongs to Broward County, when we
do the pass through, when we start doing budget amendments, I take the family empowerment scholarship out because we've never received that money. So, our budget is indeed is a reduction to Broward County Public Schools. But when
we build it collectively, we show all the revenue that is collected for Broward County schools. Thank you, Mrs. Bowman. Thank you, Miss Johnson.
I think that um you know, guess to Mr. Vera's point and some of the there's this is just such a complicated topic and when you're public facing it's um very difficult to wrap your head around because I'm still learning and you know
when we're talking about millillage rates and things of that nature it's hard for someone to look at their trim notice and understand exactly what's happening. It just looks like we're taxing them taxing taxing. Um on another on you know something else to remember though if it if it just comes down to
the dollars it's we're entrusted with people's children's children singular and with their money. So, we have a very important job here, probably the most important of all of the boards. Um,
because we do have the most important job to do, which is educate the children and we also employ, we're the largest employer in Brower County. Correct. So, our the money that's coming in to our school
district from the taxpayers is going back out to our to employ our community. So, I think, you know, if we can look at the big picture, there's a lot more going on here than you're paying property taxes and we're wasting it somewhere. Um, and I really appreciate
that your clarification, too, because we're the tax pay the tax money is going to educate all the children. There's just different places where that money is going. It's not all coming here, which is why we're having these discussions because we're having to cut our budget because we're having less
less kids are coming here because of other um choices and factors that are happening in the county. I do appre I just wanted to say I appreciate I think we the board has been asking for some tough decisions from the superintendent.
Um that was hastened by uh the chair's motion. So, I appreciate that you're looking at it because I think it's going to be it. We do have to prepare for what seems to be inevitable. And I just I can't say enough for Miss Johnson. I know she came into a situation that has
was difficult to untangle. And um every time I've spoken with her, she has ideas. She stays positive. And it's good to see that people are listening to her and some of these um ideas are finally being implemented or in the initial
stages of being implemented because that's what we're going to need to do. We need to stay ahead of what's happening to us so that we can play offense here and make some good strategic decisions so that we're at remain at the top of our game um
regardless of the outside um forces. So, I um you know, it's always disappointing to lose money and to have to make tough decisions, but when we look at the big picture, I think that we're doing the
best we can with what we have and the knowledge that we have because there's so many variables. Um, and just to Miss Thompson's point, I do think that we can do a better job educating the public for this, like a little, you know, little question and
answer frequently asked questions, like a little one pager because people don't know what the mil what a millillage is. I mean, it's there or why we're doing what we're doing. So, I think that if we just put that out there, it would help
clarify or like why, you know, why are these things on my trim notice? What is my trim notice? Um, I think we could solve problems before they come here if we are just proactive about that. So, I appreciate that. Thank you. And to her point before we
move Oh, okay. I thought Dr. Zean was last. Oh, I just wanted to say we used to have a one-pager and it was really nice and it like disappeared from the website. I think we have a citizens guide and um Miss Johnson's shop. We can take a look at it. Yeah, but it's not
virtual anymore. No, it's really it's it makes sense to me. So, I think it could make sense to other people. It's really short. We'll we'll put it back online. It probably fell from the old to new. Yeah, that was my only comment. Sorry. Yeah. And to add just to add to that point and then we'll finish with Dr. Zean. Um, I think it's also important to
explain to the public what a donor what a donor district is and the idea that we money goes into a bucket and then it gets spread out by the state. So, a lot of things that happen on your taxes looks like the school board is doing it
but it is it is dictated by the state. So voting matters and and you have the ability to also talk to your state legislators and have the discussion about what's happening with your taxes because it isn't you know as we've said
what we can do here we haven't changed since 2018. We haven't asked the voters for more except for the referendum which was voted on and I don't think most people see that. They just see their taxes. I do believe a lot of the increase is because your property value
has increased. So that causes the taxes because you're taxed on the property value. But um if we could include something in along those lines on the one pager so that people understand because they really have no idea that that's what happens. And we'll finish
with Dr. Zena. Thanks, Chair. I I want to clear up one thing. Um um a couple things mentioned uh here. Um there isn't $413 million in teacher supplements. There is $7 million in teacher supplements. Okay. The
supplements that the answer came back was about the supplement that we voted on the 1 mil which generates around 325 million and then other supplements which you added up and and it comes in over 400. What we pay teachers at schools for being coaches and other things is 7
million. That's it. So we can attack that. We can decide what we want to do. We're going to generate some savings, I'm sure. Uh but we're um it is what it is. I think it's really important that we think uh about education in Florida. Depending
on what numbers you look at, we're either 45th or 50th in terms of state funding. Where I live for 25 years, where my older kids went to high school, they get $30,000 per student. We get how much, Miss Johnson? Per student. 9,000.
Thank you. 9,000 ain't 30,000. Okay. So to your neighbor, you start the conversation by saying, "We underfund education dramatically in the state of Florida and we make miracles happen." So you tell them about there's a big difference between the cost of things
and the value of things and public education delivers real value and we do it on a on a very very slim budget. So do we need to find savings? Absolutely. Should we always be able to look people in the eye and say we're spending your money in a way that's best? But we've have to start the conversation by saying
we don't get the kind of money they get in other states in the United States. And so we have to work out of a hole to figure out how to deliver what you want. If you need a further conversation, you can go back and read about the theory of public education. Everyone throws money into a big pot. Our kids go to school
and we create social benefit by what we do. whether you have chi kids or not, you'd love kids to grow up with great capabilities and closing the gap between their god-given potential and and what they actually achieve. So, there's a lot of good things to talk to your neighbors about. Uh it doesn't have anything to do
with whether our revenue went up or down. Our revenue was set by other people. 5.4 billion was set by the locals, by the state, and by the federal government. We have almost no control over how much money we take in. And then our job is to take OPM, other people's
money, and turn it into value. And the value we produce with that $9,000 is absolutely miraculous. And uh I'm very proud of what we do, and I'm glad that we're going to continue to work to make sure it's more efficient. Uh but my conversations with neighbors are no problem.
Thank you. May I have a motion to separate item one and item two so that we can vote on them separately? It's been moved by Miss Thompson, seconded by Mrs. Leonardi. Now, the budget director, Mr. Whitney, will read the resolution for item number one into the record.
Resolution number 26115, Florida Department of Education resolution determining revenues and millages levied. Resolution of the district school board of Broward County, Florida, determining the amount of revenues to be produced and the millage to be levied for the general fund for
the district local capital for the for the general fund for the district local capital improvement fund and for the district debt service funds for the fiscal year beginning July 1, 2025 and ending June 30, 2026. Whereas section
1011.04 04 Florida statutes requires that upon receipt of the certificate of the property appraiser giving the assessed valuation of the county and of each of the special tax school districts, the school board shall determine by resolution the amounts necessary to be raised for current
operating purposes and for debt service funds and the millage to be levied for each such fund included including the voted millage and whereas section 101.71 Florida statutes provides for the amounts necessary to be raised for local
capital improvement outlay and the millillage to be levied. And whereas the certificate of the property appraiser has been received. Therefore, be it resolved by the district school board that the amounts necessary to be raised as shown by the officially adopted budget and the millages necessary to be
levied for each school fund of the district for the fiscal year are as follows. Basing this on a certified taxable value of 347 bill159,915,358. The required local effort is 3.0530
mills raising 1 billion17,484,53. The prior period funding adjustment of 00190 mills will raise 6,332 332,197 making the total required local effort millage 3.0720
mills raising 1 billion23,816,250. The district school tax discretionary millillage of.7480 mills will raise $249,288,593. The district school tax additional millillage
is 1 mil and will raise 333,273,519. The district local capital improvement tax 1.5 mills will raise 499,910,279 and the district debt service tax of 0.1645
mills will raise 54,823,494. The total millage rate to be levied exceeds the rolled back rate computed pursuant to section 200.065 sub1 Florida statutes by 5.94%. All those in favor of item number one
say I. I. Any oppose say no. Motion passes unanimously. Mr. Whitney, please read the resolution for item number two into the record. Resolution number 26116, resolution by the school board of Brower
County, Florida, adopting the final budget for fiscal year 202526. Whereas the school board of Brower County, Florida did, pursuant to chapters 200 and 1011, Florida statutes approve final millage rates and final
budget for the fiscal year July 1, 2022 to June 30, 2026. And whereas the school board of Brower County, Florida, set forth the appropriations and revenue estimates for the budget for fiscal year 2025 2026.
Whereas at the public hearing and in full compliance with chapter 200 Florida statutes, the school board of Brower County, Florida adopted the final millage rates and the budget in the amount of 5 billion1 million752,524
fiscal year 20252026. Now therefore be it resolved that the attached budget of the Brower County School Board, including the millage rates as set forth here therein, is hereby adopted by the school board of Brower County, Florida as a final budget
for the categories indicated for the fiscal year July 1, 2025 to June 30, 2026. All those in favor of item number two say I. I. Any oppose say no. No. No. Motion passes.
Um, two desending votes with two descending votes, Mrs. Rert and Mr. Sea, it passes 7 to two. Thank you. The scheduled order of business for this public hearing of the school board of Ber County, Florida has been completed. Seeing no objection, I now adjourn the
meeting and we will resume the workshop in Good night. No, you're kidding. Yes. In five minutes. In five minutes. See, I see there. Yeah. Yeah. Yeah.
Heat. Heat. Come on. down. Down. again. Okay. Heat. Heat. Hey, perception to go into the court. Thank you and welcome back to the
schoolboard workshop. We are still on policy 1020 and as I mentioned um I had I didn't treat it as a true rule development so we're going to go back um Dr. Natalie Lynch Walsh had um you have
three minutes to do your your back and forth with with staff. Um, and just to clarify because I know sometimes the DJ Ruth rules are different, but it was that when they answer that the clock isn't running when people
are Okay. No, that is correct. Just want to make sure um because you know Dedra is special. Um, all right. Natalie Lynch Walsh. Anyone who was here on 101723 can appreciate the joke. So, first question
back to page two, section uh Roman numeral 2C. In the interest in the goal of transparency, back when I first started volunteering, workshop agendas were public facing about two to three months out. Is there
any reason we can't go back to that if you guys are going to be discussing them? Staff, repeat. Should I go Jackie and say, you know, pay attention. Sorry, I was passing out some motions, but please repeat your question.
Okay. Um, that shouldn't count against me if I have to repeat. Right. The time is not running. Good. All right. So, back in the olden days in 2011, you used to have workshop agenda topics were public facing two to three months
out and then that died somewhere around 2012. Is there any reason we can't go back to that if you guys are in fact going to be discussing at the end of a workshop the next couple of months? That way people can plan their time and
because some people have to ask for time off a month or two in advance and this way they can plan if there's something coming up that they want to talk speak to. My response to that is agendas are posted and advertised per statute and law and most time they're up two weeks
before. Um, Madame Chair, it's the schoolboard policy. So, is there any object would the board object to having since you know what the topics are and all it was was the topics
so people had a clue what was coming up in the future. I would ask we we get the sheet that you send to us that has that for the next two workshops. Is that something we could make public? Uh we that is not two months out though but we can make
whatever we share. I mean it's a public document so but again that's not two months out. Well I mean whatever you share with us. Yes. And then our agendas are constantly changing too. So I don't want to give a perception that if it's not on there a
month two months out whatever it is it's not going to happen. if we made a compromise in what you give to us if you could make that. I would just caution the board because again we publish our agendas and items per statute uh according to that timeline. Anything you do would be above
and beyond that and again it's up to the board. Well, I feel I mean I don't know how the board feels if it's a public document anyway. Why couldn't we just post if there's a place to put it? I don't know where it would go. It does change constantly. So, we would have to make sure we're updating it as
it changes. And again, that document's not two months out. We may want not want to just because it's not settled yet and it's misleading the public about what we're going to talk about. That's why, you know, it should go in my mind once it's settled, you know, once the superintendent decided like finally given all the push and takes, this is what we're going to
talk. I would prefer to share it with the public. And once it's settled, we post it on their websites and online per per statue and we advertise as well. Okay. Miss Thompson, you wanted to say something. I was just going to say what he said. Okay. So I guess we'll look to see because Mrs. Rupert put her thumb up to
agree. I think that so any there are two objections. Anybody else object to posting the same paper that we get that gives you the workshop topics? the the suggestion is the paper that
well the suggestion was more months but we don't necessarily know that so far out but we get a sheet that tells us the next two workshops what would be included in them so what we're discussing is would we want them to post
that because it's a public public document anyway so two of us are saying yes two of us are saying no anybody have a strong feeling Yes or no? Could we compromise and put it out when it's settled? The one two months out as soon as we know what we're going to do.
Challenge is we use Granicus and we don't post when we post stuff on Granicus. It's it's an agenda item. So I don't even know where we would we would have to have in a different place and it's you're going to have multiple items about a workshop and or I guess workshop
and multiple websites. I think it's confusing. Miss, in my opinion, Mrs. Rupert, um, back in the day when I was a a first year school board member, um, we had
many months ahead of workshop ahead of time, many months. We gave our topics, the superintendent and staff would have a a couple months out and that was really how it went. Um, but that's true. it did happen and it was like that and
the public did know and then um it was an operational decision to not do that anymore. So, um I'm I'm cool for it to go back to what it used to be, but um I just thought I'd fill the rest of the board in because I'm the only one that
was here then. So, just to let you know that historically we did do it. Thank you. Mrs. Aladaf is on the um phone. Go ahead, Mrs. Yeah, she's on. Um, if Beacon can Yep.
Miss Alade, if you can unmute, check if your phone is muted. Okay. Yes, please. Go ahead. If I'm okay with u making it public when the board gets it, but if we could put
an asterisk on on the bottom just to say subject, you know, to possibly change some type of language like that. Okay, thank you. Anybody else? Um I just Where would we post that then? If
I'd have to create a different website. So there'll be two websites. one with this document and then one on granicus once the item is finalized and advertised and the item is ready for posting. Yeah. Can we just put it on the front page of the district website which says
upcoming workshops or something? Just add another link there. We're not trying to make a lot of extra hypothetical workshops, but it'll still be an additional web page. You're just saying on the district homepage upcoming workshop and then it's
taking you to a different page. So you don't cause I mean we can do that. I'm just saying that it's confusing I think to the public to have multiple websites with information about the same meeting. It was not confusing back in 2011. It
was actually quite helpful. Well, we're not in 2011. This is 2025. Our workshops are agenda items. They change constantly. I'm sure there's a workshop for that was requested in this meeting for next month's workshop. So it's continuously changing. It's not.
But again, we could make it happen. I just think it's why instead of adding a link, why could we not just like include the PDF like just be a a click where it's not necessarily making you do just upload the PDF that you send?
I don't have to I don't have to check with Granicus. Remember when we put stuff on Granicus the agendas already been posted, right? But you you make a one pager for us that says upcoming workshops. Why can't we just post that one sheet or I I don't
I can it just be in a different website. It's not going to be where Granicus is because I don't think that's a problem. I That's what I'm saying. Just the easiest place would be to just put it on the homepage of the district website as a PDF. You click and it goes to the PDF that we get
whatever the billboard wants. So yes, um I went on the website and you when you hover over school board there is a tab that says upcoming meetings, but that is the district school year calendar and public meetings
and events calendar. I don't know. Couldn't you just add a I mean Mr. Davis is maybe the person, but at the top section um upcoming workshops. I get what Mr. Davis to see if it's possible. Okay, Mrs. Rupert, did you want to add something?
Uh, I Yeah, I just just say that the uh the staff meets monthly with the superintendent about uh the agenda prep, so they would know what's on the workshops at at the minimum a few months ahead of time. So, thanks because they're pretty good at that.
Yes. Well, I'm just thinking as a compromise, you already make a one pager for us. Just post the one pager. when you give it to us, put it on the page and then subject to to change. It's not really asking too much more.
Okay. Are you okay with that? Okay. I still I still don't agree with that, but agre okay with what? With adding the the one pager that they give to us to the page that's on there. Nope. Hate to confuse people.
So, you have Okay. and and ripe for more issues. I think it's it's opening up the door for Yep. Looks like that doesn't that's a no-go. Next. Okay, there goes transparency. Okay. Um All right. Now, so next up, um
Volunteer Protection Act in the interest of not having staff confused. Um, the volunteer protection act gives the same protections to advisory members acting within the scope of their
responsibilities as the board has. And in the two responses from Mr. Vnola from 2022 which are on um Miss Batista's letterhead and she was copied on the emails. He then explains in response to audit committee questions and some of
his answers in explain and infer that you would be that the advisory members if someone tried to sue them say for defamation of character that the district would pay any costs. So is there any reason that a we can't
separate advisory members a and just from your earlier conversation understand that you are you have quarterly meetings and now if you go to quarterly reports it suggests that you need to combine um but is there any reason that that language from the
volunteer protection act cannot be included and referenced in this meeting policy so everyone's clear that when they're give whether they're giving a committee report or doing public as a public speaker but reporting on the committee or having a discussion with
the board all of that is part of their official duties so that staff is not cons is not confused um and there's a very very concrete reason why we don't want staff confused um missista
Mr. results of the clock still running even though I stopped talking. I don't believe u volunteers is part of 1020 but Miss Batista could opine Miss Batista right how are volunteers who give committee reports not part of 1020
I answered the question so the the Florida Volunteer Protection Act um does protect volunteers um from civil liability when they're acting in good faith and within the scope of their official duties.
Um, but I if there were if that law were to be referenced somewhere, the first of all, the protections don't go away just because it's not referenced here or or in a policy from the school board. Um, but I think that would fit better in policy 1700, which is the policy related
to committees as opposed to in this policy which is for the board. Okay. Uh, I'm sorry, policy 1700. Yes, that's what she said. That's just for audit committee. Oh, I'm sorry. 1070. 1070.
1070. It's late in the hour. Sorry, Miss Bowman. Um, just to clarify, what what is the intended need for the like I guess I don't have a a point of reference of why we're this
would need to be referenced in there. It wouldn't. That's why I'm saying that 1020 doesn't really have to do with volunteers. And Miss Batista was staying uh it would be more appropriate if it were going to be added into 1070. The statute covers regardless. So the
statute is going to trump whatever policy that we have anyway. So if there was some kind of a conflict where then we wouldn't you literally in in this policy well because I don't know where to interject. This policy governs committee
reports and you also have quarterly meetings with advisory chairs and there needs to be clarity that they are they are acting within the scope of their responsibilities. I agree it should be in 1070 but why can't it be here? I don't I just don't understand at all
why it would have to be in our policy. uh if it's in statute is covered. Um you know there this is a very um specific statute that says volunteers cannot be held liable for a series of things as long as they're acting in good faith.
Okay. It's on the books. Like we don't repeat statute in all our policies just for you know giggles or so that people don't create commit malfeasants and bring bogus bullying
complaints and try to our time has expired madam chair. Well yeah I lost a minute somehow even though I barely asked I gave you back the time. No you didn't cuz I was watching that. Thank you. Um, anybody before we move on, anybody feel as if we need to add
that statute to the policy in this policy anyway? Okay. All right. Thank you. Uh, Mrs. Rupert, you are up next. Thank you. Um, I was uh looking at
page 12 of 15 uh section E and um the where I where I want it to actually come into is an addition pending no objection from the board staff will incorporate red lines to page
12 section me to expressly state that public speakers may not make written or oral statements regarding any candidacy. Language will also be added to article 3 section F to clarify provisions regarding requests for a written response
and you all should have a copy of it. Okay, anybody is everybody what she's reading? It says policy 1020 talking points. We were all we all received Anybody? So, anybody have an objection to the
suggestion? They're still reading. No, we're in addition. Yeah. Oh gosh. No. Can we ask the general counsel just to make sure this is legit? Is it okay to restrict people from saying they're a candidate for an office at a controlled meeting like this?
Um, yes, that's um what's already in 12, but I think the language that u Mrs. Rupert is trying to add would just clarify or strengthen that uh sentiment. Um, basically E already says public speakers
shall not engage in political campaigning during their public speaking time, including making statements regarding any candidacy. That would include theirs. Uh, public speakers shall not wear any buttons, caps, shirts, or items or clothing that could
constitute political activity. Right? Because we take public comic writtenly. Um, we take written public comments if they don't come to the board meeting. So, sounds great. Yes, good idea. Mr. Sea, do you have a question? I I have a question. I I agree with uh
board member Rupert's suggestion here. I think it's a good one. Um, as as I'm drawing my attention to subsection E though, um I'm wondering and perhaps chair, this is best for the general counsel. Um, this says public speaker
shall not wear buttons, caps, shirts, or items of clothing that could quote constitute political activity. Um, I I don't know what political activity is. I mean, I know what political campaigning is. I'm not sure um political activity
is is necessarily a defined term in in statute. My my question is we often see folks come in t-shirts with messages about things that are before the board. We saw it with that um the sports academy uh program. Everybody came in in
in in matching shirts, which I'm not necessarily opposed to. Uh, I'm just wondering would would this language as we we have that potentially be in in in violation if folks were to come in
matching hats or matching t-shirts saying, you know, do this or we support this? I mean, could that quote unquote constitute political activity? I'm just a little hung up on the phrase political activity. Batista. Um, I agree, but you probably say
campaigning as the first part of that sentence states. Like, surely it can't say vote for Bob. Like, I don't think anybody's done it. But if if you come in like we support, you know, the stadium or whatever. I mean, is that is that political activity
if you're coming to speak in in a public forum like this on an agenda item that the board is is voting for? I I yeah I think I just the phrase political activity I think is a little too loose. So for my liking your suggestion is to add campaign
just change the word just change polit constitute political campaigning political campaign activity campaign activity. Yeah instead of that's pretty clear. Yeah. Okay. I think we're good with that and everybody's okay with Mrs. Rupert's suggestion.
Okay. Should we ask about no objections to campaign activity though? Um, yeah, I was asking al together. Everybody's good with both. Okay, great. Anything else, Mrs. Rupert? Perfect. Dr. Holess, we were in the middle of another item
before we broke about the that I said I was going to look up. Oh, um, Dr. Hoes, before Okay. Um, Mrs. Miss Batista wanted to come back. She said she was going to look something up for us um in the in trim there. So,
she'd like to report back. So, uh Florida statute 768.295 is not applicable to that section uh that on page 13 number four. Is that section 8 subsection 4? Yes.
On decorum that I that I had inquired. Yes. Yes. on on under the quorum. So, it's okay to leave four in. It's It's okay to leave four in. I actually would um now that I've looked at it again, um I would like to um
change the word accusatory to insult so that it's consistent with the other uh section earlier in the uh policy. That's okay with everybody. personal insult. Yeah, in personal insults instead of personal Sounds great, chair.
Okay. Anybody have a issue with that and staff is capturing all this, right? Okay. Um, okay, Mrs. Bulman, thank you. Good catch on that. Um, I had uh somewhere in your pile of suggested
language, which I don't I can't even um just to reward a little bit. Um I think it's section 2C, but I could be wrong because let me look. Yeah, it's on page two, I believe. Yeah.
What's the change on your piece of paper there? Um, which what it says section 2C to read schoolboard workshops as it's all I think Dr. Seaman's asking what's the actual Could you point out what the
actual changes are? This isn't like done in track changes or anything. So, I can't see what is new. I think it's the second underline. Well, no, I can read it if you guys want to take time. I think starting at the third sentence it's changed.
We have Hixon. How come I don't get any? Clearly trees. They're already dead. Don't leave me alone. It's like it's giving the superintendent
the discretion to determine if a board request is going to take too many resources and it needs to come back as an agenda item. Could I summarize this as saying that this is just a better written version of 2C and
it gives the superintendent uh the ability to identify whether he needs a formal action because it takes a lot of time and effort. Yeah, I was just basically identifying who's going to determine whether or not it's going to take a lot of resources instead of it and we already did change this just building on with the link
in one way. So this would be in addition to the change we already added. Yeah. Okay. Thank you. Anybody have a an issue? A question. Okay. Miss Miss Thompson,
does this clarify the majority issue that we've been having? Like what's a majority in consider? That's in there already. Oh, I'm redlined. Yes. Fantastic, guys. They changed it to a simple majority.
Okay. Anybody have a an issue with um the changes Miss Bowman's suggesting? I just have two quick questions on it. Go ahead. There's there's two majority vote things we can do in a workshop. One is to set the next workshop agenda, right? And the other uh by majority we
can direct the superintendent to ask questions if it doesn't take up a lot of work or I'm sorry, if he says it will take up a lot of time and effort, we still need then a majority to tell him to do it anyway. Right. So, in a workshop, we actually can vote, but on two very specific procedural matters,
right? It's Thanks. Yeah. I love it. Well written. And I um just in terms of if we're going to put this in policy, it says, which it also says on here,
agendas for the upcoming next two workshops will be reviewed at the conclusion of each session for collaborative planning. We don't do that. So, if it's in policy, we should be doing that. So, if we could include that um as we move forward. That's a great idea.
Just since it's in there. Okay. And so, everybody's good. We can You have anything else, Miss Bowman? Okay. Miss Thompson, I'm good. Okay. So, I'm the last one and then maybe we'll hurry up and get to the last
agenda item. Um, so I also gave a um a list and Miss Batista, do you want to make your suggestions before I go? The two that you had. Oh my god, okay. Miss Batista had um two suggestions for changes and then I'll do
mine. So the suggestion would be to move um to actually to add the language on in section seven. Can you give us a page number? Yes. Page seven. Um, Roman numeral 7, public
participation. Add at the beginning of A. The chair of each school board meeting at which public participation is permitted shall administer the rules of the board for its conduct. The limited
purpose of this forum is to allow citizens to speak on matters directly related to the business of the board in a setting appropriate for for K through 12 students and adults any concern and again I if we do the if
we add this just keep in mind we don't do the rules of the board we took that out of um the script. So, we'd have to just add it back in as a point of even if it's to say per policy. You don't
have to read everything, but um we took it out of the script. I'm sorry, I still can't find where you're inserting this, Miss Batista. A So, page seven at the bottom where it says public participation A, she's saying where there's a colon there, it
would be a period and then this, right? Well, it would be right prior to that sentence. Okay. I don't have it printed out. So, can you just read it what you want to add? Yes. Uh, the chair of each school board meeting at which public participation is permitted shall administer the rules of
the board for its conduct. The limited purpose of this forum is to allow citizens to speak on matters directly related to the business of the board in a setting appropriate for K through 12 students and adults. Awesome.
Okay. Yes, Miss Thompson. I'm sorry. Just because we also have like early learning centers and prek, should that be inclusive of that or do we think the K through 12? It's not our mission. I disagree, but that's not what we're
talking about right now. Well, the the K through 12 is because we do have student advisors and they are K through 12. Okay. Yes, that's fine. But if someone came and talked about early learning centers or they would be allowed or college
or college. Okay. Anybody else have any comments issues? So we're good to add that. You okay with that, Mr. Sullivan? Okay. And then you have one more. Yes. On page 11. Page 11. Um
starting with the in section E uh the second paragraph starting with speakers are asked to demonstrate proper decorum and model the district's a character trace cooperation responsibility all the way to the end of that paragraph
um that ends with the word policy to move that section under um where we were just reading under the quorum section 8. Um, and it would be number one. This would be number one and
then all the other ones will be renumbered. Sounds great. Thank you. Okay. Anybody else have any suggest any questions on that? So, those two. Okay.
And that makes me reduce two of mine. So, um I'll finish us up here. I have two recommendations also. So, um in on page eight where it says um under public
right now on page eight, it's under public participation. It does general rules governing committee reports. And my suggestion is to actually make that Roman numeral seven and separate it on its own because
the the committee reports aren't really public comment. They are something completely different. So, I'd like to just take that section number three and instead of having it embedded in public um participation, make it its own
subsection, which would then cause um the decorum number to change. So, instead of eight being decorum, Roman numeral 8, it would be um general rules governing committee reports and decorum would move to number nine.
But aren't committee adviserss part of the public? They're not our employees, but they're they're volunteers. So I to me public comment is different than committee reports. So it's just giving
them I mean it's not changing anything. It's just giving it its own space because it's kind of just wonky in the middle of there and then it jumps around in public comment written and then there's the committee reports then it
goes to to some public speaking and we hear over and over from our um committee chairs that they don't feel their value and I think this would just moving it in there. It doesn't change anything. It's
just giving them their own space. And what would you do with number four underneath it? Number four will become number three. Yeah. So, it's just taking it out of embedding in public comment and making it its own
section. So, three has letters A through G, right? So that would become capital A capital A through capital G under section eight and then the quorum would become
section 9 and then four would be number three instead of number four to to make this change. Do you need unonymity or just a majority? Just majority. Okay.
Okay. So, anyone disagree with that move? Okay. Dr. Zean, anybody else have a problem? Okay. So, you got that one? You're looking at me? Yes. And so, I'm going to cross out two and three. Um,
because we changed something else. And the last one in section 2 C, which we just made some changes to to add to that. and the and I'll give you the rationale, but to add to the workshop section in 2C, the superintendent shall
maintain a follow-up list of board member questions and requests and share the list with a date for follow-up response within 48 hours of the workshop. And the reason I'd like to add that there is because I've heard from um board member Thompson, Mrs. Leonardi
mentioned something. We ask a lot of things in the workshop and we're never sure if we got followup or didn't get followup. Not not to I mean just for us to follow along and I've had this discussion um with Jessica because we don't always remember what we asked for.
So this is just and I know you do this anyway. I know that they make a list of it, but if they could share it with us with also when we can expect a followup, then we can also do a better job of following along and then holding
everybody accountable for the answers that we have. Leonard. Yeah, just um to add some positivity there. I remember when uh we first joined the board, I was constantly having to follow up about the follow-ups
and now we get them in a timely way and it's detailed. So, thank you for that and I support this change. Yay for Andre. I'm not trying to say we don't get them. It's more for us to be able to follow along with that and and what our colleagues asked. I love this too, but I just want to add
progress monitoring into this. So, it's it's a list of board member questions, progress monitoring and requests. You know, progress monitoring is a very specific thing about asking for data and getting it on an ongoing basis. So, it's not a oneanddone. It's like, hey, we really need to track this. And we do that every once in a while with one of
our some of our major decisions. Okay. Do do you understand what Dr. Zean was adding? You're going to have to help me. I'm sorry. Just add the words progress monitoring after questions. So, it be a list of board member questions. Progress
monitoring and requests. Okay. And then share that list. And Dr. Dr. Hepper, do you understand? Yeah, I was actually want to clarify John. Okay, perfect. All right. Anybody else have anything they want to add or change to this? Are you good?
We're good. Okay. No more policy. Okay. One more. We still see how we go. We might make dinner. Yes. It'll be a late one, but the last item for discussion is rule development policy uh 9030 sponsorships, banners,
and signage. I turn it over to staff for a brief presentation. I think staff is going to go u to to discussion uh straight to discussion. But I think uh one of the major um I guess requests from the board was the possibility of
the inclusion of photos in the banner. Um but I think Miss Batista and her team want to speak to that before we go there. Okay, Miss Batista. So I would like to um introduce um Jelli Lame. Yay.
We get to haze her team. Good evening everyone. She's been haz new addition to a new addition to the general counsel's office and she will be uh over academics and ESC. This is not a standard meeting. We
usually do much worse. Good to know. Thank you. Please come back. Yes ma'am. We were very kind to her the other day at the uh lunch and legal, so she'll stay. Thank you.
She likes We established she likes kids and puppies, so there we go. Perfect. Okay. All right. So, um if if you would like to talk about um just a little bit of the um
you know what that the banner policy is supposed to be government speech for the district as opposed to vendor um commercial speech. And so, um, you
know, one of the things that we looked at was the fact that we wanted to do this policy. Then, if you recall, this policy came about as a result of a lawsuit that was filed against the school board. So um one of the things that we wanted
to make sure is that we changed the policy to conform to very specific case law, the mech case and that uh when we were in front of the court um for that uh particular case that was filed
against the district. One of the things that one of the representations that were made to the court was that um we our policy was going to be very similar to the the policy from Palm Beach. And that policy specifically states no
photographs. Um and the reason for that is because when you put photographs into a banner, it's starting to look more and more like an ad as opposed to the speech of the
government. thinking it's um p pies or you know our um so I don't know if um Jelli you would like to add anything else. Yeah, I guess the the concern um particularly with the foot the photographs that it could open the door
for the the school um engaging in private speech rather than viewpoint government speech. The concern is the the policy as it stand does not allow for uh it's not supposed to be con construed as creating public forum for political
and religious expressive activity. So the concern is if we have banners that now include photographs and a particular person in the photograph may have some sort of um garment in their head that
may be construed as a political expression. um that may be seen to the public as some sort of private speech and some sort of of um religious expressive activity because um it is um
the banner is being sponsored by the by the board by the by the Broward and the other thing is the display of the banners and it's on if you look at the current policy under intent B and C it's very specifically says it's not it's not
supposed to be construed as advertising. Now when you're adding pictures and other things and not as uniform it may come across as advertising. So I guess that's the major concern. Did you want to uh No, I mean that's that's all we have. Um I don't know if you have any
questions. I um I'm not sure that the policy that is here is it the same policy that with all the changes that were made or because I know we had added some language about um because one of the concerns is that you know we want to
make sure that of course that the policy that is adopted by the board is implemented with fidelity uh in the field. And so one of the problems that um we have seen is that and this is not
related to what the lawsuit was about which was you know religious and and political activity. It was more about um the uniformity of the banners and so there are still some banners that um are
not compliant with the size and and you know what the policy states. So, we wanted to add some language to sort of like give all the banners an opportunity to catch up um without losing any money
for the the different um vendors that may have um paid for them. So, we had like sort of like a grandfather language um added to the policy um talking about um that you know any sponsorship agreements
that were in effect prior to the adoption of the policy shall continue to be governed uh by the terms and conditions of the uh policy in effect at the time. and any renewals or extensions or modifications of such agreements shall be subject to the terms and
conditions of the you know this policy just to give everybody an opportunity to well this that's not I don't know I don't think this this language made it to the revisions. No, I think you off uh Friday evening uh late Friday evening. I the beauty of what you just said. I
think that's the easiest part. It allows for us to fully implement the policy very similar to the memos that went out to schools so that we we have some banners that are out there that had sponsorship agreements that were for October, August, January of 2026. So
what this will allow once we update the policy, we'll have a clean start for July 1st of 2026. And outside of the photographs, which I just kind of want to put put back around the table, a lot of the leg work that was done with staff
was that is the biggest uh request that has come from all the communities has been around that photograph. So the conversation today is really big on the photograph and I think the community earlier today I think it was North area
advisory indicated something that I think would cause a problem specifically because it would further be more of an advertisement. So we we are clear on that and I think really where we've landed ourselves is how do we accomplish this by identifying the ability to have
a photo on there and I will share with you it is a big component when you look at the policy it is designed for us to attract people to sponsor and support our schools and we do have a lot of stakeholders over the years who have been big sponsors and supporters of the
schools through the photographs but it is legitimate. I've met with the legal team and it is a legitimate concern. If someone has a photograph and let's just say they are a realtor and they have some type of religious headband on their beautiful photo uh photo professional
photo, it may have a headband and we wouldn't be able to uh control that. So that's one of the examples that we came. So either we are in a place where legal could help us navigate through the photograph or or I don't know what the other options are. So that just kind of
summarizes it well. So and and you know if you drive a little bit north of Broward to Palm Beach and look around um the schools like for example in the Bokeh area, you would see that the banners that they
have on the school fences are very very uniform. Yeah, they have, for example, there's one that I can recall uh around Pomero Park Drive and there's a school there and apparently the the colors of the school are gold and black. All of the banners
are gold and black. All of the banners are exactly the same size. All of the banners have the exact same font size within the banner. The only thing that is different is that they do allow for the logo of the of the um company and you know whatever information I think
it's like a website and a telephone number or something like that. Um, other than that, the bigger letters, um, and actually they were part of the mech case and that's why there is also some some, uh, pictures in that case of the banners from Palm Beach and ultimately the the
school district prevailed in that case because they because of all the control they exert over the shape, size, font, um, everything about the banner that they said it was the district was speaking as the government as as opposed
to um as opposed to a vendor speaking. Then you when you have a vendor speaking, then that's when you come into problems where you know you're allowing one one party to say something. You should allow everybody else to speak, you should allow, you know, religious organizations
to speak. But if it is the the the Brower County District speaking, then you basically get rid of a lot of those issues. And so what we've done on page eight, I think it's helpful to talk about what we've implemented thus far. If you look in the presentation, so
that's three different locations, if you will, that if you went over to Falcon Cove, all the banners will look that way at Falcon Cove by that example. So you know, if you're Falcon Cove, you see the school colors, it would be laid out that way. The same with uh West Pine Middle
School, those are the school colors. you you go to that school, those banners would always all look that way. And the last one is Lakeside Elementary is also another example. If you go to Lakeside Elementary, you will see that they will whether it's in the inside or whether it's on the outside, that's what those
banners would look uh appear for those schools. And as the district the way the policy and the way we've implemented it is that the school colors so uh I'm an alumni of Dillard so my my school colors will look a bit different in that community than Sarass Springs middle
school because and another example there that that school is using that sample uh showcase for people to see on their website become a partner with Sash Springs Middle School. So I also work with them to attract partners to the school. So those three illustrations are
what we have now. And lastly, I just want to share the attempt before uh when the board initially asked the request was if you look at page seven, that is just for illustration purposes of how we could accomplish if someone was using a photo uh just to use that as an
illustration. And since uh we're uh Broward, a double A rated school district and choose the best choose BCPS, I took it upon myself to include this. So advertisement is for prior schools but that's a sample of what we could do if we are able to add the
photo. Okay. Thank you. Um public comment I have two people. I don't see them there but we'll just go through the process. Uh Ada Adah from Coral Springs. Nana
Dugo. Nope. Okay. Um, board member discussion, Mrs. Bowman. Thanks, chair. Um, okay. So, I I discussed this with Miss Batista
yesterday. Um, and I guess that uh we have to look at what the the circumstances were when we entered into when we developed this policy. I think is probably the the easiest way to go back. As Miss Batisa was saying, when
we approved this policy, I believe we were still in the litigation or had just it was in the litigation. We are in the litigation, right? So, we we represented or the school district represented at the court that we were going to change the policy so that it um
generally mirrored or basically had the same um uh provisions as the Palm Beach County policy. So, it's like a flip. from advertising to the opposite. It's an acknowledgement. So, it's not like I
understand that we um have traditionally used the banners as a revenue generator and it is has essentially been an advertisement for you know whatever business or whoever is sponsoring it. But the um if the purpose of the
exercise is to avoid controversial potentially controversial government speech being sued again and also um going forward having misrepresented to the court what we were going to do then
I think it's um pretty uh risky to start turning the banners back into um what can be construed as advertisements with the pictures even though I know that it would attract more
banner usage. But I think that you know the un we in this particular situation I think we should take the advice of well I usually think this but I think that the the legal aspect of it puts us kind of in jeopardy if we're going to um go back on what we represented to the court
in order to have the case dismissed because the judge relied on our representations to get rid of a lawsuit and the money that we're going to get bring I mean we could run the numbers with the money you're bringing in to have a banner on fence is probably collectively going to
be less than whatever damages and legal fees we have to pay for relitigating this and coming back with kind of unclean hands having not done what we said we were going to do. And if I may, um, Madame Chair, um, I'd like to read something from the opinion
of the judge um, in in that case, you know, in the Stevens versus the School Board case. And one of the the paragraphs it says in fact when government laws or policies have been challenged by the the Supreme Court has held almost uniformly that sessation of
the challenged behavior moots the suit. This is because courts are more likely to trust public defendants to honor a professed commitment to changed ways. So, I you know I know that um the board
members you guys are the ones out there um and this may not be the most popular approach. Um but I think is the safest approach from a legal standpoint. And and I have to say that, you know, if
looking at the, you know, the schools in Palm Beach when I drive by there, um is any indication, I don't think they are, um I mean, I think there's there are a lot of vendors that are um buying the banners.
Add just one more thing. I you know, I believe that our the plaintiff in the case is a is a pretty active plaintiff. Um, and so in the event that we were not honoring what we said in court, I believe, you
know, you could probably be pretty well assured that you're going to see that lawsuit come back again in some kind of form. Is that it? Mrs. Alhida, yes. Can you hear me? Can you hear me? Yes, ma'am.
Hello. We hear you. I don't think she can hear us. Can you hear us? Having the pictures on it is a really big deal. This is a big This is a huge
fundraiser for district 4 schools bringing in thousands and thousands and thousands and thousands of dollars. Um, you know, it's the we have charter schools that have the banners with the
pictures on it and and we're going to lose lots of money, $50 to $100,000 or more and they're just going to go to the charter school and put up their their their banner. I really truly believe
that we need to find a way to be able to put the pictures on the banners and do it legally to be able to accommodate these companies that want to give back
to to the schools and donate this money to be recognized by the school district. Um, so I'm I would ask the board that we we figure this out because we are going to lose a
lot of money going back to our schools, going back to students and and I think this is a really important aspect of these of these banners. Okay, is that it? Mrs. valid
for now. Okay. Dr. Zean, Mrs. Leonardi. Um, so I'm trying to understand what uh so I I am struggling with the idea that
adding a photo and I'll preface this with like I really don't care about photos on banners or not. Um, like if I'm trying to advertise, I don't know that I would include a photo, but that's neither here nor there. People feel strongly about it, I guess. I I just
don't understand how including a photo makes it an advertisement, but not including a logo and a phone number to like be able to contact that business is not an advertisement. So, help me understand that, Miss Batista.
So it comes down to um the way that the images are displayed. Um I think some of the for example in the um um I think in the presentation for this
uh for this item um you know some of the items there and I don't know if if this is the if I have the right um but they you know they they did not look I mean the banners did look like
commercial speech um so um if you know if we if we were to move forward with well whether it's the logo or you know a picture or whatever it cannot occupy like you know the entire
banner um and when you drive by it's going to look like it's not the district saying thank you to the sponsors but rather is the the vendors um speaking on their own behalf um which would
constitute commercial speech. If it if the banner literally said thank you to Paul's plumbing, I'm sorry, and they have a picture of Paul. I don't understand how that isn't saying thank you to Paul the plumber. Like to me,
putting the picture on, having a email address, a phone number, you know, the company logo. I mean, you're saying thank you to the guy for donating $500 or,000 to the school. I don't understand the law about why a picture tips that over the scale and makes it a commercial
advertisement. Like, we're literally wanting to say thank you. And we put his picture up so if you run into him at Publix, you'll know we said thank you to Paul, Mrs. Leon. Yeah. I mean, I I guess that's another way to to pose my my question. Um, and I
guess I had another question like because I think I heard some concerns around like religious or political speech. So is the is there a separate concern about like if I if if Paul was wearing a hat in his photo that said
like Jesus is great is that is that religious speech? Is that part of the pro like you know what I mean? Or not that I I do believe that Jesus is great. I'll profess that in front of everyone. But um is is the idea that like religious or political speech in the
photo is a concern or that the that the photo it makes it an advertise? Like I I guess I'm confused. So it it could potentially be both right under that scenario that you described.
Okay. So there's two separate concerns about the photos. The like someone wearing a hat that said something that was religious or political and then also that I guess I just I mean I'm not a lawyer but I don't I don't see how a
logo including a logo and a phone number like a way to contact a business is not an advertisement but then adding a photo makes it an advers would would you like so there the way I look at it there are two different issues the issues with the photographs is are you opening the door for
potential express for example as an example expressive of religious um activity activity. If you're having somebody wearing a headscarf or yamaka, it might come across as now the board is sponsoring certain religion is
expressing certain religion. So that's problem number one. The problem with the advertising simply advertising is not allowed. So it should not be advertising and that's the problem here that the public may be construing these banners at advertising and and you can't. The whole point of the banner is supposed to
be and and this is citing to MAC as is MAC as it relating to the Palm Beach policy. The purpose of the the the banner is to visibly recognize the business partners that provide a vital role in sponsorship of key programs. Sponsors recognize the banners that provide adequate funding for an
important program and activities. So that's why at the bottom our all the banners should say thank you to a partner in education and should include their their logo or photo if that's what we're going to agree on in the same location and have be in conformity and
in in uniform to every school into the same colors. So now you're not advertising the business, you simply saying thank you for your donation and that's the other thing. It's a donation. Okay. So, but what if my logo includes a religious symbol?
Then then you then it'll come across as now the government engaging in some sort of right first amendment issue. That's my that's my like not allowed per the policy, right? Okay. So why couldn't we include it in our policy that the photo cannot have
religious? We discussed that. So yeah, I guess that was our plan B of part of a discussion. Let's do plan B. it would be apply some sort of safeguards in terms of what is allowed for these photographs. Now, let
me ask you that this question then. Um, because someone wearing like a yarmaka or hijab is not necessarily an expression of like I want you to convert to my religion. Like, so I I would hope that we're not like going to discriminate and say like in the photo
you can't be wearing a hijab or a yarmaka, right? Well, so the problem is right that if this if we are the if the government is speaking that means the school boards is making the statement and there is
someone now with you know religious garb on does that then carry the the impremature of this of the government? Absolutely not. Well a Jewish member who wears every day a yamaka and we're not saying we're
anything about his religion. It's just he happens through his own religious expression to wear yamak every day. This isn't that hard. What if what if we made a uniform picture and it had to be like a school picture? I agree with Dr. Zan.
What if it what if it's a school picture? Everyone can wear everyone has to be in a school picture. Um and then it'll be uniform and then we're thinking plants. You can wear your yamaka. They can wear dashikis. But we're controlling the p. I mean, I don't know if that's like if it's not
it's like a it's the same picture. So, you know, if if everyone's dying to have their picture out there, th this may help clarify the goal. The goal is these are businesses. There are partners in education and there they
must be able to do uh work in the state of Florida. So, we start with that. So, it's just not Eric Chisum's picture there. It is a business that for example if you are a realtor it's now Eric as a realtor but I'm with Century 21. So I
end up with my picture as you know as realators the Century 21 does not have a picture it has a logo. So it'll be Eric Chisum picture because I'm that realtor in Century 21. So that's what we are
trying to accomplish with a medical office or architectural firm or some along those lines. But if it's Eric Chisum's architectural firm, then you will see Eric Chisum's picture and I'm certified to do law in the state of Florida per the policy as it stands
right now without the picture. Madam Chair, I think we have the direction needed. The board wants photos included in the policy. We'll work with legal to come up with a way to best position that for um the board final adoption. I have a quick Yes, I had a quick
question. Um, also just to the same idea here for for realers logos, it's it's it's that's often their logo like right. So this policy what's presented to us with the red line
changes includes that. That is correct. Now that would be the based on what you said is the intent that every logo would have a picture I mean every sorry every banner would have a picture and a logo. Not necessarily. It depends on the It could if they want. I would I would say the majority of them
would not have the picture and I think you see the illustrations in there. Most times it would be the realtor. That's traditionally where the pictures are coming up or professional business or or something along those lines. Okay. Mrs. Leonardi, did you have anything else? No. I Yeah.
Okay. Ms. Thompson. Um I'm I'm supportive of I'm confused because in our like marketing materials, we have students from every background in faith and religion and like that's
not a problem, but like putting it on a banner is suddenly like promoting one religion over another. Like I get that lawyers keep us safe. I love you guys, but like I feel like that's a little bit of a stretch.
I don't want to get sued obviously, but like I I think it seems important to the people that support us, especially the realator community for this picture and Miss Alhadef's
I don't know what she's doing in district 4, but that's a lot of money that's coming into her community. Oh, that's good for her. Um, but I think within a legal bounds and without
bringing up that issue that like we told the judge one thing and now we might be going back. Like that's a little nerve-wracking. Well, as I always say, I never tell you what to do. I only give you what the
potential risks legal from a legal perspective are. Um so you know I believe is a is a slippery slope. if you start putting pictures um I think that may be a problem but if the you know the
appetite from the board is that you know we're going to you know try to put the pictures in make them uniform have them you know be a certain size on a particular place in the in the uh banner um you know have them control to a
certain extent um and then you know if and when we ever get challenged in court, you know, we'll figure out whether that was the right decision or not. If that's where the board wants to go, that's fine. I mean, that's that's your
prerogative. Um, you know, all I'm saying is that the safest way to proceed would be without the photographs. Buy a banner for high school right now. Say, "Thank you, Miss Batista, for your legal advice." And I'm going to put a
picture of her right there. Miss Thompson, did you have anything else? Um, and we'll finish up with Mr. See, thank you. Um, I'm going to move on from the photos. Uh, I really don't have I really don't uh care one way or another with the
photos, but let me tell you what I do care about. Um, I think this policy is written is is unconstitutional. specifically section 4 subsection E4 in which we've defined inappropriate sponsorship to include churches,
organizations, places of worship and anything that promotes or seeks to establish a religious tenant or a position about religion or spirituality. Um the Supreme Court had and various federal courts including in this state have repeatedly confirmed that
governments may not discriminate against the speech of organizations holding a religious viewpoint. We got the uh Trinity Lutheran um Church of Columbia versus Comr case in 2018 out of the US Supreme Court which specifically held
that when a state denies an otherwise generally available benefit solely on the account of religious identity without satisfying strict scrutiny, it violates the free exercise clause. A church has a right to participate in a government benefit program without
having to disavow its religious character. Um, in 2022, the US Supreme Court gave us the uh Surflet case uh versus the city of Boston in which they were adamant in a nine nothing decision saying that when
a government does not speak for itself, it may not exclude speech based on religious viewpoint as doing so constitutes impermissible viewpoint discrimination. Our policy as written is unconstitutional and contradicts crystal
clear Florida and United States uh court precedent on these uh these issues. These religious organizations who hold a religious viewpoint must be treated the same way as all our other community partners just like our realtors just like Joe the plumber.
Everybody else who wants to have their pictures and their banners up there should be treated the same as our religious organizations. Now, free speech is an entitlement that everybody enjoys, even Satanists.
I don't agree with them. I would never participate with them, but they do have a right to free speech in this country. I realize that there was a lawsuit in which a gentleman who claimed to have a
legitimate religious organization filed against this district. I was not on this board when that happened. I was not involved in that lawsuit. I don't know if his cha if his standing was ever challenged in that lawsuit because everything I've read about that leads me to believe that that was not a
legitimate religious organization that that gentleman was running and that he was just doing it for show. That being said, this district bent the knee and we said whatever we said to the judge and we got out of that case. We were dismissed or however however it
went. So, I'm I'm happy. I'm never one that likes to be involved in protracted litigation. But the reality is you may have gotten out of one lawsuit, but what about the next one and the one after that? Because if we keep this
policy as it is and we continue disc to discriminate against legitimate places of worship solely by virtue of their religious viewpoints and prevent them from putting up these types of signage, it's just a matter of time before we get sued again. And if that happens and
there's a legitimate religious organization that's backed by a legitimate lawyer or lawyers prosecuting that action, I don't believe that's going to end well for the district. So what I would ask is that
this entire section in subsection E4 which starts with quote examples of inapp inappropriate sponsorship banner signages include and are limited to churches organizations which is their primary function. Further promote or
seeks to establish a religious tenant or position about religion or spirituality be completely removed from this policy. We cannot continue to discriminate against legitimate places of worship just because you may not like that
religion or you don't practice that religion. They still have a right to be there under the Florida Constitution under the United States Constitution. So once again, I'm glad we got out of that situation we had where you told the judge that we were going to take a
picture down or whatever it was, but it's just a matter of time before we get sued again by somebody who actually knows what they're doing and they're going to win if we continue to discriminate against our houses of worship. Miss Batista,
thank you. So the policy as it is written is um absolutely not unconstitutional. um it it will it will pass uh constitutional muster and the reason that it does that is that um the case
law and um that Mr. Ca was referring to um it is accurate but the key is that in one of the sentences that he read is that when the government is not speaking for itself and the whole thing is that
that is exactly what we're doing here. The whole point of the banners and the reason we changed the policy was to make the banners government speech. And I think everyone is familiar with the establishment clause. And the establishment clause says that you
cannot have uh you have to be neutral as to uh all religions. uh and therefore uh the policy as written keeps the district neutral uh and um out of any issues with viewpoint
discrimination. If I may, the district does not endorse the church or the synagogue or the mosque by treating it equally with other community sponsors. We we don't we're not saying uh BCPS
says convert to Christianity or or you know you're going to it doesn't say that. This all started with a with a with a with a sign that literally said the Pentecostals of Cooper City is is in
in great partnership with Cooper City High School. cchs partners in education. Cooper Cityurch.org. That's what this started with. And for whatever reason, for the decision that was made, this district, this board opted to to to
write a policy in which is now required that that sign had to come down. All the church was asking for with that sign was to be treated equally with other community sponsors. The district was not endorsing the church in any way, shape, or form. So, M. Batista, I I I
respectfully disagree. I' I've looked at this case law and again I'm glad we were able to get out of that situation by whatever we told the court, but I I do think when a legitimate organization comes knocking with a legitimate backing
and lawyers who actually are, you know, constitutional first amendment scholars and they want to cause this district some damage with this policy. I believe they're going to be able to accomplish that. I'd like to ask a question, Madam Chair. Uh, ask ask away.
If a lawsuit is filed um for declaratory relief based on discrimination as to whether or not uh the Church of Satanists couldn't get in versus the Pentecostals of Cooper City, do you have the ability under any state or federal statute to recover monetary
damages from the district in the event that we are sued? Miss Batista, um, are you asking if the plaintiffs would have the ability to Is there a cause of action? Because in in my mind, I think it would just be a deck action, right? You ask a court for declaratory relief, interpret this, is
it constitutional? Yes or no. If we litigate it and we lose, we pay our attorneys fees, they pay their attorneys fees. What what I'm asking for, and and and I'm not a constitutional lawyer, nor would I ever care to be one. What I'm asking is, is there a cause of action that they could bring against us for
this policy in which they would recover monetary damages like intentional infliction of emotional distress or or or something that would result in monetary damages for us not giving these banners to religious organizations? Or
would it just be a deck action? So the the way that it would work um under uh federal law is that you would bring a civil rights case under section 1983 42 USC section 1983 for the violation of the first amendment. And if you succeed
what happens is is that under that vehicle that statute then you get um prevailing side attorney's fees. That's it. No monetary damage just fees right? Yes. Okay. So, if if the if the district gets
sued, right, is that something that our in-house lawyers, which are and apparently we now have another one. Is that is that a total of 10 that we have in house? No, Miss Lame is um she's will be taking
over someone who is uh relocating. Okay. So, Miss Lame, you're number nine then? No, she's number eight. Eight. Okay. Number eight. And welcome by the way. I don't think we've met. Pleasure to meet you. Thank you. Number eight, if you number eight, so we have we have eight in-house lawyers. Are any of them, Miss
Batista, equipped to handle a uh a 1983 action for religious discrimination, or would we have to outsource this to whoever? um with the current staff and being that I was I would have been the lawyer that would have handled those cases in the
past, uh we would probably have to um outsource them. Okay. And and I know this is a question that lawyers always hate. If you were to have to defend a case like this ballpark, how much in legal fees do you think this would take to get to a summary
judgement? So, I can tell you that how much it cost to get to this case that we looked at with um Mr. Stevens um I think it was somewhere in the vicinity of 50,000 50 50,000
$50,000. Yes. Okay. Which in the grand scheme of the world is is for legal fees is is is not a tremendous amount. I I I would question if if the district were sued by someone who knew what they were doing as opposed to a pro I think he was prosay
was he not? Um he may be prosay but this is like the 20th case that he's filed in court so he's like a professional but he's not a licensed barred lawyer. Correct. Okay. So, my I I I guess where I'm getting at is if there was actually
somebody who knew what they were doing and sued us, uh the reality is we'd probably spend more than $50,000 in legal fees defending something like this if it was a 1983 claim, right? It it's possible. Sure. Thank you.
Okay. Um does anybody is there agreement on taking out that particular clause that Mr. Sea just mentioned? Anybody a yes for that? Okay, Miss Thompson, you have a question. I'm sorry.
So, does that mean that churches then could buy ads or that Satanists could buy ads? Like everyone could buy ads and we're just going to chance it on if we get sued. Is that what that clause? Nobody can buy from
No. What do you mean? No. Currently they're excluded like all of them. But if we put that clause back in then we just gamble and if we get sued is that I'm just trying to understand the ramifications of taking this section
out. Miss Batista correct if the um clause were to be taken out. Yes. then um churches as well as the church of Satan or you know the church of Hamas or
whoever could put an ad or a banner up at the uh on the schoolboard fence and who's to determine what's legitimate? Because you brought that up several times about if it's a legitimate church, if it's a legitimate organization, like who determines
legitimacy of someone's religion? Uh it usually um if someone sues and they say that that is their religion, the court will take it as as true that that is a legitimate religion. Okay. May May I just very briefly to that
because I I I looked that up because that is that is an interesting inquiry and I'm glad you asked it. Um the f there are several means that the federal government uses to determine particularly for tax status and I'm looking at the IRS.gov website. There
are certain characteristics that are generally attributed to churches. Okay. These attributes of a church have been developed by the IRS and by various court decisions over the years. There's a there's like 10 or 12 bullet points here that the IRS will use to determine
if you have a legitimate place of worship, a recognized creed in form a creed and form of worship, a formal code of doctrine and discipline, distinct religious history, organization and ordained ministers, literature of your own, established places of worship,
regular congregations, regular religious services. So the government will actually outline okay what they deem to be the quote unquote certain characteristics which are generally attributed to uh religion and whether or not you would I guess in
this case uh qualify for whatever exemptions the government gives gives to churches. So, I I do think that there is a way to carve out, you know, the the church of spaghetti monsters, right? Who says, you know, we're a legitimate
church, so we want to do whatever we can without running a foul of anybody's um uh first amendment of of religious expression rights. looking at the federal government and specifically the IRS's own guidelines. Miss Batista, and we we have 15 minutes
left in our very very very long day. So, just Oh, well, I don't know if Miss Batista wanted to Oh, Miss I think this policy needs a little work. That's why That's why it came back. It's
like very short policy. If we could get, you know, to Mr. Civera's point, if it's a possibility that we could get around all of these issues, then great, then we can advertise the way we have been all the time. If we get rid of the religious exemption that was or whatever, you
know, if we get rid of whatever we put into this policy to get to comply with the lawsuit so that we don't have that problem again, then we just wasted a lot of time. I I don't think that we're ready to do anything on this right now. that's brought up more questions than
answers. All I can share with you is that um this policy right now is it was drafted to mirror the Palm Beach policy. The Palm Beach policy also has, you know,
the same clause in there and the Palm Beach policy was found to be constitutional by the 11th Circuit. Terrific. Can we support this and move on? So, well, we're I'm trying. Um, so everyone that um agrees with the
suggestion that Mr. Sea made, we have to be able to let staff know whether we want to take that section out or not. So, who who agrees with taking out the section that says religious organizations can't participate? Is
there anyone that agrees with that? Okay, just Mr. Sea. So, we're we're going to leave it in for now. based on all right anybody else with um policy so
I think we landed on we want photos right so that's what I was going to say so the idea is that um we would come up with some language to be able to allow photographs in some your thing is not um consistent manner across all the
banners and it has to be a certain size and etc. I repeat, the staff has direction needed to bring this back for final adoption. Board photo with the parameters from legal has landed. Mrs. Rupert, did you want to say something?
We I think just in general there was enough people who spoke about it that they got the impression photos were okay. I we didn't do an up or down really. Okay. So there's one person that says no to the photos. I think Mrs. Rupert.
Okay. So we'll just put the language in and it comes back to any let's do let's just wait. Mr. Se let's thumbs up or down for photos. So let's just make sure. Thumbs up.
All those thumbs up. All those in um well we're not voting. If you if you're okay with the photos staying in the policy, indicate with thumbs up. If you're not, thumbs down. Thumbs up. Ala, you have three.
Mr. Sea, you don't have Okay. So, I think there's consensus for photos. Yes. So, I'll repeat the direction the staff has is to bring back the policy. Make sure. Perfect. Um, okay. At this time, do any of my colleagues have anything to bring to the board or
student success to share? I have two things real quick. First, first off, it is September is childhood cancer awareness month. So, I just wanted to make everyone aware of that. You should be wearing um if you could wear gold
ribbons to to commemorate that and and any chance you have to make sure people are are paying attention to childhood cancer awareness. And this is just a point quick point of privilege. The Florida School Board Association is proud to recognize Jessica Palamino as a
valued member of this Broward School District as a Florida school board's associated certified support professional. This distinguished honor is awarded to schoolboard member support personnel who demonstrate an exceptional commitment to professional development and serve to public and and service to
public education. The CSP program is designed to elevate and acknowledge the vital role that support staff play in the daily operations of long-term success of Florida public schools. By completing the program's rigorous training and development requirements, Palamino has shown dedication to
continuous improvement and excellence in her role. So, congratulations. Wait, also shout out to Andrea Dolaris and D I don't know Mara. Okay. What's De's last name? Danielle St. Leon has also completed the program and I am very proud because
Ella Yes. and Ellen actually helped create the program and I'm always proud of through the leadership of Ellen. There we go. Making strides. Congratulations to everybody that that got this um this thing this award.
Thank you. Oh, I did not yet. Hold on. Hold on. Chair, I just want to remind the public, remind the board, any constituents that may still be listening, our first redefining uh community conversation is tomorrow at 6 p.m. at Myiramar High School. Uh doors
open at 5:30. A reminder to not bring uh large bags uh and uh participants will be wanded as they're entering the building. Thank you. The scheduled order of business for this schoolboard workshop of the school board of Brower County, Florida has been completed. Seeing no obligation, I now adjourn the meeting
with 10 minutes left.