last >> until 5. We will if we are still going um then we'll recess this meeting to go to the public hearing for budget. >> Terrific. When would be an appropriate time to bring this off the table and bring it back? >> I guess that's you know we're in a
public hearing right now. So if you would like me to recess the public hearing to go back to the regular school board meeting and then we can come back later. >> I I'd like to do that and I hate to interrupt this the flow. It's so nice to get a few things done but this this paragraph is important. Um, it's a lot of information that's available at a
relatively low cost to uh anybody that's running for this office. And I believe that it ought to be available to people to demonstrate either somebody's uh exceptional service or their uh purported lack of exceptional service uh because the public has a right to know. Um so yeah, I would like to move that we
lay this on the table um recess this meeting and come back when the general counsel has an answer on why we've added this to the policy map. >> Okay. I'm do we I don't know that is there any objection to just we don't need a motion. >> Thank you chair. >> All right I will recess this public hearing and return to the regular school
board meeting. Um and just as a quick note before I go to the the scholarship presentations and the H items. Um to your your request earlier Dr. Zean, the 12 items that were identified as not urgent, several so
several of them well most of them have not been pulled. The only one that has been pulled is A1. Um so are you looking to um >> let's just proceed with the regular order >> and we'll bring A1 to the end of the meeting. >> Uh or you can even do it up front. I I
withdraw the whole request largely because I just don't want people to get lost, you know, figuring out where we are. Thanks, chair. Is there any objection to just moving forward w with the the correct order of items? Okay. All right. I now turn it over to Dr. Fulton to lead
us in our superintendent scholarship presentation. right here. Thank you. Thanks. Good morning, school board chair. Good morning, schoolboard members. Good morning to all of our students who may be out there listening, to our families, to our staff, and also to our community
members. Today is the honor of our superintendent to recognize a special group of students whose hard work, dedication, and commitment to their future that have earned them an extraordinary opportunity. Broward County Public
Schools is proud to partner with Florida Prepaid College Savings Plan to educate families about the importance of planning for higher education and the options available to make college more affordable and attainable. Through this partnership, our marketing strategy and
communications department worked alongside Florida prepaid to raise awareness of college savings opportunities for Browitt students. At the same time, our school counseling department collaborated with schools across our district to identify
deserving recipients. As a result of this successful collaboration, four Broward County Public School students were selected to receive the Superintendent Scholarship funded by the Florida Prepaid College Savings Plan. Each scholarship is valued at
approximately $8,000 and provides two years of prepaid college tuition, helping these students take an important step towards achieving their educational goals and future attainments. We recognized two of these students at a
previous board meeting. This morning, we'll be able to honor the remaining two students today. At this time, I am pleased to introduce our first recipient from South Broward High School, Unique Cannon. [applause]
[applause] Unique, thank you. Please come forward to receive your superintendent scholarship funded by a Florida prepaid college savings plan that is valued at approximately $8,000. [applause]
>> Unique, congratulations on your outstanding achievement. We are extremely proud of you. We're proud of your hard work, your dedication, and we certainly look forward to seeing all that you will accomplish in the future. >> [applause] [applause] >> You mean hold it up? [laughter]
>> We'll briefly recess the meeting to take a photo. Heat. Heat. All right, we are back. Dr. Fulton and we have a second student that we want to provide another opportunity to receive an $8,000 scholarship from the Florida
Prepaid College Savings from Piper High School. Carly Sig Moignic. Uh, congratulations on accepting on her behalf. We have Dr. Daniel Shapiro, director of school counseling that is going to come forward. [applause]
Please join me in congratulating both Unique and Carly on their remarkable accomplishment. [applause] Broward County Public Schools would like to extend their sincere appreciation to Florida Prepaid College Savage Plan for their generous support for the superintendent scholarship and for their
continuing investment in our students in Broward County. Together, we are helping make the dream of higher education a reality for our families and our communities. Finally, thank you. We always know that it takes a village to make this happen. So, thank you so much to our parents, to the guardians, to our
teachers, to our counselors, to our principles, and also to our school staff who encouraged these students and supported them throughout their journey. You are a part of their village, and we appreciate all you do. Congratulations again to all of our scholarship recipients.
Thank you, Madam Chair. Thank you, Dr. Fulton. Do any of my colleagues have remarks on this presentation? Miss Bulman, >> I'd like to extend congratulations particularly to Unique, who I've known for quite some time and um has just been
an amazing student and athlete and leader in her entire journey through uh Broward Public Schools. So, congratulations. Can't wait to see what you do next. >> Awesome. Anyone else? All right. Uh, congratulations again to
the recipients. The board identified any agenda items they wish to address in advance of the meeting. The following consent items have been pulled for discussion. H1, A1, B1, and B2. At this time, may the chair have a motion and a second to pass the consent items that have not been pulled for discussion,
which are H234, A2, F1, J1, J2, M1, 01, O2, and S1. >> So moved. >> Moved by Dr. Zean, second by Miss Hixon. Are there any registered speakers on the items that have not been pulled for
discussion? >> I I believe there, excuse me, there might be one on H2, >> Mr. Delvin King. Is Mr. Delvin King in the audience to speak to H2?
>> And as he's walking up, um, it it's H2 as amended. Just as >> H2 as amended. Thank you for clarifying. [clears throat] >> Do we know if Mr. King is in the overflow room? Good morning. Welcome.
>> Hey, Delvin King. Um, Palm Beach. Um, so I'll be speaking on the H2 item. So, there's an assistant principal on the H2 item, Malcolm Spence. He's been suspended for 10 days. Not
three, not five, 10 days. for the illegal um usage of facilities at Blanchita High School. So, I'm trying to understand why is he being suspended for 10 days, but you let Williams go free.
You let these these coaches, some of them are still working here in Brow County Public Schools that actually did the deal. They got no days. They were arrested. They back with the school board. No days. But the assistant principal, Mr. fence who works directly for the
principal, Mr. Williams, that made the deal. You allowed him to leave and everybody was quiet about it. Nobody didn't want to say nothing. So now, if a school board member can pull it for discussion, now we need to discuss what
really happened. The lady that's over uh uh Rachel Daily, the one that was just giving it out, she's no longer here. So now we should be able to discuss this because why is this man being suspended? But again, Mr. Superintendent is quiet
about it. A lot of board members, the chair, you're quiet about it. And if I like to reference people, if Sauy Santana was here today, he would say,
"And I used to go fishing when I was a little girl. You got to be real quiet on the creek. Sh quiet on the creek. Sh quiet on the creek. And that's the problem that we're
having here in Broward County Public Schools. We too quiet on the creek. It's time to discuss this. Y'all going to let this man go suspend it for 10 days for something he had no control over. Let's have a discussion on the principal
that had control. Let's have a discussion on Rachel Daly that had control over this. Let's talk about the Florence Glenn principal that knew what she did at her school when she made that deal with the basketball coach and say, "Come on, y'all. Bring me more Reynolds. We need direct money. We don't want to
talk about that. But you gonna make this man the scapegoat. You gonna put you gonna put all this on this man. You you already suspended him. You already took him out with SIU, bought him back, and then you going to sus you going you going to suspend him for 10
days. Come on. Somebody needs to discuss this. Thank you. >> Thank you. Anyone else? >> No other speakers. >> Any board discussion? Mr. Rivera, >> I apologize. Um, the name that was
referenced by the speaker. Did anybody catch that? Delvin, the name >> Malcolm Spence. >> Malcolm Spence. And Malcolm Spence is being suspended or there's the proposal is being as a
10-day suspension for the participation in the illegal facilities rental if I'm not mistaken. Um, Miss Jack Adams, is that accurate? So I want to caution that uh what's before you has been investigated.
It has gone through a process and I don't know the answer to your question, but I want to caution this line of questioning because it's >> well what's what's the charge? What is he being accused of? is we're we're we're seeking a a 10-day suspension for
what? >> So, um I would like to ask Miss um Christine Quesadilla or Dr. Lozano. Dr. Lozano first, please.
>> Heather Pente. >> Heather Peree, director of professional practices. Good morning. This case went before the PSC committee. The documents were in the backup documents for the board. The packet, the investigative packet is over 800 pages. The investigative report is actually 82
pages. The concerns in this case were two violations of policy. Policy 8040, lease of rental property and facilities. Policy 2060, facility incident reporting procedures, and policy 7550, standards of ethical conduct, as well as the code
of the Florida principles of conduct, Florida statute ruled. >> Okay. But I think we can all agree this had to do with the allegation of improper facility rental use for some of these schools, right? >> Correct.
>> Okay. Thank you for that. Um I I I do want to raise because I'd like some clarification. Um we've heard Mr. King come in here multiple times and talk about this. Incidentally, um there's been several news reports on this about various
individuals from BCPS involved in this um for lack of better terms, I'll call it a scheme to use facility rentals uh in an inappropriate manner. And I know these are just allegations. They'll have their proverbial day in court and that's fantastic. But the allegations are these
individuals are using our facilities and pocketing the the profits. Um I would like to know other than Mr. Spence, who's on the docket today, has any other person who's been accused, charged, arrested for anything to do
with illegal facility rental usage, have they come before this board for any type of suspension or disciplinary action yet? >> Heather Prene. Yes, sir. >> Okay. How many individuals? We have had one case completed by a facilities head
um facilities maintenance person who came before us for a 10-day suspension as well. >> So, one other individual >> at this point. Yes, there were other individuals that were arrested and therefore did not need that came before the board as terminations. >> Okay. Well, I want to include them in
the in the analysis if they came for termination as opposed to suspension. I'm talking about discipline. How many people have been disciplined because of this illegal renting of facility scheme? >> So, as the cases that are closed as of right now, this one day 10day suspension with the assistant principal, 10day
suspension with that head facilities person and two arrests. Now, there was one other person involved that was not a full-time employee, I believe, of Broward County Public Schools, um who was also just not returning to the
to the uh facility. >> Okay. I'm I'm I'm I'm sorry. I'm having a little trouble following. Maybe my coffee hasn't kicked in yet. >> How many individuals have been disciplined by BCPS for their role in this illegal renting out of our facility? >> There were four.
>> There were four total. Okay. Yes. >> Do we know how many people were arrested? >> Of the four, two of them were arrested. >> Okay. Are there any individuals who've been accused of this or charged uh that are BCPS employees that have not yet
been disciplined? >> So, this case is running through Broward County Schools Police. So, the best person to speak on that for the cases would be Kevin Ozawitz, Jeff um Jeff Lavine, Sergeant Jeff Lavine. I see the cases once they are public to prepare
and coming to the PSC committee. >> Okay. Well, I I'd like an answer whether it comes from Gregory or NASCO. I don't I don't care who the answer comes from, but I would like to know um because I don't want this perception out there. Uh unless it's reality, but I don't want this perception out there that
individuals are being arrested that are engaged in schemes that are defrauding u allegedly uh defrauding the school board or def defrauding the the district and not being punished. So it it it would appear that there perhaps there are some of
those individuals that that may be the case. I I want to know how many people have been accused and or charged of this that have not yet face discipline. I need to know who I can get an answer from that from. Please >> Dr. Fton. So what I will ask uh I know Nasu is in the room but before um you
come up I want to turn it over to legal so that they can frame what can we share because I do know that there are still many outgoing investigations that are happening and I don't want us to speak on it in an open form right now. >> So if you could frame that for us
please. So through the chair, staff is not allowed to discuss any matters that are an active investigation. So if there is an active investigation, that's off limits for being discussed.
>> So we are only able to discuss matters in which I guess a formal charge has been brought. >> Yes. And it's outside of that investigation phase. >> Okay. So, um, the only matters that are outside of the investigation phase then would be the four individuals that you
referenced before, Miss Printe. >> Yes, sir. And let me correct that. There's actually five. There were two arrests that were terminated. There were the two 10-day suspensions, one of them coming before you, and then a third case just finished at the PSC committee, but
that individual was already non-renewed. But the recommendation coming from PSC for that individual who was involved with facilitron um because she was already non-renewed, we just coded her as she was terminated in lie of non-renewal.
>> Okay. So, uh, I guess then perhaps on on the advice of council, uh, maybe I should just shut up, uh, because it appears that we can't really discuss the public's concerns, uh, about what is actually happening with this, um, because of there may or may not be
active investigations. So, um certainly I will um follow the advice of council, but I I do think it's important um that we put out there um to the to the universe that there have been apparently five individuals that have already been
uh disciplined to this for this and perhaps more are under investigation. So, I guess maybe stay tuned. But um with that said, I appreciate you, Miss Jack Adams, and your um legal acumen on this.
Any other board discussion? All in favor of the items, the consent items that have not been pulled for discussion, say I. >> All those opposed, say no. Items passed unanimously. At this time, may the chair have a motion and a second to pass item agenda
item H1. >> Move. >> Moved by Dr. [clears throat] Zean, seconded by Miss Hixon. Public comment on H1. >> Two public speakers, Delvin King, Dr. Natalie Lynch Walsh. You may approach the podium. >> [clears throat] >> Delvin King Pump Beach. Y'all suspend
that mad man for no reason. It's all good. Show true leadership here at Brow County Public Schools. You let Rachel Daily go, but you suspended him.
You know that lady rented out all facilities across the county. You let her go. It's all good. You show true leadership here in Brower. And every board member up there didn't say nothing. Nothing.
But going back to looking at I guess we're talking about H2, H1. Why is there not dates that let us know when you're hiring these people? When they're when when are they starting? What is the official start date?
We need to understand when are they actually starting because we're going to run into the issue where you had Mr. Williams, principal of Blanchila High School, working two jobs. He was working in Texas and still on file as principal at Blanchila High School. So he double
dipping. He getting a check here and a check there. We need to know when it starts and when it ends. When you're hiring a new principal, hiring these new teachers, we need to know so there's clear-cut understanding. So we know when they're stealing from the district, but we don't want to be held accountable
here in Broward County Public Schools. We let people do what they want to do cuz we tell you the problems that we have here in the county. And you still go and let these bad leaders run these schools. Let these bad leaders run these
uh area offices. This this facility stuff could have been handled if we had good leadership. And guess what? You let that man drop our school, Blanchila High School, from a A to a C. You want to say this is a A-rated district, but you don't want to
talk about the bad. Let's talk about how many high schools went from that dropped two letter grades. Let's talk about that. And that's a direct reflection of the leaders. Everybody that went to Texas school dropped two letter grades cuz they didn't give a damn about their
schools. They was worried about what they going to do in Texas. You don't want to talk about that. But you suspending assistant principles for something they did not do. Y'all don't want to have that discussion. I've been coming to you telling you we need a new a principal at
Blanch High School. You waited till it dropped to a C to say you got to go. You waited till y'all y'all y'all caught him up with facility rentals. You waited and waited till he got him a good job. But this is what we do at Brow County Public Schools. I've been tried to have
a discussion with you, Mrs. Deputy Superintendent at Blanchilla High School to tell you and you brushed me off, but this is a reflection of the leadership we have at Brow County Public Schools. We need to do something about this. Thank you.
>> Thank you. And just so for the public's um understanding, H1 begins on page 105 in the agenda packet. >> Any other public speakers on the item? >> That concludes public speaking. Okay, board member discussion. Mr.
Seivera, >> thank you. Want to congratulate um all the appointments and wish you guys the best of luck uh moving forward. This I'm sure is very exciting for all of you and we're excited that um you have made uh
this progress that you have in your careers and um do something I normally don't do, but I'm in a good mood today. Where's Mr. Lechman? You want to stand up for me, sir? You ready for Pioneer? >> So, I have all the faith in you and uh
we're expecting greatness in Cooper City. Um that uh Pioneer is is a gem and um very hopeful you're going to go in there, hit the ground running, and deliver the results that uh we know you're capable of. So, congratulations to you, sir. >> Thank you, Miss Hixon.
Thank you. um also like to congratulate all of the appointees but also we have a large number of principles who are retiring this year. So I just want to give a shout out to them. We actually have a total of 189 teachers, staff, you
non-instructional retiring. So congratulations to all of them. But a special congratulations to um Principal Bullock from Plantation Park, Principal Johnson from Cypress Run, Principal Manville from Parkside, Principal Near from Coco Nut Creek, Principal Wagner
from Pemrook Lakes, Principal Williams from William Dandy, and Principal Gilbert from Silverlakes, also to D um I think it's director Dvita Johnson. Um she's been here a long time, so thank you so much for your service. And as a
personal point of privilege to Mr. Chapnik who uh served over 40 years in the district in a variety of schools. I worked with him at South Broward but he's retiring from JP Terraella. Congratulations to everyone and uh wish you all of the best in your new journey.
Thank you. All right. Congratulations. [applause] Any other board discussion on H1? All those in favor of H1 say I. >> I. >> All those opposed say no. H1 passes unanimously. The chair
The chair would like to take a moment to recognize new staff appointments. We would like to congratulate each of you for your career advancement with Brower County Public Schools. We value you and your families. If we could give the appointees a round of applause again.
[applause] and Dr. Fulton, can you please share a few remarks and introduce the new leaders? >> Sure. I would also like to say congratulations to all of our appointees today. Whether you're joining the Broward County Public Schools family um as a new role or joining us for a first
time, we are so excited to welcome you to the family. We're excited to look forward to what you will contribute to our great district. And also, it's our pleasure to introduce, and I'll do it again. And I know Mrs. Sea did um introduce Mr. Lyman from Pioneer Middle. I would also like to say welcome to the
leadership team in our district. You're joining a great group of leaders. We're so proud that you have the opportunity to serve alongside us and the community at Pioneer Middle is so proud to have you to be their leader and to lead them into the next direction. So we welcome you and thank you so much for being a
part of the team. We appreciate it. [applause] >> All right, we will briefly Oh, go ahead. >> I also would like to add don't want you to get away yet. We like you to come to the podium to give some very brief remarks um on on your behalf. Thank you.
>> Good morning everyone. Thank you for having me here. It's truly an honor and a privilege to stand before the school board as the new proud principal of Pioneer Middle School. I'm grateful to Broward County Schools for the last 20 years of me serving the community, district leadership, all my mentor
principles, especially Dr. Kaplan who took a chance and hired me 10 years ago as a first year AP. All my admin team and my previous sites for their support. I want to thank my beautiful wife Kate uh for standing with me through the leadership journey and waiting for me on
those long late nights football games and my two beautiful children uh Max and Olivia for making me a better educator. I also want to say that Pioneer does have a long tradition of excellence. I'm excited to join a school community that is dedicated to student achievement, innovation, and strong relationships. I
look forward to partnering with our talented students, staff, admin team, and community members and parents to ensure every child feels supported, challenged, and inspired to reach their full potential. Thank you, and go Eagles. [applause]
>> All right, thank you so much and congratulations again. Um, we will briefly recess the meeting to take a photo. Hey, Jimmy. >> [music] >> Baby, [music] hey.
Down, down. Brown. Grand Hey, hey, hey. Heat. Heat. N. I see there. I see
Yeah. Yeah. [music] Yeah. >> [music] [music] [music] >> Heat. Heat. [music] >> [music] [music] >> This regular school board meeting is now
reconvened. Could I get a motion in a second on item A1? So move. >> Moved by Dr. Zeman, second by Miss Hixon. And just for the public's knowledge, A1 starts on page 240. Is there public comment on item A1? >> No comment. [cough]
>> Board member comment. Dr. Z >> Jared. Um A1 is great news. It's not um that I'm critical of this item. Um I'm curious though about how the listen to children mentoring program um aligns with the mental health report that we
had done last year which included a comprehensive assessment of our district that made some specific recommendations. It very well may be that this does not contribute and that's fine. Uh but I am tracking that assessment uh because it was I thought a really cogent piece of
uh of of help and so I'm wondering if this listen to children mentoring program aligns with or supports any of the recommendations of that report that we had done last uh last year. >> Dr. Heard. >> Yes. I asked Miss um Hollisworth to provide some details.
>> Good morning. Simone Hollingsworth, chief student services officer. And Dr. Zean, you are correct. one of the um invo um you know uh recommendations was about getting student voice and having um really branching out and making sure that we're doing prevention and early intervention. So I would say yes and no.
It certainly um wasn't specific to this, but we are also always, you know, looking at other opportunities and um you know um experiences to bring in other individuals so that we can really make connections for students and then making sure we're looping that back to our school-based and itinerant staff
that support those students and those um school counselors and school social workers. So, it's definitely an enhancement and I would say a compliment. >> Thank you very much, chair. >> Thank you. Any other board member discussion? All in favor of A1 say I.
>> I. >> All oppose say no. Item passes unanimously. This is the time of the agenda where we have split the general public speakers to incorporate a morning session. Each registered speaker is reminded to be to present their agenda comments in accordance with policy 1020. And as a
reminder, per our policy, we do not go back and forth with speakers. So when I call your name, please approach the mic. Dr. Natalie Lynch Walsh, Dr. Trudy Drammanovich, and Delissa Rufus. Good morning, [clears throat] Dr. Natalie Lynch Walsh, Plantation,
Florida. Um, oh, thought you were speaking with me. Um, so let's see. It's been about a month. Uh, I would have signed up for F2, which is the monthly financial reports, but those
were yanked from the agenda. I sent you guys an email uh yesterday, and my friend Copilot was nice enough to put together a little chart. Um, you started the year out of compliance in terms of financial
reporting, meaning there were none. and they are required by Florida administrative code to be done at least monthly. The superintendent is supposed to provide the board with financial reports. Uh that did not happen for last July,
August, September, October. You got your first set of reports in November and that puts you a month behind every month and then all of a sudden there's no May reports happening and you won't see anything again until you get the Saffer.
So that once again presents a problem where it would seem you're out of compliance because if you don't get a report by not getting a report in July, you're now skipping one of the reporting periods. And when you add to that the
fact that I am still waiting for anything close on my public records requests to see the supporting schedules which start with the Excel version of those budget reports. I don't even have
that much less anything supporting those. And there's a rumor that I keep hearing that the CFO has resigned. All of these things when you add them together right be in the middle of
budget season before you get the staffer long before anything's going to be audited. Um it doesn't it doesn't smell good. So if someone could ask Dundas F2 I would really appreciate it. And remember compliance is not just for
volunteers and the public. It is for everybody including your superintendent. There should be an explanation for why this report is not coming and it can't just be that you'll get it uh in September because it's required by law.
Um so that um and speaking of public records, they've stalled again. You do have someone that's in charge of public records and it is not the two clerk spec B's. All they can do is ask people for records. They do not coordinate. They
don't manage. They cannot force people to cough them up. So, I've asked for my next open list because things are starting to lag again. Um, and in case anybody thought I forgot my rebuttal, I have not. And C-Pilot is helping with that and that is shaving months off the
process. Thank you. Thank you. Next speaker. >> My name is Dr. Trudy Germanovich. I have been a proponent of using the right kind of technology with students since the early 1980s. The key is knowing what is the right
kind of technology. Clearly, it is not the drill and kill, the love of learning which describes the situation in this district at this time. The overuse of programs for data collection purposes has gotten out of hand. If I was
teaching science today, when asked for data, I'd send the actual research papers that students had produced or videos showing cooperative learning and oral presentations where the knowledge students possess is evident. That's how
I eval evaluated students and I was trusted to grade accordingly. Here's an excerpt from an article on the misuse of I Ready. When my son was in first grade, he came home from school in tears, saying that
he hated math. My wife and I are both engineers, so this was the sort of all hands-on deck shock that demanded our immediate attention. Before my this, my son had loved math. He would demand that we challenge him with math problems to do in his head. He loved doing
flashcards. He played math games on his tablet unsupervised for hours. Even now, years later, in fourth grade, he has decided he wants to learn calculus. So, he insisted I started explaining it to him as best I could in the car and
started working through pre-alggebra in Khan Academy on his own. How is it possible that a kid like this has decided he hates math? His misery was due to I Ready, the software product our district had purchased for math work and
testing during the period my kids happiness at the end of the school day was entirely determined by how much time their school had made them spend on I Ready. If they hadn't touched I Ready, they were happy. If they were forced to
do it, they were sad. If they had to spend an unusual amount of time on it, they were in tears. The use of any software should be at the sole discretion of the teacher. They are the professional who should make the decision about what is
appropriate for her or his classroom. The only requirement in state statute which is forced on teachers is the administration of state tests three times a year. Leave the rest up to the teacher. Not district administrators.
not district administrators. Thank you. >> Thank you, speaker, Delissa Rufus. Okay. Um, thank you to our public speakers. Dr. Huppurn, do you have your
superintendent's update? >> Yes. Thank you, Madam Chair. Good morning. Good morning board members, staff, Broward County parents, students, and members of our community. As I shared yesterday during the state of the district address, our district is strong, especially academically. I could not be more proud of our students,
teachers, school leaders, support staff, and everyone across Broward County Public Schools. Thanks to their hard work and dedication, we have once again earned an A rating uh for our district for the third consecutive year, and we continue to have no D or F schools. Um,
in addition, our team has been working hard this summer, um, taking on some of the some of the challenges um, and some of the calls to action, especially by uh, some specific board members. Uh, I usually don't call the board member out, but Dr. Z, I'm going have to call you out on this one. There was a specific
call to action about ensuring that every every elementary school offered a minimum of three special area classes. We took that call to action to heart um because we are student first organization. with an emphasis on providing students access to music, art,
and physical education. I'm pleased to say that mission was accepted and that mission is accomplished. [applause] Absolutely. This initiative focused on our smaller elementary schools that previously offered only two specials. As
a result, all 128 elementary schools will now offer students at least three special area classes for the upcoming school year. Schools that previously offered only two specials will now provide music, art, and physical education, expanding access to these important enrichment opportunities. Many
of our schools will continue to offer additional special area opportunities beyond these core specials based on the unique needs and interests of their students with input from school leaders, families, school advisory councils, and PTSA. In addition, we were able to allocate additional funding to our high
schools to help ensure appropriate class sizes as we begin the new school year as well. >> [applause] >> Thank you board members for your continued support um and also continue to challenge us as well. Um it's it's a a relationship that's great to ensure that our students get the best quality
learning experiences as we prepare to welcome students back. I want to thank every member of BCPS uh for their tremendous work that's gone into getting our schools and operations ready for a successful opening. I know I speak for everyone on this deis as we can say that
we can't wait to welcome all of our students back, all of our teachers back and all of our staff back um and start an astounding year. Um so Beacon, let's roll the highlight for the month. We have seen where we've been. We
understand the journey that brought us here. Now we turn the page because the next chapter of Broward County Public Schools is not something we wait for. It's something we build every day in every classroom in every school through
every student experience. This is what comes next. Classrooms where learning is active, relevant, and connected to the future. Where students [music] are not just learning content, but solving problems, creating solutions, and preparing for what's ahead. This is
workforce readiness, not as an idea, but as a lived experience. Students exploring career pathways, earning certifications, engaging with industry, graduating ready with choices, direction, and confidence.
This is innovation in action. The largest implementation of artificial intelligence in K through2 education. Expanding how we teach, how students learn, and how we personalize [music] opportunity. Immersive technology that brings
concepts to life, that allows students to experience, design, and explore in ways that were not possible before. This is not the future we are preparing for. This is the future we are already building and it's happening because of
you. Because leadership at the school level turns strategy into experience, turns vision into reality, turns possibility into outcomes for students. The work ahead is clear. We must expand
opportunity, strengthen pathways, tell our story with clarity, ensure every family understands [music] not only the value of choosing Broward County Public Schools, but the opportunities available to every child who walks through our doors. Because in a choice-driven
environment, our schools must not only deliver excellence, they must be destinations. Destinations of innovation, of opportunity. Destinations where students are seen, supported, and prepared for what comes next. Places where every student knows they belong,
knows their voice matters, and believes they can achieve more than they imagine. This is our moment to lead with purpose, to act with urgency, and to move forward together. Because the next chapter is
already taking shape in our classrooms, in our communities, and in the lives of our students. It will be defined not by circumstance, but by the choices we make, the opportunities we create, and the future we help our students build.
The next chapter begins with us. >> Madam Chair, that concludes my report. >> Excellent. Thank you so much. And again, that's really great news about the specials. [applause] Um, before we go to BEF, I know some board members had some questions and comments. Miss Hixon,
>> thank you. Yes. Can thank you so much to the superintendent for hearing the concerns of the um board and for doing the specials and also for the additional funding to the high schools because I know the principles were very stressed out. Um I'd like to ask Miss Jacqu Adams
if she could speak to something that a public speaker brought up because um it was mentioned that we're out of compliance of a state law. So could you um Miss Shock Adams just speak to whether we are or not out of compliance
if the um if we're not getting the May financial report today. >> Okay. So whether or not we are in compliance or out of compliance is a factual issue. So
the the first question that I have in my mind is what is uh what statutory authority requires this monthly um reporting and so I was looking that up right now and then um make the determination based on the facts whether
we are or are not. So um let me go ahead and look up that um that that statute. Um the speaker did not state what what statutory authority that we're in violation of. So I'm looking at the law
and seeing whether we are indeed by not moving forward with providing that >> report. And one other there's a a a myth going out or or a rumor. So to Dr. Hepper, have you received a resignation
from from the CFO? Not at this time. >> Thank you. And Dr. He, I believe staff wanted to speak to the No. Okay. All right. Um, Miss Thompson. >> Thank you, chair, and thank you, Superintendent. I think we give you a
lot of heartache sometimes, so this is very >> It's good heartache, but I think everyone needs their their sunshine every once in a while. And I think this is an amazing thing to hear this morning. Um, but I wonder how we're going to let the community know that's
happening. I brought it up last week about needing like a rapid response. This is extremely good news that even if the press doesn't cover it, like our socials, quick graphic put it out and let people know. Um, yes. >> Yep. Um, we got the team. We'll we'll
get it out today. Uh, we just wanted to make sure it finalized and um um let the board members know immediately. Um and then we'll get that information out to our communities through our social media channels. Yep. And especially to the schools that did not have the the music art and and PE. So make sure we target
um those communities as well. >> And then just um to explain to the audience for the three specials, how are they determined? >> So the three specials, so we had the two we had several schools that didn't have um music or P or the combination of the
three. So we ensure that they had at least music, art, and PE. The other schools that already have four or five, six specials, um they work with their teachers, their communities, their students to find out what specific needs they have and and some of those needs are associated with the unique um academic programs that they have on
their campus to provide supplemental opportunities for for to support their programs at their schools as well. >> Awesome. And thank you again to you and to your team for for finding the money and making this happen. >> And I think to Miss Thompson's point and to your point, Dr. He like in an ideal
world, I would love to see like either digital or mail targeting of those neighborhoods to to parents cuz I mean I got a postcard from uh a private school earlier this week um just saying like hey we've added specials to your school like this is really really great news um
and speaks to like the value of education that we offer. Miss Bulman, >> thanks chair. Thank you superintendent for making this happen. I can't tell you how thrilled I am to hear this news. Um
this is something that uh I have wanted for many years. So thank you. I'm so glad that we're going to have um equitable opportunities throughout the entire district. And to you know my colleagues points we absolutely need to
let everyone know because this is what distinguishes public education from the rest these opportunities that we can give. And so to have um to have this come to fruition like this, I I'm just so proud. So, thank you so much. >> Absolutely,
>> Mr. Sea. >> I too want to express my gratitude on this. I think this is this is huge news and um we need to let the public know like immediately, right? Because this is a huge step forward for us. I know this
was a great concern um in in all of our communities and all of our districts. And for us to be able to step up to the plate here and deliver this fantastic result uh I I think is wonderful. And as we very rapidly approach first day of school, every parent in Broward County
should should know with with school age children should know about this um because perhaps we can use this as a stepping stone to get those enrollment numbers back up, right? Um, in addition, um, Dr. Heeper, I I'd just like you to to just comment a a couple seconds more
because I I think the high school teacher funding issue was also very very important. Um, I know when that um when that misstep uh came uh came across the wire, so to speak, I received a litany
of calls of very upset folks both in the schools and parents and whatnot. Um, you and I had discussed this. I expressed my concerns about what was going on and it looked like that has been uh that's been corrected now. So, I'm also very very thankful for your for your and the
team's work and diligence on that. But just I I I want to be I I want the public to know exactly what's happening. We've reinstated some funding now which is going to directly impact the amount of teachers that can teach our kids in high schools. Correct.
>> Correct. um and more specific the sections that they need to offer the courses and to have comparable class sizes so we don't have overloaded classes and being able um to offer the plethora of courses that the students are requesting >> and and this is fantastic especially for
some of us who have really large high schools you know like Cypress Pay is is um in in my district in district 6 and there was some real concern that you know you were going to have 40 kids in some of those classes so I'm I'm glad we're able to to step up to the plate
here and take the appropriate corrective action. Uh this is also very exciting news and I hope the public is paying attention that uh and they can rest assured that all of our high school parents, all of our high school students um you know there's going to be great educators that are going to be part of
the uh part of the process here, part of our schools come uh very soon here as we get ready to start the um the first uh the first quarter of school. So I want to thank you for your action on this. Thank you for for listening to my concerns and I think this is just a a
tremendous way to get ready to start the school year. So kudos. >> Thank you Dr. Zean. >> Thanks chair. Um and thank you Dr. Heern. Uh none of us really do anything by ourselves. This is uh to me a real
testimony of this team. you know that uh individual board members can bring up ideas um get some very very quick response from the staff which is truly remarkable because it was in the between the finance guys and the academic guys who had to get together and figure out how many resources and what feasibility there was and get it done. What's really
remarkable Dr. Heburn is this came up just a month ago. >> Yep. >> And the analysis came back three days later. Uh the board talked about it four days after that at our next scheduled meeting. Uh and then the action was taken within two weeks after that. That kind of speed and agility to respond to
not what a board member wanted but what the community wanted is really remarkable. I also want to point out that this is an example of challenging assumptions. The state gives us money per person. So we get roughly $9,000 per student to the district. That doesn't mean we need to
give money to our schools per person. Small schools need a little bit more and big schools need a little bit less per student. if what we're trying to do is really get everybody to their full potential. And that's what I love about this decision is this is an equitybased decision because it's you shouldn't
allocate excellence in education by zip code, but often our smallest schools are in our lowest income areas. And so when you do the old model of we get money per person, so we just give uh schools money per person, um you're you're uh you're
disadvantaging people that we didn't want to disadvantage. And so I just want to compliment the speed and the agility and the staff response because I've seen staff responses that aren't all that. Um and and and that is what it is. Uh but I love kind of working on this team, you
know, to my colleagues because you guys have made it very uh enabling to bring ideas and to talk about them publicly. We can disagree without being disagreeable. Uh which has really uh makes serving on this board so much more enjoyable. So thank you all uh for for all that. Thank you, Dr. Eert.
>> Thank you. Thank you. Any other board discussion? >> Sorry, got one point. >> Go ahead, Dr. >> There. There's another much smaller thing, but it's also happening on August 10th, which is we're opening the sportsmies between Bennett Elementary School, Sunrise Middle School, and Fort Lauderdale High School. Uh those projects have come together incredibly
well. Thank you, Dr. Dorset, uh for all of the all of the uh special attention that there has been on that. I drive by Sunrise Middle School now and then, and every day there's another piece of equipment tearing something up or putting something in. Brand new weight room. I know Dr. Dr. Heepburn goes in there every morning at 5:00 now to work
out at Sunrise Middle School because it is in a remarkable Olympic quality uh weight room, brand new floor to the gym. Uh all kinds of additional uh resources being poured into those schools. And what I hope we see on day one is an increase in enrollment to what we
expected because the community is really buzzing about their sports academy. The other thing I hope is it's not our last sports academy. It would be awfully nice if we had um uh park and wreck equipment at our schools that matched the quality of our instruction. That would really
really set us apart from anybody else uh as part of these choice days. Thanks, chair. >> Thank you. Any other board discussion? >> Miss Jack Adams. So, so the question was whether or not the school board is out of compliance
because the monthly report was not delivered. And so I wanted to um point to a particular statute 1010.02. Um first of all 3510 is the the um board policy
that that governs this. Um, and there's nothing in the underlying statute that speaks to it, but um, Florida Statute 1010 1 A subsection 2 indicates that,
hold on, a school district not identified as having a financial concern may not be required to submit financial reports more than once every quarter. So that's what the statute says. There is
however a Florida administrative code that specifically is uh rule 6A-1.08 O8 which states that at least monthly the superintendent of schools shall submit for use and
consideration of the school board a financial statement in a form prescribed by the school board. So it specifically says financial statement. So I don't know the comparison between a financial statement as referenced here and the
document that's before you on the agenda. General general counselor if I can ask you a question. Um this report can um I know it was withdrawn for a specific reason. Um I think uh that reason has
been addressed. Can we email that report to the board so that they have it prior to the next uh meeting? I think we can actually probably email that this week to the to the board corporate and um ensure that it is available to the public um for the next uh regular school
board agenda um and post it to remedy any issues. >> So are um through the chair are you asking um like a cure if you will? >> Yeah. Um because it was pulled for a reason. And I think that reason has been addressed. Um, and we can certainly send
that to the board. Um, I know it's not posted here, but we can certainly send it to the board and probably converse with your office of how we can get it out to to the public prior to the next board. >> Yeah, it appears that it it does. Um, however, I'm not uh 100% convinced that
there's been any type of violation because of what the Florida statute states. Okay. >> Thank you, Mr. Rupert. Miss Rupert. M. Rupert, I know you asked to speak. I don't know if you're on the line or if you're muted.
>> She's on the line. All right. Um, we'll Oh, okay. So, Miss Rupert, you just texted me I am online. If you could share your comments. Oh, she said her mic is not working. So, um, I'd like to go to the BEF presentation and then we can come back to Miss
Rupert's comments on the reporting, this statute reporting. Um, so at this time I would like to go to recognize the Broward Education Foundation and we'll come back to you Miss Rupert when your mic is working.
>> Good morning everyone. Sorry about that. Mr. Sea, I saw you with your hand up. I hope I didn't just jump we didn't just jump in here. But we got uh we got some exciting stuff. So uh James Nab, president CEO of the Broward Education Foundation. Um really excited to talk
about a few different things. One of them being our school supply drive that's continuing to go on. We're continuing to collect uh uh supplies for uh schools to put at the center, but also to deliver to schools. Um just finishing up a little bit of uh of our
numbers from last year, and we gave back um close to $2 million worth of school supplies back to teachers uh at at uh in Broward County Public Schools last year. So, we're excited to hopefully surpass that number. The supply drive is part of that. Um part of that piece is the adopt a school. um the adopted school program
and for the first time ever is um going to be in every single one of the board members districts this year. Um everybody should have gotten an email and hopefully you can attend, but we've partnered with the community to adopt schools to put uh backpacks and school supplies in the hands of our students here um in Broward County Public
Schools. So we have a little over 21 schools so far um and still growing. uh many of you on the board have supported them um have supported schools specifically but also continue to support those schools in in different ways. So uh I appreciate that because the the community is extremely engaged
with this but extremely involved as well. And part of that engagement we're uh working on a beautifification blitz with district 2 with Rebecca Thompson. Um she has uh thrown that out there as like hey let's let's you know let's start this somewhere to do it districtwide. So it's really exciting. Um I know that Dr. Dr. Heburn had
mentioned at one point that he kind of wanted to start this to go district-wide. Um it's been uh extremely wellreceived. We received quite a bit of um support from some chambers and restaurants and stuff. So, this is a really really good onboarding process for where we're headed um with beautifification. So, I think we're
doing to not speak out out of turn, I think we're doing four schools in terms of the beautifification piece. And then the second piece that um we're doing that hopefully we'd like to continue with other with other uh districts within within uh Broward County is helping teachers move their things in similar to when you're at a college or university and you're a new student and
you kind of get helped moved in to your uh to your to your dorm. We're hopefully going to be able to do that um at a great rate to help teachers kind of get started, right? help teachers get their rooms together because we all know if anybody knows a teacher in their first week of school, they're probably putting up things on their walls for about a good 3 days and and the the less time
that they spend hopefully on that with some help, the more time they can spend on on looking at their class roster and preparing for the year. So, we're excited about that. Um, so what I'm extremely excited about and what you see the individuals in this room, um, and
why they're here today is I'm proud to recognize Advanced Roofing. And, uh, Rob Corner, he's he's here. He's the, uh, CEO of of Advanced Roofing. For more than 40 years, Advanced Roofing has built a reputation as one of Florida's premier commercial roofing companies.
Under Rob's leadership, the company has become not known only for excellence in its industry, but also for giving back and investing in the community. So today is a is a special day because we continue to talk about the bridge between community and the district. And Rob has put his um his time, effort, and
energy into this gift, and he's looking uh to us as a community to follow suit. But he is he is uh gifting $10,000 to South Plantation High School [applause] to for the 4H Tech Garage program. I'm gonna let him come up and speak a little
bit. Um, but before I get off, there's so many people in this room when I talk about the beautifification blitz and when I talk about so many different things. So, you know, Mr. Dorset and and so many others who who continue to to assist when when we pick up the phone, um, they answer. And just the willingness of the of this school board
to continue to allow us to, uh, to really bridge that gap and bring these partnerships together is a really big deal. So, we're excited about that. I want to introduce Rob so we can introduce the students because they uh, they've got some exciting news. Thank you guys. >> Thank you uh board and uh I appreciate
the business. Over 43 years I started one pickup truck here in Broward County and we just turned it over to 700 employees were 100% employee owned. But part of that is giving back, right? So I've always been a person to give back and you give back to areas where it
makes a difference and I want the kids to talk about it. Last year they won the national championship at Texas Speedway. They went around the oval wrap and they won it. So that's it. And uh I won't I'll let them tell them what they did this year. They went 670 mi cross
country. These kids build this car themselves. Everything do the research. And it's truly amazing to watch. I just want to give you some I why the the why, right? As a business guy, what's the ROI? These are where these kids went. MIT, uh, Northwestern, Georgia Tech,
Michigan, Sanford, UC Berkeley, Harvard, UF, FSU, U, UCF, FAU, and then most importantly, what did they do afterwards? NASA, SpaceX, Blueart, Tesla, Rivian, Lheed Martin, Apple, Google, on and on. So, when you get an
ROI like that, it's really important. And I I just want to let you know and also I'd like to thank Chair Lombardi. Um, you're taking a meeting with youth. I've also given them $10,000 and I really think the the urban rugby uh in high schools would be great. So, uh I'd
like Emily to come up and tell us how they did this year. >> And these are all the great kids. >> Good morning everybody. Uh this year we were fortunate enough to race the 670 mi starting at the Texas Motor Speedway and then ending up in Fort Stockton, Texas.
We did this. We won first place this year and it means so much to us as a Thank you. Thank [applause] you. as a secondy year nonprofit organization or a secondy year nonprofit organization that just found a home in Broward County and we could not be more thankful for Broward County and I could not be more proud of the students a part of my team.
>> Okay, >> thank you again everybody [applause] really quick. I I love how they were like, "Yeah, we won first place again and then again and again." Um and they just acted like it was nothing. They would really love to take a picture with the with the board if we could do that. I think they're really excited. It shows
exactly what Broward County Public Schools is all about. When we talk about students being here and being a part of something great, this is that part of something great that doesn't always get spoken about. And we want to continue to talk about that and put that on that platform. So, thank you guys so much. We're going to go ahead and take that photo. Thank you guys. >> We'll briefly recess the meeting.
>> [music] >> Hey. Hey. Hey. Heat. Heat. Heat. Heat. Hey, hey, hey. Yeah. I see
Yeah. Yeah. [cheering] Yeah. >> [music] [music] [music] [music] [music] >> This regular school board meeting is now reconvened. Um, thank you again to BEF
and congratulations to the students and Mr. Conor Erands. Uh, that was really amazing. Um, I know we received an email with the Broward County Council of PTAs, PTSAs with their report. I'll call out our union groups, BTU, BPAA, ESMAB, VOI,
COPA, and PBA. Is anyone here to speak from those from our labor groups? >> Okay. Um, Miss Rupert, is your mic working? >> I hope so. Can you hear me? >> Yes, now we can. >> Perfect. I had to reboot. So, thank you.
And I apologize I'm losing my voice, but on the same vein that we were discussing reporting um requirements for the board. I wanted to ask in case I missed it if we um received the annual fire safety
casualty safety and sanitation inspection reports that are in statute. um the fire safety casualty safety um sanitation reports required by section 1013.12 comma F period S period uh for all
permanent and relocatable buildings shall be submitted to the board by June 30th of each year and then we have to see the inspection report we have to go through the inspection report before it can go to the state um as well as um it
has to be available to the public. That is still part of the um the requirements and we shall m maintain a yearly inspection list plus notating the ones that were um didn't pass last year and
the improvements that we did to make it um commendable for the for the state to see it. So um that is my question for I believe I don't know if it should be Dr. Heeper first or the attorney. Um Dr. Heeper um please please weigh in.
>> Yes, thank you for the question, Miss Rupert. We'll have to do some research on that to see where we are and also I want to look at if the board or the district has um gone through that um in in years past um and how so if you can allow the team to do some research and
we'll follow up. >> Well, we're already um over overdue. Um so that that's that's a problem. Um and we have this um every year it has to be submitted by the school board and it's absolutely one of the um the reports
that I check up on every year. Um and it's extremely important because the public has a right to know uh about how how well our schools and facilities are doing. So, um I I don't really want to be disrespectful and push back a little
bit here, but um has it has it come to the board for a vote yet? And has the board looked at it at all? >> I have to do some research um uh Miss Rupert. So, we should have an answer for you um sometime during this meeting.
>> Okay. Um that would be great. Thank you so much. >> Thank you, Mr. Seivera. >> Thank you, Chair. Um >> [sighs] >> our speaker had uh I believe it was Dr. Natalie Lynch Walsh had had brought
uh attention to some a portion of the admin code. Um I was not hearing the same thing from her as I was from from Miss Jack Adams and and I I just want to make sure uh because obviously you know I am when it comes to compliance. Um is
the speaker still here? Yeah, she's in the >> um would you come back to the podium for a second, please? I'd like to know the admin code that you were uh referring to during your prior comments. Just want to make sure that we're on the same page, which is what Miss Jack Adams was reporting
because I I heard them both differently. >> Uh Natalie Lynch Walsh, Plantation, Florida. Uh, Miss Shock Adams did uh repeat the Florida the correct Florida administrative code which is 6A-1.008 which mandates at least monthly the
superintendent of schools shall submit for use and consideration of the school board a financial statement in a form prescribed by the school board. And where you will find the form prescribed by the school board is in schoolboard policy 3510
which defines and we made sure this got defined um on the audit committee. The superintendent shall provide the school board with interim financial statements that include the current projected percentage of the general fund ending fund balance not classified as
restricted, committed or non-spendable as it relates to the total general fund revenues as required by rule 6A-1.008 Florida administrative code. There are financial statements that are actual financial statements. You can have the
staffer, you can h but you also have interim financial statements and that is what this refers to and they are required monthly. >> Miss Jack Adams, are are we in compliance with this? Let me read it in context because 3510
um is uh governs uh let me see the title the fund balance and there um are certain circumstances where monthly reports are required if we are below that threshold. So, let me read that in context because
I I don't want there to be a reference to a monthly reporting, but the context is if we are under investigation. So, let me take a look at that um provision real quick. >> Chair, I don't know if any of my other colleagues have a comments or inquiries
while our general counsel is looking this up. Okay, then we'll wait patiently. So the context that I see it reads and I'm reading from 3510 Roman rule 2
A and then subsection 2. And it states, "The superintendent shall provide the school board with interim financial statements that include the current projected percentage, excuse me, of the general fund ending fund balance not
classified as restricted, committed, or nonspendable as it relates to the G total general fund revenues as required by 6A-1.08 of the Florida Administrative Code. That's the context
>> of the monthly reporting >> that says interim. Does it say monthly in the code or in the in the policy? >> So the interim financial statements are required pursuant to that rule. >> Okay. >> And at the at at this time there's a
monthly um reporting requirement. >> Okay. Let let me do this. Let me see if we can land the plane here. Um, we did not produce anything for the month of May. Okay. Was that proper or
improper of us as a district to not produce any report for the month of May? >> I want to refer back to Florida statute 1010.02. Let me jump back to that.
It closed that down. Hold on. Let me pull it back up. So Florida statute 1010.02 O2 which is entitled financial accounting and expenditures. And in subsection 1A
which refers to a school district may be subject to varying reporting frequencies based on its financial status as determined in the state board of education rule as follows. So, there's two sub sub um subvisions 2A and one
says a school district identified as having a financial concern may be required to submit monthly financial reports. And then two states, a school district not identified as having a
financial concern may not be required to submit financial reports more than once every quarter. That's what the Florida statute says. And that was uh 1010.02. So 35 um 10 excuse me on school board
policy 3510 which is of general fund discusses what the general fund should be and beyond a certain percentage below a certain percentage the school board may be subject to investigation.
that particular statute, that particular policy refers to statute number 1011.051 and there are monthly requirements if the school district is under investigation. >> Okay. So, let let's let's unpack that. I
I I think it's fair to say, unless I've I've missed something, um I don't think we're under state investigation for finances. Is that accurate? To my knowledge, that is correct. We are not under any investigation because we
have not fallen below the threshold referenced in that statute. >> And whether or not that happens in the future, time will tell. But for right now, let's let's put that bucket aside. So, I'm looking at 1010.02 subsection 1A as you referenced. And there is in fact two categories there.
And one is the category in which a school district is identified as having a financial concern. and one is the subcategory in which you are not identified as having a financial concern. I am of the opinion and I think most would agree with me that this district
is identified as having a financial concern. So if that is where we are falling under the statute, we are required to submit monthly financial reports. Am I reading or misinterpreting
the statute correctly? So the question I would pose is how are you defining financial concern because the Yeah, I can tell you we're not under financial concern as um related to the requirements of the of the state. you
are under financial concern if you go under the 3% because you have to submit a plan to the school board and also um the state um which will be a m mute point for for us a m point for us because the close out has ended because
the next fiscal year has has started. So um probably a little bit more serious in the middle or um first quarter or one of the quarters in a year but we're not under financial concern. >> Okay. So the the gauge for financial concern then according to the superintendent is whether or not we fall
below the 3% threshold and are currently being investigated by the state. >> Correct. >> Is that accurate madam general counsel? >> Yes, that is. And 101.051 specifically talks about if we are under investigation then we're required to
have that monthly that monthly statement. >> Okay. So, I just just want to make sure we're crystal clear for everybody out there because the way I read the statute um or when I refer statute, I mean 1010 uh.02. It would appear that the only time monthly financial reports are required
statutoily is if a district is in quote unquote financial concern. I'm being told that financial concerns means under investigation for under the 3% threshold. That's a little odd to me because if I were a legislator, the way
I would have wrote the statute would be you are under investigation. I would not have used financial concern because I think financial concern is a a very vague term and it's not defined in this chapter. So, um I'm I guess I'm a little at odds with the language because I do have a
lot of concerns about our finances in this district, but we'll leave that for another topic. But from what I'm hearing, we are not subject to monthly financial reports because we are not identified as having a financial concern because we are not under investigation.
Is that accurate? >> So I want to through the chair I want to caution because the the the phrase financial concern is not defined. I am not tying um that to 101.051.
Um so 101.051 051 specifically talks about and that's what 3510 is based on. A schoolboard policy 3510 is based on 1011.051 just read by itself indicates um a percentage threshold below which
the school district would be under investigation if our finances and and and it's all defined within that statute. So I didn't want to like you know start talking jargon. It's all defined in that statute. So if we fall
below that threshold then we would be under investigation. So I did not want to tie it to the 1010.02 because the phrase financial concern is not defined. I'm looking at the definition section and it's not defined.
So, I do not want to marry the two together and define it on the spot here. So, I just wanted to make that clarification. >> I appreciate that. And my my second attempt at plane landing here, um, we didn't file the report in May. It is
your professional legal opinion that it was proper for us not to file the report for the reasons that you stated um, multiple times now, I guess, on the record. Is that accurate? So, I want to be careful because I do
not know all of the underlying facts and so I don't want to make a statement um based on a determination that I have not personally determined. So, certain facts are are are necessary. I do not have
those facts for you. Um I can only interpret what the law states. >> So, and and here's where I'm really struggling. It's been brought to our attention as a board that we didn't file a financial report that at least some members of the public think should have
been filed. I I really want to be able to give the public a solid answer as to why this was not done. If it's not from you, that's okay. If it has to be from Johnson, it is what it is. But somebody needs to pick this ball up and explain
to the public why this report was not filed and what justification we had as a district for not filing. Maybe we were 100% correct in not filing and we didn't have to and it is what it is. But I I'm
just a little uncomfortable and I'm not blaming you. Um and again this may be a Miss Johnson thing. Let me do this. Um, Mr. Superintendent, I'd like a followup on this. Uh, I want a documented response as to why this report was not
filed for May with legal authority cited within the follow-up. >> And and if I may through the ch >> and if I may apologize. >> I got it. >> Was that a yes, Dr. Pepper? >> Yes. That's a yes.
>> Thank you. Finally landed. >> Thank you. Any other board member comments on the superintendent's report before we move on? All right. Um, I will So, Miss Jack Adams did say that she has a response to Dr. Zeman's questions about the
policies. Um, so I'm going to recess the regular schoolboard meeting, open up the public hearing for the policies. Miss Jack Adams, >> let me turn to the salient language that was at issue because I think it's important to go ahead and repeat what it
states. Let me bounce back to that. Please pardon me. I had it up but I closed it. Okay. So the salient language that's at issue is uh within policy 1232 and it
states video or programming produced by the school board of Broward County including any individual department or school shall not be used for political campaign advocacy. Any editing, embedding or distribution of such videos
without permission of the superintendent is strictly prohibited and direct linking to complete video files is not permissible for use in public campaigns. Board members may use videos or photos
of themselves engaged in their normal activities as schoolboard members. So the salient point of this particular provision is that videos and programming cannot be used
to further a political campaign. That's the point. And there are three different um statutes that are relevant. one of which is um 106.13 expenditures by local governments. Um
all of these statutes stem um stem towards um ethics. Um the other two are 104.31 and 106.15 and just being very specific with regards to 106.13
that one states that a local government. I'm reading, 106.13. A local government or person and the school district is defined as a local government under this particular statute. Um, a local government or person acting on behalf of lo a local
government may not expend or authorize the expenditure of uh and a person or group may not accept public funds for political advertisement or any other communication sent to electors concerning an issue referendum or amendment including any state question
that is subject to a vote um of electors. So um and then the other statutes are along those same lines. So essent essentially if the school district utilizing public funds creates
a video for example that video cannot be used to further a political agenda. So it could be used for other reasons or if in that during that same meeting you
took your own phone and began to record, you can utilize that. But the videos that were created by, for example, Beacon um and we utilize taxpayer dollars to go ahead and create that cannot be utilized to further a
political campaign. >> Thank you so much. Uh may I continue chair? Thank you. um to the general counsel then if um someone who this policy uh restricts the behavior of current serving schoolboard members. Is that correct?
>> So I would have to read the context but I believe it does. >> Terrific. So that means that um somebody um not on the school board can use this video feed uh in their campaign. Is that correct? The way it reads, it's it's not it says video or programming produced by
the school board shall not be used for political campaign advocacy. >> Right. But our policies don't cover people that don't work for us. Our policies don't cover the 1.95 million people that live in Broward County or the 230 330 million people. If our
policy says you can't use it, but somebody else does it, then there's no effective enforcement. Is that is that correct? I mean, this is video that's put out available on the website to to click on and let me just ask you this way. Could we enforce anybody besides an
employee from using this? >> So, we've got it the the scenario that you mentioned is changing a little bit because we've got, you know, copyright laws on our logo, for example. So, somebody cannot utilize it for capital
gains. But I think we're moving away from this particular policy which prohibits the use of certain videos or programming to further a political campaign with advocacy. >> Look, I'm I'm a big defender of
democracy. >> Absolutely. >> And I think people in order to engage in democracy need to have information. And there's a lot of great information about what happens here uh as us following your last sentence of this policy engaged in the normal activities of a school board which is like legislating
and talking and defending and advocating and uh speaking about particular things. It bothers me that somebody can come in here and record this themselves and use it on their campaign. Uh but you can't use something that's already produced and available. uh that seems um uh like
it's leading to behavior that I don't I I don't think is particularly good. I'm just going to stand on on the principle here that I believe that um the law that you say makes sense for employees, but as written, this is not enforceable
to my knowledge. Um you know, they can strike uh with very simple tools available nowadays, logos out of video screens, uh and they could come in and record it themselves. we could record it ourselves. We could, you know, find 50 different cameras in the back of the room someday so everybody can have their
own copy of a video. I don't I don't like that intent. And what I'm curious about is why did we add this to this policy? >> It's it's because of those particular statutes that >> But there's a lot of things in in that statute is that's covered. Anything that's paid for by taxpayer dollars
arguably could not be used for a campaign. Is that correct? >> Correct. >> Sure. You can't take a lesson plan that's produced and use it in a campaign because that's produced by taxpayer dollars. You couldn't use something that came out of a copy machine in a school or in a district because that's t, you know, taxpayer dollars. I get it, right?
But I'm curious about this because this is put out in the public for public consumption. You know, um I don't like this in this policy. I want everybody who ever runs for school board here or anywhere else to be able to use video of what goes on
here because this is part of our normal activity. Um, I accept the fact that the law would prohibit people uh from doing that. I doubt it would prohibit people from videotaping a screen on which it's playing because that's them videotaping it. I think it's very difficult to ever
find with a source of video when you see it being used in a campaign. you know, just the technology is very very challenging to figure out, you know, was that beacon or was that individually recorded uh from the same meeting. So, I would not have added this. I think u you know, the law is pretty clear that if we
pay for it, you can't use it. Um but I really wish that we could find a way uh to put this in the public domain without taxpayer dollars being spent so that the recording of this meeting could be used uh in campaigns in the future. Thank you very much.
Thank you, Miss Thompson. No, you're good. Any other discussion on these policies? Okay. Could I get a motion um on the superintendent's recommendation? >> So moved. >> Second. >> Moved by Miss Thompson, seconded by Miss Bulman.
Um all in favor of the superintendent's recommendation say I. >> I. >> All oppose say no. >> No. >> Uh The superintendent's recommendation passes with one dissenting vote from Mr. Cera.
Okay. Uh, this public hearing is now adjourned and we will reconvene the regular school board meeting. Um, could I get a motion and a second on item B2? >> So moved. >> Second. >> Moved by Dr. Zean, second by Miss Thompson. Public comment on item B2. >> No comment.
>> Board member comment. Mr. Sea, it's your item. >> Thank you, chair. So, the current schedule for us now, let's pull my calendar so I don't misquote any dates, is that we are to
have a um a meeting on August 19th, Wednesday. There obviously is something important happening on uh August 18th, the day before, which will be the culmination uh of a lot of hard work for
all of those who were involved in the campaigning process. Um my suggestion it would be that we move the 19th um meeting to
the following Wednesday which I believe is 26 if I'm not mistaken. Um just so those who are and I believe there's quite a few of us um and maybe even those who are not running uh who are going to be doing quite a bit leading up
to the 18th um if we can perhaps have a a day off the the next day to recharge the batteries and not have to come in um and hold the regular scheduled meeting. So that would be my um my request and suggestion. >> Thank you. Thank you. Just for the
public's knowledge, the this item begins on page 332 of the packet. Miss Hixon, >> thank you. Uh just want to make mention that since the school board has existed, every two years there is an election and
every one of those elections, the meeting is moved to Tuesday to Wednesday. So, we've all experienced having to come in that next day. Um, so although I I appreciate that, I I would not want to set a precedence for that.
Um, maybe you want to move it to Thursday, but I don't see cancelling a meeting because of an election because we've never done that. None of us sitting up here that ran had that luxury. So, I I wouldn't support this item. >> And and just to clarify, the ask is not
to cancel the meeting. It's to it's to it's to move it to the following uh Wednesday. But um I incidentally I like your secondary proposal about the Thursday. Um I would be just as happy with that as well if my colleagues are
uh are are inclined to support the Thursday which is what would that be? 20 would be the 20th. Yeah. So either either one is fine but again just to clarify don't want to cancel the meeting. It would just be to change the date um of the currently scheduled one.
>> Well, just because the item reads cancel August 19th. I mean, that is the title of the >> Okay. Well, um >> yeah, >> I I appreciate what it says, but I'm telling you what what the ask is. It's not to cancel the meeting. It's it would be to it would be to it would be to shift to another date. And like I said,
I I do like your suggestion about potentially Thursday as well, >> Miss Thompson. >> Thank you, Chair. Um, and I appreciate the the complexity of this and I I think all of us have shared in the exhaustion after an election. I'm uncomfortable
with it because we have teachers who are working second jobs who then work till 11 p.m. and wake up the next day and go to work. We, the majority of us have small kids who could be sick. We stay up with them late at night. We come to work. Um, I think the precedent on that
is something that I'm not comfortable with. That we are allowed to change our schedules how we see fit, but we're expecting our teachers and janitors and and so on and so forth to show up regardless on if they're feeling ill or they're tired or or whatever is
happening at home. Um, I also want to say that our job is to get done the work of the school district and I think by moving a meeting it impacts that. My understanding of the item is that we were moving it to Tuesday which means we
still had a workshop there but now I'm I'm understanding it a little bit differently. Um, all that to say that I I understand the exhaustion that many of us are feeling up here. However, I don't think that's enough support to move a meeting. Thank
you. >> Thank you, Dr. Zean. >> Thanks so much. Um, I I don't support this item either. I do volunteer to bring extra strong coffee though uh uh if this if this doesn't pass and I will be suffering from one one way or the other along with you. Um the the reason
I don't like doing this is that uh two meetings in one week probably means we're not fully prepared both as a board and as a staff to kind of go back to back the next week. Um I totally understand kind of the the motivation for bringing this item. But I also want
to note that we're going to be meeting one two three four five six Tuesdays in a row uh starting on the 11th of August. As Miss Hixon would love to point out and I'm going to cut her off before she even does it. We do this at the beginning of every year. You know, there's a lot of stuff to do right at
the beginning and we back them up. Uh so, uh I I'm recognizing that and I just want, you know, my colleagues to recognize as well that's a pace and it's also a pace for the staff. You know, I worry sometimes because sometimes when you really look at the amount of time they they have just getting ready to
meet with us, it could be 60 or 80% of their time. And oh, by the way, we expect them to implement new programs with Fidelity, gather data, mentor people, participate on boards for hiring other people and things like that. So, um I'm hoping that we just barge through
this six weeks where we meet every Tuesday. And I pray that the staff um has the ability to both prepare us for workshops and schoolboard meetings and otherwise. Chair, I note that by the way that we have three schoolboard workshops in a row on 825, 91, and 98. Um, that's
a lot, you know, but I also think we have a lot to do at workshop. So, I'm just uh acknowledging to my colleagues that we have a little bit of an odd uh schedule, you know, where we do meet six weeks in a row. Um, but we do have three schoolboard workshops in the middle. Some of those may be amended obviously
to do specials uh as the need arrives. Um, but I'm ready for the pace um including the day after um the primary election. Thanks, Chair. >> Thank you, uh, Dr. Holes. >> Thank you, Madam Chair. So, [clears throat] I'm not going to support this item. Uh, as well, um, I know that,
uh, those of us who have been here even longer than I am have been through this multiple times. Um, I think when you're elected to serve in public office, there's going to be uh, inconvenience times. There's going to be uh, times
when you have to go above and beyond. Um, at times we even have 12, 13 hour meetings. It it comes with the territory. So, I think it's a part of doing the the people's business that you're elected to do. Um, so I I will not support it. I think the the minor
inconvenience of staying up and Dr. Zean, if you have to bring extra coffee, that's fine, but I think it shows that we're serious about doing the public's business, coming in here right after election and get going. So, I not going to support it. >> Anyone else? Mr. Seivera,
>> I I think some of my colleagues are are misunderstanding what the ask is. This was never a question to not do the public's business or to do what we were um elected to do up here. Uh I was never suggesting that uh anything was being cancelled or taken off the slate or that
we would be not be be working. Um, my initial thought process is I know how much is going to go into this for for a lot of us. Uh, and I understand the the ramifications of of u and the importance of the the election and having to come
uh the next day at um uh whatever time the the meeting is set. Um, I get it. I mean, listen, I have a one-year-old. I don't doesn't matter what day it is, doesn't matter what's going on. I don't sleep a lot anyway. So, uh, I I usually operate, but I I I just want to be clear because there seems to be a misconception that, um, the ask was that
we somehow don't need to do the work or we don't have to perform our duties. That's not the case. The case was merely to push this back a couple days or Miss Hixon's recommendation uh, another day to do it. But listen, it it is what it is. Whether we have to come that morning
at at at 6:00 a.m. or 3:00 a.m., um, I'll be up anyway. It doesn't it makes no uh makes no difference to I just thought some of my my colleagues that are involved in this process would appreciate um having the recharge day, but it doesn't seem like that uh seems to be the will of the board. So, it is
what it is. But, uh to suggest that the item somehow asks that we skip our our constitutional duties to do the work of the public, uh I think is absurd and and quite frankly a little ridiculous. And um I I don't know where this is coming from, but I wanted to be clear on that.
So, that being said, um I've taken the temperature in the room. I'm I'm always appreciative of good discussion and um look forward to the vote. >> All right. Anyone else on this item? >> All right. All in favor of item B2 say
I. All oppose say no. >> No. >> No. Um, did I capture the >> Um, so item fails uh with one vote in the approval from Mr. Seivera and I believe Miss Rupert's on the on the
line. Is anyone else on the line? >> Uh, I voted yes for it. I'm sorry. No for it, but no. >> Miss Rupert, just clarify your vote. You said you voted yes and then you voted no. So which >> I'm sorry. I vote I voted no. I was saying yes like I'm on the phone.
>> Okay. Is Mr. Sullivan, is anyone else on the line? No, ma'am. >> Okay. All right. Um, could I get a motion in a second on Well, actually, let me do this first. Um, so this will be the part of the meeting where we will consider all the open agenda items. The
following open items have been identified for discussion. HH1, AA3 and 4, BB1, DD1 and four and five, FF1, JJ6, O1 2, 3, 5,
10, 12, 22, 25, and 28, double P1, which we uh already voted on, and RR1. At this time, may the chair have a motion and a second to pass the open items that have not been pulled for discussion, which
are AA1, 2, DD2, 33, JJ 1, 2, 3, 4, 5, 7, 8, 9, mm 1, and 2, O4, 6, 7, 8, 9, um, 11,
13, 14, 15, 16, 17, 18, 19, 20, 21, 23, 24, 4 26 27 29 31 32 and RR2. >> So moved. >> Moved by Dr. Zean, seconded by Miss Hixon. Are there any registered speakers
on the items not pulled for discussion? >> Not registered speakers. >> No registered speakers. Okay. Um all in favor of approving the open agenda items that have not been pulled for discussion say I. >> I. >> All those opposed say no. Items pass
unanimously. Now, could I have a motion and a second on item HH1? >> So, move >> moved by uh Miss Thompson, second by Miss Hixon. Public comment on HH1. >> One registered speaker, Dr. Natalie Lynch Walsh.
>> And for the public's knowledge, HH1 begins on page 826. >> Dr. Natalie Lynch Walsh, Plantation, Florida. Um, I'm concerned about HH1. I'm not saying don't approve it, but in the 15 years
I've been involved in this district, whenever something starts feeling like it's going to happen in house, you can think about Maximo, um, focus, anything, any technology.
It's a major undertaking. This ERP, this whole endeavor is a hundred million over five years. the the solicitation for the system was not brought to the technology advisory committee and now you're bringing uh
three temporary in-house and when it comes to technology that would seem to be the time to take something out of the house and hire expertise that you can't normally have in the district. Um, so this is sort of a a cautionary tale
because this is a major initiative that is not gone round to everybody for input and uh looking at the backup for it and the job descriptions. I'm a little concerned
and I guess we'll wait and see who winds up in these positions. >> Thank you. Any other public comment? >> No other comments. >> Board member discussion. Dr. Zean. >> Thanks so much, Chair. I just have three questions. Uh Dr. Hepern, um what is the
three-year cost of ERP for Ber County Public Schools? >> Mr. Brener, just saw you walk in the room. If you can provide some detail on the cost. >> Yes. Uh good morning. Pete Eshin Brener, assistant director, enterprise project
management office, program manager, ERP transformation project. Um, it is roughly 70 to $75 million over a three-year period. >> Terrific. And Dr. Hepern, how will you make sure that we don't exceed that amount of money uh over the next three years in terms of um developing this
amazing ERP capability? Yes, there's uh tight controls and also a um commit to reporting to the board on a very frequent basis as we go along this journey of implementing a new ERP system. >> Dynamite and to the um kudos by the way
uh Dr. Esshin Brener and everybody else that's been involved in this whole team, the oneonone meetings on this, the the group meetings on it, the information that's been available about is great. I mean, a tremendous amount of communicating at least with this board member and I think with the whole board.
Um, it's clear that doing this is going to create amazing capabilities and amazing efficiencies across Ber County School, right? The question I have is in what way as we go into this pretty substantial investment, right? $75
million in a in a in a district that is running very low on general fund dollars, uh, general fund on all dollars, but uh, you know, we're we're this is a pretty big expenditure. We believe it's going to have a tremendous payoff. How can we, Dr. Hepern
build in the capability to capture those efficiencies and additional capabilities so that we can show the public what the ROI is uh for this ERP investment. >> Yes, absolutely. Great question, Dr. Zean. So, um definitely a lot of inefficiencies um lack of cap
capabilities with our current ERP system. Um things are not uh uh linear and insequential as far as some of the some of the processes and protocols and also the the the lack of our ability to get the right data um to actually make
informed decisions that are actually costing this district a lot of money cost the district a lot of money over time. Um so the the remedy is to implement a new modern system that is um inherently impacting the entire district
from the schools all the way up to departments at the district office. We're talking about overtime. We're talking about payroll efficiencies. Um the the amount of dollars that are that are sometimes unaccounted for because of the lack of data is tremendous. >> Dynamite. I wonder if my colleagues
without objection would um agree to a quarterly report on ERP to the board. Um I just think every 3 months we should know what I mean the R in ERP is resources, right? So what we're what I think we really need is money out capabilities and efficiencies of of um
earned right and I think that the expectation the clear expectation is that over time the 75 million growing into 100 million uh over the course of a longer than three-year period is going to generate more capabilities or more savings than we want. So what we're looking for we recognize we got to
invest before we realize the gain but we want to see the gain greater than the cost over time or there's just no sense in doing this. So would it be reasonable then to my colleagues to get a a formal item on a schoolboard agenda every 3 months on this massive ERP investment?
>> Is there any objection to that? >> Miss Johnson. >> Do you want an item or do you just want like a report that we get? >> I want an item. This this is a lot of money. This is you're talking about like when you look at this year's enrollment decline that's equivalent to about 80 million. This is 75 just in the next
three years growing to 100 over five. Um, and where ERPs have failed, it's been because of governance, not because of technology. So, I really want an item so that there's like some rigor to the to the to the format the super I don't I don't want to prescribe the format. That's not our job. But I really want a
resource report on ERP every three months as an item. >> That's fine with me. I just wanted clarification. Thank you. >> Appreciate it. And also, without objection, chair, um, I would like this brief to the technology advisory committee and to the audit committee. And the reason I think the audit committee needs this is eventually
>> you're going to audit this Mark. >> Absolutely. >> And I'd rather get ahead of it. Uh you know, audits are your best friend. If you go into a project knowing you're going to be audited, you retain the data, auditor comes in, you lay out the data, you get to run right back to the soup and say, "Look at what we're doing is great." Um problems exist when people
uh maybe don't have that same veracity of retaining data and being prepared for audits and things like that. So maybe without objection, chair, I'd like this to go uh loop through the technology advisory committee and the audit committee, not not for passage today, but for the program itself to be briefed.
>> Any objections to that? >> All right, >> appreciate you. That's all I got. Thank you. And thank you again. A huge amount of communication on this. It's a tremendous investment. Uh it's separate. I know Dr. Heepern talked about the data and everything's like that. ERP runs on top of a massive database, right? And so
there's still this tremendous effort to build the database so the ERP can ride over the top of it just like a wind surfer and do all kinds of analysis that we never could have done otherwise. So I can't wait to see that. But I'm also looking forward to the effort uh on growing a massive data ocean and so I
look forward to hearing that about that later. Thank you. >> Thank you Mr. Maggley. >> Yes ma'am. Thank you Dr. Zean. to your point, a lot of discussions and maybe some of the discussions that we'll have later today soon um pointed to a lot of those things involving the ERP and the audit committee has made a lot of uh
suggestion and commentary that they would like that. So I think that's a great idea. >> All right, any other board discussion? Miss Bulman, >> thank you. Um and thanks I I had I just wanted to point out I for um when
with the executive summaries and I this kind of expands past just this particular one but I and I I just like to get my colleagueu's opinion about this. I'm having a hard time kind of reading them. I feel like there's too
much information in some of these. And what I was looking for for this item was to lay out exactly which three um positions that we were looking to hire, what the salary range was for them. And when I'm looking at the fiscal impact, it's difficult for me to understand
exactly what it's trying to say. So I I'm wondering if we could do this. You know, we went from kind of having not enough information to rely on to now having so much information that doesn't some of it doesn't seem
relevant or helpful to making a welladvised decision that I'm I'm just wondering if there's a way that we could find a happy medium for that. >> Yeah, absolutely. Um, and I think uh as we uh talk with board members oneonone
too, we kind of hammer out what's the best um format because we've you know it's an iterative process and um we're waiting on y'all to say it's too much information. [laughter] >> It's too much information and the fiscal part I feel like I have to get my calculator out and do like a you know
math on it to figure out where we're getting the numbers from. >> Yep. So we can uh we can make revisions um um based on um how the board uh wants to see it to make the best informed decision possible. So this is just the whole thing about the re the continuous revisions we've made over time just to make sure you have the right information. So as we discuss in 101's
we'll collect more information and see what's the the best so we can bring it back to um APG and make sure everybody's okay has some time to learn uh a better format that works for the board. >> Thank you. >> Y absolutely. >> Anyone else?
>> All right. All in favor of item HH1 say I. >> All oppose say no. Item passes unanimously. We will now go to our time certain DD items. So could get could I get a motion in a second on um well
actually Miss Jack Adams, should I take DD1 and four together or separately? I think separately. >> Yeah. All right. Uh could I get a motion and second on DD1, please? >> Moved by Dr. Zean, second by Miss Hixon. Public comment on item DD1.
>> No, ma'am. >> Uh, board member discussion or I don't know if Mr. Magley, you wanted to speak to these items before board member discussion. >> Sure. I'm sorry, Madam Chair. Did you say we're taking them separately? Correct. >> Yes, separately. >> Uh, I have several gentlemen here today
or a couple gentlemen that conducted the audits for us, the external firms of HT and uh, CRI. Uh the payroll overtime overpayment audit that we started with was a performance audit um conducted to see and review some of our payroll
functions. Um the payroll operations um that we have ongoing are decentralized which points to the comment that I made just a short while ago and where individual schools and departments are responsible for the time entry approvals and so forth. Um what we found was that
there was some inconsistencies in their processing and their execution. So, um, if there's any specific questions, I'd be happy to, uh, answer those. >> Got it. Um, board member discussion, Miss Thompson.
>> Thank you, chair, and for the audience, it's 1006. You're in the packet. Thank you. I was going to say the big document, the packet. Um, so I feel like this is a much needed audit. So, thank you for all your work on this.
as a board, we've been talking about um overtime and kind of the explosion of of that cost to the district and how we've been what place safeguards we can put in to limit that. And so I see kind of I would
like to ask our chief auditor what's his recommendations from the audit to to rectify that. It seems like centralizing it might be one. >> Well, I I think that staff has put a lot of controls in place. Um there's an
extensive need for a training remote from the uh internal locations uh that handle that. Um there's some disconnect in the execution of that. Uh a lot of it's kind of paper driven. Uh we we found and so while there are some things in place, it certainly needs to be
strengthened that we move forward on making sure those things are done. Um I I wouldn't want to speak to some of the things that they're working on, but I I have heard that some things are being done to kind of review and use some sort of AI to review and report um in payroll and things like that. Uh I think that
would be very beneficial uh because again in real time there's a lot of data flowing weekly uh that needs to be kind of managed a little better. Um but I do think that you know just once again increasing the awareness and understanding and the importance of those things. I know it's somewhat of a
a manual process to a degree. I go through it myself with my own department and I can't imagine what it's like when you have so many more staff uh than I do. Um so I think those are some of the things there's there's a lot of little nuances and areas uh relative to the
approval process um school level um certain reports that they can run even in in SAP right now that they should be running um there were some findings related to even uh sort of a a recognition and sign off of the approval you know which may seem minor but it's important to know who in fact knows
what's going on and is executing these things and ensuring that what was intended occurs. So there was a series of things uh that went on. Uh but I you know we're in the system we have right now. Uh as I told the audit committee we still have to get on board with what's in place right now and and maybe you
know with advancement and a new system some of those things will be resolved but I was also here during the SAP implementation early part of it and blueprinting. Uh so I saw that you know a lot a lot of the concepts and ideas were really good but you know execution is very important and I think that's
what we're looking at here in this audit was the just some areas where maybe it's not as short up as we could have it. >> Thank you for that input. And then to the superintendent, what changes are you going to make? Because like like I said, I think the board directed to reduce
overtime by a certain percentage, which is escaping me at the moment, but what changes are you going to make while we're waiting for the ERP system to come to [clears throat] fruition? >> Yeah, absolutely. Um, and we did um reduce overtime um just this past year
um with some key monitoring and some better AI insight. Um, one of the things that Mark mentioned is, um, just, you know, very paperbased processes, um, archaic. Um, some of it is a lack of tools or resources. Some of it's a a
lack of understanding how to maximize u, the current system, which really doesn't have a lot of functionalities that is helping us out. We're too reactive. Um, and I saw Peter, if you're still in the building, if you're in the pre-unction room, there you go.
So, uh, [laughter] Peter and, uh, thank you. Thank you, Mr. Briner. Uh, he and the ISD team have been working collaboratively to address, uh, many of the issues, um, uh, payroll, overtime. Um, I know we're piloting um,
um, some timekeeping or or inputting time um, aspects. So Peter, if you can go ahead and u just summarize some of the things you guys are working on and piloting so we can fill some of our gaps while we implement a new ERP system. Um
absolutely uh Peter Ashen Brener, assistant director, enterprise project management office. Uh I'd say two main things I want to highlight. Number one, um much more robust data analytics and review by the cabinet level on overtime
level down to the individual user of overtime and making sure that that overtime is legitimate. Another thing we are about to roll out a workflow that will ensure chief level preapproval of
overtime exp um so that any overtime that takes place is approved before it's expended and if that doesn't happen there's reconciliation with payroll data on the back end to hold people accountable accordingly. One of the most
important themes to make this work and realize the savings is accountability throughout the process where we're making it easier for people to do the right thing and then they're held accountable for doing so. >> Thank you. Those were my questions. >> Thank you, Dr. Zean.
>> Thanks so much. Um, you know, we're a payroll driven personnelheavy organization, so this audit is incredibly important to do. Dr. Eper, you've already answered kind of what you're doing going forward. Um, it it really just feels like maybe it doesn't
need to be said, but the processes that were outlined in the audit, I didn't think still existed in 2026. >> Like the the amount of paper, the amount of human error potential, >> um, this is a system that maybe in 2006
or 1996 made sense, uh, but not in 2026. We're we're we're so far past this. I would hardly agree. >> Not fair to beat up the still relatively new guy for for you know the legacy that you inherited. But the faster that we can move to an automated payroll system, the faster we can reduce errors. We
still get as board members calls every other Friday, you know, from people that either got overpaid and they're ticked because sometimes the district actually asks for the money back before the money that was in excess got paid to people. And so they're really really good, at least this is the rumor, they're really
really good at calling back the money. sometimes so good they don't even they call claw it back before it's been paid. Uh but I just think if we can like make a special effort on this Dr. Heppern uh because it's central to what we do and because we already don't pay people for what they contribute to our community or
to society u you know our our employees are underpaid to what their real value is. And so it really be great if we emphasize getting them paid just like I'm always an advocate for uh settling, you know, with collective bargaining agreements during the year rather than waiting to the end of the year or
settling with it before the year. You know, people value money when they know it's coming. So we actually have to pay more because we typically settle a year after than we would if we paid in advance. And that's the kind of economics that we got to start taking advantage of so that we can get the
greatest value for our dollar. And this is one of those lessons. If people know their money is right, the paycheck is always right or virtually always right, we just actually get a lot more bang for the buck for what we pay them. And what we pay them is not enough. Uh so I'm really glad that we were able to do this
and and glad um with even a small sample like this. I guess I should ask that too. You did a hundred like what percentage of the total is a hundred individual cases that you looked at? >> Yes. Good day board chair, board members. My name is Roderick Harvey, partner with HCT uh Greg Crush and Dr.
Zean. So looking at a 100 transactions is very limited because of it was 31,000 employees at the time and so it's a very very small sample but as you can see even looking at 100 samples gave us uh seven findings and six observations. So
we believe that that is representative of the population and so it gives a good foundation to uh make decisions on. So, if I was Miss Bulman and I brought my calculator with me to get ready for this meeting, he's not even here when I'm bragging about her. Um, I think 100 um
if we had 31,000 employees in the year of the audit, >> do they quarter? That was for the quarter, third quarter. >> I'm with you, but I'm trying to get to an annual number of actual errors that we may infer from the sample that you used, right? >> Yes, sir. >> U 31,000. Do they get paid twice a month or every two weeks? >> Twice a month.
>> I should know this, by the way. I'm sorry. I don't. >> Twice a month. >> Twice a month. So 24 paychecks a year times 31,000 is that roughly the number of paychecks that we issue a year. And so 100 on top of that really really big number is significantly less than 1%. Right. >> Correct. >> But if we extrapolated that we'd get a
number of you know you found 13 things that weren't perfect. Is that fair? >> Yes sir. >> That's 13%. >> Of 100. Yes sir. Absolutely. >> I mean that that doesn't and is it is it you only looked at 100 transactions or 100 paychecks for the year? >> 100 transactions. >> Okay. So now I'm getting a headache.
chair. 13% error. You know, I'm sorry I didn't do the math ahead of the meeting, but uh this is almost like when we got asked for more money for the company that gets us substitute teachers. And in the table, we found out that our teachers are missing 10% of the days
they're supposed to be at work. We're finding out through this audit that 13% of our paycheck transactions, if you infer for this data out for all of them, have an error of some kind. >> Yes, sir. >> Right. That that should be an alarm, right? That's like a that's like a
bigger bigger problem than all the individual findings and the management correction to them. Dr. Heepern, what what how how soon can we get from 13% to something less? >> Um the team is working very diligently because the same concerns you're expressing are the same concerns I've
expressed. Um it it uh very concerning when I when when you're signing a paper dock to verify payroll after payroll has pretty much been um processed. Um something I'm I'm not used to and that's over time it hasn't been
um enhanced or or new capabilities um introduced to the system. Uh hence our specific need for ERP system. But the team has um um introduced some things. things I know they're piloting um just to make sure there's some accuracy before we start full-fledged um
introducing some of these new capabilities to the system to fill these gap until we get that new ERP system um in place. But I know paperbased, manual base, you're going to incur a lot of errors and um that was the the concern walking in. >> Yep.
>> Well, that's why audits can be our best friend. >> Absolutely. >> It turns out uh to my auditor friend because economist and auditors are very very close. It's 96,000 errors a year. That's a good number to keep in mind like how how hard should be working on this particular issue pretty hard.
That's a lot of mistakes to make 13% of the time. So appreciate all the work that you've done. Thank you Mark. >> Thank you. >> Thank you. Uh Miss Hixon, >> thank you. Um I just have a couple questions to the superintendent. So in finding number five, it talked about the
use of outdated compensation agreements for turnaround supplement. And actually a lot of the findings below that kind of relate to to that particular finding. So is and we actually talked about this as well like for this particular one there
was an agreement that was dated 2018209 and it just continued like they don't renew the agreement every year. or it's just something that was put in place and they just continue to do it. So, have we have we changed this? Like if this is
overtime, I think there should be a new agreement each year and because the the value may change. It may not need that supplemental position. So, is that something that we're doing um across the district that any supplemental or
overtime position requires a new annual agreement? And the second part of that, because you did just state that paperwork um causes a lot of issues, it also causes a lot of time delay because if someone goes and I'll tell you from experience, someone goes on vacation, it
sits on their desk. So, have all these been digitized so that signatures can be >> Not all, not all. Um, they're in a process of, like I said, they're piloting. Uh, we're trying to make sure the stop gaps before we just introduce holistically to the district actually
works with a small group of people first before we implement something that um may not be the the best fit. Um, as far as the um that agreement, correct me if I'm wrong, um, Dr. Fulton, that is for turnaround schools, correct? That's correct.
>> Yeah, that's correct. And so we won't be moving forward with doing that unless until a new agreement is established um once we um discovered uh this error here through the audit. >> Well, I I know I I know this is a specific one, but my question really is
just generally across the district. Shouldn't we be doing a new annual agreement each year? because this is one, but there's probably hundreds of them that they made an agreement to say you're going to do I'll I'll use an
example. Um I'm trying to think of something for overtime. I I I can't think of something right now, but let's say somebody signed an agreement in 2000. That person is still under that a agreement because it
was never terminate. like do the agreements have an end date and if they don't they should and each year we should be making new agreements because you may not need someone for that overtime or maybe the the hourly rate is changed or you know there's lots of
>> Yeah, I I get I get what you're um saying. So, uh most of the overtime is not based on a previous agreement is based on contractual issues and also um federal regulations as well. Uh we're after a certain amount of time Even if
[clears throat] that person is in a a different job category in the district after their first job, if they're working a second job with the district, it it is deemed as overtime by f by federal. >> Right. Right. >> So, uh the majority of our overtime is
not associated with an agreement like supplements or like um turnaround school personnel getting additional uh money. um we can do some research, but we haven't paid out um besides those supplements for turnaround schools um or and the regular supplements that come to
the board. The majority of the overtime is based off of uh contractual um issues or or or federal regula regulations, but we can look we can dive deep into contracts. the federal stuff is federal
law, but we can dive deep into contracts with the various um union groups to see um the agreements there and and figure out how we work with them to make any necessary changes. >> Okay. Yeah. Because agreements should have an end date. They shouldn't be open-ended. >> I don't disagree.
>> And you know, also to that point, um someone could have an agreement and sometimes we know we're going to have this discussion later today. we copy and paste budgets >> and so you may have like they're not even doing the job anymore and they may
be still getting the payment because it's sitting in you know it's it's set up that way. So, I I think it's important to not to do an audit, but for for the district staff to go in and find all these agreements and look and see if
they're from before 2000 2025, they shouldn't they need to be updated. >> Correct. >> That the same person is doing that job and if we're paying them too much, not enough, all of that. So I that's a
request that I have um based on this. Thank you. >> Thank you. Any other board discussion on this item? Mr. Seiver, >> chair, um I I've got a question and I want to I
want to tie to tie this back into some some stuff we did uh a couple months months ago. Um Mr. Superintendent, we as a board, although I did not vote in the affirmative for it, but we as a board had um voted to on the ORC chart to
eliminate approximately a thousand positions. And if memory serves correct um that was based on a projected savings to this district of was it like 50 something? >> Yeah, about uh $54 million total. Um I
can't remember the specific amount for general fund because it encompasses capital grant um and general. >> Okay. And in in looking at this report, there um are obviously some issues. And we see in the um overtime and
overpayment audit, um there's these two error rates. And and I apologize, I don't know the exact page because I know we're working off of two separate two separate documents, but on the on the the smaller version that you can click, which by the way, Granicus appears to be working now for those
keeping track. So you can just click the link. Uh on page 16 of 65 um there are two columns and two subcategories of error rates that were made and a obviously a value that's associated with both. And in looking at
a 10% error rate um it looks like that would put us in around $45 million. Uh if you accept that error rate and the 20% error rate um it looks like we're at about $91 million. Um my my question to you is
having seen this these figures now I guess from this independent audit um does that change your analysis in the uh number of recommendations that were made for the ORC chart and your uh projected sum of the 56 and some change?
>> No, it doesn't. Um what we calculate is actually base pay uh base salary. This is um supplemental overtime and all of that. So are you still satisfied um with the calculations and computations that you did in order to
come up with that projection uh for the organizational chart? >> Yes. >> Okay. Fantastic. Um Mr. Maggley, uh my understanding was and correct me if I'm wrong that this report
was presented to the audit committee uh like in in May if I'm not mistaken. uh June. >> In June. Okay. Um did you have an opportunity to to listen to any of the concerns or review any reports that came out of the audit committee uh in
relation to this report? >> The reports that came out in relation to it, >> the reports, the finding, the meeting minutes, >> yes, of course. Anything that was written, what was the the overall um the overall take from the uh our audit audit committee in regards to these findings?
I think that the audit the audit committee's general um tone and opinion on those things were relative to what we said is some antiquated kind of systems and processes when you look at the extrapolated numbers and all that and that certainly looks uh quite bad and and to Dr. Zman's point, you know, the
numbers would reflect that there were a lot of issues, little issues. Doesn't mean that people were overpaid. It doesn't mean that people were not paid and so forth, but it does indicate the potential for problems like that to have occurred. And so they generally thought that in in a similar way that they were a little shocked that we were still kind
of utilizing systems in the fashion that we that we are. Um, but that is the system that we have in place. >> So certainly we've got some very smart folks on our audit committees. Shout out to my uh appointee Mariah as well who I know does a great job. Um but those
folks certainly have a better uh grasp on the the auditing process and um mathematics in general than perhaps some of us who even sit up here. Um did they have any suggestions or comments on um any of the findings with this in this report that they uh verbalized to you or
that they had mentioned to you in any capacity? >> Well, certainly certainly they made some commentary to it which we've shared and memorialized. um we'll revisit some of the things as follow-up items relative to that um in bringing items forward. Uh
so we'll re we'll present that to them again uh to follow up with the items that they specifically pointed out. But they certainly um I'm sorry. Were you going to say something? >> No, I'm listening. I'm sorry. >> So there were a number of things that were said of course during the meeting. So specifically after every meeting we
go through um and identify the specific key items that they are most interested in and they did speak to follow-ups and things that m that Dr. Zean had suggested relative to the ERP group um but we know they were in the early phase
of certain things relative to that but and where those things would accommodate some of the issues that were um identified by Mr. Harvey and his team during the audit. I appreciate that. And um Dr. Superintendent, I I I I should have given you the opportunity to
clarify because I just want this on record. The 56 million uh with the 1,000 um job cuts on the ORC chart, um was that to account for prior over expenditures that we had made, perhaps payroll errors, or is that going to
result in a net savings to the district by removing those position? That's a net savings to the district um by eliminating those positions. >> Okay. Fantastic. I appreciate that. Thank you, chair. >> Thank you. Any other board member discussion on item DD1?
All in favor of item DD1 say I. All oppose say no. Item passes unanimously. Could I get a motion and a second on item DD4? Moved by Dr. Zean, second by Miss Hixon. Public comment on item DD4.
>> Dr. Natalie Lynchwash. >> [snorts] >> Oh, almost afternoon. Um, Dr. Natalie Lynch Walsh, Plantation, Florida. So, the call for a an audit of human resources started with an employee
being uh non-renewed, I think a year before she was retiring. And the goal at that time of the audit committee was to have things like that audited, which is more of a performance audit. So this audit is internal
controls, which is fine. Uh they're assessing whether or not there are internal controls. However, the audit does not give you any level of confidence that those internal controls
are being followed. And it is the board's responsibility to designate positions to be filled, prescribe qualifications for those positions, and provide for the appointment, compensation, promotion, suspension, and dismissal of employees
subject to the requirements of chapter 1012. This audit only speaks to whether there are controls in place. I was personally disappointed, but I'm like, fine. Step two will be to actually audit whether the district is in compliance
with the internal controls because you can audit internal controls to see if they're there, but then it's you it's equally important to find out if they're being followed. And um this did not even get into things like evaluations
which have been problematic. um you've been told a couple of times you have a due process problem with employee discipline um depending on which way um people want it to go. So,
I would like to see next time around that there's a performance audit that looks at things like and and you can tie it right back to the statute appointment because you're prescribing the qualifications the board and the
positions that go on the ORC chart. So, do you have positions that you don't need on the ORC chart? Do you have people that don't meet the minimum qualifications in those positions? Are they doing the functions they're supposed to be doing?
Are those uh evaluations midyear happening? Because somewhere in procedures they're supposedly required when uh people are promoted. Is the process uh following policy when they
areo supposed to be disciplined? Are those procedures being followed for all? Cuz I can think of a couple of very specific instances where they have not and it just depends on whether you want to discipline or don't want to discipline.
So those are the types of things that would be in a performance audit and I look forward to that happening next. Thank you. >> Thank you. Any other public speakers? >> No, Madam Chair. >> All right. Um any board member discussion on this item? Dr. Zean,
>> I appreciate it. one again uh great to get these data u good audits are are best friends and this is an excellent you know audit I'm always fascinated though with the difference between you know complying with extent like rules
and regulations and doing things that are really exceptional for that functional area so um one of our public speakers mentioned evaluations and I think that's incredibly important another one might have mentioned succession planning absolely absolutely
critical, right? So that we don't lose cabinet directors, assistant directors, principles without uh having a a slew of people and in some cases I think we do better uh than others. When you look at things like job descriptions, it's not just, you know, do are the words correct
or not, but do they inspire people to apply to Broward County Public School? Do they reflect the values that they're going to run into? And then and then on the other side of the coin, are they overly optimistic about the conditions that somebody is going to enter if they accept a job? So I hope that when we do
HR audits in the future, uh we can look at things like successive promotions like we chose this person out of a pool of 10. Um they've been in the job for three years. Were they really the best candidate or were they not? What did we miss? What did we overemphasize? you
know those kinds of feedback things um I would kind of call them strategic HR rather than administrative transactional HR I think are more important than these things these things should all be perfect right I mean that's what you want in an ideal world but what you also want is excellent evaluations of ongoing
employees excellent processes for hiring and promoting the right people crystal clear job descriptions that you know include something about the excitement of coming to work for a AAA district I mean you get to work for Dr. Heburn, right? Why don't we have his picture in every one of our job things and a great
description of how he's lifted up the district, which I believe he has. Um, you know, there I'm joking about that specific, but I mean there are things that make sense that aren't just about compliance and transactions. They're about the other things that you do that
really make for a very very healthy system. We live or die with our these people, with all the people you don't see, with the principles, APS, and teachers. That's and all the other staff. they make us successful. Um, but there's more than just getting a job descriptions words right or including
minimum qualifications in this way. Um, and I hope that if Do we do this every year? I'm sorry, Mr. Maggley. Is this a annual? >> No, it's not. And to your point about some earlier discussions we've had relative to like when we go into certain areas and disciplines to audit things that we we don't want to do the same
thing over and over again. >> So to to that point and to to that nature is to say that we would look back into it. This of course was in fact more on that surface of administrative and review and execution um more than the deep dive into those specific strategic nuances.
>> Um certainly if we were to go back into that and again you you know we have a discussion coming up shortly here but we try to pick things again based on the cues of what we've done. uh if we have some areas of deficiency that are significant, we we of course might go back right to those things in in a
matter of time give giving management the opportunity to implement things and corrective actions that might have resolved those issues and we'd like to know that and usually that comes either through yourselves or the audit committee would make that sort of a suggestion. We try to hit on areas that
are a little different. So taking note again uh relative to this this is was a long ongoing process uh with Mr. Berlin and this group the issue was that they started early into it there was a system change that occurred and there were some
sort of changes that had to go staff was very responsive and a difficult kind of climate to do that and certainly trying to accommodate that both his staff and ours to try to uh bring that together. So there were some interesting challenges that made that type of a
review actually a little more um impactful I think because it showed sort of a time period and a snapshot of two worlds um which doesn't normally happen and doesn't always jive with a an audit review because you don't want to have disjointed criteria to to measure by but
uh to your point um there's a lot of other nuances in that and I think that some of the public speakers have mentioned some of the the things that are there also that we could look yet. But, you know, we don't do it every year, but it is my plan to go back to it in due time to kind of review that we've
stabilized. Again, as I've said in what I said in our earlier discussion, there were a lot of symptoms that were shared with those audits. They were not put together or they were not scoped with that in mind a a while ago. Um we've my team worked with uh our external
partners to really work hard to get these things to you not wanting to go into next year with these and carry that over in any way and we were able to get that done with some good things that I think the staff has acknowledged they can build off of. So I feel confident in that I to take your point and and I
think we do try to to find ways to have nuance. Payroll is a big one. HR is always ongoing. So these are areas of high concern and and especially with the climate of things and some of the decisions that have had to be made. Can't always quantify it into a way that
is directly you know uh relatable to the fiscal impact but we we can certainly see how it does impact that and we try to preve that to you >> and do you have a strategic HR uh in in your I didn't see it in the >> it isn't in this year because we're just finalizing it now. No. So the idea was
that we would look to loop back. There's also another item which I would wait to talk to, but you know that we just finalized um and and a strong push to get those things done and and so we'll wait to see again cycling to see that those things have been able to be implemented and certainly we can do
followup uh superintendent and I have spoken a little bit about some of those things we're trying to develop um and reporting back to you. You know what we've tried to do and the audit committee has has asked us as well and staff has been great about trying to do that is to put sort of an implementation
date projected so they can say that you know they've gone in to do these things and some cases they've already done that before we even get to this phase and hopefully that's what happens but there's a lot of things that have to be you know worked on in that in the interim to get us
>> point. Thank you. >> Thank you. Um, Miss Hixon, >> thank you. Um, and thank you for the the audit. It's concerning that we're the biggest employer in Broward County
Public Schools and the audit overall audit report says needs improvement for our HR. So um to the superintendent I I noticed that some of the management actions refer to HR connect and in the
auditor's explanation he was explaining how systems were changing over. So can you give us an idea? Do you think that now that we've implemented HR connect some of these high um ratings have been
minimized through that complete changeover? So to Miss Hix in your question, the answer to that was yes, but I'll also have Miss Rockman come and give additional insight into how that is going to minimize errors in the future.
>> Good afternoon board. Susan Rocklman, executive director for talent management. Um yes, during as you've learned and have heard here over the last few years, um we have been through a couple of implementations um which have um working with Mr. Magley's department and his um our
consultant friends um did add some challenges. Um we had a system called Appletra um that was in 2324. Then we switched for a brief hot minute to something called success factors and now we're in HR connect. So each of those implementations we did add some
efficiencies that is minimizing a lot of this information that you have in here. Um and we're still going through um our implementation with moving forward to our new ERP system that we are very hopeful that will help us really remove a lot of the risk that we've had in here and helping us mitigate those
situations. Um in addition to those we've had a lot of HR has gone through some transition over the last two years as well. You see we used to have two departments instructional staffing non-instructional staffing. We've realigned those departments to one called talent acquisition led by Angene Titer and we've been working very
diligently [snorts] to align all of our processes to be more alike than different which has really helped minimize a lot of the um risk that we were that you have read in this review um and have helped us um mitigate those circumstances so that that again we're
minimizing any of the um risk that would have been an outcome of us not following certain procedures or protocols or policy. >> Okay. And there are two high ratings that are particularly concerning to me. And one is the recruiting veterans
preferences. Seems easy enough to be able to do, but 214 documentation. It documented that we didn't do what we were supposed to do. So has that been mitigated? >> It was mitigated immediately when we found it. Um when we transitioned from
systems um it was a a flag in the system that we were not aware of was not being displayed. When we found it, we did notify every single position that was available and went back to ones that we did hire for to ensure we did not um that we did meet the veterans
preferences. The ones where we did not, we took action to ensure that we um did have an option to rectify those. So we did go through those to mitigate those. and the other one as well. Same scenario. Once we were once we found in our transition and when we were aligning
our processes, it was discovered that those were not. You'll see in the report too, we we already put things in place before even some of those were found in the audit. >> Okay. Thanks. And the last one is employee record storage. This is high rating and very concerning because as it
mentions there is um not just efficiencies but increased record retention risks. So what are we what did we do to immediately rectify that? >> So this does continue to be a challenge. Um we are required to keep teachers
records for up to 50 years and over that time period we have had several different systems from paper to electronic imaging. We are working to elect um image all of our documents. Um, and it is a challenge, but we are working with our locations that keep
documents um to make sure they are aware of the rules, the statutes that need to be followed and we'll continually um constantly remind them of those um because of new changes in locations, people tend to forget those rules. So, we are going to do a better job of communicating to all the locations so
they are aware of that. And with our new RP system, one of the high priorities that I have asked for is a way that we can digitize all of our documents because they they it does become challenging when you're trying to find things, especially for employees that have been here for quite some time.
>> Okay. Thank you so much. >> You're welcome. >> Thank you, Mr. Seivera. um just have some concerns about the comment made by um the speaker in regards to the actual findings
within this uh audit report and in acknowledging that uh there are controls in place, but how do we know if they're actually being u followed and carried out and and the like? Um I so I guess Mr. Maggie, let let me ask you. you you
heard the the comments and you heard the concerns which I'm now adopting. What is what is the next step now that we can put into place that make sure that now that we've identified these controls and these mechanisms, how do we know that
they're being followed properly? >> If if I may, Mr. Brolene has asked to have a comment. >> Yes, thank you. Marks uh Robert Brolene uh partner for Carri and Ingram. So in our testing, we weren't just testing
that the controls were there. These are specifically tests to determine whether or not they are complying with the controls. So I just want to make that clear. That's so we didn't we did test. We do sample testing. We walk through the process to understand and document
the process. So we identify what all the controls are and applicable policies, procedures, and statutes. And when we test those items, you'll see in the if you look at the actual testing, we're confirming that they have complied with those, they follow those controls and
they've complied with the applicable policy. If I may, some of the areas that the speaker spoke to were things that were not necessarily directly in line with what the scope of the review was. So, uh, there's certainly levels, particularly evaluation, things like
that that were mentioned, um, that could be reviewed, um, just weren't a part of this review. So, the to the point was that the items that were in there were matched against what their relative process and and what their uh,
procedures dictated and whether it was compliant with that or not. So, do you think that further review is necessary, whether it comes from your office or Mr. Lozano's office? I I I just want to know that again, the concern has been put out there into the universe now, right? We've heard it.
Some of us figured it out when we were reading this as well. But, um, what can we do to alleviate the concern that some in the public may have that we are not actually following all these controls and mechanisms and safeguards that we
have in place. So what I would say to speaking to my function relative to looking at things specifically, I would I would hope that some of the lessons learned from what what has gone on in in the direction of where the audit took it relative to some of these other functions and listening just like I
would to some of these concerns would perhaps you know encourage and I don't want to speak for Dr. Lozano or what they have already put in place because I know they've done some things relative to what we did or if they're doing that. So I would defer to them to speak to if they've done something
specific outside of that or it's in their intent to do so. >> Chair, may we hear from HR? >> Go ahead. >> Hi. Yes, Mr. Sea. We have put in several I'll call them spot checks and procedures in place. Um, we are meeting
more regularly with all of our locations to ensure they understand the rules and then our team has completed checklist for each position that a thorough um eyes on it. A check the checker if you'll have it have to go through those checklist to ensure that all of the
rules, policies, procedures in place have been done and completed. And then Miss Titer and myself also go in regularly um to ensure that we are looking. I'm not going to tell you we're looking at every position, but we do spot check many to verify that all of
those pieces that we put into place are being followed thoroughly. >> And Miss Rockman, are you satisfied with with just doing that or do you think there's more we could do? >> There is always more that we can do. >> Good answer. Masters of what we do. I will not um tell you that there isn't
but our our we are putting the things in place and right now I believe doing everything possible we can we are working very closely with ERP because I've been through a couple implementations so we've got that experience that I know that there are some things that we can certainly do better >> thank you both or the three of you I
should say right thank you >> thank you any other board discussion on this item >> madam chair >> go ahead >> if I may there just uh Miss Hixon made a comment I just want to make sure I heard it correct correctly because I'm not sure the figure for the record align
which was in looking at the veterans um sampling and uh analysis I think you had mentioned that it was 214 incidents but I think that's what you said I just wanted to correct that it wasn't in fact 214 214 is actually just a form that's
represented in that paragraph it was only a singular incident um that uh where the D4 DD214 was not obtained. So, I just wanted to make sure that we didn't misrepresent out to the >> Yeah, thank you. Cuz that number was
concerning. Thank right, I guess. >> Thank you. >> Thank you. Any other board discussion? >> All in favor of item DD4 say I. >> All oppose say no. >> Item passes unanimously. Could I get a
Could I get a motion and a second on item A3? Moved by Miss Thompson, seconded by Miss Hixon. Public comment on AA3. >> No comment. >> Board member discussion. Dr. Zean if he is. Thank you, Miss Thompson.
Is there any other board discussion? Thank you very much. Sorry for the delay. Um could you tell me more um uh superintendent about the description that's in this? It says it moves these funds from personnel to student
services. My takeaway from that is we used to use these funds to fund specific positions and now we're doing something del I just would like some more detail on that uh clause. >> Sure, Miss Hollingsworth. >> Good afternoon. Simone Hollingsworth, chief student services officer. Great
question, Dr. Zean. So, this is our agreement with the behavioral health coalition with the county and so they earmarked the $2 million. Um they were not able to hire the staff that they needed. So they, you know, contacted us to reallocate that $104,000, I believe it is, and some change to the direct
student services. So no students were not, there was no impact to students. They received the services. It was for additional assessments in uh therapeutic care and things of that nature. >> Yeah. Terrific. And chair, if I could, this is really applies to three and four, but I can't separate those two things. So I'd like to ask the question
now. um these monies plus the categorical funds from the state are they being used in a way that aligns with the recommendations from the assessment report that we had done last year? >> Yes sir, they are. So we are um that is one of the um some of the
recommendations and we're also in the process of putting together a full comprehensive update for the board so that you can see exactly what those recommendations are with our you know continued strategy as well as the reorganization of our department our divisions to show that connection. some of the things that you know are in there
about the universal screening. We have dollars earmarked for that. We've increased our um expanded access to mental health with you know making sure that we have this agreement as well as our licensed professionals well along with prevention and student wellness. So addressing that through the um allocated
dollars and then development and staff training through that youth mental health health first aid and then our coordinated support which will be in that full uh briefing around the regionalized support as well as us as a division being collaborative and coordinated and really one-stop shopping so we're not going in different
directions and then also continuing with that district and student voice and stakeholder um involvement so that we're really providing a comprehensive review of that. >> Terrific. And superintendent, I I'd be very very interested in that report if
it did one of two things. One, I want to know what the whole requirement is for mental health. It's been a huge erosion in mental health and um an explosion in indicators of poor mental health and the relative consequences that are, you know, it's
life and death. Um but we've never seen what the requirement is. What would it look like to really deal with the mental health crisis that we have and the number of students that we have? Absent that, which is kind of hard to do in a short period of time, it'd be great to have some options about what we could do
with additional funding. This board, at least most members of this board, have talked about mental health being an area in which we don't have enough. We have uh some money set aside should the referendum pass in no November uh for adding some funds to mental health, but
I think it's time that we come back to this board and say either this is how much it would really cost to do it really really well or these are some areas if you add 2 million or 4 million or 6 million these are areas in which we could do things better. Um Mr. Superintendent, could we uh get that
when we get this report back? >> So that's a yes. >> Thank you very In addition to that, um, we also want to continue to provide the board updates. So, we were talking about doing quarterly updates on the area of mental health for the board and the community >> and and that's that's really, you know, we we got to track it, you know, in the absence of being able to fund the full
requirement, we got to track and try and find uh whatever resources that we can get either from state funds that or Ber County Commission gives us funds or if we get another donor that walks in and talks to Fabian, maybe we'll redirect that money to uh uh to mental health.
You never know. Uh but to me um this is just uh critically important. I had one more question. The the the second part, excuse me, let me save that for A4 because it's very very specific to A4. Thank you, Chair. >> Thank you. Any other board member
discussion on AA3? All in favor of AA3 say I. >> I. >> All oppose say no. >> Item passes unanimously. Could I get a motion or second on AA4? So moved >> moved by Dr. Zean, second by Miss Hixon. Public comment on AA4. >> No comment.
>> Board member discussion. Miss Thompson. >> Thank you, chair. Um, so one one quick comment I have is the plan says it's due to the state by August 1st and it is July 28th. So if the board did have any
suggestions for changes or questions or concerns, we're there's no real time. Um, so can I get an explanation on the timeline? >> Go ahead, Miss Hollinsburg. >> Good afternoon and we apologize for that with the adjustments and changes. Um, I apologize for that. That was something
that we were working on and then had some breaks in in service. So, I own that. >> Thank you. And I understand we also there's been significant changes to that department. Is what is the typical timeline that has been before the board? >> If I remember correctly, I believe it
was June or July that we've brought that forward in the past. just so that there was you know time for some discussion. Correct. >> And is that your expectation that this coming year it will be in June? >> Yes ma'am. >> Okay. And then I um first I want to point out that I appreciate that one of
the the feedbacks that I've given and I think my colleagues have as well is that we don't want to see as much technology um in in the mental health space and it seems like the majority of the funding is being directed to school social workers, school counselors, school
psychologists and something else. I haven't pulled up the item but so I wanted to point that out and really highlight about only a certain amount is towards that technology. I did want to discuss um the different programs lifted
out or listed out. So inner explore is that uh internet internetbased it is an internet-based program. What's the effectiveness of it? >> Miss Hollingsworth. >> Yes. Thank you. I'm gonna ask if Miss Marissa Satillaa can come up and speak
to that. And if not, we'll have to I know it's Dr. Shapiro's piece, so I apologize. I think he left. We could do a follow-up. I I don't want to quote to that if I don't, you know, have the exacts. I apologize. >> That's okay. So, we'll do a followup. Okay. And then,
um, Riding the Waves, is that a curriculum that teachers teach to or is that an internet-based program? riding the waves, if I may remember correctly, as a former principal, that was something that our school counselors then implemented in classrooms in small groups.
>> I would just stay up there. Um, so look, look, listen, think, is that a curriculum that teachers teach to or is that an internet program that people click around on? >> So, uh, listen, the there's like three of them. Riding the waves is one. Um,
and the one previously you asked, uh, Miss Simone, um, they're suicide prevention based. So, they have been utilized in the past to for schools that were high needs or were requesting that we provide the curriculum in classrooms. >> Okay. But is it like a a packet?
>> It's a curriculum. Yes. Yes. Okay. Thank you. And then the help program. >> The help program is another one >> is a curriculum. >> Yes. >> Okay. And rumor time. Rumor Time is one that we had used in the past. We no longer have an agreement with that vendor, but it is it is a curriculum
based um resource as well. Um and so staff were trained a few years ago and they continue to utilize those strategies with students. It's more it's more of a um a skills training that then we utilize with students to support them directly.
>> And so it's listed in the application. So, if we're not using it anymore, should it still be listed in the allocation funding? >> Right. So, the the MHAA has now changed at the state level to include all um resources and programs that we are
utilizing whether or not they're funded by the MHAA. So, whatever they want to hear, everything that we're doing in terms of curriculums and programs. >> Okay. Sorry, I'm trying to pull up the item. Um, but in the financial breakdown, I believe it's listed there.
So, are we still paying for it or >> what? Which program? >> The um rumor time. Rumor time. Rumor time. >> Rumor. >> Are you saying that it's in the expenditure report? >> Yeah. So, in the mental health expenditure report?
>> Oh, actually, it's not. I apologize. >> No, I'm glad that it could have been an error. So, I'm glad you [laughter] >> No, I just Yes. There's no expense for any of those programs at this point because we have the curriculum and the skills training. >> Perfect. Thank you for that. I I apologize. Um and then why try is that a
curriculum or is that a computer program? >> It's um not a computer program, but we have licenses for it so that the clinicians, the social workers um can go in and still retrieve some of those documents. They're paper forms that they use to work with students on different,
you know, skills training and coping skills. Yeah. Okay. Um, I just wanted to to go through that because I think we've all discussed um having less services or computer-based services and it seems like you guys were successful in
implementing that. Um, and then also just highlight it's only 424,000 that's on these types of curriculum while the rest is being directed to mainly staff or expenses that staff would need to do their jobs correctly. So, I appreciate
your guys' work on this. Thank you. Thank you. >> Thank you. Uh Dr. Zean, >> thank you. Um chair, in this item, there's 109 positions that are identified that come out of the $12 million that comes to Broward County Public Schools and not to the charter
schools. 10 of those positions, though, are mental health administrators. That amount of money, to Miss Thompson's point, u could be spent on 15 additional therapists. So, I'm curious, superintendent, why do we need more administrators when the invo report was
very, very clear about having more licensed mental health providers in schools and said nothing about administrative support? >> Go ahead, Miss Hollingsworth. >> Good afternoon again, Dr. Zean. Simone Hollingsworth, chief student services officer. So, those individuals were allocated on the mental health um
allocation plan to assist with overseeing compliance, you know, procedures as well as data compliance and monitoring. Um, we do see your concern. That is something that we can address. Um, if that's something the board wants us to do to address that before we submit it and remove those and
move some funding sources. >> I just trying to, you know, be clear about, you know, bringing in, you know, folks that look hard, gather a bunch of data, give us specific recommendations. I thought the report was crystal clear. Um, and they were very u um
acknowledgement. They acknowledged very clearly what social workers do and they said we don't have enough licensed therapists at schools to help people when they need help then. Um and so are these administrators currently employed by us having been funded by this last
year or if we made this switch so and therefore if we made this switch we'd have to hire 15 new therapists. >> So if we made this yes sir they are hired right now and they were employed with us last year on this funding source. Um so and we did reduce one because we had 11 last year. However, if
we did did my homework if we um do reduce or change that we would be able to just you know change some funding sources because obviously individuals are still employed and certainly wouldn't want to you know impact that now but we could make some adjustments with funding sources. I just I prefer
with uh monies from the state that's categorical or monies that come from the county to be very very specific and to be allocated for those things that give you direct support as opposed to using other people's money and categorical money to buy more administrators. How many administrators do we have overall
for mental health? >> I would have to do I want to I want to double check that before I shout that out. So I would definitely could get that for you but I just want to confirm. >> Yeah. Terrific. And I um would ask my colleague, Miss Thompson, if you had 10 administrators or 15 licensed
therapists, which would you rather have to add to the system that we have in mental health in Ber County? >> I think my answer is going to be unexpected. So one, I think needing to be careful about the use of lensure because school social workers can provide mental health. Not all of them are licensed. School psychologists
obviously have to be licensed. School counselors, I'm not sure their accreditation. I don't think they're licensed, but they have to have a specific degree. Um, I I am hesitant because I think mental health administrators, if I'm correct,
would that be our suicide prevention coordinators that we've already cut or who I guess I need more details on who the mental health administrator is to to answer that correctly. So if I may, I don't have the total numbers, but just to give you a uh an overview of the organizational chart. Obviously, uh Miss
Futello is the director over mental health and student services. And yes, correct. Those suicide coordinators that were cut were considered administrators because they were on the organizational chart. We have three supervisors over the family counseling program. We also have social work supervisors. And then
we um did have um an individual who is a supervisor of the Mhart team who just recently she's resigning or um as of this week. So we have some adjustments. So roughly I would say 8 to 10 um that are on there, you know, not all on that funding source, but that kind of is the,
you know, the student services, mental health supervisors and administrators, but I mean others kind of tap into that too. But just to give you kind of a context and an organizational structure, >> but to my to my question, Miss Thompson is we have some percentage of the total
mental health requirement funded. So we're not going to get to 100% right away. We may not get there for a long time. In those years in which we're short money, do we want to be short on administrators or do we want to be short on social workers and therapists and I
would rather be short on administrators until we can get to the point where we have sufficient funds to handle the real mental health needs of our students. Um, and that's why I prefer to have 15 licensed health mental health service providers than to have 10 more
administrators looking over their shoulder uh and and providing them uh help. Not that I wouldn't want both, but I we don't have enough money for all of them. So, in the interim, while we're trying to find the funds to pay for a better mental health capability, I would rather add people that are doing the
work because they're the ones helping students on a day-to-day basis as opposed to uh more administrators. So, I'm I just am trying to get to the much better funding level. It's a really really big deal for this district to be short funds for mental health. Um, you know, we still have very consistent
mental health uh services, but the need for mental health over the past 20 years just exploded. And we've got to figure out how to be more agile so that we meet those needs. But in the interim, I would rather have people who are doing the work than to have, you know, people that are managing the people doing the work.
>> Okay. Thank you, Dr. Zean. >> I have to stop. >> Okay. Go ahead. >> So, I would I would agree with wanting to have more staff in the school. I just wanted to make sure cuz there are some misnomers that the administrators aren't doing the suicide prevention or stuff like that, but I I mean my goal has
always been to have one school social worker per per class per not per classroom would be great, but per school. Um, so I think if there is funding to pay them other ways to shift that. However, I recognize that staff is bringing the mental health uh plan for
our district on how to structure that. and I um would want to wait to see what they're offering, but if there is a way to change funding so we're bringing in more people that serve in school, I would support that. >> Terrific. Um if there's no objection to the board, I'd rather I'd rather have 15
therapists than 10 more administrators. Um so do you mind chair asking if there's any objections to that change? >> Is there any any objection to Dr. Zean's um change to the item? >> Okay. There's no objection. >> Thank you very much, Miss uh Hollinssworth. Thank you, chair.
>> No problem. Any further board discussion on [snorts] item AA4? Okay. Do >> I think I think Simone wants to say something? >> May I have just a point of clarification? So, um the board wants us to adjust the student the supervisors administrators off of the mental health
allocation funds. However, I just want a point of clarification for our end. There are already individuals sitting there. So, it'll be a funding source, you know, switch. Okay. that I just wanted to make sure that we're we're good to >> Okay, great. Any further board? Uh board member Hixon.
>> So my question then would be what will be the new funding source because it comes if it comes from our general fund. I would have a concern about that. >> So correct. It's not going to be so it would be adjusting people off of two different budgets. one on to the mental
health allocation and then one, you know, switching the different, you know, um, individuals because they're already hired people. So, if we didn't switch them, because I think that's where I was asking for the point of clarification versus reducing them. So, that's, you
know, it would be just looking at different funding sources. We have some grants, we have some other things that we could utilize to offset that um, change. >> So, it won't affect our general fund. >> No, because it's a switch. There's >> Okay, >> we're good. >> I'm just making sure. Okay. Thank you.
>> Thank you, board member Hixon. Any further board comments? Okay. Those in favor of AA4 say I. >> I. >> Those opposed say nay. >> Okay. The eyes have it. Need a motion for BB1. >> So move. Mo >> um motion uh board member um Dr. Zean,
second by board member Thompson. Uh any public comments? >> No comment. >> Great. Uh board discussion board member Thompson. Thank you, vice chair. Um, I appreciate the opportunity to bring this to my
colleagues. Just making sure we have five. Um, so when I had originally requested the workshop on our VPK programs, it was with the hope that the board would actually discuss our vision for VPK. Um unfortunately that meeting was very rushed and staff didn't
actually have the opportunity to present um their vision and what I think we should proceed with. Um I also think as a board while we're discussing redefining our ultimate goal with that is to increase enrollment and offer highquality education to all of our
learners. And I think we can all agree that research consistently shows that high quality early learning leads to stronger kindergarten readiness, early identification of student needs and improved long-term academic success. And so the proposal before you not only
benefits our youngest learners and their families, but it also strengthens our district by providing a direct pipeline of students who begin their educational journey with us. And in fact, 94% of our VPK and preK students that enroll with us continue on to our kindergarten. And
that is actually up 4% from the previous year. And in my district specifically, there are currently no spots available in any of the elementary schools for families to go in. So they're currently choosing private options or charter options, which means that we're
potentially losing them to these systems forever. So, my item is to take staff's recommendation um and to solidify the district's dedication to our youngest learners by increasing our VPK programs across the district over the next three
years with the ultimate goal of having at least one VPK or Head Start program in every one of our elementary schools by the end of year three. And I also left the item intentionally broad because I would like the superintendent to to work with our CTA staff to to
increase child care programs at schools like our West Broward Bobcats. And there is a financial component to this. So I want to be upfront about that. Staff in the presentation had gone over three different options as a way
for the district to help support expanding VPK programs. Um, I chose the option that I think would be best moving forward and financially feasible, which is by investing approximately $32,000 per classroom to support staffing costs,
which is the fringe cost. It's option B1 in the presentation. And that helps allow our VPK programs to, in my mind, the best use of those funds would be to save it so we can start expanding classroom by classroom,
which is approximately $166,000 to open a new classroom. Um, not to continue, but their startup costs. Um, so I believe this is an investment that will pay dividends for our students, for our families, for our communities. I hope I know that it's going to help us reach
our ultimate goal which is increasing enrollment and I think also like Dr. Holes's items where he talks about more exciting innovations to redefining this is something that people will be excited about and this is something that we need. Um I don't remember the across the
district numbers but across the district there is not enough classrooms for the people that desire to be in one of our VPK programs. So with that, I return it to the vice chair and I'm open to questions and staff is also here to support it as well.
>> Thank you so much board member Thompson. Uh Dr. Fulton, >> thank you. Uh Miss Thompson, you're absolutely correct. One of the things I would tell you that we hear from principles is once we get our kids entering the system in kindergarten. It's our job to keep them and we tend to keep them. But the question is um what
makes them choose us first in the pre- early childhood programs and tentally when they come into our uh schools they get acclimated with our schools they get acclimated with the culture acclimated with the teachers and parents then to keep us and they go through our system K
to 12. So um I know Miss Thompson had called everybody to the presentation that our team did not have an opportunity to go through I want to say either the May um workshop but if you start on page I would say 17 where it talks about the expansion.
I'm going to ask Miss Bailey if she comes forward. She's our director of early childhood education to to assist us with any additional questions um that may arise with this discussion. Dr. And the original presentation is in the backup documents and Granicus is working
more discussion. >> I'm ready. >> So I know that ask is for an expansion and Mrs. Thompson is correct. there is a financial cost with expansion. Those costs are laid out with a total analysis of how we derive to the cost. So, it's
really us looking for board direction on where you would like us to go. Um, we have given you all of the information up front to consider. So, we are we'll pause and wait for board direction on um what would be the next steps that you're asking of us. And if staff could I think
if staff could explain uh page 28 the three-year plan I think that would be helpful to my colleagues and then if you could also walk through your cost analysis um the different options of supporting
the program. I had put in B1 um but there are some other less costly options and and more costly options. >> Thank you Miss Bailey. >> Good morning. Thank you, Shironda Bailey, director for early childhood education. I also have with me um Paul
Gres, who's our curriculum supervisor for VPK. Um we did not as you pointed out have the opportunity to present uh during the board workshop but we are uh recommending an expansion plan as you mentioned for three years with the the
intent to increase our footprint across the district to allow more children and families opportunity to enter our wonderful district. So we are trying to create a sustainable way that we can provide those opportunities to our families because we do have schools that
have weight lists and we can't u meet the need and the demand that we're being faced with. So over a period of three years we want to be able to have afforded more opportunities but also have a system that's sustainable for us to continue to grow which will lead to
more students in our K to2 program. So in the presentation we did have several options um that we were looking for support with the district. We start with um page 29 um because the ask was to
focus on the fringe the fixed fringe amount for each of our classes our programs. And as you can see on page 29 that fixed fringe amount is about $32,000 um per class. So, the option that Miss
Thompson pointed out on page 30 B1 um is to hopefully get the support where that fixed fringe amount is subsidized um by the district. And as you can see at the bottom of that page right now, the 27
classes we have, if those fixed fringe costs are picked up, it would approximately cost the district $871,178. So, with that being in mind, um we were hoping to be able to continue to grow our program and have this cost
subsidized because it would allow more families to take advantage of the program because the cost would be lower for our families, which would put us in a more competitive framework compared to what's being offered in the um private daycare settings. And one thing I want
to point out here that may not have been mentioned, all of our programs are certified teachers and um not every program can say that. So when our children do enroll, they are being taught by certified teachers in our
programs. Did I miss anything? And >> if I could just add something, I think just to clarify, the 871 is reoccurring cost. >> Yes, it is. >> Yes. So that I think that's important for the board to know. Mhm.
>> Okay. Dr. Fulton. Anything else? Or that's the >> just wait on the direction. >> Okay. So, board member Hixon, you're on. >> Thank you. Um, and thank you for bringing this forward. Board member Thompson, I have a couple of questions
and I want to start off by saying I I like the idea of expanding the VPK um in preK. I agree 100% with everything everyone said. you know, helps us to keep them. We know that they have the skills that they need to um when they
get to kindergarten. All of those things are really important. But I have a a couple of questions. So, I guess I'll be a Debbie Downer today. Um, so first of all, I I expand I I appreciate the expansion part, but I have a question
and and I don't know if these are really correlated, but I'm just going to say, you know, I went around to a lot of the summer sore programs where we were hosting the VPK Head Start program. I think that's what it was for um
students. And really I was very disappointed because one school had like four classes which was amazing and the rest of them either had none or had a class with two kids in it. And so my concern is [clears throat]
if our our goal is to have one in every classroom or every school across the county. That's a great goal. But is it realistic? Are we going to find pockets where the community for whatever reason just doesn't buy into that? And so I
just want to bring that up because it was I was really confused when I went to summer school, you know, like they even have a longer program like it was all day long and it was pretty disheartening to see that not everybody had taken advantage. So is
>> could that be part of the marketing? Like did did you analyze why it was it wasn't so widely used in the summer? >> Well, in the summer, Miss Hixon, we had two different programs that ran. One was summerbridge and the other one was
regular summer VPK. The summerbridge program is open to all children in Broward County that includes our child care. So, parents had the option um if the children qualified based on their FAST results, they were eligible for the program. So, even though the program was
offered at um over 30 sites, parents had the ability to choose whether they were going to send their children or not. And we found that some parents don't choose because the program ends at 2:00 in the afternoon and they need daycare time longer. So, they opt to not to do it.
Also, with our regular VPK, the parents use their certificate during the year. So if they have used their certificate for the year, it really opens up the window for children who have been in Head Start that did not use their certificate to take advantage of the
summer VPK program and also Mr. Grass with the summer VPK. Um basing the question on Miss Hixon with the number of children that attended, could you expand a little bit more on that? >> Sure. My name is Paul Grass. I supervise the VPK programs.
uh summer VPK has uh it's a state um it's state funded and it requires 300 hours throughout the course of the summer just like in the school year it requires 540 hours and so for summer VPK
that means it's about a 10-hour day in in the in the course of 30 days and that's why those classes tend to fill. So we had summer VPK running at Gulfream and it was full. >> Uh the the the maximum number of babies
you can have in there is 12. So each class had 12. >> Uh the bridge program that Mrs. Bailey mentioned was a is part of a state grant that's targeting VPK completers. Summer VPK is targeting children that have not been in VPK. kindergarten
>> summer bridge is targeting children that were in VPK during the school year and scored below a certain percentile. So the below the 25th percentile. Uh those numbers uh are are the the the hard part about that
is that we're targeting kids throughout the whole county, not just our own our own children, our own VPK completers. we can communicate directly with our VPK completers, but the rest of them in the private early learning centers um have other options besides us. You know, the
the VPK providers that they came from are going to be targeting them as well. So, that's why it's a little harder to get them on the bridge program. >> Gotcha. So to to address the concern I have though, how would we be because there are some
schools that have weight list and then there are schools that don't have the program at all. So how would we if if the goal is to expand this to every school? >> I just have a concern that we would commit to something and not have the
students to meet the goal in certain pockets of the district. So how would we address that? >> Can I start? >> Go ahead. >> So I would say so we had a long discussion about this point uh Miss Hixon and it's really to start
strategically where there are weight lists true weight list in communities where it's thriving and we know that we're going to fill those. uh we start with the strategy first of where there is the potential to fill those seats and then we start to look at where there are
pockets where we can consolidate uh multiple districts or cities so that to your point we fill those seats. So we don't want to open up a VPK site where we know the bandwidth isn't there because then that's a waste of of district funding. So we start where
there's a wait list and then we start to look at consolidation and possibly collapsing where there's appropriate opportunity to do that. >> Okay? Because because the big flag for me was to say in every school because we just know that >> I don't want to make a financial
commitment to that knowing that that's not a realistic >> goal because there are just places where they're they're not taking advantage of the opportunity. So I >> and the reality also is there's there's healthy competition and in some cases u
the competition is cheaper. >> Yeah. So I I I would like to I mean I guess it's okay to be a goal but I I just want to make the point that I I don't know that that's a realistic goal. >> Board member Hixon. >> Yes. >> We do have a scheduled press conference
at 12:45. Do you have a lot more questions? Can we break and come back? One more. Okay. Go ahead. >> Well, I mean we could break and come back. >> Okay. So, we're going to we're going to recess for a short break. Uh, and we'll be back. Thank you. Heat. Hey, heat. Hey, heat. Heat.
[music] Heat. It's me. Heat. Hey, Heat. Hey, you. Hey, hey, hey. finger. Hey >> [music]
>> King Hey, hey, hey. Hey, hey, hey. Hey, hey, hey. Heat. Heat. Hey, hey, hey. Heat. Heat. Hey, hey, hey. dooat. Brown.
Hey, hey, hey. Yeah. I see who Yeah. Yeah. This regular schoolboard meeting is now reconvened. Miss Hixon, you have the floor. Thank you. U my second question
is the cost to the district is a little under a million dollars. So, as the superintendent just said upstairs, everything comes at a at a balance or right a cost. So, where would we find
where would the money for for this come from in order for us to be able to do to expand our um VPKs? >> Yeah. So, I I know Miss Thompson's not here, but um because we didn't have the time to actually go through this deck
with the board, um there are some some pieces that I think are missing in this piece. uh those models that are presented in that workshop were subsidizing current programs not necessarily expanding the program. So I think we need to have a a deeper
conversation about that because the workshop was to give us opportunity to ask the board direction for how many programs or or classrooms or structures that we want to create in order to create a budget to come back to the board to approve. So is it possible to
post postpone this so that you have time because I don't think we can really make a true decision on this without knowing the cost especially knowing where we sit in um in terms of of financial
>> constraints. So it's not that again it's not that I don't support it but I don't think we have all the information we need to be able to do that. So, I'd like to make a motion to postpone this item. >> Second. >> Motion made by Miss Hixon, seconded by Mr. Ca. Public comment on the motion to
table the item. >> Table postpone. >> Do you have a date, Miss Hixon? >> To at the next regular schoolboard meeting. >> August 19th, I believe. Right. Yes. August 19th. >> Uh, Dr. Natalie Lynch Walsh, Plantation, Florida. I support tableabling it
because I support the expansion and you guys getting enough information because if you're looking for things to spend money on, this would be one of them. It's too important and they need the speaking from as someone that volunteered in my kids' kindergarten classes. There were kids coming in that
were not prepared. So, this would only help uh get kids prepared to succeed uh in kindergarten and beyond and get the reading levels up. So, I support tableabling it so that you can make an informed decision, but I support it overall. Thank you.
>> Thank you. Any other public comment or member discussion on the motion? Dr. Holes. >> Thank you, Madam Chair. So, just wanted to find out um if this item is tabled until August 19th, I believe, um how will this impact the intent to implement
this um in upcoming school year? So it this was not for this school year. >> It would it would be for >> it would be for 2728. So this would be a planning year and having this information will allow us to be able to plan accordingly to be able to launch programs 2728.
>> Okay. So the the postponing of this item will not impact any any aspect of the time frame in the 2728 school year. >> No sir. >> Okay. >> Any other board member discussion? Miss Bowman?
Um yes, thank you. Uh, so when we're con if we're bringing this back and when we're considering um where we're where we're finding money from, I think, and I'm not I don't I didn't see this here, but um you know, just looking at what
our upfront cost is going to be versus what our expected income is going to be from actually having a robust program in there and then what our other projected enrollment would be, which would also increase our income. So there's, you know, some other numbers that could be
favorable just for being forward looking that makes the upfront cost worth the the spend. So if we could see that as well, like the projections, that'd be great. >> Yes. >> Thank you. >> Anyone else on the motion? Mr. Sea, >> I support the motion. And just a random
thought that just popped into my head that I'd like to share. Um, we're finding all these these buckets of dollars. We heard from the superintendent that um we're able to bring back some specials and we found some money for that. Um I know Miss Hixon's now given an instruction via her
motion to have this sent back and we're going to get hopefully a detailed explanation of where all this money is coming from. And it appears that at least uh from what I heard from the presentation that we've at least found some some dollars for this to be able to support the program. um when we're doing
all this all this looking and reevaluating, let's see if we can find some money to give our teachers. Thank you. >> Thank you. Um so just so everyone's aware, we're on a motion to table the item to the August 19th schoolboard
meeting um so we could get more information. Any other board member discussion on the motion to table the item to August 19th? >> Yes, please. >> Miss Rupert. >> Yes. Um, I wanted to ask if you all had
talked about how the employees have um expressed a need over the last several years for having increased spots for um VPK for them. And I know in some of my elementary schools, they would love love
love to have a VPK ESE class. Um, it's it's much needed in the area. So, um I don't know if staff is working on that, but it would be nice as a comprehensive look to see um those questions at least uh flushed out a little bit. So, okay.
Thank you. >> Thank you. Any other board member discussion on the motion to table, >> Miss Thompson? >> Um I'm trying to get a better understanding of why there's the need to table. Um I apologize. I was not in the
room. >> Miss Hixon made the motion. Miss Hixon. >> Yeah. In discussion and asking where we would balance the need of funds for this for in in our budget, Dr. Con did mention that the presentation that we're
looking at today is not particularly I don't want to say not accurate, but needed to be updated and they were looking for more time to be able to do that. And so we made a motion to table it to the next schoolboard meeting so that they could get more uh more information for us. so that we can make
a better informed decision. Um, I'd just like to share some comments. Um, I appreciate this item coming forward. I was just reading this morning and I, you know, have firsthand experience with with this, but, uh, the
the number two cost for most families is child care, and this item would be addressing that directly. Um, I foresee this item actually increasing our
enrollment. Um, so for me, it solves the problem that a lot of families are facing today. Um, it's one of the biggest problems that that face young families, especially in South Florida. Um, so I I'm I'm ready to vote on it
today. Um, but I I just appreciate this coming forward and uh trying to solve problems for our families. Any other board member discussion? Dr. Hoes. >> Thank you, Madam Chair. So, um, board member Thompson, you weren't in the room, but I wanted to reserve my comments until you were actually in the
room. So, I think it's a great item. I I like um just thinking outside the box and trying to come up with innovative ideas. We have to start doing that uh collectively in order to move the district forward. This item certainly I believe will increase enrollment over
time. Uh you also addressed um the needs of families um and how this will actually improve student achievement. Uh I think if we can get prek kids ready for kindergarten um and their their kindergarten ready at a much higher percentage, we will realize the benefit
of this over time. So this is a great item. I am happy to see it. Uh I know board member Hixon has some uh questions that we may may need some answers for. Uh I did ask the question board member Thompson if the delay uh at the next uh meeting would would uh create any
concerns with implementation of your your item and the answer is no. Uh so just for um having uh uh the courtesy to uh board member Hixon um I will support delaying it but not because I'm against it but so that everyone can have the
information they need. But I think the the item is strongly supported. At least I've heard from quite a few of us. Uh just some unanswered questions that I think will come forth and it will not impact timeline implementation. So I look forward to supporting it.
>> Thank you. Anyone else? Uh Miss Thompson and Miss Hixon. >> Uh thank you. And I I'm I'm obviously ready to vote on it today, but I understand the questions from my colleagues. I just wanted to make sure all I did was summarize what what Shironda and Paul and their team did and
put it in an item. Like I don't want to take credit for their three-year plan. That was staff's um direction um and my frustration at the workshop that we didn't come to consensus, which is why it came as an item. Um that I'm I'm fine
if it has to be flushed out more. Um, but I do think there's a there's a huge need for [clears throat] this and I think as we talk about, you know, the values of our system of univers of feeding kids with Dr. Wanzo and her team was able to accomplish that for the majority of our schools of being able to
support our young families that will not only help our enrollment, but it helps our entire community and really just focusing on what's the greater good. Um, so I'm happy to hear the support. Again, it was staff that brought it brought all the information and I just packaged it
pretty. Um, but I I think it's a really important item for our families and I know it's something especially in my district that we we need. Thank you. >> Thank you, Miss Hixon. >> Thank you. I'll just sum it up. I started by saying I I definitely support the item. very glad to see it come
forward, but it has numbers and things in it that I don't know that I'm ready to vote on without knowing where that would come from in other parts of the budget because as Mr. Sea mentioned, we have also given directive to the
superintendent to find at the very least a 4% raise for for staff members in this year's budget. And I'm not willing to to to take anything less than that. So, uh, I need to just know where we're we're
moving things around and to make sure that we can do both of these things at the same time. So, thank you. >> Thank you. Anyone else? All in favor of the motion to table this item to the August 19th meeting, say I. >> I. >> All oppose, say no. No. Uh, motion
passes with two dissenting votes from me and Miss Thompson. All right. So, the item is tabled to the August 19th school board meeting. Um, could I get >> Could we finish round one? >> Well, we've tabled >> um >> the item.
>> Yeah. All right. Could I get a motion and a second on item DD5? >> Moved by Miss Hixon. Anyone like to second? Second by Miss Bulman. Public comment on item DD5. >> One registered speaker, Dr. Natalie Lynch Walsh.
Dr. Natalie Lynch Walsh, Plantation, Florida. Um, luckily I printed out the relevant pages from the audit plan before Granicus uh made things difficult. Uh, so I appreciate how it's
organized. Um, I really like the visuals because it makes it easier to see where what the status is of each thing on the audit plan. Um, the thing on the first page, it looks like the pecards. I just have a comment. Uh, obviously I'm not involved in these
audits and if they haven't come to the audit committee, I can't even see what's going on. But, uh, just wanted to point out that PECards don't always have names, people's names on them. Sometimes they have departments or districts and no name which has implications for who
exactly is authorized to use the pecard. Um human resources uh the audit of internal controls that was just done addressed some of the areas
but did not address all. Um so the the objective of the one that was just done was the efficiency and effectiveness of controls over recruitment, selecting and hiring compensation and termination processes. A lot of times sometimes the audits get
into the basics and I think Dr. Zean even alluded to this. This is like the thing you don't even think about working some of these things and terminations. But what it didn't address and you need to because it's been noted as a problem
are things like the discipline process. So you would check for compliance with um uh the discipline policy as it pertains to the adults, not kids. So that would be one example of something that should be in here. But from a global perspective, the the less
internal controls you have, the more you're going to spend on audits because problems are going to keep popping up. And thank God I'm not Jackie with people not looking. Um, it doesn't bother me, but uh it bothers Jackie. But the more
that you lack at the front end in terms of structure and internal controls, the more you're going to have to spend on audits. So, I'm not sure what this audit plan would cost, but understand that you can cut your costs by having better controls and structures and an
infrastructure at the front end so that these things don't keep happening and you end up having to audit them. So, um the referendum audit looks like it's at 20%. Um I hope nothing comes out of that that
then impacts what happens in November because it would have been nice to have handled that already. um IT services that was a place we identified a lot of waste and and now you're having a pickup of money. So again I appreciate the audit. I like the organ the audit plan
like the organization um would just like to see more performance less nuts and bolts audits. Thank you. >> Thank you. Any other public comment? >> No >> board member discussion. Miss Thompson.
>> I'm fine to have Dr. Dr. Zean, go first since we seem to be pairing off. Dr. Zean, >> thanks so much, Miss Thompson. I appreciate it. Um, my concern is, uh, let me just start with a couple questions. Um, to the chief auditor,
what, uh, share of the FY226 audit plan got completed before June 30th of 2026? So estimated based on full completion and reporting somewhere around 80%. We calculated it to be about at this point
to be in process or completed as about 85%. >> And we do have several going right now. >> And and what percent actually completed by June 30th for the for the school year? We had a plan from for audits we were going to get done in 2526. By June 30th of 2026, what percentage of
those audits had been completed? I don't have an exact figure. I'd have to come up with that but but I would say that somewhere in the neighborhood of 75% with the addition of some of those last minute emerging ones uh that were mentioned. >> Yeah, totally understand. Um and the
audits that are in the 26 27 plan uh given that 75% were done by June 30th um you've got a backlog of 25% or else some that are just not going to get done or else they're repeat so they're going to get done but not get done. you know, there's there's something that has to
happen so that the audit plan that we see is the actual audit plan that should be executed by June 30th. So, is your commitment to finish the audits that are in this plan by June 30th of 2027? >> The ones that are ongoing, you know, so
relative, for instance, the referendum that referendum figure was pres presented to you from throughout the year. We obviously did something earlier in the year. We're very close to having that done by the external firm as a secondary special requested engagement.
So the 20% and I'm now as I hear it I understand why you know it could be confusing but not to be taken away. That thing should be done soon. >> Real soon. So then we have >> let me let me explain why I'm asking the question. >> Okay. >> I don't want to keep this is my fourth audit plan that I've approved. None of
which have ever got done >> and I want a [clears throat] catchup year this year. I want to ask my colleagues if we can actually approve a plan that has some hope of getting done by June 30th so that we can go to our constituents and to our staff and say actually these aren't going to be near
completion on June 30th. They're going to get done. So what I'm worried about is we keep getting a 12-month plan. I can tell you two years ago the contract to get auditors was delayed by like six months, right? I mean, it wasn't the audit, the office of chief auditor's fault that we're behind, but we continue
to get behind. And I don't like telling my constituents that we have a plan, but we never get it done. So, my proposal to my colleagues is that we stop, we get a skinny down plan that includes what can get done 26 27 so that we can start 2728
with a full 12-month plan so that we're actually pling a plan that's consistent with what we want to get. I'm just I'm just frustrated that we keep doing the same thing over and over and over again, but it's not literally true. We're not going to complete the audits that are in this audit plan as drafted because it's
12 months worth of work and we still have 20% of bow waved work from last year to get completed this year. And so, uh, that's my proposal. Uh, and I'd ask you for your comments on that. Could we do a plan so that we get back on schedule for the 2728 school year? So I
I would say your your initial comment was that the items that were done and reported by June, we have since then had held the special audit committee meeting and presented two more audits that were completed on top of that. So and we have two that are finishing up right now to
be presented next next uh audit committee which is in a matter of weeks. So it's not that they're languishing and not being finished but we can't represent it that way and some of them were late ads. So, we want to be ambitious about what we're our goals are
to do that. I understand your perspective, but in general, what we were trying to do, what I was trying to do was reflect a lot of the concerns that came out of the board and various places as we discussed at the workshop and to try to accomplish and put focus on areas that when we audit would be
meaningful based on what we've been hearing and what we've we've done. It's relative to the 100% completion. I understand that as a perspective, but it's not uncommon in an audit plan to expand beyond what that is and go aggressively towards trying to accomplish that. Obviously, factors like
staffing and external engagements to balance out and help us in areas of, you know, more particular need are factored into that. So, I did at your request sort of streamline and combine some things since we last spoke about this. Um
I did I I put some things to a longer term uh perspective which again when we spoke last time all of those things on there are very important but you know to do that I would hate to move things just to that knowing the the critical nature of of the discussions and the ongoing uh
sort of uh you know monitoring that's been done both by me and and other people to and to listen to areas of concern as they start to emerge in the prior year let alone the ones that happen in the as we're going that come up that that warrant us to take a look
right away. So I I understand that both ways. So it's not like a perfect formula I can create for that. I mean I think that we've scaled it down. It is a little bit ambitious for sure. Um but that's kind of you know what would be your your flavor your or your you know
how you can uh receive that and what your expectation would be relative to that. But the reason why we're doing that and there's some things I'm working on internally for us to monitor more closely that hasn't really been done exactly like that. We've been providing you with these quarterly reports along
the way. That was something that was initiated prior to me. I thought it was a very good tool. Um we've kind of enhanced it a little bit and we're looking to do that again. But internal to our organization and both with the development and productivity, we're trying to include that as kind of a
streamline thing and that approach to seeing how we can get the most for the least. Um, obviously we're all trying to do that. So, I mean, I I could certainly take things out of there. I mean all based on the board's will uh to do that
but I am up for the challenge to try to go all the way in but I I wouldn't want to be measured to the 100% like you said is if that was a failure I I don't necessarily agree that it would be a failure but I understand the perspective is we want to have attainable goals and we want to be able to do that and that's
what I am trying to do. Uh so if that makes sense >> it does but the value of audits are when they're done and reported to us. So, it's a really big deal when things are done done. And like today, you know, on the payroll one, realizing there's 96,000 mistakes we might have made. You
know, those things, uh, the earlier we know them, the better. Um, let me just ask you this. This plan before us today, will you finish them and report to us by June 30 of 2027? What's in this plan today? >> That's that's my goal.
>> Okay, I hear you. Um, why are we getting this plan a month into the into the school year? Would it be better to get this in the spring or so so that we have time to meet with you oneonone and understand it, give you some feedback, and actually start on July 1st with a plan? Why are we getting
this a month into the school year? Um, that's kind of been the timeline that's been in place, even put into my agreement relative to presenting it, you know, getting it presented to the audit committee and getting it presented to you folks in a workshop and then bringing it back to the audit committee for any kind of iterations or any sort
of modification that may have been suggested and then to bring it back as a timeline and you have a little bit of a downtime there uh in not really downtime but theoretically in July um that was taking place. So, you know, that's sort of where the timeline works. I agree. I
I don't like the idea. You know, we're chomping at the bit on some of these to get going if that's what so is approved. Um and we want to engage right away while and we do time out to see that you know some of the things that we that were uh taking a little longer like the ones that were presented today were
taking a little longer. So we put an emphasis to make sure that we were getting those done to you as quick as we could to start the new year. So then we cycle back to the ones that we have begun that we were still trying to achieve and get as far out as we possibly could knowing we wouldn't meet
the end of the year expectation like that. It wasn't really an expectation but a goal. So knowing that we want to bring those to you as quick as we can in in the immediate future. >> Um so that's the thing I I didn't really set that timetable. I mean it's something we could certainly look at. that it kind of aligns like I said with
the with my own uh employment agreement and how it's been done through that cycle in the past. Um but I I when I dropped in into the position just wanted to align with what the expectation was and and I was happy I was able to meet it. It was a a bit of a lift but you
know we're getting it to where we needed to be and and I would hope over the next couple years that that will level off. That's why it was such a you know in the beginning important to start to kind of design processes internally to the organization and get these things to you. I I understand that and that's my
expectation too. I just don't like the board uh causing any delay or anything. Our audit function is incredibly important as a government institution to make sure we go back and complete these audits on time, get the reports out to the people. They often find exceptions and findings that we have to have
management responses to and we need to monitor h how well that is done. Um and sometimes it um opens up findings that are brand new to us or the magnitude of which are just so new to us that it helps us allocate resources and set policies in a good way. Um I hope that
you um your employment agreement doesn't say you can get stuff done early and still get full points. I'm sure I would value seeing the next year's audit report earlier so that we cause no blip in the production schedule. You have very limited, very very talented staff
of auditors. But um I want to make sure that we're supporting you well and I want to make sure that we get to a point where when we bless an annual plan, it is something that is going to get done. Uh when you don't do an audit, the public often looks at that and says, "Oh, look at the things they didn't do. They must not have wanted to look under
those three rocks over there. Look, they didn't do it." So, it is kind of a commitment that that carries a lot of weight with it. And so I'm hoping that we can make those two changes next year. That we get it early enough so we can bless it with full vetting before the start of the year so your staff can be ready to rip um and that what we bless
is something you'll commit to. Not just say I hope to, but you'll actually commit and say yes, I'll get this done. Last question. What staff um allocation do you have that is not allocated to a specific audit? What's the trade space that you have to do more than what's in this audit plan? So I think previously
we discussed a little bit about the the the composition of my group. Uh we have a group that works on property that's all year every day going out and doing that amongst the the schools and the departments. We need to get working towards the departments. There's been
some things that we've kind of accelerated. Um we also have internal funds which is a requirement statutoily. We have obligations to make sure we get those every year as it would be and and why we had that in this report was to make sure that we're reporting as much to you in accordance with what's
required of us and making sure we meet those expectations also in pol in policy for us um which we have met and they have met prior to me uh for three straight years and we intend to keep going. We have a new manager in place um who's excellent and we feel very uh
confident in what's going to happen and our staff is increasing. So that's that those two segments. We have a group that you're familiar with that that works with charter and IT type related things. Some of those are more managing external. We have one that's being worked on right now. One of the things we're trying to final finalize here in
the next couple weeks um that work is working on some things. Um and then we have an operational audit team. We have a very small group uh that contributes really one person at the moment that's contributing to construction. So that is also why we rely a little bit on the
specialized external help to do some of those engagements for us which well we've been so far pretty satisfied and they're directed and they're looking at things just the same way. I will be looking heavily into how we set up the the scopes of these review as we've
heard today. Even it's hard to hit on everything in the amount of time that you have and that you want to be expedient about getting those things back in and be able to, you know, evoke the change. You hope the change occurs long before it gets to you because that's what we would hope. You know, staff is responsive and is seeing these
things in the early draft part of it before we get it through audit committee and before we get it to you. So that's always what we're hoping for that we have seen evidence of that occurring. So we try to get them in as quick as possible but our composition is not very vast. Our operational team is
one manager with two people. One of my goals for this year and talking with my management team was to do our best through our productivity models which are still in you know production of themselves is to try to get people different experiences and give our staff
the opportunity to work in cross-sections in different areas where we want them to be able to be uh more than just working on one particular kind of thing which I think serves the whole organization and serves them. uh we talk about trying to make them feel good
about coming to work every day and you know we don't want them to be where they kind of get stuck doing the same thing but a lot of that is very experiential and every segment of that. So when we look at some of the variance as to how we can complete and not complete those things may not come off on paper as
something that was achieved so to speak if we don't get the reports done but we're always working and now I'm trying to measure those things as we go. >> Thank you. I appreciate it Mark. >> Thank you Miss Thompson. I just had a quick question about the charter school audits and if that is something that's
statutoily required because I believe it was our safety audits where charter schools tend to have their own board and their own mechanism for doing those kind of audits. So I wondered if that was similar or if there's some reason that we're auditing >> I guess what's the rationale?
>> Thank you for the question. So relative to that um we do have a a charter couple folks that were dedicated to the charter and they work in some other areas too for us. Um but what they what we're trying to do and and we're trying to bring forward what they are is in review
of uh annual financial reported uh annual financial audits that they're required to complete and they review those. They're involved in a monthly assessment um review of financials that are put forward to this to the district.
And so what I'm trying to find a way to do and and then they respond, excuse me, they respond to anything that might be in where we have some sort of a um area of vulnerability or something that's been uh identified that requires them to present a corrective action, which would
be some financial uh inconsistencies or some sorts of vulnerabilities that have been identified based on that. So if they see some extremes and some changes and things, then the charter school team that's here that doesn't work for me is coordinated with them and they have sort
of discussions and they kind of put together a follow-up plan for them. So that's what we do relative to what you're speaking to is I think more in line with like the BTM. Is that what you're talking about? Yeah. So there were some things that we didn't really have oversight to and we don't go in there. That's why they require them to
submit certified financial audits. So we could go by that. So statutoily, are we required to audit charter schools? Is that a service that they pay us to audit those financial reports? >> No, that's something they do on their own and they submit the final report to us.
>> Okay. All right. Thank you. >> Thank you, Miss Hixon. >> Thank you. I take a different approach than Dr. Seaman. There's actually something I'd like to ask if we could add to this. Um, and I don't if it's inappropriate supposed to go somewhere else, let me
know. Um but in again going around this summer and where there was construction going on had conversation with some of the construction people that were complaining about drawings and that the architects have done and we also get a
lot of change orders that cost us extra money because there's something wrong with the drawings. So was wondering if it was possible to do [snorts] an audit on some of the construction um drawings and how they they impacted
change orders. And the reason I'm asking is because if we we find that it's a particular company or a particular architect that's doing that, I think we might want to veer from continuing to use them because it's costing us a lot
of money. So, I don't know the best way to ask that or if you understand what I'm trying to ask, but we have a lot of change orders come across and I've asked this question a number of times like can't we hold the architect um accountable and it it always gets
jumbled up. But anyway, when we were at one of the sites, the actual construction people were complaining that they were having delays because this the drawings were incorrect. So, so if I'll take a shot to answer I think I can. Um, we just completed a review that
that looked at carveouts and we presented to the audit committee will be coming to you guys shortly. Um and so what that did is it was looking at and within that framework it was looking at some things relative to the justifications and benefits to this carveout program that was that you had these big projects and that you took
pieces of it in order to well again I won't speak for capital programs for for their decision-m but the reality was that they took segments of that whether it be like roofing or HVAC or something and they they carved it out to make it this smaller project and then we saw and
we the report basically pointed to a lot of the delays that were happening and it did it was um it confirms in a lot of ways what you're talking about which is kind of well known. I won't speak even Mr. Dur might want to speak, but I I'll finish. But
the idea of how they're monitoring that and when it's when it's when it's justifiable for, you know, delays and when when the time is that they make a decision to kind of expedite the process through an alternative means like this carveout
program. So, we're looking at that kind of thing right now. Um we have some other things uh that are already in works as well um to to look at and monitor some of these programs too. I know that there one of the things in the last audit that was suggested but it
wasn't elaborated on in there was relative to some some issues with architecture engineers and those sort of design problems and we saw that in that last audit that I just mentioned that there were a lot of delays in that phase. So the response or what
management's going to do with it, it certainly was confirmed that that was a real issue uh extensive, but how they're going to respond to it. They did give us responses to it, but you know, implementation of that program and what the partners that they work with are doing to help advise them on that. I
don't know if Mr. Dorset can add anything to that. I don't see Miss Coley, but she did attend the meeting. But we we are working on that. We have, like I said, just reports. is not directly in line with what you said but it definitely encompasses a portion of what you've described to me. So we are
looking at those things. Hey Mark door said chief facility officer task assigned. Yeah. Um you know the carve out serve multiple purposes right. So, we had projects that for some
reason was stalled for it could be a a myriad of reasons and we had to expedite a portion of that project. So, we would have to pull out. >> Yeah. This isn't about carveouts though. specifically about design flaws and what
having to do change orders that cost us money because the architect drew like forgot something in the drawing and then when the construction people go to complete the drawings they're missing something and then it comes back to us
and sometimes millions of dollars. So that's what I'm asking for in terms of an audit is to look at the the drawings that have caused us to have change orders to kind of identify is there a specific person or a specific company
that we see it happening over and over again. So it helps us to make better judgments moving forward on construction. >> Okay. So I was just addressing carvox because it was mentioned but I I do understand uh uh some of the delays and
some of the uh request uh for >> additional information. We've remember we talked about how the whole uh bond program started and uh we didn't do a complete assessment of some of the some of the the work that's being done. So
the scope was not uh adequate and so forth and some of the projects started with an in inadequate scope. So once they build those projects and they found specifically things wrong they would have to go back and and order change
order. So what we did was we we are looking at you know when we do complete the the the bond program which we have already uh we're looking at a different concept in in in doing these projects to
to lessen the number of change orders that we have. One of the things is the BIM uh system that we talked about when we when we do the design it's in the building automation type uh information system. So you can actually see the
building before you you you even construct anything. So you would catch uh uh change orders before they even happen. So these things are going to be implemented in the new construction projects that we have going forward. But we're still working on some of the
projects that has happened from the last bond and and that was some of the issues that we've been dealing with. But what I'm asking for is specifically drawings that caused change orders because they did the drawings
inaccurately and looking at who what companies what maybe one particular architect from there so that we can make better decisions moving forward. So that's the audit that I'm kind of asking for. >> Yeah. >> Just specifically drawings. >> Yeah. and and and the drawings play a
major role in basically what I had mentioned because if uh the scope uh when when when the scope was developed if the architect did not go out and do a a complete survey of that of that site he wouldn't know he would just do a
design of what he thought was there and once the contractors go out there to do the work they would find these things wrong and they would ask they would have to ask for change orders to to complete projects So I like I mentioned before, it starts with the design going uh uh up
front. So once we address the issues with the design in front, that's when you're going to start seeing a difference in the reduction in change orders and those kind of things. >> Okay. >> Could I offer an idea for you, Mr. Hixon? Um, I wonder if the auditor could
bring us a scope of an audit. It's about um how does Broward County differ from other successful counties that actually get stuff done on time. So, it would be a little bit more than just the design phase, but it would involve, you know, do we have uh BIM? Do we fully use
Maximo? Do we select the wrong architects? uh you know is there one or two architects that consistently you know have high rates of of uh you know failure in essence um uh there there's clearly like good audit work to do that
because you could go pick 10 districts that actually you know our superintendent talks about stuff they get done in Palm Beach. Well, I would love to know if there's five successful districts and you can audit their numbers and then look at ours where what part of the process are we not keeping up in the construction? We may just be
just as fast as everyone else, but in the design phase or in the approval by the schoolboard phase or approval of, you know, other pieces along the way, we have this really rich data source, these time impact analyses, but an auditor could go through and look at a hundred of those and they could give us like uh
a way to audit the data to tell us why if if what are the opportunities for the new chief facilities officer to accelerate the speed with which we get things done. Just as an idea >> that that's a bigger scope. I I guess the whole point I'm trying to get at is
is there some kind of shenanigans going on with architects that get them more money because we have to get new drawings because the first drawings were not done right and then
construction goes off. So, I really want to hone in on the drawings that have required us to do change orders because the drawings were incorrect so that we can identify if there's a pattern there
that we can make sure we eliminate that pattern moving forward. It has nothing to do with if it's the bond or not. I mean, we are we use the same people in our continuing construction. So, >> so, so the small, you know, it's a small
piece of of a big puzzle that I just wanted to hone in on because I really feel like just going around and hearing on the construction sites the same complaint and then me saying the same thing on a lot of change orders that we
have seen come before us. I just don't want to continue to make the same mistakes moving forward. So that's the gist of why I'm asking this question >> and I and I agree Miss Sixon but what what I started off to saying and maybe I was a little long I'm trying to show you some of the sequence of what we're doing that's not exactly pinpointed to you
like us reviewing designs is not really what you know you know we're going to do and I know that's not what you're asking. So what I started to say was we started into it to look at this carveout program and we identified that there were extensive things. So then it becomes our own internal staff. What are
they doing to monitor that? The audit committee actually asked us to see, you know, how often have we had change orders come forward for delays and delays and delays and we've asked for that information. We've also asked if there was they asked at one point if they had ever claimed liquidated damages
for delays rel relative to that. And those things would feed into those. The byproduct of it would be that they have to come back for that kind of information to you as a change order. So that's part of it. What we've also have and what we currently have ongoing, it's it's being worked on um for final is
latestage changes where we have engaged an external audit that's been working on that which is looking at change orders that get added in at the end of projects. So those are another way that we're looking at it. It's not directly related to the design detail but we are knowing and taking cues from what what
has been happening. We've been looking at those things and we are involved with that right now. Okay. So, well, let me just I no one's gone to a real yes or no. So, I guess to my colleagues, is that an audit that you would like to see
and then we can work on tweaking the wording and make sure that it gets to them appropriately because I guess at the end of the day, we have to agree whether we want to add it to the audit and we can continue because I feel like we're skirting around the actual ask. So, chair, can we
>> Is there any objection to the audit that Miss Hixon is proposing? Adding to the audit plan? >> A great idea. >> Thank you. We'll work on the rest of it. >> Miss Pullman. >> Thank you. I don't want to add work to this, but to
the to the point um if we're auditing service providers and architects in particular, you know, perhaps we could get a broader um uh idea of what's happening in terms of contractors and other, you know, like in our
construction uh program. So that Do you think that's too much? I'm just trying to focus in on on the architects and the drawings because when they're not done properly, it causes all of the other issues and
those are the bigger I think change orders. So just to help us decide whether we're going to continue with those architects moving forward. >> So I don't have an objection to that, but I do think there would be it it would benefit us to look into some of these other things. It doesn't necessarily have to be an audit, but I
think we need to, you know, have a it would be nice to have a report of some sort where we can kind of see who who's costing us the most delays and the most extra money and has gotten the furthest away from their original bids and all that kind of thing too. So, we can kind
of understand that moving forward. >> Thank you. >> Seeing no objection. Oh, Mr. Magley. No, I I was just saying that a lot of that information, I can't speak to that, may be tracked in OCP right now. I don't know that, but generally speaking, if they're managing the projects and
they're overseeing it, they would know um where the delays are occurring and who would be most most likely the ones that are more prevalent than others. Um we can compile information. And I think that I wonder if we can't compile that similar
to what Miss Bowman said outside of going into individual projects because when we audit we're going to look at projects individual projects or a series of projects but it won't be what what's being done to monitor that. what they had told us and again why I brought up the other stuff was that they had put in
some things that when there were delays there were alerts within the the process now that they were going by that if there was 30 or 60 days of delay that they would be notified and they would be taking action. So I would think that there is something there and and I don't
know that um that they're maintaining to to do that and I don't know if they can report back to that. I'm happy to, you know, pursue the board's will. Um, but it it it would have to be targeted and specific and they may have broader
information to share specific to that. >> Any other board member discussion? >> Yes, ma'am. >> I guess we should probably be specific. Maybe audit the last five years so that it's not like open-ended. So
maybe to audit the architect drawings in the last 5 years that have caused change orders. That would be what the the audit would be. >> Any objection to that? >> Nope. >> Right. Thank you, Dr. Zean. >> Thanks so much. Um Mr. Magley, when you
have an ad to this audit plan that we have, our policy says that you confer with our chair uh and the chair has delegated authority by this board to make any modifications to that. Can you commit that if you're going to make any changes to this audit plan, you're going to confer with the chair? >> Absolutely. Thank you very much.
>> Any other board member discussion? >> Seeing none, all in favor of DD5 say I. >> I. >> All oppose say no. >> Item passes unanimously. Could I get a motion and a second on item FF1? >> Second. >> Moved by Dr. Zean, second by Miss
Bulman. And just for the public, I'm think Granicus is down again. So just for the public's uh knowledge, FF1 begins on,435. Uh public comment on FF1. >> No comment. >> Uh board member discussion. Miss Hixon.
Thank you. Um as I you know, I like to do want to thank um all of the schools and the partners for the grants that are on this board this month's board agenda. There's $30,000 worth of grants. most of which are specific grants to schools.
There's some from the community foundation um in Pompo and things to help gardens and so just want to thank everybody who writes the grants and the partners who provide the grants to make sure that our students have these wonderful opportunities. Thank you. Any
other board member discussion? All in favor of item FF1 say I. >> All oppose say no. Item passes unanimously. Could I get a motion in a second on item JJ6? >> Move. Second. >> Moved by Dr. Zean, second by Miss Thompson. And for the public's
knowledge, JJ6 begins on page, 1533. >> Public comment. >> No comment. >> Board member discussion. Mr. Sea. >> Thank you, chair. Um, for this one, the hyperlink does appear to be working. I'm
not sure uh if it's specific to justice item, but it does appear to be um at least working for me on the granicus side. Um obviously I'm 100% uh in favor of this. I just wanted to take a moment to acknowledge the brave men and women of our uh of our local law enforcement
who continually keep our community and our kids safe every day. Uh, I'm a big supporter of the rocks program and I know there were some folks um at the district uh some months ago that uh weren't so happy with the program and
and I'm glad that those folks are no longer here. I'm glad to support this. I will always support this and I wish this uh particular officer in District 1 uh all the best with his new ground lease agreement and I thank him uh and his family for their service and sacrifice.
>> Thank you, Miss Bulman. Thanks, Mr. Vera for um your support for our district 1 rocks officers. Um I just wanted to thank Dr. Wanza. This was uh something that was brought from um and for our legal team for getting this done
quickly. It was brought to um our attention a couple months ago and I appreciate that you were so responsible and able to get that worked out. So, thank you very much. >> Any other board discussion? All in favor of JJ6 say I. All oppose say no.
>> Item passes unanimously. Could I get a motion and a second on item 01? >> So moved. >> Second. >> Moved by Dr. Zean, second by Miss Hixon. O1 begins on page 1,728. Public comment. >> No comment >> or member discussion. Miss Hixon.
>> Thank you. I just um wanted to point something out on this item because it is very exciting and we're always trying to share the good things in our district. So on page three of five of the um executive summary in the very first
paragraph it says in alignment with this mandate the ESC department is proud to offer the only transition deferment program in the state of Florida specifically designed for students with disabilities who are pursuing post-secary education at an accredited
college. So I just want to shout that out. Thank you to the ESC department. [applause] Um, this is a an agreement with Broward College to allow students once they age out to be able to go to the college setting, to be able to get training and
and um, college credits to be able to work in various different places. So, thank you to Broward College also for partnering us. But I again want to say it's the only transition deferment program in the state of Florida and
that's here in Broward County. So thank you again. >> Thank you for shouting that out, Miss Hixon. Any other board member discussion? >> All in favor of item O1 say I. >> All oppose say no.
>> Item passes unanimously. Could I get a motion and a second on item 02? Moved by Miss Thompson. seconded by Miss Bulman. Uh public comment on O2. >> No comment.
>> Um and for the public's knowledge, O2 begins on page 1,764. Uh board member discussion. Mr. Sea. >> Chair. And again, this does appear to be working on Granicus for those who um are following along at home. Um
Mr. Mr. Superintendent, I'd like some details as to what exactly this um program is utilized for and what value it brings to our students. >> Yes. Um brings a lot of value to our students um specifically our uh school transformation office schools. And I'll ask either Dr. Fton or Dr. Con to
provide some details on the actual software >> so >> or some of the components. I don't think it's all software. >> Athletics has had a long-standing history with us in the district. Um this is not a new item. And this is a renewal. It has actually been a part of
our success. And we use it as an academic framework particularly for students who struggle and have a lot of math gaps. Academics um academics provide that spiral in with math skills so that students can retain that information. So when new content is is
built, they would have that. We have many schools that athletics has used us as a uh white paper of success where math scores not just double digits triple digits have increased with the usage of athletics. Actually uh we have
a lot of success stories in Broward County that's used across the state and used across the nation because of what this program has contributed to our students with maintaining math understanding standards and been able to grow in such a short period of time. So, it's great value that brings to our
schools, but particularly our um schools that are in our STTO portfolio. >> And I'm I'm I'm sorry, Mr. Fton. I I thought I heard you say that it's just not software. And I'm I'm looking at the um executive summary as well as some of the attachments. And this appears this
is a a renewal for supplemental software. Is there another aspect of this that I'm missing? >> Actually, curriculum, but um I think that's the naming of it software, but it's curriculum. Uh students have workbooks. Quickpicks is one of the um programs that is used. But when I say software, it's not software. The
students are actually it's paper and pencil and they're practicing their math skills daily every single day. The software component from my understanding and Dr. Con can actually expound on it is the [snorts] teacher uses the software to be able to monitor and track
the progress of the students. >> Okay. And I I appreciate that clarification. That's kind of where I was I was headed. So this is there's a workbook as you put it notebook and and pencil component to this and the majority of the software that's being
utilized would be by our great teachers and not necessarily more student software. Correct. >> That's correct. And that will be the same thing for J&J boot camp as well. >> Okay. Well, let's one at a time. Let's make sure we uh we uh we stay focused on where we're at. Dr. don't. I appreciate
that, but I just want to get through this one first just to make sure that the public is aware uh that this is not necessarily more studentbased software. The software components of this would include the teacher monitoring tools. Um and this is real more of the of the
workbooks for our kids. Accurate >> ve very much accurate. >> Beautiful. Thank you. >> You're welcome. >> Thank you. [clears throat] And these items are not working for me on Granicus. So I just uh that is why I continue to read the pages out. Dr. Holes.
>> Thank you, Madam Chair, and thank you, Dr. Fulton, for providing um additional information on the benefits of athletics uh as far as the STTO schools. And um Dr. Heburn, if you don't mind, I do have some more questions um for staff.
>> Yes. >> Uh so um Dr. Fulton, um can you brief us on uh the type of schools that would end up being under the student transformation office? >> Sure. When we started um STTO school
transformation was about three years ago and it was a vision that um that we had in the district but I would say who brought it to life was uh Dr. Heburn >> in terms of um clustering schools with the same um deficiencies and skills
where they were given additional support, additional guidance in the area of teacher development which is very particular. We all know the research is very clear. >> Students learn when they have a quality high performing teacher in front of them. So we were able to bring STTO together to be able to address some
unique needs that some of our schools have. When you look at the 20 schools that are part of STTO, if you look at their data, I would say prior to becoming a part of that portfolio for say 10 years prior, you would see um what we call persistently low achieving.
And meaning our schools were just it was just at a level where we knew they could do better if we provided them more resources and support. And so clustering them together, they were able to get that that specialized attention and
specialized support. Working with our school leaders, we also have um them under umbrella where they're treated very differently. Um we make sure we provide all of the uh gaps that our students come with and be able to fill those gap with resources, teacher
support, and teacher development, but also leadership development as well. And within our first year under the structure of STTO, we were able to eliminate all DNF schools. And a lot of those schools who are no longer DNF schools for many years prior have been
systemically DNFS. And so we've been able to do something that we haven't been able to do in this district for a very, very long time. And so what happens when you get that success, it's not getting there, it's sustaining that success. And that's the most important thing now where we are in STTO, why we
don't have any DNF schools. Correct. We want to make sure that we continue that trajectory moving forward. So the same support that we provided for them, the same resource we provided, you can't pull that away because once you pull that away, we call that a yo-yo effect. They go right back where they were. So
we want to maintain that which is programs like athletics program like JJ boot camp. They're part of the framework that has worked to make improvement in these schools. They've proven to be successful. They are not the magic bullet but they are a part of the framework coupled with outstanding
teachers teaching and great leadership that has made it happen where we are today. >> Okay. So Dr. Fulton and I appreciate that detailed thorough information. What I can tell you is many if not most of those STTO schools are in district 5 and I have seen the significant improvement
of district 5. I mean the data is overwhelming. the city of Lauder Hill the other day when I went to their uh commission meeting to u recognize those schools. They're very very uh elated. They're very happy. So now we have several programs here, right? We
currently we're discussing athletics. We also have JJ boot camp. We also have I Ready coming up. Would you say these three programs that I just mentioned, would you say they're a significant contributor to the success of these STTO schools?
>> Absolutely. Okay. And if these programs are pulled, would you say it it puts those schools at risk of of actually reversing uh some of the successes that we're realizing? >> Uh I I agree wholeheartedly. Yes. >> Okay. So, let me just and and um board
members, I I just want to say this. These supplemental programs that are here, they are significantly beneficial to the STTO schools. Majority of those schools are in district 5. I have seen the significant improvement. I visit I
visit the schools all the time. Some of the schools like Ly Hill uh and and other schools I I I don't think Lill is in the STTO but Walker Walker is a part of STO and I visited these schools multiple times and I've seen the improvement and what I can tell you is
looking at the data that we have 17 out of the 20 STTO schools improve a letter grade or more. That's 85% and we have many first. We have Royal Palm Elementary went from C to an A uh
for the first time in history. We have MLK from B to a A for the first time in history. I mean the results are just overwhelming. I have the data here and these are the programs that keep these schools doing well. So these are essential supplemental programs that we
cannot pull or these schools will could possibly go in reverse. Dr. Fulton, >> may I add to that? And I think it's important for people to understand while our students have growth, but if you look at the data, it's more than just growth. It is our students reaching proficiency. Meaning that they're reaching levels that we haven't had at
the highest levels that we're experiencing today. When you lay out our data and our STO schools, some of them are outperforming schools with with demographics where students are at higher echelon in income and doing extremely well. And so again, I don't want to say this is the reason, but it
is a part of the framework that has been built over time that has been a part of the success that we have experienced over the last three years with STTO. >> Right. And and as far as athletics, I I see where we have STTO math increased from 54% to 61% which is a 7 uh point
gain. Um, and uh, you know, just looking at the the benefits and I'm I'm I'm eager to to look at the the other item as we get to it too, which is JJ boot camp and I Ready. Um, but what I can tell you four years ago and and the data
is there in my district and majority of these STTO schools are in my district. Four years ago in my district, we had five D's and two F schools. The only F schools were in district 5 and we had five D's out of the 7 D schools in
Broward County and we had 23 C's. You know what it is in 2026? In 2026, we have 26 A and B schools. 26. We have no D's and no F schools. And out of the 26 A and B schools, 15 of those
schools are A schools. You know what it was in 2022? one >> one a school in 2022 we have 15 today and the reason for this is programs like this programs like this are essential
and I've met with the STO team and we talk about these programs all the time and and board members athletics uh JJ boot camp I ready are essential for these schools to continue to do well so I hope you will support it thank you >> Dr. Hold this if I may and board if I
may. Since we're on this topic and you mentioned the city of Lauder Hill. Um I I just want to tell a quick story. So um you know was on vacation for usual short amount of time. I get to get my brain back right. Um and so Commissioner Dunn gave me a call while I was on vacation.
um and she was so elated about the city of Lauder Hill um and the amount of student performance and equating to better uh school grades than they've ever seen as a community. One thing I tell the team all the time, we change
the trajectory one child at a time and that child changes the trajectory of a family. That family changes the trajectory of a whole entire community. And that's what it means, right? public education, the great equalizer. That's what it means. We change the trajectory
of a city, right? So, I know uh Dr. Hoess, I think Miss Hixon and probably another board member was there. I couldn't I couldn't make it to to the celebrations, but it's just an anecdotal story I just want to tell of of how performance changes the pride of a city
and the economic impact that it has on a city that didn't have that before. So, that's the power of Broward County Public Schools when we get things right. >> Absolutely. And Madam Chair, if you don't mind, I just like to respond. Um, I can tell you when I go into these communities now, when I when I with with
the schools that are are uh traditionally uh with performance issues and in in the city of Lauder Hill, when I went there, you should see the pride that's in on the faces of the people who came out. I mean, just the community pride, the improved uh school culture.
Uh, it's amazing. It makes people want to move now into these places. is it makes people want to bring their kids to these places to these schools. So, it's important that we not get there and then start cutting back. We have to get there
and stay there because I believe Dr. Heburn in your in your uh uh speech for the uh um the the um state of the the the the district uh you mentioned we are here now and we have triple A's but now
we we're going to go beyond that and we're going to be of excellence and we can't be of excellence if we start pulling back what gets us there and these are programs that gets us there. So, we have to keep these programs and see what else can we add to even move further ahead, you know. So, I am hoping
the board supports these supplemental programs. They're essential. I know for sure uh for for my district and many other districts with with um uh schools that are uh have uh performance concerns. I know board member Bulman, some of your schools are in that as
well. So, um, I I thank you for having this here and I'm eager to support this so we can continue to be a district of excellence. Thank you. >> Thank you. Any other board discussion on this item?
All right, seeing none, all in favor of We're on O2, correct? O2 say I. >> I. >> All oppose say no. >> Item passes unanimously. Could I get a motion and a second on O3? >> Moved by Dr. Zean, second by Miss Hixon.
Public comment on O3. >> Two registered speakers, Cormick Pier and Shawana Taylor. You may proceed to the podiums. Good afternoon everyone. I am Cormick Priest, the proud principal of Remarkable Rock Island Elementary School
and I am proud to say that I >> pause her time because she prevent she forgot to mention another part of her title >> which you >> Yes, >> let's start let's start that over please. Thank you. >> Thank you Dr. Hellburn. >> I am Cormick Prister and I'm the proud
principal of Remarkable Rock Island Elementary School and I am also the two 2026 principal of the year for Broward County Public Schools. >> [applause] >> Thank you. I am very proud to share the achievement of Rock Island Elementary School. When I arrived at Rock Island
Elementary School, we were a C at that time and we have now in the last two years after 16 years made an A rating. And this year we made an A rating as well. And we are on the way to a three
pete. The reason why we have those phenomenal um increases are because of the supplemental programs, the teachers that teach it because you cannot just have the program, you have to have the people that can work it and can utilize
it properly. So last year we actually were in the top 2% of performance in math when it came to improvement for the state of Florida. So we represented Florida as well [applause] because we had a 24 percentage point increase in
our proficiency. We also had 87% of our lowest cortile scholars meet make learning gains. This year we have 71% proficiency not learning gains proficiency
and 77% learning gains for our overall lowest cortile. the work that goes into athletics is not um easy but as a teachers they are there to plan. I'll also share that they utilize a lot of
the resources such as on the spot feedback to our scholars as well as using what is called a math club in which the students go through a few questions five questions a day and they actually receive feedback on those questions immediately and on the spot
correction. So the implementation of athletics is definitely one of the main pieces to our recipe, but we do it we do need these supplemental resources. Thank you.
>> Thank you. Next speaker. >> Good afternoon. My name is Shawana Taylor. I am a STEM resource teacher at Rock Alley Elementary School. Before stepping into the role, I spent many years teaching third grade through fifth grade because I've had opportunity to
see these programs from both classroom and schoolwide perspective. I would like to share how acetics program is very beneficial to our school and the other schools in Brock County. Acolytics has been a great resource because it gives
students exposure to math concepts before they're officially taught in the classroom. Since some standards aren't introduced later into the school year, students have the opportunity to build a foundation early. When those students
I'm sorry, when those standards are eventually taught, students are seeing the material for the first time. They aren't seeing it for the first time. They've already had some experience with it which helps them make connections more quickly and gives teachers the opportunity to spend more time deeply
deeply deepening understanding instead of starting from scratch. It also helps build students confidence and gives them another opportunity to strengthen their math skills. We need acetics. I've seen it again from the classroom perspective and also outside. It really helps our
students again. and it helps them a whole lot before they even get to those standards. They know the concepts again. They're able to make those connections and strengthen their understanding. So, we need that program. Please don't take it away from us. >> She's talking about athletics even though we have
>> Thank you. Any other speakers? >> No more comments. >> Public speaker. >> All right. U board member uh discussion. Mr. Sea. >> Thank you, Chair. And just for the benefit of the of the speakers, the athletics passed at the already on the
on the vote, but thank you for your uh enthusiasm and input. Greatly appreciated and congratulations again on your achievement. Wonderful. Wonderful. Very proud of you guys. Um let me go back to Miss Fulton. Um same inquiry as
as as last time. give us the breakdown of the software component as opposed to the uh pencil and paper notebook uh workbook uh component of this and and how the breakdown ultimately will pan out here >> and we're talking about JJ boot camp. >> Yes.
>> Okay. Um it it's a little bit of the same uh JJ crosses over to science now. Athletics is the supplemental support for math and JJ boot camp helps in the area of science. And I will also say as well too and I'm sure the principles and the teachers here can support that.
Science has been one area where we have been very dismal many many years before we became STTO. When I say dismal I'm talking about singledigit proficiencies. I have supported schools where 7% proficiency 9% and certainly we're not
doing right by children because science is that particular area where they have to be able to be proficient. And so, um, as we went back to the drawing board to see what can we help supplement and support our teachers with closing the gaps that our students were walking into
school with science, one of the uh supplemental software that we discovered was J&J boot camp. And when I tell you it provides a lot of um experiential learning, hands-on learning which our students didn't have much opportunity with and also help building what we call
that um academic vocabulary with science and science is also reading as well too. So was also helping them increase those skills uh too. So when you look at our at our schools particularly our STTO schools and their achievement in science we're no longer single digits anymore. I
mean, we're talking about leading the pack amongst all schools in Broward County. Our students are thriving and doing extremely well. And I'll say it again, it's not that this is the magic bullet to our success. However, it's a part of the framework that we use every
single day for our teachers to be able to support the learning in the classroom. And the results are showing. I mean, it's very clear. And we talk about being data driven. the data is there to show you how our students are responding to um these academic programs uh that we're delivering in the classroom. >> I I certainly appreciate that. And just
again on the clarification of the specific question, the software component, this is not necessarily more software being forced upon the kids. The software component of this are basically teacher monitoring tools. So it encompasses all of that. I asked Dr.
cone to give the specifics, but I knew know that J&J boot camp from what I remember and and I'm not in a classroom anymore being a principal, but it is um materials that the teachers have as well too. It comes with kits. It comes for if we want to study rocks, I mean has all of the materials that they need so kids
can have the hands-on experience and also the academic vocabulary that goes with every lesson that they have to do. Everything is standards based as well too. So I would say the majority of the curriculum is definitely hands-on resources that are provided for the teachers and the students.
>> Fantastic con >> that is correct. Uh there is no technology uh equated to J&J just as there isn't with athletics. Uh I think as we move forward with this particular agreement because I think what sticks out for some people is it says
supplemental software and uh really what we're purchasing is more of the physical books and materials. >> Okay. Can we do more of that? Because I'm all in favor of physical books and more materials as you know. >> Yeah. We look >> So I think this is a a step in the right
direction. So uh I appreciate the both of you explaining to the public what this actually entails. sounds like it's a great uh it's a great program and has done a lot of good um in some of our schools and uh I'm very excited that uh at least for now we seem to have an
aspect of physical workbooks and less software. So thank you chair. >> Thank you Dr. Holess. >> Thank you madam chair. Um so again this is one of the programs that strongly
support uh supports um our uh schools that uh has traditionally had uh performance concerns which is uh many of our STTO schools and uh this particular um uh program JJ boot camp uh after
meeting with staff it gives teachers an additional resource for targeted remediation reteing and review of essential science content. Um the resource is valuable because science achievement depends on students ability to connect concepts across grade
levels and JJ boot camp uh supports teachers with structured materials that can be used during whole group review, small groupoup instructions and so on. And what I can tell you the data also speaks for itself. The STTO science data increased from 43% to 55%. That's a 12%
gain. Um, and what I would say is, um, when we we all realize that as a school district, we are an a school district because all schools across the county are doing well. When one when one of us
fall, all of us will. We are an A because every community across Broward County schools are doing well academically. And these kind of programs like JJ boot camp uh especially for schools that uh had traditional
performance issues these programs help to support those schools. So JJ boot camp just like athletics in this case it's for science athletics is for math uh support the performance of these schools and again the data shows a 12%
increase. So I am asking board members to please support this for all of us because um when when when every school does well the district does well and so um this is another important item for us to support. Thank you.
>> Thank you. Any other board discussion? All in favor of O3 say I. >> I. >> All oppose say no. >> Item passes unanimously. Um, would it be all right with my colleagues
if I go to item B1 as we have uh a lot of people in the audience? All right. Could I get a motion in a second on item B1? >> So, move. >> Moved by Dr. Zean, second by Miss Thompson. Public comment on item B1. >> The speaker's list mirrors what you have
for >> Okay. Um, so when I call your name, please approach the podium and please make sure uh to follow the directions of staff. I'll call five names at a time since we have 11 speakers. And just please line up. And just as a reminder,
uh, the board doesn't go back and forth with public speakers. So we we receive your comments, we hear them, and then we'll we will have a board deliberation. So I have Kirsten Hope, Dr. Trudy Dmanovich, Levvenia Robinson, Dorset Mccleed, and Deon O'Neal. So, if you've
heard your name, please approach the mic. Welcome. You may begin. >> Hi, I'm Kirsten Hope from Davey. Um, I just want to strongly support the agenda item B1. Young children learn best through responsive teachers, play,
movement, conversation, books, handwriting, creative activities, and hands-on exploration. Devices may serve a limited purpose, but they should not displace human re relationships and developmentally appropriate experiences that form the foundation of early
learning. Agenda B. Agenda item B1 recognizes that Broward County Public Schools has a responsibility to establish clear boundaries rather than allowing educational technology and AI to expand without adequate safeguards. I urge the board to approve this item and
ensure that its protections are implemented consistently across every school. Broward's youngest students deserve classrooms centered on childhood, human connection, and authentic learning. Thank you. >> Thank you. Next speaker. So I called Dr. Trudy Dmininovich, Levvenia Levina
Robinson, Dorset McCle, Devon O'Neal. >> Um I have to ask one question first. Is Jennifer Dubbin in the room? Okay, I won't read this. [laughter] And Kirsten Hope. Yeah, great. Okay. So,
I was uh downloading some of the um written comments and I wanted to make sure that people got to see them. Um I think that what you've put together is an excellent way to handle some of the
issues that have come up with technology. The important thing about technology is not how much can we buy. It's how is it being used and how much is that
decided upon by the teacher in the classroom. If you give the teachers the information that they need on each and one, I like these programs that just got passed because they had hands-on
activities with them. That's the kind of programs you should be doing. A lot of the programs that we're mostly objecting to are things that are essentially being done for data collection.
And why why do we collect that data? Because we want those kids to do well on that test. Now, we have this wonderful conundrum. [clears throat] We really can teach kids to take the test without giving them
more test things to do. What you need to do is give more of the hands-on activities. And I really think that that's what we need to focus on. And um your item also addresses AI that that is
so important that that the public buys in to how we implement that. And so I'm hoping that this item will make us focus on what's important in the classroom.
And whether it's technology or it's not, we really want to make sure that those things come alive for the student. And that's what I hope you will do here is is
maybe change these to include the sentence at the discretion of the teacher, not being told they must do it. then I'm in total agreement with what we have here. Thank you.
>> Thank you. I have Sean Allen, Katherine Good, Cor McPester, Jennifer Dubbin, Shelley Soffer, and Shelanda Brown. My name is Jennifer Devon. I'm from Coral Springs and I have a second grade student who came with me. I support the
item of established safe and responsible device use for students. All students deserve an education grounded in sound pedagogy, independent research, and proven efficacy, not the latest commercial ed tech trends. Medical experts, cognitive researchers, and the US Surgeon General consistently warned
as excessive screen time harms children's physical and mental health, contributing to rising rates of anxiety, attention fragmentation, and myopia without improving educational outcomes. While technology evolves rapidly, human
biology does not. Digital platforms routinely displays vital human interaction with no virtually no evidence of true learning gains all while compromising student data privacy. Reframing student screenbased software with fancy PR terms
like purposeful intentional screen value is simply rebranding screen time a tactic known as screenwashing. Furthermore, dismissing screen reduction under the pretext kids are using screens at home anyway. So it's unconscionable ar it's an unconscionable argument that
abdicates our duty to provide equitable highquality public education. Schools should be a sanctuary for for real world engagement not a reflection of commercial digital overuse. We must serve our children not venturebacked edtech corporations. Families with
resources are propping this district up with with great outside investment. We are spending money on private tutors and curriculum so our students get what they need. The emergency conditions of the COVID error isolation are long gone. Yet we remain trapped in the habit of
onetoone device isolation in our classrooms. From preK through high school, our students deserve hands-on learning, physical books, collaborative projects, movement, and play. Screenbased learning should be a rare exception, not the default setting. I
urge this board to join leading districts across Florida and the nation in establishing firm and forcible screen time caps for every single grade level, not just what is proposed in this item along with real technology literacy. Finally, we must start providing real
classroom resources again for teachers. It's unacceptable that that in this district is failing to provide basic physical materials, forcing underpaid educators to buy supplies out of pocket. The district must directly fund physical books, paper, art supplies, hands-on
instructional tools. Spending millions in technology and software, and saying there's no money for supplies or appropriate compensation for school-based staff is ludicrous. Let's stop outsourcing to an algorithm and screens, and let's reinvest in real human connection,
proven learning methods, and fundamental classroom resources our students and teachers need to thrive. It's great start for younger slurs, but we have a duty to do what's best for all students. >> Thank you. >> Thank you. Any other public speakers?
>> Good afternoon, everyone. Shelley Sofur, Coconut Creek. Um, she stole all the words from my mouth and my brain, which is awesome because we never spoke before this, but essentially I'm coming to you as a parent of an incoming kindergartener. I limit screen time in my house. I know
many others do. We've seen it on the Facebook groups. We've seen it on concerned citizens and the Broward ESSC group. All we're asking for you guys is please just help our teachers keep that human element. Software cannot give you the warm hug.
Software cannot give you that add a boy, add a girl, high five, whatever you need, that warm embrace, that warmth. We don't want that. We want genuine heartbeats for our kids. We want the kids to have that human that
teaches, that inspires, that engages. So, by limiting this from K to two, we're not only helping with the ocular development because I know you all have seen the studies. I know I've given them to you before. I mean, we could make certain individuals like Dr. Christina Murray more money by doing things to
kids ocular development by age seven because we know that's critical development time for the eyes. But why don't we just put the human back into it? Stop buying all the software. Stop doing all this extra stuff. Let's put humans back in. Because for every $50 to $60,000 we're investing in software, we
could be employing a human who can give that warm hug, that soft embrace, that add a boy, that add a girl, that inspiration. Just limit how much screen time the kids have. Take a look at what your community is asking for. I know we had a town hall
recently and I want to say thank you for that town hall. That was very instrumental. Listen to your community, everyone. We want to get these skills, these kids back in the schools. We want to build up. We want to stop closing down the schools. We got to start listening to the parents. And if they say, "Please keep my kids away from screens." Live
wire is not enough, my friends. We need to actually do it. Don't just say it. Just do it. Be Nike. Just do it. >> Thank you. Any other public speakers? Okay.
>> All right. Um, >> you can come. >> Oh, okay. >> So, just for the public's knowledge, this again because it's not working on line for me. It's going to the Granicus login. Uh, this Oh, sorry. I'm sorry. I thought you were sitting down. Please go
ahead. Um hi I'm Cor Pster, principal at Rock Island Elementary School and principal of the year for Broward County Public Schools. I am here just to share that um taking away the screen time or the implementation or usage of I Ready
and the other digital resources. it would very much so um limit our scholars in how they will be practicing for uh assessments, the way that they're implementing their their learning as well because we all know that children come out the womb with an iPad. They
begin to work that from the womb to the tomb. So when we think about limiting that type of a resource or um allowing our students or taking away that time, it definitely decreases their ability to
take those assessments. And also when you are teaching something, you need to let them practice the way they're going to play the game, right? So we don't play football with hockey sticks, correct? We are actually utilizing a resource that we have. I think there may be a misconception about how the
programs are used and how much time is put into it. But with true monitoring and implementation in which you are looking at the scholars and their data, this is definitely a um topic to reconsider for our little ones, five and six year olds, because they enjoy using
those digital resources as well. So, please consider allowing us to keep the digital resources for kindergarten and first grade. Thank you. Any other public speakers? Okay. And just so for the the public's knowledge, this begins on page 325 of
the agenda packet. Um, so I wanted to first set the context for this item. Um, I don't believe in eliminating technology altogether in our schools. And that's not what this item is saying. This item is not saying that
we want to take away digital resources from our youngest students. This item is about balancing um what I think has has swung to one end of the pendulum. And second, for me, this item is really a starting place. I don't think this
will solve all of our problems um as a district, but as a as policy makers, we have a responsibility to listen to the people that we serve and to solve problems that they bring to us. And that's what I'm attempting to do with this item. Third, this item comes after a year of
hosting roundts with students and parents, listening to them, meeting with sta, district staff repeatedly, and reading a lot of the data out there on the use of technology in our schools. And finally, I believe much more needs
to be done in the space of AI in our schools. And I've been assured by staff and general counsel that much of that will be addressed in the AI policy coming to the board next month, which is why um my third motion stands as it is.
So in my work over the past year, the issue of safety and the issue of exposure to technology among our youngest students repeatedly came up. And so I wanted to to delve into the first two motions a bit more. Um, first
I think we can all agree that if a student attempts to discuss self harm or harm to others with any AI chatbot that we give them access to, there should be real time notification of that. Just as DOC gets real-time notifications when
someone submits an anonymous tip on one of our many platforms uh that that we give students and community members access to. So, for me, that first motion is really a no-brainer. Um, second, per the recommendation of
the American Federation of Teachers, many other organizations like UNESCO and the American Academy of Pediatrics, from some of our public speakers today. Our youngest children need to learn through play and hands-on learning and project based project-based learning. And for
months as a board, we've asked for a focus on humanto human interaction. And the second motion is my attempt to codify that and provide clear direction. Again, it's not um taking away all digital resources. It's really trying to
balance what uh what we do in our schools. And then just to speak to the third motion briefly, I I think it's pretty straightforward and again um we'll be discussing this further in in August. But if we want to really pave the way
and be a pioneer in the use of AI and education, we really have to do that carefully. And it is my strong belief and supported by data that our elementary school students should not be exposed to things like AI chatbots. Um,
so that's why I provided some some guidance in the third motion, but I I hope that we can address that even more in more detail in the policy next month. Um, I also wanted to go back in to the workshop from June where we gave board
consensus around a few different things and just ask about the status of those things. So, I know one of our board directives was to for the district to create an AI student council. What is the status of that? >> Thank you, chair. Go ahead, Dr. Con.
>> Sure. So, thanks for the question. We did uh create um a guidance docu document of rules of engagements for um our student advisory panel. I've met with Lily who will be spearheading that committee uh beginning at the start of
the school year. Uh she'll be recruiting those students. So, she's uh very much on board and excited to be a part of that piece. That student uh AI uh council will report to the executive steering committee uh along with the AI adviserss. Uh and so we're really
excited about the work that we we've been doing uh with our students and with our parents. And so that is uh checkbox. Uh we're on target. >> Excellent. I'm really excited to hear that and thank you um for for doing that work. Another thing that the board asked
for was a communication plan to families both from the district and from schools around um the different tech resources that we offer and how they're used in the classroom. What's the status of that Dr. Cohen? >> Sure. So, uh on our district website as
well as school websites, we have statutoily we are required to provide all supplemental programs uh available to the public. We're enhancing that document uh to include some additional pieces. Uh it'll be uh in multiple places uh on the district website as
well as in our newly published uh broad power by AI website that will be released this week uh so that it's fully transparent for parents to know one if schools are purchasing it on their own uh what are those those devices and if the district is purchasing those devices
what are those tools and why are they being used. Uh so that information gets updated annually. Uh we work specifically with procurement and it to make sure that any board approved items that are new or changed gets updated uh in that website.
>> What about because we had mentioned um a school in my district that does this where they host parents for an evening and walk them through all of the different uh apps and software that are available to their students. Is there a plan to expand that? >> Yes. So, we're actually doing a
communication toolkit for open uh open house that includes uh the supplemental resources that uh schools are choosing to purchase. And so, we're giving some schools some guidance also because we also know that sometimes their PTA or their SAC recommends additional
resources and we want to make sure that that information is also uh included in that tool box. >> Got it. Thank you. And I know we requested a board report on the implementation of AI every month. Um, what's the status of that? >> Oh, I'm glad you asked that question,
too. So, the port the report is ready to go. Uh, you'll get that report um along with Dr. Heburn's I think it's Thursday or Friday uh paperwork. So, we're just trying to figure out the the cadence of how how you get that, whether that's a separate um report or whether that's
inclusive with Dr. Heburn's uh board report. >> Got it. And to kind of go off on on a bit of a tangent, um we received the board received an afteraction report on testing. Um I think it was last week or the week before and I really wanted to
compliment that. The board gave direction per you know the community's voice about reducing testing in our schools and you all went and did that work heard from many different stakeholders. The report is excellent.
It is, you know, very much, I think, what a lot of school districts should be doing. And these two things can't be parsed out separately, right? Like the the online component, the screen time component, and the testing component are very much intertwined. So, I just wanted
to to commend you for that work. Um, and thank you for that. Uh, with that, I will go to my colleagues. Um, Dr. Zean Um, thank you by the way for not just this
item but for the year of work. It's um an impressive uh body of work and uh I am really tickled that this uh topic has come up. Uh I've been around seven kids that have been through uh kindergarten
through 2 grade and and how they were affected by screen time and how they were uh educated um with it being given to them in in limited dosages.
And I'm really torn about kind of the general approach of this. Not that we don't need guardrails to provide uh good guidance from the board uh to the superintendent to our our 128 elementary schools. Um but I also value teacher
autonomy. I value educator autonomy. Um I know right now we're providing laptops to every student, even K through two. Um and we've done that with great intention. Um, I also recognize as we just talked about on two uh schoolboard agenda items
that we're buying software that we have found and Dr. Holes has testified about actually delivers real results not just for our transformation schools. when you highlighted the amazing results, right? From one out of 20 to 15 out of 20 being rated A, you're not you don't need a
statistician to to kind of come up with a clear connection uh between all the tools we give and get back. So, I'm stuck um because I am very, you know, thoughtful, I think, about
providing guardrails. Um, but I'm I'm I'm seeing the value of K2 not having a ton of screen time. And I'm also um recognizing that we grow principles and assistant principles and directors and teachers to make decisions in individual
classrooms that provide the best uh for the students. So uh let me start with two questions. One to the superintendent given the balance that we're looking for here, right? And I'm sorry to put you on the spot. I'm sure you wish if you want to call uh Dr. Hefern back, we can we
can take a break for a minute or I'll go to another schoolboard member, but I like it. I like you being here for this particular question as well. Uh may maybe Yeah, there we go. But but as you know, Dr. Fulton, there's this the community, not just our chair, but the community is very concerned about screen
time. And on motion one, having a technology that that catches anybody with self harm, as the chair said, nobrainer. Easy peasy, right? The other ones though, uh, I'm concerned about what the guardrails are in specifics.
Um, and and the guardrail on the second motion is if it's the statemandated testing, uh, which in this case I think is the star test for K through2. >> Correct. >> Right. Uh, given on an iPad or a laptop is my understanding. Uh so other than
that star test or special needs students who have special technology uh that uh provides for their growth that would be the the limitation. We've just heard our principal of the year say don't do this like let us have the autonomy to do it.
Um but I'm curious Dr. Fton. And I know this is tough to put you on on on the [clears throat] spotlight here, but it's important too to understand, you know, where does the board kind of land on this so that um we continue to protect
our students and and and limit things that are damaging to them while at the same time recognizing we both we want them to grow. So, we want to be safe and we want them to grow. Um, is this motion too compatible with what you think Brower County School uh needs to do in
terms of exceptions or would it make sense to add something for educator autonomy? >> So, so I'll start and um what I will share um we appreciate the item. We definitely appreciate the conversation around screen time. Um it's not just happening here in Broward. You're you're
seeing it happening in many different places. But when I um put my head in this space about screen time as an educator because I have a child as well too. And when I think about screen time, I think the key word that we need to keep in mind is balance, right? And so
when I say balance, is it taking away totally or quantity versus quality? Right? Quantity meaning the amount of time that we want our students on. Is it about the time or is it about the quality what they're doing? Because I
can agree also too as a former teacher and being in classrooms all the time. I've seen examples on both ends. I've seen examples where we can probably do better with maybe that wasn't a good use of screen time. That could have been a good teacher >> opportunity. [clears throat] Y >> but I also saw where excellent uses of
screen time that that technology could have only done because it wasn't in the power of the teacher to do that immediate um feedback. So there are some great uses of technology and I think if we continue to have the conversations around the balance of it and also the
quality what they're doing with it. Technology should never replace a teacher because it can't replace a teacher. It cannot do the things that a human person can do. It can enhance the education of every children. And I've seen technology personalize a learning
experience for a kid that a teacher can't do on the spot very quickly like that. I've seen take a a lesson and and and make it more um unique to that child. Um animation, the graphics, making it fun, turning the kids on to
learning. But again that by itself has to be monitored with a balance in quantity versus quality. So the conversation is very much welcome. Um, I agree that we have to to be led by the conversations with all stakeholders
around this. Definitely parents, definitely teachers, definitely school leaders, def definitely schoolboard members, because we're we're at a a fork in the road when it comes to screen time. And we want to make sure that our students, especially our youngest learners, that when they're in the
classroom, we're giving them the best experience possible. And we do value the teacher, right? We there is nothing that's going to replace a teacher. I don't care you know what invention that people come up with. It is the teacher that is really going to be the sole determiner of whether or not a student's
going to learn. Technology is just an enhancement. It's just an added benefit. >> I'm fascinated with what we read about AI. You one of the ones you get a lot is that artificial intelligence plus human intelligence equals total intelligence. But I think in schools it's artificial
intelligence plus teacher intelligence gives you the whole educational experience. And I think that's true. Is there a way Dr. Fulton to ensure that our K through2 educators uh a as well as their leaders, the APS and the
principles in our 128 elementary schools are given kind of the latest research and latest understanding about screen time. So that when they're, you know, they have 18 to 20, low 20s students per per K through two in Broward County, so that when they're making their
decisions, consulting with their AP and P about, you know, what what they're going to do for the year, that they put the balance the right way. Is there is there is it possible that we that part of this solution, regardless of what happens with this item today, might in involve more professional development
with them on this particular topic. So they get the AI plus TI equals educational intelligence. >> Absolutely. Yes. >> Okay. Because I think I I think that's important. So I appreciate Miss Priest, you being here. Uh I've talked to some other principles about it. They were
all, you know, not in favor of the of that part of this item, but they were acknowledging [snorts] that there's a real issue on striking the balance here between screen time and uh educational quality. I'm struck also by the magic school suite as I've spent more and more time with that. there are individual
things that a teacher can do that would help a student, but the students part may also be either on the screen or stop and print it out and and do that. And u I just appreciate um you know the autonomy of teachers within the right guard rails uh to do the right thing.
And so u I'm fascinated with kind of where we where you go on this. The one change I would ask chair uh to think about too is on motion one instead of identifying a specific software tool like linewise uh to say something like you know either software or technology
is implemented to do it. I don't know that we'll always have Linewise. They're kind of the great number two provider in this space, but we may go to the number one someday. Um, just as a suggestion, you know, a friendly amendment, uh, kind of thing. But I really am am torn kind of on how to do is it really the board's
best use of our policy resources to say only these two. Uh, rec and I'm sorry, last question, Dr. Fulton. Don't we have a requirement for elementary uh, students right now that are in K to2 to do I ready every day? Um, it's not a requirement. It's more of
an expectation, you know. >> Well, if I if [laughter] I'm a teacher, there's not a lot of difference when my principal and and director have an expect. But I think, let me just say this way, a a broad majority of K2 teachers do I Ready per day. And both to grow the kid and to get an assessment of kind of where they are, right?
>> And um and I've seen great value in that with my kids and I've seen it in other kids in their in their classroom to really individuate uh learning. So this would prohibit that from happening I think >> for K to2, >> right? Yeah. So I I want to do something a little bit less restrictive than this,
but uh I'm anxious to learn from my colleagues on this one as well. Thank you, Chair. >> Thank you. And I'm happy to accept the friendly amendment. Um, when I wrote this item in consultation with our general counsel, she advised to identify linewise, but I'm I'm happy to not
include like just say, you know, have some other vagor language. Yeah. [snorts] Um, Miss Thompson, >> thank you, chair. Um, thank you for like Dr. Zuman said, all your work and and kind of studying this and processing
this. I've spent a fair amount of time um the last few months and last night discussing technology with community and also with my principles and I think it's challenging because I'm of
the approach that we should always be scaffolding skills and so what I would really like to see the and I think it's best coming from the district is a scaffolding approach to our technology like maybe there's a a
media center time or kind of like probably a lot of my colleagues in my education where you went and you learned how to type and how to use word, how to understand when you're doing searches what is
um how to fact check basically I think that is a skill that we are losing especially with the implementation of AI and so I I'm going to save some of my comments from the town hall last tonight for I Ready, but I do think there's a lot of um
cross-section in these in these items. Um I've also reached out to schoolboard members across the state to see what they're doing and um Pasco County and I'm happy to share this with my colleagues. Pasco County is developing
um guidelines for their staff and they actually go through and say best practices um 30 minute not to exceed 30 minutes per day in kindergarten and first uh 30 to 60 in grades two through five and then goes on for middle and high. But
I'm going to stick to the the item. Um, I think because some of the feedback I heard from the town hall is that parents feel that if it's a tool, it's not being used necessarily in the right way by all
teachers. And so, and then, you know, Dr. Con and I have talked about teacher autonomy and how do we put in guidelines while respecting that that facet of it. Um, I think motion one I am there's no
issue at all with I think we can all agree with. Uh, I'm going to skip to motion three. I I am personally not comfortable with any AI use for elementary school level students at all. Um,
my five year my fifth grader and my third graders barely function well on just using their their screens for video games. having them to have access to chat bots or anything like that is is just not something I'm comfortable with. And from a mental health perspective,
they don't really understand what is being communicated to them and what is um what is technology companionship and what is real companionship. And so I would like to
make a motion um to just add in this in the first sentence um include the maximum limitation on device and no AI use for our elementary school level students so that staff can use it, they
can make lesson plans, they can individualize it, but our kids are not going to be using that technology. A second motion made by Miss Thompson, seconded by me. Public comment on the motion. >> Um, so I I would I would just be careful
with just blanketly saying that because there are tools like high dosage tutoring tools that have AI included in there. Um, and so if we use a blanket statement like that, we may be um disenfranchising students that really
needed uh and to use that AI piece. I would probably think about limiting it versus totally eradicating it. Uh, just some thoughts >> no AI. >> Yeah. And and I understand that and I think we're going to face this this
conversation with every single device because as we or every single te technology because as AI gets more prevalent like you could say okay you can't use word because word now uses or co-pilot you can't um use Google because
Google now has the AI um stupid summary thing that makes no sense. Um, but I I think I am I am comfortable with having this blanket
no AI use because I think that our staff is intelligent enough to know that if it's a it's a tutoring tool that uses adaptive technology that is safe. If it is a chatbot that is what we mean by AI.
So, I would like my I appreciate that that feedback and that concern. Um, I do see where that's coming from, but as a as a parent of elementary school and as a representative of my community of elementary school parents, they are not
comfortable with AI use for elementary age students. >> And I just want to be clear, there is no public comment on the motion. >> Okay. Board member discussion on the motion. Miss Hixon, >> thank you. Um I I have a concern similar
to Dr. Cones in just saying no AI use for elementary students because this is going to be in a policy and we can't just make assumptions that people are going to know what no a that it that it just means no chat box. I would prefer
if if that's the concern is them being able to access chat box to say no AI chat box use for our elementary school. So I'll make a substitute motion >> mo substitute motion made by Miss Hixon
seconded by Dr. Zean. Public comment on the substitute motion or member discussion Dr. Zean. Yeah, I mean when you separate the AI word under generative and agentic AI, right? And so generative AI, chat
bots, you can get a lot of things back, a lot of things back. Agentic is an example is tutoring, right? Or any other kind of educational space where it is programmed to do something and it's tested to an nth degree if it's ever
going to be sold in the K12 market. uh to make sure that it is incredibly safe. It has to be safer than any other software because people are already mortified about AI. But on the agentic side, chat bots are the danger and because you have no idea what comes out
of it, right? And so, uh I think this is going to set a good limit. If it if it's not strict enough, we can come back in six months and we can uh make it even, you know, more restrictive. But, uh, I think we're we're being very clear about what we would like none of the community
would like none of, which is this. I have no idea what's going to come back as I type into it. And that's really the chatbot or generative AI stuff. Thank you, >> Miss Bulman. >> I agree. I I think you have said that very well. Um, and thank you for
bringing the the motion. Um, and I think we're going to have to be flexible moving forward because this is continuing to evolve. So, we're we're not going to be putting this in stone and never looking at it again for 10 years. Um, but I think it's a good start and as it evolves, we need to be
committed to continue to um, look at it and make sure that we are capturing what the, you know, all of the different stakeholders here desire and what the best practice is for the students. So um I we'll we're going to workshop the
language, right? So we don't this is just conceptual and basically by the time we do this in August we'll have a better idea what the language is but oh yeah next week in August when it's August next week but um but then you know we can kind of massage that a little bit but I agree with I agree with
that. Thank you. >> Thank you Miss Hixon. Thanks just to to Miss Bowman's point and just in general and I think uh board member Thompson actually alluded to it. If this is on a policy and a and the way AI is being
implemented in other things evolves daily, we don't want to have to keep bringing this policy back to change it every single time. So that's really why I think if if the chat box is the biggest concern that we hear our our community and some of our board members
talking about then let's be specific on that piece of it because I think we'll have to revisit this policy which we may do anyway on a yearly basis but maybe AI falls into something else and and we'll just we'll never catch up to it because
it is evolving so much. So, I'm not arguing or disagreeing at all with the fact that we need guard rails and no chat boxes for our elementary students, but I also, you know, we've talked over and over again about teacher autonomy.
And I'm going to make an analogy to something because it's this has been bothering me for a little bit since um I am a teacher is you everyone has been a student so they feel like they may be experts in education and they like to
they they forget that teachers are professionals. Teachers go to school, they learn the pedigogy and they figure out what it is that they think is appropriate for their students. And all of a sudden, we're living in a world where the community can tell the
teachers, you can't use that even though they didn't go to school to do it because they feel like an expert. But we all get on a plane. We've all flown in a plane. We know how. We don't go to the pilot and say, "I want you to take this path because I think the weather's going
to be better." Right? So, I know it's a maybe a silly analogy, but it is really important as a teacher to feel like I think that's part of why our teachers have such low morale is because they continue to feel like what happened to
us being professionals and knowing what's best for our students based upon what we've learned for them. So that I also have a well we'll go back to I have an issue with motion two on that basis but it's just important that we
understand that we have to give teachers guard rails but don't take away the autonomy for them and they may find that using AI not the chat box but some other piece of it is beneficial for a fifth grader or a fourth grader you know so I
don't want to just blame blanket out everything. If the huge concern is chat box, then let's be specific in the policy for that. And then as Dr. Zean said, if we as things evolve, which they do on a daily basis, um we could always
revisit this to make sure. But you know, we're trying to give guidance for a policy coming back next week. So, I just think it's important to be cognizant of the concerns, but broad enough in this policy that it doesn't stifle our teachers or our students.
Thank you. Thank you. And I just want to could respond to some of that. So, this item, it was not my intention to take away teacher autonomy. Um, and there are kind of two things going on here for me
at least in my conversations with a lot of different people including district staff. And as someone who did go to a college of college of education and study pedagogy, like it was very clear to me in my studies um, and in my
experience as a teacher that humanto human interaction uh, is good for kids, especially our youngest. we're talking about VPK kindergarten, first and second grade, and that being on a screen for the
majority of your school day is not. Um, and that during those years when their brains are developing so rapidly, like the the experiences of touching and looking and seeing objects and people
are incredibly important for their brain development. Um but in a conversation with district staff as well on this topic um actually on on some of the agenda items today you know the rationale was was given to me that you
know we are not getting teachers out of colleges of education anymore. A lot of our teachers are second career teachers and they need these things these like software and technology to lean on. And so I while I understand that and I
understand that some of this is beneficial to students, it has been my observation and I think we've heard from many of the parents who have come to speak to us about this that we have gone way too far in the other direction of leaning on this way too much. So that
again is why I brought this item. It's not a blanket ban on screens and schools. We're talking about our youngest children while their brain during during the times of their lives where their brains are developing like no other time in their life. Um but that
I I just wanted to to respond to that that that's I'm not trying to limit teacher autonomy. Um it really is about protecting students and trying to establish some balance in our schools again with regards to this. Um anyone else on the
substitute motion? Mr. Sea? So, um, got some thoughts on on this. Um, first and foremost, in my mind, the only acceptable, um, AI policy that should be implemented in this district is a complete pause and stop stopping of
AI. Um, however, I do realize that that was brought recently and u, my colleagues did not agree with me. So, I'm at least encouraged to see that we're taking some steps to help with uh what I believe to be a a a a very big
problem with how this AI is being um is being rolled out here. That being said, um to the I just want a little bit of clarification to the maker of the substitute motion. Um Thompson's initial parameters, I believe, were elementary
school. Is that your intention as well? Yes, that's what the item says. Just to only limit it to the chat box, not all AI. >> No, no, no, no. The the question, Miss Hixon, was I I believe she said K through five. >> It's elementary school just because
that's the >> that's what's in my motion already. >> Okay. Would you be willing to consider uh elementary school and middle school within your motion? >> Yes, that's fine. I mean, I don't think any of us I don't have a problem with not having access to a chat box because
well, I guess I [clears throat] need to ask staff because the way I understood Magic School um in terms of the um the presentation that we had, would that be considered the way it answers
you? Is that considered a chat box then? Because what I'm thinking is a student types in um >> GPT, >> right? Like chat GPT, not in the confines of something that's specific. So that's why like I don't want them to have access to whatever it is, Gemini,
chat GPT, any any of those kind of things. So that's I I don't mind middle school. I don't even mind high school and in terms of what we allow them to do because I don't think those always give the best answer. So, um I hope that
answers your question. >> Okay. Um Dr. Conn, do any of our um high school students have access to AI chat bots or boxes? Is it box or boxes? >> Bot
shows how much I use AI. Uh so I'm not aware of any unless um we classify Microsoft copilot 13 as a chat box >> that is >> okay. So um here's what I'm going to do
and madame general counsel uh can I make a substitution to the substitution >> dispose of the substitute motions I think we have to we historically of the substitute motion before You have to dispose of the existing
substitute motion. >> So I think we're up to one subst one motion, one substitute >> and then so Hixon's motion has to be resolved. >> Yes. >> Okay. Um but is she free to amend?
>> Okay. Miss Hixon, would you be amendable to amending to the banning of all chatbots in our K through2 education at PCPS? >> Let me go back and ask Dr. Cohen because you just said there's something in
co-pilot that students use that would be considered a chatbot. >> Yeah. So, I would I would defer to um Matt to dis to to determine whether Microsoft C-Pilot 13 is considered a chat box.
Bot >> bot bot. Uh, good afternoon. Matthew Bradford, chief information officer, task assigned. It would be considered a chatbot or having chatbot capabilities. Yes. >> Okay. And so within Microsoft, what what
do the students use that for? Like what students use that? >> Co-pilot 13 that uh Dr. Comb just mentioned is not rolled out across the district at this point. So, uh, that wouldn't necessarily be the concern now. If we rolled it out across the district, that definitely would be, but to have
access to it now, um, there's a limited number of students that have access to it. >> And what what why do those students have access? >> More of a pilot than anything else. U, >> they're in our AIMEies, right? So, we have several AIM, hundreds of students who use it.
>> Absolutely. >> And those Okay. So that would be a problem if they're like what would they use in place of that? They wouldn't use anything in place of that if it was if it was >> that's the point >> prohibited
>> and some those students are using it as part of u workforce and part of the academy because as we know a lot of the industry standard uh certifications now require AI um which you know I'm sitting on the edge of my seat because um this
could have a a direct impact on there. I know that um you know we have worked um very hard in creating an AI policy and part of that AI policy we specifically talk about that teachers uh and students when appropriate when um
they take specific coursework to use AI uh that those tool must be vetted uh in in order for a teacher to use those tools. And so yes, teachers will have autonomy to select vetted tools to be able to use. And so I believe that there
is already a policy that is covering much of what I guess we're talking about today. Um I know that uh the general counsel did share the draft of the policy. Many of you were part of those conversations uh with general counsel,
myself and and Manny. Uh so I believe that perhaps as we go and take a look at the policy does this motion supersede the policy or does should the policy undergard what we're doing here?
>> Well the I think the motion is giving a little making sure that the policy includes some of these things. So I that's the whole point of why I think it's important to hone that down because you're bringing the policy back to us
next week. So, do any of the elementary students in the AI is is the AI Academy part of elementary school? >> No. >> Okay. So, then I guess to answer your question, Mr. Board member Sea, I would leave it at um no AI chat bots for
elementary school level just based on the information that we were given. >> Okay. I I appreciate that. And um perhaps I'll bring a substitute motion after yours is disposed of. And um I I guess I'll make one final comment before this goes to vote or before I I yield my
time. I really appreciate that at least some of you are understanding the need for some regulation here. Um however, I I think sort of this peacemeal approach that we're taking is is really not going to do the trick because in my mind, what we're trying to do here with this is is
like trying to put out a houseire with a glass of water. Um the effort is real, but it's nowhere near enough that's going to be able to fix the problem, which is the the incoming fire that I believe this AI roll out will ultimately leave this district in. So, while I appreciate some of you willing to at
least do something because obviously something's better than nothing, um I I don't think we're even beginning to scratch the surface of what's really necessary to protect our kids. Thank you. >> Thank you, Miss Bullman. >> The substitute motion. Yeah. Okay.
you were waved your hands. I >> I don't know if you wanted to speak on this after Okay. After we do the motion. >> Okay. Um and I I I just want to respond to that briefly. I think um obviously things need to be done and that's again
what what I've been attempting to do with this item. I think um I'll use a different analogy like I I think that this is a very nuanced situation and like you know we just saw uh we are doing
interesting things in the AImmies and as Dr. Con said like some of the industry certifications require AI use. So my feeling is like you can't take a blanket approach and ban something outright. um you can't do like brain surgery with an
axe, right? Like you have to be very careful and nuanced [clears throat] about how you approach this. And so that's that's how I see it. Um and I'm really happy that we're able to kind of have these conversations and and do these things carefully. Um and I that's
what I think we will continue to do. Anyone else on the substitute motion? All in favor of the substitute motion. Oh, Miss Hixen, could you repeat your substitute motion? >> So, in I guess motion three says, ensure that the AI policy and related
technology policies coming to the school board on August 4th, 2026 include the maximum limitation on device and AI chatbot use for our elementary school level students. >> AI chatbot.
>> Oh, >> it was no AI chatbot use. Maximum limitation on device and no AI chat bot use for our elementary school level students. Thank you. >> There we go. >> All right. All in favor of the substitute motion say I. I.
>> All oppose say no. [clears throat] >> Substitute motion passes unanimously >> with one exception. Chair. >> Oh, sorry. Sorry, Miss Thompson. You voted no. >> Okay. So, substitute motion passes with one dissenting vote from Miss Thompson. Right. Miss Hixon. Can we talk about the
other motions now? >> Um, >> technically I think the floor is still mine [clears throat] because that was my motion and you had a substitute. >> Right. Thank you, Miss Thompson. >> Um, and I just have one more. Um, I have a motion and I I think this comes from
so I understand what we're trying to do and this goes back to I don't think our VPK needs screen time, but I do have a question to the maker of the item. Do you consider? So if my I'm a VPK teacher and I want to put Danny Go
up on the Danny Go is like a musical >> very cool >> guy. Um so if I want to put that up on the screen so my students can watch that or if I want to do I'm a bilingual teacher. I want to play a video in Spanish. Do we consider screen time what
the teacher puts in front of students as a collective or is screen time in this context giving a device to a four-year-old? >> I think that's a really good question. Um, and I think like I think we can all
agree we don't want our VPK teachers putting on a movie for a child, right? Like and I would in some context consider that screen time. And I'm not saying that that's happening. Like I know that that that's not happening, but I think in the context of this item for me, I'm thinking of like a teacher
handing an iPad or a computer to a VPK student. Um I with that said, like I don't think we should be showing movies in in classrooms like in in length just to keep kids quiet, right? Like I and as an English teacher, I would show clips of
Romeo and Juliet or McBth to my students, not the whole movie. But anyway, that's a conversation for another day. But for the context of this item, I'm talking about like an iPad or a computer >> individualized. >> So Danny go is a threeminute clip and it's generally some action movements,
not a movie. But I I do think that's a good important distinction and I do think that's what parents need to hear as well of what our definition of screen time is. Um so thank you for clarifying that. Um and taking it from the premise
it's the one onetoone device. Um I have talked to some principles mainly some teachers. The majority of the people I've talked to are on board with VPK through first grade. Their concerns are once second
grade happens, that's really the pivotal year to make sure that students understand the concepts they need to in order to graduate to third grade and be successful there. Um, I'm personally not comfortable with limiting it in second
grade because I think that's where I would like to see a scaffolding like doing the how to use computers, how do you type, how do you uh, you know, critical thinking skills, those kind of uh, lessons, very focused lessons. I
think there should be limited screen time for second graders, but not necessarily to only state mandated mandated testing. Um, so my motion would be to change to limit the screen time of VPK
through first grade students to only what is necessary for statemandated testing and or accommodations for students with special needs. Um, is there Oh, sorry. Go ahead. Is there a second? Uh, motion made by Miss Thompson, second
by Miss Bulman. public comment on the motion. Um, seeing none, I could I are you done or could I make a quick comment? >> I'm done. >> Um, so I think again for me the reason I
included un to only what is necessary for state mand mandated testing. Um, that to me includes like doing some level of familiarization with a device
in order to take a test. Like I remember when I would have to give the FSA, I would put a computer in front of my students and we would practice through like the practice portal, right? Um, so again, I used specific language
to limit it. I still think VPK through second grade is important. That is the guidance from the American Federation of Teachers actually. Um but I this wasn't to again completely blanket eliminate screen time. I just really think it
needs to at those ages be at the at what is necessary for the state and man mandated testing. And for me that is including like familiarizing a student with whatever program they're going to have to be testing on. Um anyone else on
the motion? Miss Pullman? Um, so to that point, chair, I think that we should use maybe a little bit more language in there because the way it's written, if you look at it um, in a strict interpretation, it's that you would only use the computer to actually
take the test. So that might take away from the the issue if we I because to Miss Thompson's point, I agree too. I mean, I think that there that we do have a duty to teach people to
live in the world that we're in right now as well. So, um I would um move to add that we this is what is necessary for state man mandated
[clears throat] testing and preparation and preparation for step state mandated testing if there's any statemandated testing for second grade because what is that limited to for the state mand mandated testing for the
second grade star tests It's the same three times a year as well. Um, and if I may add, I know that we've heard from some of the principal groups and we totally um, and speaking for them totally and teachers as well totally understand the limited screen time. We
do and I think it may be best to as we continue these conversations having some guard rails um, and and gradually see how it looks as a kindergarten, first grade. But what really started more of the conversation was grade two. Uh grade two particularly
being that um in Florida, third grade is what you call that mandatory uh retention grade. And so uh second grade was really that opportunity for teachers to prepare the students for more rigorous um standards that they were going to face when they get into second
grade. and the I guess the pause, if that's the the best word I'm looking for right now, to not being able to have students to have access to highquality technology tools uh really made principles and teachers um a little
uneasy because we didn't want to be able to send second graders into third grade grade not being fully prepared. So, just something to think about because when students get into third grade, they would have to take the PM assessments and it's a mandatory retention grade and we wanted to make sure that we prepared
our students accurately to be successful when they get into third grade. And some of the things that they're doing now in second grade does lend itself to some very high quality technology tools and if it fits in the contents of the item, then it's great, but we didn't want that to limit them from continuing some of
the tools that they used to use. >> And Dr. Dr. Fton, if I may, um when we produced the afteraction report for the uh overassessment instruction, we did um share with the principles the concerns from the community, the board around
over assessment and screen time and the initial recommendation was K through two. Um we got a lot of kickback from principles to Dr. to Falton's point recognizing that second grade is that critical juncture uh before third grade
that those that is where instruction remediation enrichment kicks in at an accelerated rate and that those students need to be ready at third grade and so the major concern from all of the principles at the elementary level was
that transitional year and what that would do to them um and and I'll just also say in a year 26 27 seven where accountability is much higher, the grading scales are have increased. And so it's it's very difficult to continue
to accelerate if we're pausing certain things uh that may have an impact on our achievement. >> So you know we're we're living in multiple worlds, right? So we're trying to achieve a lot of
different things. We're we're working in the system that we have which has these mandated testing and our accomplishments are um determined by how how well we do on a test which you know I think you know everyone can have their own opinion
about how useful that is but that's the system that we have um and then we have many concerns about the development of the child and you know what really would be if you took out the testing component of education
then you know what would you be doing instead? Now on the other hand, we have just uh you know spent some time discussing the great success of the school transformation office which you know you're pouring into students that maybe don't have the same amount of
support that other students in other areas do. And so we're seeing success there that we wouldn't have. So there's there's a lot going on here. And so to take one stand that one thing is the right thing to do I think is impossible. And I think we really need to be
flexible in our thinking about what it is that we're trying to accomplish here because we are serving so many different populations, different levels of support, different levels of parental invol um involvement, language barriers, education differences.
So you know and I again to the point of the teacher autonomy as well you know there there's the demand the desires of the parents and I 100% understand that as a parent but I also send my kids to
school and don't educate them at home because I trust that the teachers are going to make the decisions that n they need to as the trained professionals to educate my children. So, I I think we need to really be looking at how we're doing the least amount of harm, protecting our students, protecting the
children, raising them and educating them in the world that we live in today and doing the least amount of harm and take and not taking away the power of the teacher to really pour in. So, you know, when we're hearing from the principles,
they have different challenges and they understand their kids and what they need. So, I I guess I just invite my, you know, for us to be talking about this, we really have to be able to strike a balance. Um, we don't want to
alienate any group or any potential success story for any child because we're being too strict with our, you know, with our restrictions. So, I I you know, I just like to hear from the rest of you about what you think, but I think this is very complicated and there's not a great
answer. And as this all continues to evolve, while there's things that we can say that, you know, we're all afraid of AI or whatever, I mean, this is the world we're living in. And how are we going to >> there's a lot of people on the list >> really address this? Taking all of those things
into consideration. >> Thank you, Miss Hixon. >> Thank you. Um I have a a a question I guess on here
for this particular motion because it's it is it is a little confusing because it says um only to only what is necessary for statemandated testing. So who gets to decide that? Um and again I'll bring back we've talked a number of
times about the teacher autonomy and them deciding you know because we just approved two softwares that that principles and thank you so much for coming. We don't often see principles come out and I we also got an email from
a principal so I know this is very important to you all. So thank you for taking the time to come through and um sit through all of this discussion because it's important to you. So, I think we have to also take that into effect, you know, like you want to do
what's best for your staff and for your students based on your professionalism. And so, I have a concern about what's necessary for statemandated testing. And also as Miss Bowman um rec you know
pointed out we live in a world where students very young students have to have some kind of technology skills because you don't want to wait until second or third grade to teach that to them. You actually want to kind of as Miss um Thompson had said scaffold it,
right? So I don't know if there's a a different way to word this. Maybe like does the district require specific amount of screen time for for VPK through second grade? Like do we have a procedure that we give to the schools
that say we expect this much? Because maybe we could limit what the district expectation is and allow the teachers to to gauge what's necessary to know that they need to be, you know, successful in there. So I don't believe it
specifically calls out screen time. >> No. >> Okay. But it does require them to use some kind of software which would indicate screen time, right? >> Yeah. Those districts purchase software. There's recommended um time on task of
using those tools. So for example, I already there's a specific amount of minutes that it's recommended that they don't exceed or go over. So yes, those are recommended pieces, but that could be to your point, something we move towards where we make some
recommendations um to provide appropriate time that equates to screen time that provides a little bit more guidance for teachers uh and administrators. >> Yeah, I I would like to I don't know how to make um a substitute motion to
incorporate that into what's here because I do like the first grade, not second grade. So, I support the motion that Miss Thompson has made, but I think I we need to also clean up a little bit of what the rest of the motion is
because I feel like if we're just saying um only necessary for statemandated testing, it's not giving the teachers the auton I don't want to keep saying the word autonomy, discretion. Thank
you. you know, to be able to judge, you know, maybe this week they need a little more of of this particular thing and then next week they're not going to use it at all. Um, so I'm not sure where to go with with what I'm trying to say.
Maybe somebody else can pick it up, but I don't like how restrictive that is either. I like the idea. I understand 100% where it's coming from. We none of us want our our babies to be on the screen all day. They do learn through play. Um so I don't want to sound like
I'm not supportive of the motion. I just think it needs to be expanded a little bit. But I do um appreciate the second grade, I mean the first grade part because again, you don't want to be waiting till they're ready to test to get them prepared for that test. So, um,
and I think we should be listening to the professionals that have come to talk to us to tell us that that would be too restrictive. And, you know, we've we've gotten to be an A three times in a row because we made some changes that included some of this software. And, you
know, it's not popular to say this, but I will. We it the teachers are ph phenomenal and the teachers really get us there but we had the same teachers three years ago and couldn't quite make that a and we made some adjustments. We
gave them some professional development and and helped them with this software and now we're seeing more proficiency in our students. I don't think we can discredit that because it's still giving credit to the teachers. So, I don't want to sound like I'm not doing that, but
they were missing a piece that they now seem to have to be able to get those kids to the proficiency level. So, I think we need to keep that in mind as we're going through this or we'll be happy with not being an A, which I honestly don't care either way. And
people say it doesn't matter, but it matters when you're a B. So, I will just say that, you know, I think you have to keep all of that in mind when we're having this discussion because there are some expectations that we all have as
well. So, thank you. >> Thank you, Dr. Holes. >> Thank you, Madam Chair, and thank you, Madam Chair, for bringing this item um forward. I do support motion one as far
as um uh implementing um linewise or similar um software uh to catch any concerns. Uh as far as motion two, >> I mean, >> Madam Chair, >> sorry, Dr. Holes, Miss Hixon just wants
to remind you we're on a on the Miss Miss Thompson's motion. >> Okay. Um so, all right. So, I wanted to c Can you repeat the substitute motion from Thompson? >> I believe it was just a motion to um amend it the motion to from BPK to
second grade to VPK to first grade. >> Okay. So, um I I do support that motion and then I'd like to speak on the other motions when I get an opportunity. Thank you. >> Thank you, Dr. Zean. >> Thank you, Chair. on Miss Thompson's motion, there's a couple of things and your your point on on movies was really
important to me, chair, because it reminded me that screen time is not screen time. You know, there is positive learning that goes on with screen time often. I think I ready has been a really proven product at K through two for people to get diagnostics and to learn. And so,
um, to me, uh, that's really cool. On this motion though, chair, and on others, if there's no objection, I'd love to ask the superintendent to uh go out with a dedicated uh survey to our 128 elementary school principles and ask
them specifically, Madame Superintendent, about these three motions and allow the the the principles to give us comments, too, for a paragraph or so. I would love to read votes on which one of these motions they think would actually help them. you know, to Miss Hixon's point, they are
the ones that we say, "Hey, we're going to hang the A on you or not." You know, you're the one that's gonna I mean, teachers do it, but the teachers lead them. They hire the right teachers. They do the PD. They do the evaluations. Uh uh you know, they're a fundamental part. I would love to get um feedback from all
128 elementary school principles on which of these motions uh they like and then give them a chance just to give us a paragraph of comments and then, you know, get those back maybe by Monday morning so we have a day uh to read them. It's wonderful where we are in the process because we're giving some guidance about what we want to see next
week. But boy, how cool would it be to have every Miss Preachster times 127 plus, you know, give us some feedback because if they all come back and say, "Hey, I ready. I got to have it." I mean, it's just fundamental through the K2 experience, uh, that's going to influence uh, uh, me considerably. Um,
on the motion, I think we've I think we may have misspecified uh, motion two because I don't think screen time is screen time. Um, and I just I I want to think through kind of what the balance is and what you know, I just looked up real quick the
American Academy of Pediatrics and the Academy of Child and Adolescent Psychology both recommend one and a half to two hours a day for K through2. And so there's this variance of what we're getting from the from the experts. Um, and I I support screen time where
educators look at it and say it makes sense. I would probably prefer to do guidance to them about how much but not take away their discretion to exceed that where it makes sense and allows them to to uh push the students in the
right direction. I love the AI chatbot exclusion for all K through PK through five. Uh I live with AI chatbots and I don't know of anybody that's 10 or under that ought to be allowed to use those things. uh free will, but I also know my middle school and high school kids
>> use a lot of AI and they use it for things like I've read uh every book in this series and that series, but now I'm ready to start a new series. What are the top three series that you would recommend and why? >> And they get that back and they're like, great, Dad. Can we go to Barnes & Noble? I need to buy another 47 books. So,
there's some tremendous uh uh advantages to the thinking that expands a brain. And I know Dr. Con has talked about this. when you when you use AI, you start to think differently. But that's the way that we that's the competency we need them to develop to really move into the AI economy. And that really starts
in sixth grade big time. Uh mine have done some claude coding to Miss Hixon's what do you use AI for? They've actually done claude coding, you know, where they talk to the computer about what they need a program to do and the program comes back and it does it. And those kinds of things make them feel very
strong and capable uh about being able to solve real world problems. So, I don't support the motion. Uh, but I do want to um uh explore the idea next week about laptops going home as part of our policy. So, I'm just teeing that up for
my colleagues that that one of the things other districts have done and said no laptops going home and I'd like to talk about that next week just in the interest of time. >> Thank you, Mr. Sea. >> The I think it was just a motion motion. >> Thank you. Um, I do want to just make a
quick comment on on something that was said by by one of my colleagues. Um, we are an A-rated district for the third year in a row because of the hard work of our teachers, our school-based staff, our students, and our parents. Not because of computer programs and AI chatbots. I just want to make sure that
we're very, very clear on that. It's the people in the classroom that bring us the A ratings, not these these computer programs. Um, that being said on on the motion, here's my thoughts. Um, I wholeheartedly believe that what
we are doing to our kids with screens in general will be the tobacco of this generation. We will look back 30, 40 years from now when there's a generation of kids with um cognitive impairments and and and various issues and we're going to look back and we're say, "Where does this start?" And so we're going to
say, "Well, maybe you shouldn't have given your 2-year-old that iPad to run around and have electronic babysitters all the time." I have a real problem with the amount of screen time that we are forcing on our kids within our classrooms. Um, I have 42 schools in my
district and I visit him darn near all of them since I've been on this board and not a visit goes by where I don't walk into a classroom and I see the kids on these computers and there could be a set of fireworks going off behind them and they wouldn't move a muscle and they
wouldn't twitch at all. These kids get so locked into these computers and they turn into unfortunately zombies a lot. And I will say this is and until I'm proven uh wrong at some point in time and I haven't seen it yet. This cannot be good for cognitive development
especially for our younger kids in our elementary schools. Um I'm very desirous of investing instead of in more computer software is investing in these. You know what this is? This is a notebook and a pack of pencils. This is what I think we need more of in our schools instead of
more computer programs. That being said, I'm very mindful of the fact that my colleagues don't share my thoughts on this important topic. So, I am very pleased to see that at least something um is being done to put some limits on
the screen time that is affecting our kids within the classrooms. So, um I I I will support the motion just because I'd like to get something on the books uh to stop this, but we need to go back give our teachers more autonomy. We had a
teacher talk about the effect of, you know, just giving a kid a warm hug, right? And we have classroom teachers up here. You guys know the benefits of instruction and how important that is to young minds, shaping young minds, not sticking them in front of a computer to stare off
into space like a zombie. And that's what this these constant screen time is doing to a generation of kids. That being said, again, while I don't think this is a perfect fix and I would certainly be a lot happier if it was a lot more restrictive, I will support it
because I do like to see something on the books that we could at least um take back and say we are trying to do something to limit the amount of screen time. So, um at this point, in all honesty, I don't even remember who brought the motion, but whoever did, thank you. Uh and I look forward to supporting you.
>> Thanks, Miss Hixon. Thank you. First I want to say I never said never said that it was not teachers and students. I was just alluding to the fact that data collection also helped us to get across the line. Um and I also
would want to say that I don't I go into all of the schools. I've actually been to all of them a number of times. I don't see students looking like zombies in a classroom. They're engaged. I do appreciate when I go in and they're not in front of a computer. I I very much
like to see that as a science teacher who did a lot of hands-on stuff. Um, so I have a sort of a question I guess to general counsel on this. So there's three motions in this particular item. So
h are we going to vote on each motion? Does it all come out as one item? because my suggestion I what I'd like to ask is to table motion number two um so that we could get some of the information that Dr. Zean asked for and
and come back to have a a a discussion on what screen time or what wording we wanted to say because I think we've all said we think that the wording needs to be adjusted a little bit. Um, but I think motion one and three would be
everybody's ready to vote on those. So, it's all in one item. So, my question is should I ask to remove item two or table motion two out of this particular like remove it so that we can vote on the rest of it?
>> So, in the past when we've done multiple motions in an item, we've voted on each motion individually and then voted on the item as amended. So, I could make a motion to table motion number two in this item until our next school board meeting.
>> Yeah. >> So, I'd like to make a motion. >> So, that would be a substitute motion because there's Miss Thompson's motion is still on. >> Oh, yes. So, I'd like to make a substitute motion. I guess that's my job today. Um to to table motion two in item
B1 until our next school board meeting on August >> 19th. >> 19th. Second >> chair. I wonder if you can consider that a separate motion next because it doesn't have anything to do with the first motion. It's not really a substitute for what Miss Thompson is describing. >> Miss Jack Adams.
>> That's that's what I was seeing because it it's totally unrelated to the original motion. So, um I know that when you have um I know when you have items and you want to
take a portion of the item and separate it for a separate vote, you do a motion. Um so I'm wondering if we should address the motion that's on the floor right now and then afterwards address this motion to separate out what
you want to separate out. I think that's more So point of clarification. So that would only be if the item fails because the item is to change it to BPK to first grade. So if it passes, then why would we be tableabling it?
>> That's that's why I think it makes we want to table the whole item and talk about it. >> So my suggestion at this point since we're at that crossroads is um is for Mrs. Thompson to consider changing her
motion so that we can be able to address because what's on the floor right now is your motion. So >> yeah, I would like to call the question on my motion because I would like to vote on my motion and if my colleagues want to table this for another time so we can talk about it for three hours, that's on you guys. But I would like to
vote on my item. Thank you, >> Madam Chair. Why are we? >> Well, I believe Miss Thompson just called the question. So, all in favor of calling the question, say I. I. >> All oppose say no. >> No. >> No. >> Roll call. >> Roll call on calling the question.
>> Board members Aladef Bulman. >> Yes. >> Sa. >> Hixon. >> No. >> No. >> Leonardi. >> Yes. >> Roert. >> Yes. >> Thompson. >> Yes. >> Zean, >> yes.
Motion failed. 53. Oh, wait. >> I believe Miss Hixon. So, Miss Hixon, you have the floor. Um, >> well, we called the question. We have to vote on >> Well, everyone, >> we voted to not call the question against calling the question.
>> I'm so confused. >> So, we are on Miss Thompson's motion still to change it from VPK to second grade to VPK to first grade for motion two. And I know you wanted to make a motion to table yes that item, >> but we're on Miss Thompson's motion. And
Miss Jack Adams, I believe, is saying that we should not make a substitute motion to table. >> Correct. Because we have to dispose of Mrs. Thompson's motion. So unless Mrs. Thompson is willing to change her motion, you've got to address her
motion. But I mean just as a point of order, we did this exact same thing for the BB1 item. There was a motion. There was a substitute motion. I made a motion to to table it. So I don't know how this one's different. I But
I don't have anything on her item. I just would like to table this until our next meeting so that we can get the right wording because this is going to be a directive to the superintendent. I was told I can't. [laughter] >> All right. Anyone else on Miss Thompson's motion?
>> Madam Chair, >> Dr. Hoes. >> Okay. Okay. So, Madam Chair, I just need because I want to make sure we're consistent across the board and and I just need clarification because if a board member has a motion and that motion um is considered by
another board member to be tabled, um that will never happen if the motion passed, right? So, how can a board member uh override an existing motion that's on the floor? There has to be a way to do it.
So my understanding is whenever you want to do that, you ask the person whose motion that's on the floor whether they will consider a friendly amendment, whether they would consider changing their motion. That's in my mind is how you would do
that. So >> okay. So there there can never be a substitute motion on a particular motion to table it. a sub a tableabling of a motion cannot be a substitute. >> No, because you're you're you're seeking
to change the existing motion and instead of changing it, you're just wanting to table it and postpone it to a different time. So, it's not really a substitute motion. You're just trying to stop that motion. So, um you cannot
stack substitute motions on top of substitute motion. You have to dispose of the immediate substitute motion and unless the person whose substitute motion is on the floor changes it, you
can't table that. >> Can can I offer a solution? I hope that will be quick. Um, so Miss Thompson's motion was simply to amend motion two. So if we vote to amend motion two, motion two is not passing. Correct.
amendment >> and then we can then we can go to Miss Hixon's motion to table. Is that acceptable to everyone? Okay, great. Um, is anyone else wanting to comment on Miss Thompson's motion? All in favor of Miss Thompson's motion say I. >> I.
>> All oppose say no. No. >> No. >> Uh, motion passes with three dissenting votes from Miss Rupert, Dr. Zean, and Miss Leonardi. All right. Um, who Oh, so Miss Hixon. No, Miss Thompson
still has the floor and then Mr. Sea is on the list and then Miss Hixon. So, you still have the floor, Miss Thompson. >> That was my I'm done. >> Okay, Mr. Seivera. >> So, we can vote on Hixon's table and request now. >> I can't make it yet till it's my
>> You are next on the list unless you would like me to go to Mix. Go ahead, Miss Hixon. >> Thank you. I would like to make a motion to table to table motion two in item B1 until the next school board meeting which is August 19th. >> Second.
>> Motion made by Miss Hixon, seconded by Dr. Zean. Public comment on the motion. >> Yeah, there you go. >> Um board member discussion on the motion. Miss Pullman. >> Um can you clarify what the purpose of this is?
So, we in the discussions that we've had, it sounds as if we would like to tweak some of this language. Um, and Dr. Zean asked for some principal feedback on motion two. We want to know what screen time is. There's a lot of nuances
to this that we especially if it's going to be a directive to the superintendent. So, we want to get the language more specific, but we need time to be able to gather some feedback to do that.
>> Okay. Anyone else on the motion before I speak? >> If I could just add one thing regarding motion three. Uh, we do have currently an elementary school that is a magnet school of AI. >> Dr. Con, could we wait till because
we're on motion two right now, so wait. Yeah. anyone else before I had some comments on mo on the the motion. Um so I I don't agree with tableabling it because I think we are in a position to make a decision now that can impact
positively impact the school year but I acknowledge and understand my colleagues desire for more information. I would ask that we don't just survey principles. I would like to hear from teachers and parents as well. Is that uh feasible Dr. Fulton? So principles, yes. Teachers,
they're not um they don't return until August 3rd, right? Which is >> but we're looking to table this to August 19th. Okay. And so for parents um so so so yes, we can do it. Um it's it's a short timeline. We definitely have the
survey ready to push out to principles today. We will um develop one for teachers, but we won't be able to push that out until they return, which will be Monday. And uh parents, we can do um do a parent link. So we can actually do the parents and the principles right now
and teachers will pause it until they return on calendar which is August 3rd. >> Okay. And what would you said you have the survey ready to go today. What would that look like? >> We were asked to get feedback on the motions. >> Okay. Um Okay. What is I know that the board
asked for or we voted on a directive several months ago about giving parents access to student screen time in schools. What is the status of that because we were told that would be ready for the start of school. >> So, Mr. Bradford, do you have an update on that?
>> Could you restate the question, please? So, several months ago, we the board voted to uh enable access for parents to view the screen time of students while they're in school. What is the status of that?
>> We're still in the process of working out the implementation of that, but that is the plan for that to be the case this school year. >> Okay. So, that should be ready by August 10th. >> That is the goal. >> Okay. Could the board receive an update on that by the first day of school?
>> Yep. Um, okay. Any other comments on the motion to table motion two? >> Madam Chair, >> Dr. Holes. >> Um, yes. I was wondering since um staff is going to bring back information if we could also um if it's possible to have
information on credible research um uh or best practices as far as screen time uh for this item uh prek through grade one. um since they're going to bring back information anyway. I think if we have information on cred that's uh
researchbased and that are best practices that that would be helpful in terms of supporting this item. >> Dr. Fton. >> Yes. Um yes, Dr. Holm. I also want to add I just want to make sure that um the
board is clear on the direction we have and if it's not in line with what you're asking, certainly we're open to feedback. For the teachers, we're going to target VK VPK preschool first, kindergarten first, and
second grade teachers only. Is that your audience? >> That makes sense to me. >> Okay. >> If there's any other objection, Miss Hixon, >> and and just to be clear, it's just on motion two because you had said the motions. So, I just wanted to make sure you weren't asking about one or three
because I think we're going to >> Thanks for the clarification. Motion two. Yeah. and the research. >> Anyone else? >> Yes. >> Okay. So, um we're just on mo uh on the item to table
motion two. Anyone else on tableabling motion two? All in favor of tableabling motion two say I. >> I. >> All oppose say no. No. >> Uh mo motion to table passes with two dissenting votes, Miss Thompson and myself.
>> And that was a third rick. Three dissenting votes and Miss Roupert. >> Oh, four dissenting votes. Miss Bullman as well. Item still passes with four dissenting votes. Miss Bulman, Miss Roupert, Miss Thompson, and Miss Leonardi. >> Mr. Hill,
>> there are eight board members. So, four. >> Oh, sorry. Yeah. Oh, so it fails. The motion to table fails. Thank you for clarifying that. >> All right. So, we are back to the item. Um, Miss Hixon, you have the floor.
I I still don't agree with the wording of this motion. Okay, Mr. Sivera. >> I don't have anything. >> Okay. Anyone else for round two, I suppose? Dr. Holes. >> Thank you, Madam Chair. So, um, Madam
Chair, I' I'd like to get a little bit more feedback from staff. If should this motion pass, I need to really understand how this is going to impact learning and learning outcome of the preK through grade two children.
>> Grade one. No, it was >> grade one. Yeah. Um, how what impact can this potentially have on their learning outcome? Um for me I would have loved to see um some added information. I know that failed in terms of um research as
to what is the appropriate screen time or what what is um workable but since we don't have that um then I need to hear from staff as far as um prek to grade 1 if we should pass this motion how will it impact their learning and their
learning outcome. >> So Dr. I think the the best feedback will definitely be coming from our classroom teachers. Um, and unfortunately we don't have them here today, but I will tell you we do have some principles in the room and through the board chair, I don't know if
we would provide principles the opportunity to come up and maybe share some experience to that question. >> Okay. And madam chair, while they're coming up, I just have a question on on the motion because the motion says to to only what is necessary for statemandated
testing. That language still stands. Is that correct? >> Yes. >> Okay. So, um Madame Chair, before they comment, um can you expound on um because I I heard a few different interpretations as to what is necessary
for statemandated testing. When I saw it, at first I thought what is necessary for statemandated testing would be what is necessary to prepare for statemandated testing and then I heard another comment that mentioned that it is restricted to only statemandated
testing. So can this be clarified? Are we saying what is necessary to prepare for statemandated testing? Are we saying um that screen time must be only used for statemandated testing?
So I think I was clear in my response you know what is necessary for statemandated testing that means also familiarizing a student with the platform. I have an issue with saying like preparing them because that could
be then anything. Um but and I just do want to caveat we about a month or two ago we received a very wellressearched wellsourced report from the elementary subcommittee of DAC um where they included lots of peer-reviewed citations
um and that I leaned heavily on that as well. So I encourage you to go back and look at that in terms of the research that that uh we have. Um but you know I I think I was clear what is necessary for state man mandated testing the
testing and familiarizing a child with the platform. >> Okay. So in that case Dr. Fulton. Um I I guess my next concern is should this pass since it's restricted to statemandated testing in terms of um what the platform is like? Um what
impact will this have on the learning outcome of students from prek to grade one? Was there somebody who was going to speak? Did did you have did you mention someone was going to say anything or no? >> Can I um get a clarification on that? Um
specifically I think to the question you're talking about what is necessary for statemandated testing. Um so most of the instruction should be standardsbased instruction in the classroom which all aligns to the fast benchmark. And so my
wondering is if a teacher is identifying tools or resources whether it's screen time or not that is standardsbased instruction that prepares students to take the the fast assessment. Does the motion limit the teacher from
using those tools, whether they're screen time or not? Or does the motion allow the teacher to be able to select screen tools, digitals, pin, paper resources to prepare the students?
Is that a question that you're asking me or >> or any board member just to clarify because I think that that is the bigger question because any teacher is preparing their students for standardsbased instruction. So therefore that the selection of the tools then
requires them to prepare this the the students to take the stand the statemanded testing if they're teaching stu students standardsbased instruction. So it my question would be what statemandated testing is happening in
VPK that requires a device? >> That's a star. >> The star. >> And how often do they do those students take that assessment? >> Same thing as grades K through five and K through 12.
>> So they take the STAR assessment three times a year. I I come from a place where I fundamentally don't believe and I think there is lots of data to support this that a VPK now we're just now we're only just talking about VPK kindergarten
first grade that to deliver results you know achievement learning for children that age I do not believe they need to be on a device and in fact I believe and I think the data supports this that it is in some ways
detrimental to that student. So, I'm not saying that teachers shouldn't have the capacity to make choices for their classrooms. I just don't think a VPK student should be handed an iPad as a part of a center. It's just I I just don't think that. But and and again,
like we've we've been given lots of research to to show that, but if you disagree, then you disagree. But I just don't think now a VPK like a we're talking about four year olds up to seven, six, seven year olds, I don't
think they should be on a device to learn. You know, we're we're already testing them three times a year on these devices. Of course, they need to know how to use them to do their testing, but beyond that, like I think again, I they should be learning human to human,
playing with things with their hands, speaking and looking and hearing based on humanto human interaction. >> That's it. >> Okay, Madam Chair, I just have a couple more comments with that. Okay, so Dr. Dr. Con and I mean Dr. Fton, if you um
is there an alternative that for prek to grade 1, if they're currently using uh screen time to for assessing their learning outcome or the process of their learning, is there alternatives that
could be used without having screen time to achieve the same learning outcome? So yes, there are alternatives that teachers can use. Uh and that's why you know any resources that we provide outside of the course considered
supplemental. Um and and I go back to something uh that you know we've talked about a lot which is teacher autonomy. And I guess I guess the question is uh if if we limit what a teacher has at their disposal
uh then then does the teacher still have the right to either pick something else or still pick that if we just limited them from what they can use that's vetted that's high quality uh in standards align and so I think the the
question or the concern may be yes you they can pick something else but you limit how much or what they can use uh in this kind of decision framework. >> Okay. So, so Dr. Con, we're not limiting what the materials are, right? That's
not what we're trying to do to to determine learning outcome or to ascertain learning outcome. What we're doing is is there an equally um sort of um process or format that we can use besides screen time that would provide
the same quality of um you know as far as um um academic um rigor to achieve the same result as if they're using screen time for prek to
grade one. >> Yeah. So I think this is where I think we all struggle with because the teacher is the one that's making that decision. And so the teacher every day when they plan a lesson makes a determination of which tools they think is best for their
students. So we provide them with resources that we believe are vetted aligned and they get to pick and choose those or they can say I have some other tools that I think work just as well. and they can pick and
choose those. So we don't dictate and tell them other than the core what they can pick and choose for their students. So that's I think where the slippery slope is in terms of you know when [clears throat] we're when we kind of put ourselves in this this space of
determining what teachers can or cannot use because they make those decisions every day. >> I understand that. But we we're voting here to basically not have screen time for prek through grade 1 only for the purpose of of familiarizing oneself with
the platform for the statemandated testing. >> So we're going to give them based upon board vote uh what's available to them. And the question I'm asking is are alternatives available to them. Should we vote no on this? That will enable
those students to achieve the same results within the boundaries of what we can provide as it is restricted by board vote today. >> So there are definitely alternatives um that teachers have um because these are just some of these are supplemental. So
if a if a teacher doesn't have A then they have B. Um and so as long as they are teaching with fidelity um uh the the benchmarks then they there is substitutes just like any program or any instructional mode. If a teacher is
teaching a student that is has certain gaps and they are using specific skills they can go to a different skill set. They can do go to a different program. They can use a different tool. >> Okay. Okay. So, what I'm hearing is there are substitutes that are equally of the same quality that can achieve the
same results um even though currently we're utilizing screen time for prek through grade one. That's what I'm getting back from you. Is that correct? >> Yes. >> Okay. All right. Thank you, sir. >> Thank you, Miss Rupert.
>> Um, thank you. And I hope that I'm still we're still speaking on on this this part of it. Um, I know that we were talking about through first grade. Um, I am actually supportive of uh PK through 2 grade. So, I just wanted to have my um
my opinion out there. Thank you. >> Thank you, Miss Rupert. Um, we chair, I just have a a point of order question because I think we have a lot of principles in the audience who came to speak on this item and might and on I Ready and I think they might have gotten confused about when their opportunity to
to speak on that is. And because we have a public hearing at 5:00, is there a possibility that we make some kind of motion to allow them to say their piece on this and then they can continue joining us for this lovely conversation or or go about their day?
>> That is up to you if you would like to make a motion. >> I But we were I was about to go to Miss Bulman. Um, so I I think >> just because we have a hearing at 5, if we don't get to them by 5, they have to wait until the hearing's done.
>> That would not be my intention. >> Yeah. So I would >> I don't think our intention was for this item to be 4 hours either. >> So to be fully transparent, like I would probably just make an announcement that the public hearing was delayed um if we
continue if we're still debating this item in 45 minutes. Um, we've done that in the past, >> Miss Bulman. >> So, the question that's kind of the hanging chad here in this in this motion is
who's deciding what is necessary. Um, and I think we just need some clarity in there. So, I like if if the >> I'm ready to make a motion to >> Yeah. Well, because what I was going to say is just if if it's familiarizing the students with a platform, then let's just put that in there. So, that that's
what we're doing. That's what >> um and I also just want to give my opinion about uh I don't I don't feel like we need anyone on a screen for BPK. Um and there's another way to deliver that. So, that's that's just my opinion about that. So,
um yeah, I think if we just cl we make it very specific about who familiarizing the students with the platform for the you know the whatever the minimum thing is or whatever reasonable familiarization >> let be done is that what you were
>> I'm I have a motion right now. Yes. So I'd like to make a motion to amend motion two to read as as I'll read it. Limit the screen time in parenthesis defined as onetoone device use in
parenthesis of VPK through first grade students to only what is necessary for statemand mandated testing in parenthesis defined as taking any statemandated test and familiarizing students with the required testing
platforms and the parenthesis and or accommodations for students with special needs. Second >> motion made by me, seconded by Mr. Rivera. Public comment on the motion. Board member discussion on the motion. I'd like to call the question. >> Miss Bowman would like to call the
question. All in favor of calling the question say I. >> All. All oppose say no. Uh motion to pass call the question passes unanimously. All in favor of the motion say I. >> I. >> I. I. >> Or the motion to amend say I. All oppose
say no. >> No. >> No. Roll call, please. >> Roll call on the motion. Board member Sea, >> yes. >> Tixon, >> yes. >> Leonardi, >> yes. >> Rupert, >> yes.
>> Thompson, >> yes. >> Zean, >> motade Bulman, >> yes. >> Motion passes. >> Thank you. All right. Um, anyone else on the item? We'll should we can take the
motions individually or all together? >> All together. >> Um we'll do it individually. I think that's how we've historically done it. Um all in favor of motion one say I. I. >> All opposing.
>> Do we I don't think we a we we didn't amend motion. >> We taking light linewise out and making it more general. >> We did amend. Okay. >> With linewise. >> We didn't do a formal motion. Do we need a formal >> I'm hap I we haven't done a formal I'm happy to to amend motion one. How about
how about we'll just codify that. >> Okay. >> A friendly amendment to instead of using linewise we uh mo motion one would read ensure that uh the district implements software to catch any concerning use of
school devices that are that they are sent and that they are sent to DESOC in real time. Second >> motion made by me, seconded by Dr. Holes. Public comment, board member comment. All in favor of the motion to amend. >> I. >> All oppose. All oppose say no. Motion to
amend passes unanimously. All right. All in favor of motion one as amended say I. >> I. >> All oppose. All oppose say no. >> Motion passes unanimously. All in favor of motion two as amended say I. >> I. >> I. >> All oppose say no. >> No.
>> Roll call. Roll call on motion number two. Board member Hixon. >> No. Hoes. >> Yes. >> Leonardi. >> Yes. >> Rupert. >> Yes. >> Thompson. >> Yes. >> Le Zean.
>> Aladeth Bowman. >> Yes. >> And Sea. >> Yep. >> Motion passes. 62. >> All in favor of motion three say I. >> All oppose say no. Um, >> didn't we have the chat? Did we have the
chat box on there? >> Oh, sorry. Motion three as amended. Say I. I. >> All oppose say no. >> Uh, motion passes unanimously. All right. So, that disposes of item B1. Correct. Miss Jack Adams.
>> As amended or do we need to >> Dr. Fulton? >> Is there a need for the survey anymore? >> Okay. I don't believe [laughter] Dr. Zean, >> we're we're still at the point where the policy is going to come back >> and and how particularly how the
principles react to the the board's will so far to take away teacher autonomy for running their classroom. Is it going to be very important? And if it's 128 to zero, this board might change their mind. >> Okay. And not a problem. And the survey is on motion two. >> Miss Bulman,
>> I mean to to Dr. Zean, I think again we had already talked about the teachers and the principles, right? because there could even be competing um attitudes about that and so >> yes >> yes yes I guess both >> all right and just per the advice of
council let's just vote on item B1 as a whole as amended with all three motions passed all in favor of item B1 say as amended say I >> all oppose say no >> item passes unanimously all right could I get a motion in a second on item O2
25. >> So moved. >> Moved by Miss Thompson, second by Miss Hixon. Public comment on O25. I'll read my list. If you could please approach the mic. Uh Kristen Hope, Dr. Trudy Germanovich, Levina Robinson, Dorset
Mley, Devin O'Neal, and then um I'll read the last six when we are done. >> Supposed to be at three. Okay. >> Welcome. Hello. Hello, my name is Kirsten from Davey. Technologies should support educators, not dictate instruction or replace meaningful
interactions with teachers, classmates, books, writing, discussion, and hands-on learning. Um, required online lessons should never become a substitute for responsive teacher-led learning. This program is not effective or being used properly.
It's a babysitter. Many families are forced to pay for tutors outside of school. So, your numbers are a little off at my school and others based on the conversation at last night at Miss Thompson's town hall, which thank you by the way. I am especially concerned when
the costly contracts are placed before the board without sufficient time for families and the public to review the supporting materials and provide informed input. Transparency. Transparency must not occur before appro Transparency must occur before approval,
not after a commit a commitment is already made. I would I could not comment um until Monday with a deadline around two. I respectfully ask this board to postpone or reject this renewal unless the district provides transparent, independent, peer-reviewed
evidence demonstrating that this program is educationally effective, fiscally responsible, protective of student privacy, and consistent with a a balanced developmentally appropriate learning environment. Clear and accessible optin and opt out procedures
must be established. I am deeply concerned by reports that district leadership may be attempting to eliminate famil family's ability to opt out by making the process unnecessarily difficult. Before voting, the board should publicly clarify whether the families will retain that option and ensure that students who do not
participate have access to meaningful non-punitive instructional alternatives. Our students deserve educational decision decisions driven by the devel by their development and academic needs, not by software usage targets or the convenience of a renewing contract. The
growing body of research regarding excessive screen exposure and screen dependent instruction demands serious consideration. The board's decision will demonstrate whether it's willing to act on that evidence and place a well place the well-being of Broward County's children
first or knowingly hurt them. Please ask and publish last year's screen time data per grade, the average amount of time students spent on devices. Then we can truly talk about balance. If this contract is approved, it should
include enforceable limits on screen time, strong student data protections, regular public reporting, meaningful teacher and parent oversight, more teacher trainings, and a mechanism to reconsider or terminate the agreement if promises are not achieved.
Thank you. >> Thank you. Next speaker. Please state your name. >> My name is Jennifer Dev and I'm from Coral Springs. I'm a second grade student and I strongly oppose renewing the I Ready contract. When evaluating software that cost our taxpayers
millions of dollars every year, we must ask three basic questions. Does it work? Is it safe? And is it the best use of our teachers and students time? The data tells us the answer to all three of this is a clear no. Does it work? It lacks meaningful EV evidence. Cogniti
cognitive neuroscientist Dr. Jared Cooney Horvett recently analyzed the efficacy data surrounding I Ready. After 15 years, there is zero high quality independent evidence showing that I Ready improves reading or math achievement. If if to justify using the software a school district must evaluate
the efficacy of a program for its own students, then they are doing an experiment without a control, therefore a bad experiment with little to no utility. Is it safe? No. It creates serious legal and privacy risks for our district. The Curriculum Associates lawsuit alleges that the company
illegally tracks, collects, and shares 80 types of children's personal data without proper consent, violating federal wiretap and state privacy statutes. The district is willing to say whatever they believe will push their cause to bring software into our classrooms, including using the 17
people who died at MSD. It's absolutely shameful. The BC BCPS is no longer is is no longer going to allow parents or guardians to opt out their children out of supplementary software or AI. They're forcing parents to consent for their children to remain in public school. And
it is and is this the best use of our teachers and students time? No. This is a company that for years created a toxic testing culture, forcing students, teachers, administrators, and parents to count minutes of engagement, have data chats with children as young as five, causing them testing anxiety and school
refusal. Encourage leaderboards and competitions that displaces family time, which is integral to to academic achievement. This is a venturebacked corporation that actively silences his critics even when there are children being harmed by this product. I didn't know that I Ready was a problem until my
daughter repeatedly begged me not to make her go on the platform and unfortunately took until my daughter lost her love of learning, her confidence, and her desire to go to school until I took her seriously. The software harmed my child, which is why I opted her out with great difficulty.
Rebuilding what we've lost and was stolen by curriculum associates and BCPS will likely take our family years. Our children do not need more screen time or unproven algorithms. They need wellsupported human teachers and evidence-based instruction that is safe.
I urge this board to decline the I Ready contract renewal and reinvest these dollars directly back into our classrooms to make sure every BCPS classroom meets a state class-sized statute and invest in our school-based staff. Thank you.
>> Thank you. Next speaker. >> My name is Dr. Trudy Germanovich. And um I just want to quickly say I don't know how we all made it through school. This discussion is crazy. We really need to think about this. I don't expect the
board to totally take away I ready. I just don't. But it really needs to be thought differently how we use it. It's not the kind of program that you just throw in and tell teachers and that's
what happens because the principles are told by others that they must get that data. So please believe me that's really what happens. I don't expect this board to think about
some of the things that have been said today because you must be exhausted. However, think about this. When kids were on in CO, they were on
screens all the time for two years. What happened to the learning? What happened to the learning? The reason we did so poorly that first year is they just came out of COVID and
then once they'd had a year with teachers, they got better and then they got better and you got A's. So don't tell me it's this is the best way to go. It's just not.
I want you to uh somebody sent me this. My son is not going into ninth grade. During his 10 kindergarten year, at the end of the year, we found out that he had 276 class time hours of I Ready. Think about
what could have been done instead. I taught first grade. I didn't have I Ready. That was in 19 oh geez I don't want to say [laughter]
1968 I started and we did have something called programmed learning. Can you believe that? But that and that child went up to fourth grade. But I also did my
classroom without any technology. I raised chickens in my classroom after they hatched in an incubator. Those are the kinds of things that that those kids still talk to me about on Facebook.
You need to bring the joy back in the classroom. This takes it away. Thank you. Thank you. Next speaker. >> Good afternoon. My name is Shelanda Brown and I'm a teacher at Rock Island Elementary. I'm here to speak about I
Ready because if it's used with fidelity, it can be a benefit to all of our students. Um, it has played a significant role in my students academic success. At our school, we believe that every child deserves high quality
instruction that meets them where they are and equips them to reach their highest potential. I Ready has been instrumental in helping us accomplish this goal. I Ready is an effective instructional tool that enhances my
classroom teaching because it provides personalized instruction tailored to each student's learning needs. Its targeted learning paths allow my students to strengthen their foundational skills, close learning
gaps, and advance at a pace that is appropriate for them. Now, my students enjoyed um watching their I Ready lesson completion and scores improve over time. Now, this visible growth um encouraged perseverance.
um they were able to have some increase with their student ownership of learning and it reinforced the value of consistent effort. The effectiveness of I Ready um is related in our students
achievement data. For example, 79% of our scholars um made math learning gains. 74% of our students were proficient in math and 86% of our ELA lowest cortile students also made a
learning gain. Proving that the personalized instruction and targeted learning interventions helped our most academically vulnerable students make exceptional progress. Our gains and the
data we achieved are not accidental. They are the direct result of the proper implementation of I Ready along with the best standards. Thank you. >> Thank you. Next speaker.
>> Good afternoon. Dorset Mloud Cobbert Museum Magnet. And so, um, I just want to bring to everyone's attention and say, you know, how do you over a three-year span move proficiency in ELA by 20 percentage points? How do you
serve the subgroups, SWD, ELELLL populations who's moving in a three-year span 30 percentage points? Um, how do you have teachers who have a classroom of 22 18 students that can
truly serve the needs of every population in their classroom and the learning needs of every population of students that they serve every day. You have teacher direct instruction that is supplemented by programs that are
going to cater to the diverse needs and meet students where they are at every juncture of the learning process and accelerate them to move closer to performing on grade level. And so you see these jumps and you see these gains not only because of the teacher, not
only because of the technology programs and the supplemental programs that we have, but it's because of the combination of the two and how to properly utilize those. And it and it's all happening um and I can speak for my building, it's all happening in a 40
minute to 5 hour ratio. And so what I mean by that, if you look at the instructional block, kids are spending in their center time uh amount of 15 to 20 minutes on an I Ready program, which is supplementing and allowing teachers to um address some of the strands that
students are struggling with in order to close the gaps that they have. And so if I'm doing 20 minutes in ELA and 20 minutes in math, for the day of a five-hour instruction, a day I'm using 40 minutes. So there's a balance in between there. And the majority of the instruction is coming from the teacher and the program is only as good as the
teacher's use of the program. And so I think when we are looking at these software programs, we have to really dive deep into how it's being used across all schools because there are formulas that are being used that is already have um paying attention to the limited screen time with a strong
balance in more teacher time than the screen time that has proven effective over a course of 20 schools right now that we have that traditionally underperform. You have schools who were on state list for SWD populations and different subgroups who are now no longer and are leading those numbers in
that. And that comes from the combination of both the supplemental programs that we have like I Ready where they allow teachers to go in look at the specific domains that kids are struggling with and use the prescriptive interventions. It allows teachers who
are novice teachers to come in and be able to have that leeway where they are prescripted interventions that give them script by script for them to ensure that they are providing a high quality education to students. So it's just not a software program that I already provides. It provides um leeway for the
teacher. It provides support for the teacher and it also provides supports for the scholars that move achievement. >> Thank you sir. Can you state your name again sir for the record? >> I'm Dorset Mloud Coen Museum Magnet. >> Thank you. Mhm. >> Okay.
>> Good afternoon board members, superintendent Devin O'Neal, proud principal at Winston Park Elementary School. So, Winston Park success of being an A-rated school did not happen by chance. It was a result of an intentional instructional plan, strong teacher-led instruction, focused
progress learning, excuse me, progress monitoring, and targeted student supports. A key part of this success was I Ready, a tool that helps teachers identify student needs and make necessary timely instructional adjustment. At Winston Park, teachers, excuse me, at Winston Park, I Ready has
serves as an instructional compass rather than a replacement tool for classroom teachers. It provides teachers with a personalized instructional blueprint that tailor instruction to the unique stu needs of their students and our ESC students as well. It also provides uh students with a targeted
practice aligned to the standards that they need most. On Irated AP um AP1 and ELA, we increased from 29% on AP1 to 41% on AP2. In math, we increased from 26% on AP1 to 46% on AP2. And on our fast
assessment PM3, these results further reflected our growth as we went to an astounding. 69% of our students in ELA were proficient and 74% of our students at Winston Park were proficient in math. These results show what happens when a teacher used data appropriately and with
a purpose and students re receive consistent and targeted support. Our implementation plan has also been balanced and deliberate. Students participate in a three 20inut rotations teacher-led small group independent practice and I ready personalized
instruction focused on our student needs. This occurs only three times per week ensuring that I ready is a support tool within the classroom and doesn't overtake it. We also recognize the concerns regarding uh screen time which is valid which is why we discourage at
Winston Park i usage at home. Parents call me all the time. We tell them no because I tell those parents have your child read a physical book and not get on get onto a computer at home. I already has been paramount in helping Winston Park regain its A rating. The growth we achieved again did not happen
by accident. It happened through a deliberate plan center on teacher expertise, student needs, and an effective instructional tool. In closing, I respectfully ask the board to consider this question. Are you truly willing to risk the success of our
schools and our district by removing a powerful researchbased tool with a proven track record? Or will you continue to build on the positive momentum that we've already set in this district as we move toward a fourth consecutive year as a A rated district?
The decision at Winston Park is clear. I already has been an essential tool to our success this past school year and we continue we look forward to continuing using this resource as we move towards proficiency and beyond at Winston Park. Thank you. >> Thank you. Um we have on the list of
speakers um Lavina Robinson, Sean Allen, Katherine Good, um Cormick Pster, and Shelley Softer. Good afternoon, Lavina Robinson, principal of Dillard Elementary School.
Uh, thank you to chair, vice chair, and the board uh, for allowing us to come in support of all of our supplemental programs that we have been using that helped us increase our school achievement. And so, what I want everyone to think about is the biggest
bigger picture. Uh, at Dillard, we've increased our reading achievement proficiency uh, over 20 percentage points. In math, we have more than doubled the proficiency in the past three years to 76% which is higher than
the district average, state average, and in the top 2% of the state. We could not have done that with a core curriculum alone. We did that with all of the supplemental programs that we have been using over the past years. And so when
it comes to I Ready and Curriculum Associates, I just want everyone to understand that it's not just an online platform. There are paperbased resources that accompany uh curriculum associates that are generated using the online lessons. So it's a comprehensive program
and I just want to make sure that we don't have that misconception that it's only online based. Um, but when it comes to the bigger picture and we look at all of our increases in the proficiency rate, proficiency means to a scholar
that now they have the option to select advanced coursework in the next school year. Now they may be looked at for gifted eligibility. Now they are able to apply to magnet programs. All of those opportunities may have not been possible
if they were not proficient. and would they have been proficient without the supplemental programs? That's the question. Thank you for your time. >> Thank you, Miss Sean Allen. >> Good afternoon. >> Everyday educators
across the district ensure want to ensure that children receive the support that they need to achieve high levels. at Lloyd State. I'm sorry. I'm the principal of Lloyd State's elementary school in Oakland Park. And um at Lloyd States, many of our students arrive with
significant g with significant gaps. So for my school, we are high Esau population by kindergarteners coming in speaking not a lick of English and um and it's our job to to move them where they are reading at the end of the
school year. So they arrive they arrive with those gaps but they arrive with tremendous potential. The question is not whether students can succeed. It's whether the tools we have identified the tools to meet their needs early and to
personalize their instruction to monitor process to monitor their progress and to respond quickly when we see that there's a gap for our school. I Ready is one of these essential tools. I ready pro
provides actional de actionable data and it pinpoints the learning gaps not only for my Esau ESC and my gifted students but our regular ed students as well. It helps us to make informed informed
decisions on how to proceed with that student when the gap exists. It allows us to personalize learning so that every child receives a receives receives instruction at the appropriate level while they are continuing to engage with
their grade level standards as expected. Equally important, I Ready helps us monitor growth throughout the year. When my parents come in, we are pulling up that I Ready data because when you're bipped and you're not coming to school and your children are not engaged, we're
already calling you in for a conference so that you can see the level that your child is operating at that time. And in that meeting, we're able to give provide the parents with the supports at home to assist us while we are trying to move
their children through the system and at school. And the partnership with curriculum associates is exceptional that they provide they provide leadership planning. They provide professional development coaching. They
help us look at the data data analysis um with our data. They help us maximize the program so that we can make the impact that we need to do with our students. At Lloyd Estates, we have seen firsthand our school grade move from a C
to an A, demonstrating what is possible when educators have the right tools to support data data datadriven achievement. In closing, IRA is more than an assessment program as you've heard from
my colleagues. It is a system that helps educators personalize learning, accelerate achievement, and turn data into action. Thank you for your time. >> Thank you. >> Please state your name.
>> Good afternoon, Katherine Good. Um, proud principal currently at uh Park Springs Elementary. Um, but I'm speaking on behalf with two hats of Farewell Elementary where I already was an essential tool. We we saw increases in data. Um throughout the past two years,
we saw increases of how the tool was used to monitor instruction, how it was used to dictate how we can best meet the needs of all of our students. Reading increased from 18% um to 50% and higher.
Math increased last year, excuse me, 24 25 to 56%. Um this coming year, this past year, 256, ELA progress went from 20 to 38%. Math progress went from 8 to 26%. These gains don't just pass overnight and it
just doesn't happen by just one tool. It happens through a abundance, teachers, students, and collaboration. The kind of growth does not happen by without progress monitoring and instructional adjustments and data conversations that support teachers with proficiency and as
an instructional tool. It is important to emphasize that I Ready should not ever replace the highquality tier one instruction and teacher-led lessons, standardsbased instruction or small groupoup instruction. All things that through I Ready you utilizing their tools either
on the computer or as we've stated through their lesson planning and their work the Ivory toolkit can also be used to drive that instruction. It should remain as an additional tool, a tool that strengthens our instruction. I already discussions show that the team
was not simply let's looking at scores and these are our data teams our team leaders all groups of of support staff these help with um student performance um lesson planning um we look at that how that lesson planning can help with driving our data PLC's our staff
meetings and what we can do to better ensure the increase of all students how we can better growth and attend their individual needs we need to consider how this tool can really enhance the individual needs of our students and we can do that through standardsbased
testing and an additional tool such as I Ready. The data supports keeping I ready because it gives us timely student specific information that helps teachers act before students can fall behind. It helps us with bridging that gap. At Fairway we had successful growth
throughout the current years. Um, I plan to also look at that dose and see how it can be modeled at my now school that I'm going to be looking at hopefully with the increase and hopefully that we look at this data and see how we can better serve our students. Um, I Ready has been
a tool that strengthens student achievement when used properly. We recognize the usage of it, but we can also monitor that in many different ways. I gives us those tools. It gives us that access to how we can better serve our students and that is our need
and that is pro part of our next chapter here and that's going to be my next chapter at Park Springs hopefully being able to utilize this tool. Thank you. >> Thank you. Next speaker >> Shelley Sofur Coconut Creek speaking as a parent. So facts don't lie. I Ready is
helpful and it is beneficial but it is overdosed in many cases. I will support and I will back up what principal O'Neal said because this is the first year at his elementary school since that is my home school that we have not had it mandated as homework and I appreciate that because like another parent said my
kids were exhausted by it and that's my concern. My concern is twofold. If we follow Principal O'Neal's example of using it as needed in smaller amounts, A, the kids are not going to be exhausted, and B, we're going to see efficacy because what happens when
you're forced to do the same thing over and over again at school and at home? You're going to rebel. You're not going to like it. You're not going to want it. And I'll tell you, as a parent of somebody who's going into seventh grade, it was absolute chaos and it was a fight
in my home. to get my child to use it. So, let's use it in smaller increments. Winston Park could probably be one of the role models for use of it. But your constituents, on the other hand, have a very large concern about the cost. And again, I've already talked to you about
we want the human element. So, let's strike a nice balance. I like what's happening. We have to have that balance. We have to meet as a team and work together. So, if we're going to continue to use this at this extravagant cost, then we're going to have to have it
balanced because I'm not going to fight my children. If they tell me, "Mommy, I don't want it." I'm not going to make them do it. But let me give you this little adage. As I was driving here, it takes over half an hour to get here. I spoke with a friend of mine who works for the Department of Ed, and I said to her, I said, "Let's talk about I Ready.
Let's talk about this. What are your thoughts about this coming from the Department of Ed?" Her analogy is this, Shellyley. You can put in all the work you want on this simulated program and it will make the adjustments. Let's say it's a swim lesson. It'll teach you the strokes. It'll teach you to kick. It'll teach you how to swim. It'll teach you
to come up every three breaths, left, right, alternate your arms, everything. But if I actually put you in the pool, will you sink or will you swim? Data doesn't lie. We've got a lot of students who are swimming, but it's still not meeting the need for those who
sink. Thank you. Next speaker. >> Hello. Cormic Prister, [clears throat] principal at Rock Island Elementary School. And I would like to yield my time to Mrs. Angela Steman, third grade teacher. >> Just so you know, we don't yield um we
don't yield time anymore, but if you'd like to give your comments, you know, we'd be happy to hear from you. >> Okay, no problem. Hi, my name is Angela Sedman, and I'm a third grade math and science teacher at Rock Island Elementary. Um, I'd like to speak about the importance of I Ready and the impact
it has had in my classroom. As teachers, we know that every student learns differently. I Ready helps me meet students where they are by providing personalized practice that reinforces the skills I'm already teaching. It doesn't replace my instruction. It
strengthens it. In my classroom, I use I Ready with two very different groups of students. It was adding into my math rotations as a rotation and added more enthusiasm to the students engagement. It helped my students who are below grade level build foundational skills
while also providing enrichment opportunities for my higher performing students. It allowed me to support both groups based on their individual needs. One of the greatest benefits I saw was the confidence it built. My students became excited as they progressed through the instructional levels and
celebrated their growth. They became more engaged, took ownership of their learning, and were motivated to continue improving. We also implemented incentives and celebrated progress weekly. Overall, I Ready has been a valuable instructional tool because it
enforces classroom learning, provides personal per personalized support, and helps students continue throughout the school year. Thank you. >> Thank you. Any other public speakers? All right. board member discussion. And
just so we have our bearings about the timing and everything, we have a public hearing that should start in seven minutes. So I kind of like to take the temperature of the board. Um if we want to begin this conversation and then um
recess the regular school board meeting, open up the public hearing and then come back to this. Um does anyone have a preference? Dr. Zean, >> what if we talk for a minute each and see if we have consensus on this item? Maybe we can finish before 5 o'clock. >> I love your optimism, Dr. [laughter]
>> Pretty confident we will. [gasps] >> All right. Um, Mr. Seivera, >> not agreeing to limit my time to a minute. >> But, uh, I'm I'm happy to speak. And for for the record, my my preference would
be to either postpone the 5:00 and let's get through this or let's just start the 5:00 and um when we're done with that, we'll do this. I my understanding it's because it was a mandated meeting and we'll have to ask uh Mr. Cooney,
although I is that Mr. Cooney without the beard? I don't recognize him over there. Um we'll have to ask him if that's if that's even appropriate for us to postpone the five o'clock. Oh, sorry about that. Uh yeah, Mr. Spar, I believe that um
uh last few board meetings when issues have come up at time certain um the instruction has been to proceed on that time. So my recommendation would keep the five o'clock as is. >> Yeah. So um I've got 455 on on on my
>> Do you want to just recess the meeting for five minutes? I I would be in favor of recessing and starting the 5:00 meeting and then when we're done >> back to this >> just uh to clarify, are we opening it at 5, recessing it like we did with the
policy this morning or are we opening it at 5, doing the whole public hearing and then coming back to this meeting? >> I mean, I think my preference would be to recess the public hearing once we open it up and come back to this. That's That's fine with me. I just wanted to
make sure. >> All right, we will reassess this regular school board meeting to begin our public hearing at 5 o'clock. Hey, hey, hey. Down down down down down down down down down down down down down down down down down down down down down down down down down. Heat. Heat.
Heat. Heat. Hey, hey, hey. Yeah. Yeah. Yeah. Yeah. Yeah. [cheering] Down. Down. Good evening. The first public hearing
of the school board of Broward County, Florida for the 2026 2027 millig 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. If the fire alarm sounds, exit the room calmly, continue outside the building, and
remain there until authorities give clearance to return. Thank you for your cooperation. All please rise for the pledge of allegiance to the flag of the United States of America. >> I pledge to the flag of the United States of America and to the stands
nation for all. Today's public hearing will operate in accordance with schoolboard policy 1020 and the board will review the items as advertised and presented by the superintendent. We also want to remind our public speakers of the rules and expectations regarding the agenda public
comments portion of this public hearing as well as board policy. The superintendent released a revised agenda with certain changes for this meeting and published it on the school district's website. The chair finds pursuant to section 125.525 Florida statutes that good cause exists
for such a change. May I have a motion and a second to close the agenda. >> Moved by Dr. Zean, second by Miss Hixon. All in favor of closing the agenda say I. All oppose say no. The agenda is now closed. We will soon hear from our registered public speakers. We ask that decorum be maintained and civility and
respect be shown during public comment. Our general counsel will assist the chair in maintaining decorum during this period. We also want to remind our public speakers of the rules and expectations regarding the agenda public comment portion of the public hearing as well as board policy. The general counsel's office will explain the rules
of public comment. Miss Jack Adams. Thank you, Madam Chair. Public comment is governed by schoolboard policy 1020 and is intended to provide input on the school board's duties, decisions, and operation of the school district. The school board is viewpoint neutral during
public comment. Per schoolboard policy 1020, public comment procedures are as follows. Speakers must state their name, city of residents, and whether they are a lobbyist before beginning their remarks. All remarks must be directed to the board as a whole. The board will not respond to or engage with speakers
during public comment and no action will be taken unless the item is on the agenda. During the agenda speaking time, speakers will have up to three minutes per item and up to one minute on motions or amendments. The chair may adjust the order of speakers, recognize speakers, and enforce all time limits. The chair
may reduce individual speaking time or establish a total time limit for public comment when necessary to ensure all speakers have an opportunity to be heard. As such, the chair designates three minutes if there are 10 speakers, two minutes if there are 15 speakers,
and one minute if there are more than 15 speakers for maximum public comment of 30 minutes and 30 speakers. A visible timer will be used and the microphone will be turned off when the time expires. Speakers must limit their comments to matters related to schoolboard business and for agenda
items must remain relevant to the specific item. >> [clears throat] >> Comments may not address matters that are pending litigation, quasi judicial proceedings, active investigations, or administrative hearings. Solicitation and lobbying activities must comply with
applicable schoolboard policies. Abuse of language defined as profanity, threatening, or name calling is prohibited. In addition, clapping, hissing, booing, shouting, yelling, and other disruptions from the audience are not allowed. Speakers who fail to follow proper decorum in the chambers will be
ruled out of order by the board chair. Failure to comply may result in the microphone being turned off or a recess being called after a warning. The chair may also direct removal from the meeting by law enforcement or the sergeant-at-arms. Madam Chair, thank
you. Attorney Jack Adams, the board wants to hear from you and we we appreciate your cooperation in maintaining a respectful, orderly, and productive in in meeting environment. When it is time for public speakers, I will call five at a time. When you hear your name, please line up behind the podium with only one person at the
podium at a time. Please follow staff's directions when lining up and approaching the podium. When your aotted time is up, please yield the mic and exit the podium and follow staff's direction. The purpose of this meeting is for the school board of Brower County, Florida to conduct conduct official business of the district and any other items the board deems
necessary. This evening, the board is considering the following business. One, adopt resolution 27-112 approving the tenative millage rates for fiscal year 2026 2027. And two, adopt resolution 27-113 approving the tenative budget for fiscal
year 2026 2027. For purposes of discussion, we will group the items one and two. Then at the conclusion of the discussion, the items will need to be separated for our vote. A budget staff member will then read the resolution for item one into the record before we take a vote. Then staff will read the
resolution for item two into the record before our final vote. The items must be approved separately and in order. May I have a motion to move item one and item two together for public input and board discussion. >> So moved. >> Second. >> Moved by Miss Thompson, second by Miss Bulman.
Welcome to the first of our two public hearings for the 2026 2027 mill rates and budget. This hearing is a required part of the annual budget adoption process. And more importantly, it provides an opportunity for the board, district staff, and the community to review the proposed financial plan, hear
public input, and continue aligning resources with the needs of our students and schools. This evening marks the beginning of the annual budget adoption process. The tenative millage rates and tenative budget discussed this evening will be presented to the school board for final adoption at the second public
hearing on September 8th, 2026. Um before I go to the the superintendent, I just want to revisit. Do we want to as a board uh just dispose like continue with the public hearing, get it over with and then go back to the school board meeting?
>> Okay. At this time, the superintendent will provide a brief overview of the budget. >> Thank you, Madam Chair, and good evening. I'm pleased to submit the 2026 2027 tenative budget and millage rates for the school board's consideration and approval. The district's administrative and school leadership teams remain
committed to providing every student with a world-class education in a safe and secure learning environment. This budget was developed during a period of continued enrollment decline and rising operational costs while remaining focused on students classroom school safety and long-term financial stability. Even in this challenging
fiscal environment, Broward County schools continue to demonstrate strong academic outcomes for the third consecutive year in a row of which we've earned an A rated for uh for our school district and no DNF schools for the third year in a row. Nearly 70% of our schools either improve their letter
grade or maintain an Agrade reflecting sustained academic progress across the district. This progress is also evident in the student performance on state assessment results from the spring 2026 statewide assessment that show our students improved or maintained performance across nearly all tested
subject areas compared to 2025. English language arts performance increased at every tested grade level with each grade posting gains or of three or more percentage points. We also tied or outperformed the state and other floor uh Florida's four other large districts
and most tested areas as well. Student success is further reflected in the most recently reported graduation outcomes. Broward schools achieved a historic federal graduation rate of 91.4%. Um that includes our charter schools. But if you back out charter schools uh
for our traditional high schools, we achieved a 97.5% um graduation rate with all 36 traditional high schools um being at 90% or higher and seven schools reaching 100%. Together, these achievements show that our educators, staff, students,
families, and community are moving Broward Broward County Public Schools forward with exceptional results. At the same time, we must be clear about the financial realities facing the district. We continue to experience enrollment decline and challenging a challenge also affecting many school districts across
Florida and the nation. We also are managing significant cost pressures in such areas as employee benefits, utilities, transportation, contractual services, and daily operations. The proposed budget reflects both both immediate and long-term actions taken to better align the district's operations
with current and projected enrollment. The district began its work last December through cost containment measures such as a hiring freeze, restricting out out of county travel, and limits on overtime. The budget also reflects more structural actions including the consolidation of six schools for the upcoming school year as
part of the redefining our schools initiative. The budget incorporates the organizational changes approved by the school board in May, including the reduction of a thousand positions. Together, these steps helped us reduce recurring costs, address underutilized capacity, and support a more sustainable
operating model while preserving the district's focus on classroom instruction, student services, and school safety. My objectives objectives remain clear. maintaining Broward Schools as a A-rated district, working toward 100% proficiency for all
students, protecting classroom instruction, student services, and school safety, maintaining financial stability for our district, and ensuring equity so every student benefits from highquality instruction, and exceptional educational experiences. This evening, I'm asking the school board to approve
the tenative millage rates and a tenative budget. This is an important step in the annual budget adoption process and provides an opportunity for the public input before the final budget is presented for approval in September. At this time, I will turn it over to our finance team for a brief presentation.
Uh staff will then be available to answer any questions at the end. >> Good evening. Can we get the uh beacon? Can we get Yeah, here we go. Thank you. Jeff Whitney. I'm Jeff Whitney, the assistant director of the budget office. Um, good evening, Madam Chair, board members, superintendent, and members of
the public. This is the first public hearing for the 20 2026-27 budget. Tonight's presentation is part of the required annual budget adoption process. The purpose is to present the fiscal year 2627 tenative millage rates and teny budget for schoolboard
consideration and approval. We are requesting approval of the related resolutions in accordance with Florida's truth and millillage or term requirements. TRIM is the public process used to adopt district property tax millage rates in
annual budget for school districts. One of the most important components is the required local effort or the RLE millage. The Florida Department of Education determines the millillage rates required for participation in the Florida Education Finance Program and
school boards cannot adjust them. This slide highlights the required trim timeline. The district has completed the required advertisement steps for tonight's first public hearing. After tonight, the proposed millage information will be sent to the property appraiser with final adoption scheduled
for September 8th and required submissions to the Florida Department of Education by September 11th. This slide shows that the district's total millage rate is decreasing for 2026-27 with the required local effort, capital referendum, and debt service millages
included, the total proposed millage rate is lower than the prior year. However, when we look at the rolled back rate, right? So, although the total proposed millage rate is lower than last year, it is still above the rolled back rate under the trim calculation. The
roll back rate is the rate that you would generate the same amount of revenue as last year after adjustments such as new construction for 202627. The total state and local millage rate exceeds the rolled back rate by 3.38%.
This is why our trim advertisement is presented as a tax increase even though the total millage rate is lower than the prior year. It's also important to point out that the district does not retain all revenue generated through the state Florida education finance program funding model.
So after accounting for required funding obligations related to charter schools, family empowerment scholarships, and continued enrollment declines in traditional schools, the funding available for district operated schools is lower than last year.
and that will be highlighted a little bit further on a on a a slide later in the presentation. This page just shows what the actual millage rates we're proposing are and how much revenue will be generated by each such that the total millage and
revenue generated by the the 6.4527 mills would be this $2.2 billion. While the while this revenue is significant, it's important to remember that portions of the district's funding are restricted, required, or passed
through for specific purposes. This next slide explains a little bit about how u your taxes are are computed and it uses an example here. At the top, it shows just for ease of math, an assessed value of $100,000 with a
$25,000 exemption would generate taxes of $484. The two sections below for single family and condominium are similar examples, but instead of using just a flat $100,000, it uses the actual average assessed value from the uh Broward
County Property Appraisers information. So this slide is going to go through a little bit of our our budget assumptions and it highlights uh those assumptions that are used to build the general fund budget. The states the the state's base student allocation increased this year
from $5,372 per FTE to $5,475. That's an $85 per student increase. However, that increase, we need to remember that the base student allocation includes several things that
have in the past been C separated cal categorical funds that have been rolled into the base, making it just in general makes it more difficult because they're they're not giving us extra money for categorical things. They're just dropping them all into the
base allocation. that includes the teacher salary increase funding, reading allocation, funding for classroom supplies, instructional materials, and turnaround school supplements. It's also important to note that this BSA increase is a 1.6%
increase while the South Region CPI increased by 3.9%. So, this shows that as we're dealing with more increased costs, the state's increase for the base student allocation is just not keeping pace. The general fund require continues to
rely primarily on state, local, and federal revenue sources with state funding driven largely by student enrollment and local funding driven by our property taxes. On slide 10, we connect the the general fund revenue to to student enrollment.
In the yellow section, you can see how the the numbers of FTE are growing substantially for the family empowerment scholarship program. How there's still a a continued decline, although not as great as it has been in the past, for charter schools. And we see that there's
a significant decline in traditional public schools. How this relates to us on in the budget is the is shown at the top where we see um the different revenue sources the federal direct the state sources when we
exclude the fees and our local sources you see how our local sources are climbing the state sources are declining we also have to remove from this number our charter schools and when you do all that you see that the the change from year to year for the revenue available
for our traditional run schools is a 32.5 $32.4 million decrease. This is our budget summary for all funds. This includes this this in order to meet the state's requirements for how we report this. This includes the fees.
This includes the chart of school money. Um it also includes our enter fund transfers. So that comes to about a $5.5 billion total budget when looked at this way when we exclude the transfers which is an important thing because we've
essentially received revenue into the into the capital budget. We're transferring it to the general fund budget or receive money into capital and we're transferring it to debt service and we're counting that revenue again. So, we exclude that revenue so we don't count it twice and it brings us down to
about a $5 billion budget. [snorts] This page takes a uh closer look at just the the general fund portions. Again, this is with the inclusion of the the charter and the fees funds. We see that
there's a uh 3.4 four $3.5 billion. But when we take out the the effects of the family empowerment scholarships, the charter schools, and our transfers, the general fund budget is really around $2.2
billion. This is a a display that's going to show what our what our current projections are as we're working through the year end close with our accounting team on what our fund balance looks like to close the year, which then becomes the opening fund balance for next year.
So, our total revenues that we will be um reporting our fund balance against is the $2.4 billion in revenues. our beginning fund balance, we're looking at about $150 million. The last time that the CFO made a projection of
that at the May 15th workshop, it was about $147 million. So, it's slightly improved. Um, the bottom section breaks it into the categories. And what's really important for us when we're looking at our percentages is the assigned and unassigned fund balance is
projected at 3.3% to start the year. That's the $79.8 million against the $2.4 billion in revenue. That leads us into our timeline for our remaining dates. So, tonight we're doing the first public hearing. Um September
1st, you will have the second and final meeting for the uh 2026 27 district educational facilities plan. September 8th will be the adoption of the the budget and the and that public hearing. And also on September 8th, you will
receive the the the staff or the superintendent's annual financial report which reports on year-end activities for fiscal year 2526. And that completes the staff's presentation and we're ready for comments and discussion.
>> Thank you. Is there public comment on the items? No comments. >> Okay. Board debate on the items. Miss Hixon, >> thank you. Um, and thank you for the presentation. I have quick questions. I
hope on page 134 when you go through the additional items document that has more specifics on the budget. Um, and just in the future if you could call that the budget breakdown or something because
just calling it additional information wasn't clear that this is what it was. Um, but page 134. Yeah. Where it says, sorry I moved um in districtwide and it goes through salary.
If you go towards the bottom, it says TSIA increase over previous year and it's5,195,70. Does that include Oh, I'm sorry. That was the adopted budget. The 11,000. So now it went from 5,000 to 11,000 almost
eight I mean almost 12. Does that include the additional money the state legislature gave to give teachers that have over 10 years >> um additional raise? >> Yes, that is the money from the state.
Um and I know Dr. Lozano is not here at this time and I know they've already uh started negotiations. >> Okay. And do we know when that will >> um um I don't know when it'll wrap up but there's a time certain based on legislation. >> Okay. Right. because it has to be to them. >> Correct. But I know they've already
initiated the the um negotiations with BTU. >> Okay. Because I was wondering where we would see that money. The other question I have is does this budget um where it's salaries, does it include the board directed 4% increase for all staff for this school year?
>> This current budget, not at this time. We're still working through a lot of other variables to include what the board asks for um such as monitoring vacancies during hiring um certain contracts. Uh so uh this is the tenative
when we get to the final our hopes is that we can abide by board directions on that and also u the final adopted budget is in September. is going to give us time to actually look at if we go beyond um state projections for our decline.
One of my biggest or largest concerns right now is what's going on with the TPS status u for our Haitian families and from just listening from asking questions. Um I have a fear that it's going to impact um enrollment um in in
the tri county area for sure. Um and that's that's my largest concern right now. So we'll do our due diligence looking at data that we do have to see if uh you know during registration process if um if we actually ask or there's an identification to find out um
uh some of our students to kind of predict what that impact may be if there's no changes to the expiration of TPS status um for for these families and because it's certainly going to impact student enrollment at the beginning of the school year. >> Okay. Thank you for that. And I will um
I'm gonna take a bold stance here because it's year six. Yep. >> And every year I ask this question and every year I get a very similar answer and I'm very embarrassed and it very hard for us to not have been able to give any kind of raise to teachers this
past year. So unless the budget in front of me includes a at least a 4% increase for teachers, I am going to vote no on the budget. Thank you. Thank you, Dr. Zean. >> Thank you so much, Chair. At the last update from the CFO, um there was still
some outstanding information. We're waiting for the state to get to our final fund balance. Has that information been received yet? >> That information has not been received yet. >> Okay. So, the 3.3 ending fund balance is still tenative based on >> correct. It could it could change based
on the categorical situation that we're waiting on the state to finalize. >> Yep. And um I'm in the Miss Hixon camp, you know, on the 4%, but um I also want to own that Miss Hixon because there are some things that are going to come back to us on uh cost savings work. Remember
when we sent off the medical plan, we sent off the prescription benefit, we sent off GOP. Um they're going to come back and talk to the insurance commission, our committee tomorrow. >> Yes, that's correct. >> And they're going to bring decisions to us. Now we get to decide um you know how far we want to go on cost savings
knowing that every dollar we save is a dollar that if this board chooses to we can give it to educators and so um you know there are some decisions that we have to own. So it's I'm on I'm on the Debbie Hicks and 4% plan for this year without a doubt but I also know that
there are some decisions coming up in the next couple months that this board will make. But I know that this board is very clear now that a dollar saved anywhere in the general fund is a dollar could be repurposed for educator pay. We also know that if on November
referendum that that passes, that's equal to $20,000 per teacher for all teachers from new teachers to the most experienced teachers. And so this year is a year of holding on. I would still very much like to get the 4% if that's our decision on what we decide to save
money on. Uh, do we scare up and and just to be clear, 4% is still $60 million that we need to find. >> That's correct. >> Right. And that's for all educators. 4%. >> Correct. That's that's at the uh >> All staff, excuse me. >> Yeah. All staff. That's at the highest level.
>> And again, my um I'm I'm flexible about beyond the the educators, the 16,000 or so people that work every day in our schools, but not that flexible. And so I'm willing to make those decisions, Miss Hix, and to save that 60 so we can get to that 4%. So we will we we will
have our respon our work cut out for us as well. I also know the superintendent has options for us to decide about. And so uh we we'll we'll have to own that, you know, at the end of the day. And I'm hoping as the superintendent has promised that we'll get those decisions earlier in the year. So hopefully we can
settle with the union before the the winter break. Um, couple other pieces of this make a uh just want to kind of get the flows and the stock money kind of right with our acting uh uh budget directors over here. Um, you said that the revenue this year is down $30
million, but this board has been working with an estimate of $80 million going down due to enrollment declines. But if I add together enrollment declines and all other things that happened to the budget, the required local effort, the state, federal, local, and all that, excluding,
we don't know yet about the referendum, which will be for the 2728 budget, but we know we got the referendum for one more year. You put it all together, we start the year $30 million behind the revenue we had last year. Is that correct? >> That's correct. >> Terrific. And in big numbers, that means we don't have to save the 80 to catch
up. It means we have to save 30. So that puts the Mrs. I'm going to keep calling this the Miss Hixon. She stops saying Debbie Downer. >> It that that means to get to the Miss Hixon plan, which is also the Zean plan. >> Um we have to save 30 then save uh so we
have to in we have to pay 30 million, right? And then we have to find 60. So a total of $90 million of reduced expenditures would pay for a 4% raise and the paying off the difference in the revenue from last year this year. Is that fair? >> So I want to make sure that we're clear
here. the the $30 million is already in this balance presentation. So, it has been dealt with >> dynamite. So, we're now down instead of 90 million, we only have to find 60 million over the next two or three months to conclude negotiations before the winter break and provide a robust
and appropriate uh salary adjustment for all of our educators. >> That's correct. So, so marginally easier to get to, but not simple. So, I will vote for the budget knowing that we're going to do that. But I'm telling you that that I'm going to do everything I can uh to uh find the efficiencies, find
the reductions in order to get to that $60 million and do this year what we could not do last year. And and what's wonderful about this is we would as a board be making a silk purse out of a salier because we were given a total federal, state, and local funds
including referendum that was 30% $30 million lower. We're eating a nine-ish thousand decline in enrollment. We don't know exact number, but on that range, right? And we're going to go out and find $60 million in the next few months in order to give a raise to our teachers. So, that's what I really
really want to work toward. Um, if there's a TPS crisis uh as the superintendent or a hurricane or you there's also black money at the first calculation. I understand all these things, but I really want to work on that hard. I'm
only one member here, but uh I'm going to work very hard over the next few months to get us there. Thank you. >> Thank you, Mr. Sea. >> Thank you, Chair. It's uh very encouraging to hear some of my colleagues comments uh on this. Um
last year, I voted against the budget because I felt that our teachers and educators were not given uh enough money for um raises. Actually, I don't think they were given much of anything. Um, I think it was me and only Miss Rupert who
uh voted against it. So, I'm very encouraged to hear uh Miss Hixon, Miss Hixon's comments, Dr. Zean's comments, and uh I'm hopeful that the uh the board is finally coming around to the idea that if we don't start paying these educators and our staff, we're going to
have a problem because these folks work way too darn hard to be uh dealing with the salaries that they're dealing with now. And um the referendum is is hopefully will be it'll be great for them if it if it passes, but that really should be treated as a bonus, as a
supplement, not to make up for our inability to to manage and balance a proper budget. So, Miss Hixon, I I gratefully appreciate your comments. Um I echo them as as well. I will not um be voting in favor of any budget that
doesn't call for um an increase in uh salaries for educators. Um, incidentally, I I do think 4% is is a little low, but it is uh somewhat of a good start. I I've been saying for a while that we should probably be at seven or 8%. If we're being honest with
one another, but I'm glad that some of my colleagues are coming around and uh hopefully we'll get to where we need to be uh in September. And if we're not um certainly this board member will not be supporting any budget. Thank you. >> Thank you, Miss Bulman.
>> Thanks, chair. Thanks for the presentation. Um, does the does the current budget as presented provide for any raise at all for anybody or is this the maintain the status quo from
>> last year? Go ahead, sir. Or uh >> Yeah, that's fine. So, it would only be what's in there from the the TSIA, the teacher salary increase allocation. There's nothing else in here that would represent raises for any staff. Um other than again, and
it's not really a raise, it's more of a supplement. You know, the property taxes go up, the amount of money that's received from the referendum will increase a little bit, and so that will be worked into the negotiations that Dr. Lozano is working on now. >> Okay. Thank you. Um and can you just
explain quickly the millage rate that we're leveraging for this year? Is that higher or lower than last year? So the actual millage rate is lower, but we do this rolled back calculation which is a state requirement that essentially says
all things being equal based on the new property values of homes, if I wanted to raise the exact same dollar amount as last year, my my rate would be 3.38% higher than it is. But >> so the military that we're using by the
state >> that's the required local effort is set by the state. The discretionary mill is used in the state and so changing that would cause a a reset of the FFE like a a a compression charge. So there's
there's >> so well the point I'm trying to get at is we're not raising we're not select electing to raise a millage rate and we're noting to raise >> no essentially our millage rates are actually uh slightly lower. However,
because of increases in the in the property values and new construction coming on it it it raises a slightly higher amount of >> the tax base is higher. >> That's correct. We're not raising the taxes. We're It's just based on the >> We're actually the tax rate is actually slightly lower.
>> So the tax rate is lower, but the tax base is higher. So we are not raising taxes. Okay. Thank you. That's it. >> Thank you, Miss Thompson. >> Thank you, chair. I just wanted to clarify a couple of my colleagues statements. So, we said a 4% raise for
all staff and that's where we got the previous board got in trouble with the referendum funds that it was for all staff. So, I need some clarification from I guess Mrs. Six. And by what you mean of 4% raise for all staff?
>> Who's all? >> All all traditionally whenever a raise is given in the district, it whatever well except for schoolboard members because we never get a raise. Um but the um it's for everybody and that's been
traditionally true across the time for the district. that is a I guess a me they mentioned it before in the phobi thing a me too kind of thing. So yes that does include all the upper level staff and it includes everybody.
>> Thank you. >> Thank you. Anyone else? >> And that was our interpretation too of what Miss Hixon just voiced is all >> right. Anyone else? Okay.
Um, I will now entertain a motion to separate item one and item two. >> So moved. >> Moved by Dr. Zean, seconded by Miss Hixon. Uh, now a member of the budget staff will read the first resolution into
record. >> Good evening [snorts] again. The um the school board of Ber County, Florida resolution number 27-112. resolution by the school board of Broward County, Florida, adopting tenative millillage rates. Whereas the school board of Broward County, Florida
did, pursuant to chapters 200 and 1011, Florida statutes, approve the tenative millage rates for fiscal year July 1, 2026 to June 30, 2027. And whereas at the public hearing and in full compliance with chapter 200 Florida statutes, the school board of bar
county, Florida adopted the tenative millillage rate for the fiscal year 202627 in the amounts of required local effort 3.0460 raising 1 billion54,615,541. basic discretionary 0.7480
raising 258,900 $258,979,785. Capital improvement at 1.5 mills raising 519,344,489. Voted referendum 1 mil raising $346,229,659. Voted debt 0.1587
mills raising 54,946,647 for a total millage rate of 6.4527 raising 2 bill234,116,121. The total millage rate to be levied exceeds the rolled back rate by 3.38%. Now therefore, be it resolved that the
school board of Broward County, Florida, adopted each tenity millage rate for the fiscal year July 1, 2026 to June 30, 2027 by separate vote prior to adopting the tenity budget given at Fort Lauderdale, Florida this 28th day of
July 2026. >> All right. All in favor of approving item one say I. >> I. >> All oppose say no. >> All right. Item one passes unanimously. Now staff will read the second resolution into the record.
>> The school board of Broward County, Florida. Resolution number 27-113. Resolution by the school board of Broward County Florida adopting the teny budget for fiscal year 2026 20227. Whereas the school board of Broward County, Florida did, pursuant to
chapters 200 and 1011 Florida statutes approve tenative millage rates and tenativeity budget for the fiscal year July 1, 2026 to June 30, 2027. And whereas the school board of Bar County, Florida set forth the appropriations and
revenue estimates for the budget for fiscal year 2026 2022. Whereas at the public hearing and in full compliance with chapter 200 Florida statutes, the school board of Brower County, Florida adopted the tenativeity millage rates and the tenativeity budget
in the amount of 5 billion 37,451,127 for fiscal year 2026 27. I want to be clear on this point because there was a scribers error on an earlier version of this that was corrected today and that number again is 5 billion 37,451,127.
Now therefore be it resolved that the attached budget of the Broward County School Board, including the millage rates as set forth therein, is hereby adopted by the school board of Broward County, Florida, as a tenative budget for the categories indicated for the fiscal year July 1, 2026 to June 30,
2027 given at Fort Lauderdale, Florida, this 28th day of July, 2026. >> All in favor of approving item two say I. I all oppose say no. >> No. >> Roll call, please.
>> Don't worry, you uh school board members. Holess, >> yes. >> Leonardi, >> yes. >> Rupert, >> no. Thompson. >> No. >> Zean,
>> yes. >> Ah, not on the line. Bowman, >> can I get a clarification? >> Go ahead, Miss Bowman. >> Okay. um this is tentative with the direction that we're bringing back
raises. What so what are we doing here if we're because I you know like based on the conversation that this is just being published um I wasn't making a lot of comments because my colleagues have already commented but I agree with them about the pay raise. So um what are we doing
in this vote if this isn't the actual budget? >> Go ahead Whit. So this is a a requirement of the of the trim the truth and millillage process that a tenity budget is approved before we have the second public hearing which will be in
September. After this meeting, we have some requirements to submit information to the Department of Revenue, the Florida Department of Education, and if we don't do that, we could be in non-compliance and and be at at risk of
knowing where our revenues would come from, what would be available for the 2026 27 school. >> Okay. So basically, we are voting on a tentative budget to continue the process along until we vote on a final budget. And we're not bound by what is in this
budget. We're just going through the process. >> That's correct. >> Okay. So, I'll vote yes on this with that caveat. >> With that understanding, I'll vote yes. >> General counsel, can I go back to Miss Thompson for a different vote?
>> Yes. >> Yes. go back so that she can uh well actually you're you're changing it. You're doing roll call right now. So >> I'm doing roll call right now on Miss Bowman and uh Miss Thompson has voted no but has indicated she would like to
change it to yes. >> So it seems that she would have to revote because her original vote was what it was and so during roll call I don't think she can make that change. >> Okay. So can we just restart roll call?
Um um the vote like revote. >> All in favor of approving item two say I. I. >> All oppose say no. >> No. >> No. Roll call, please. >> Roll call. Uh school board members Holmes. >> Yes. >> Leonardi. >> Yes.
>> Rupert. >> No. >> Thompson. >> Yes. >> Zean, >> yes. >> Alf, not present or on the line. Bowman, >> yes. Sea, >> no way. >> Hixon,
>> no. >> 53 passes. >> Um, I I just think it's really important for the superintendent and for district staff to take note of how the votes and the conversation went.
Um, so when you bring back another budget, I don't know that it passes um without some pretty significant changes. And I didn't speak very much. I think we all want to pay our teachers. Like I think that's a unanimous um
desire. So, uh I just I hope that the super >> No. Um thank you for the comment, Miss Leonardo. We heard it the first time uh Miss Hixon and the board gave us direction. um and it's something that we're committed to, but there's a lot of um processes that take place to close
out and to really examine the opportunities that are going to allow us to do that. So, uh before the final uh budget adoption comes before the board, we'll be able to talk about firm strategies, uh what we have to uh pivot
and not do anymore, uh what we can continue, um and provide the necessary um information to the board. um for their support on the budget >> and what happens if the budget that the next meeting the budget does not pass
what hap what's what are the next steps >> um I am not sure Mr. Mr. Whitney or Mr. Shim, are you >> Yeah, I mean, at at at some point in time, in order to be in compliance and to be able to operate, we're going to need to have we're going to need to pass a budget. Um, I think we can work with
the general counsel's office to make sure that we understand exactly what that means when we get to September so that we're prepared for those eventualities. So, I would just say to the superintendent, I think you and your staff have a lot of front-loading work
to do in the next month or two. >> We've already started. >> I mean, with board members. Yeah. >> Uh, Miss Thompson, >> I just wanted a clarification because in state statute, the board members are required to pass a budget. So, I would
like some legal um counsel on if that's our one pretty much one and only duty in the state statute is to pass a budget. What happens then >> through the chair? Yes, that is the
board's um responsibility. Um what are the ramifications? We can do a followup to let you know what those ramifications are. Miss Hixon, >> thank you. You know, I like I said, every year we make a
similar statement and every year the budget comes back tentatively and then permanently without consideration. When when we do our budgets at home, your biggest payment is your mortgage. So, you base your budget
on your mortgage and then you do everything else from that. Until we start to do a budget that starts with a raise for our employees and then spreads out from there, we're going to keep doing the same thing over and over. It is our duty to pass a budget, but it's
to pass a budget that includes the things that we have asked for in it. We asked for at least a 4% raise and this came back without it. I typically am not fussy and I don't make bold statements like that, but I'm really frustrated because this is year
six for me that I have asked the same thing and it comes back the same way. I will continue to vote no on a budget until we do a budget that includes at as we directed no less, happy if it's more, no less than a 4% raise. We cannot
continue to make because what happens is we just passed a tenative budget that teachers and staff know that there's no consideration for a raise for them in it. How do you think that makes them feel? I mean, you're sitting there. I know you all would like a raise, too.
So, we can't we have to put, as Dr. Zean says, our money where our mouth is. Where are our values? We want to make sure that our staff is feels valued and they understand that we are an a district because of them. So there are a lot of other things that we would love
to do, but we have to give teachers and staff raises. And so I know that it's uncomfortable to vote no and to not have it, you know, to go through all these things where we don't we're out of compliance or whatever, but that will
then make our staff do what we asked them to do, which was to include a 4% raise in here. So there's I know you understand it now, but tenative moves to permanent and it's only a month difference. what happened with the time
between when we made the comment and the direction to here it's like you did it it didn't matter and that's very frustrating. Thank you. >> So I think you know today we had this really we started the day with this really amazing news that every
elementary school is going to have at least three specials and I think that happened because you know the superintendent and staff heard the directive from us and they made it happen. um the afteraction report on over testing was another
example of staff hearing us and um making things happen. So I think you know I would I I think the direction to staff and the superintendent is clear like please make sure that you bake in uh a a raise for our employees. I would
also ask my colleagues um to come prepared to the the budget meeting with solutions um to to also try to provide employee raises. Um I think the the point I'm trying to get at is like we move forward
in a positive direction when we do it all together. Um so I think the board really wants wants to feel heard in our ask. Um, and you know, we will come to the table with solutions as well. Dr. Zean,
>> like I I I want to be really clear about this. This is the board's budget. We're the only people that vote on it. If we do what we've done in the past, which is have the staff and the superintendent come and give us a budget, Miss Hixon, and we just say yes,
there's not going to be any money in it. If we want to change things, we have to ask the superintendent to bring us $und00 million worth of options for which we will pick 60 and we're say we would rather not have that $60 million worth of things like overtime and uh
supplementals and maybe some contracts. Maybe we accept some of the cost savings recommendations we get back um until we count to 60. So if everybody on this board can count from 1 to 60, we can identify those things. Dr. Heburn, can you bring us that budget so that by the
time we close out and submit our tenative budget that we can pick $60 million worth of savings if in fact we'd rather use that $60 million for employee compensation rather than for what it's currently programmed for? >> Yeah, we can bring the board um some
information. U we're we've been already working on this. Like I said, we've we've uh heated the board's direction the first time, but there's a lot of moving parts. um as you mentioned health care, all these other components that we have to sir predict um and and um to see
what we can possibly do before we start chopping away at some other things that may be essential to to the district. But yeah, certainly u we can provide the board with some additional information. Um I think we did that few years ago. >> No, we did. >> Yeah. Um and um see what we can live
with and what we can live without. But to the chair's point, there there's this like um process that we've had in the past where the staff built the budget >> and we would kind of change a little bit here and a little bit there and we'd say not this, not that and we kind of kind of put lipstick on a pig kind of thing.
We didn't change it. We didn't say this is the risk I want to take with overtime. This is the risk I want to take over here with contracts uh for supplemental software. Here's how much I want to go for in cost savings where we really get in and get our hands dirty as the chair was kind of inferring. But
it's our budget, Miss Thompson. We are the only people that vote on the budget. There's not one staff person that gets to vote. The superintendent doesn't even get to vote. It's our budget. So, what I'm suggesting, Mr. Superintendent, is we get that finished by September 5th. So, we need to know what the options
are. We need to understand the the risks and the pros and cons about taking, you know, out $60 million worth of stuff so that on September 5th, we have a pool of money. Now, what's the downside of doing that, Miss Hixon? we've tipped our hand in negotiating,
right? I don't care. I want to put $60 million in a bucket and then go go negotiate. And, you know, there's some things we might want back for that raise. Uh there might be some changes that we think are really great for our district. Um we might ask for even some union concessions that actually generate
revenue so they can help us, you know, generate those funds. There's a lot of things that happen after that point, but there's a lot of good things that happen if you put aside that amount of money ahead of time. And that's what I think the difference is is if we do it for the first time ever here by September 5th, now we've got a lot of wiggle room uh to
go into negotiations and to deal with other emergencies that come up. What happens, Dr. Heepern, though, if TPS really does end and a whole bunch of people move out of the county, that 60 million that we budgeted for raises may go away. >> So there's no, you know, budgets are very fluid things. Um, so we have to be
ready to do this every month to make sure that we still can get the right balance between everything else besides teacher or educator compensation, staff compensation, and all the other thousand things that we end up paying for. It's our responsibility is what I'm saying according to state statutes. We just need the information from the
superintendent and staff so that we can make great decisions. Thank you. >> Thank you, Miss Bowman. >> Thank you. I think this is a great conversation. Um, obviously we have a lot of financial challenges, so I'm not um
um making light of that, but I do think this is our opportunity to have a values-based budget, and we really have to look at that. And I think that the board is um we've made enough excuses about not giving people raises that I think it's
too difficult to kick that can down the road anymore. Um, and really we're going to continue to have these financial struggles. So, and and I think it's a good exercise for the board to bring back what does it look like? We're telling we're saying, "Hey, we want a 4%
raise." So, what does that look like? What are we getting rid of? What are we choosing to do? um if that if if if we're choosing a 4% raise for the employees, which I think is important because we
need to retain our best people and be able to attract people. Um and that's to maintain the excellent school district that we have right now. So, I I know that this is a big ask. This is very challenging. I'm not trying to make light of our financial troubles and
thinking that this is easy, but I do think I do agree with my colleagues. I think that this is something that needs to happen. Um, so look forward to seeing it in September. >> Anyone else? Mr. Sea. >> My understanding, and of course, general counsel will advise us with her uh her
legal memo that she's going to send us, but my understanding is if a budget is presented to this board and it doesn't pass, we continue negotiating and a supplemental budget is presented and we vote on it. Um again, um I don't think it's a one um a one-time shot to get
things right. I do understand that obviously, you know, there's the potential ramifications of of state sanctions and things like that, but be that as it may, um I'm I'm certainly not going to um be scared into voting a
certain way. Um if this district cannot deliver on the results that we've been promising our teachers, our educators, our staffs, and our constituents, um it's not going to have my support. Period. Full stop. Um, and I'm glad to see that um, some of my colleagues are
starting to turn a corner on on some of that. And I would just uh, sort of echo the chair's comments uh, to the superintendent that I think a message was was sent today and it's it's rather clear that we need to get on the ball
here or there's a real risk that this thing doesn't pass in um, in September. Thank you, >> Miss Hixon. Thank you. Um, I wouldn't say people are turning a corner. I think we've all said the same thing. I think some some of us
are just taking a bolder stance to to say we're not going to we're not going to take it anymore. Isn't there a song that goes like that? Um, anyway, I just want to point out something because we were in this same place last year and I had pulled up I made motions at the
public hearing on September 9th of 2025, most of which passed and we still haven't seen them come to fruition. So, I don't want it to make it seem like we didn't ask for things. We didn't give ideas that centralized the payroll that would was supposed to be done by January
of 2026. I understand we're moving in in there's other things, but we made that motion. We directed to decrease overtime by 40% by 2026. I don't know if we hit the 40%. Um to realign job descriptions to include tasks that should be part of
the job that are now considered supplements. We never saw that. Um to implement transportation hubs, which I believe we are doing. review all supplements and bring them back to the schoolboard with recommendations on what should be sunseted by the October 21st
workshop. We didn't really see we had a short number of those, but we didn't because of BT um negotiations with the union, I think. And then we also asked to work with Broward County Transit to develop a partnership for our students to have access to bus passes that would
help reduce our transportation. So we we did come with ideas on how to reduce things and all of that didn't come to fruition. So I'm just saying that we continue to do the work that we're
asking for, but if we don't see what we're asking for come to fruition at the end, we're never going to see a raise for teachers because we don't have the right priorities in when we're making the budget. So, um I don't want to continue on that road, but
I just want to say last year we were in the exact same place. We made some some motions to be able to get that money. We made a motion to find $60 million and then things happen and it didn't always happen. If we don't bake it in the budget, we're always going to be in the
same place that we're just scrging to give our employees raises and they don't deserve that. All right. Anyone else? >> If I can if I can add, Madam Chair, I just want to um comment that myself and the staff, we have the same goal as the
board. As I said before, we've heeded the direction from the board before and there's been uh work that's been happening this summer. um we will provide some information to have the board assist us because
eventually the board is going to have to make some difficult decisions right of what we're going to and I I love your comment miss Bulman about what do we value the most um and what uh what's our pain threshold for lack of a better term and moving into the next year. So, it's
going to be important that it comes from all of us, from myself, staff, and the board. Um, so we can clearly communicate that to our entire uh school district because we we have to, you know, increase our pain tolerance and and be okay with doing some things differently
than in the past to make this work. But we already have some preliminary things um that we're identifying and working on. And so, we'll bring all that information to the board. But, we have the same exact goal. Our priority is always to raise compensation, especially when you live in the tri county area in
South Florida. And I know everybody recently heard the same news that I did that we're more expensive um than New York to live down here. Um and especially for those that have been living down here uh for years. Um you right, especially our employees, they have the same concern as affordability
and and ability to to to live, not just to live and survive, but to thrive in South Florida. So, we have the same exact goal as the board and uh we'll bring some information and some options and and probably have some things to discuss in oneonone as before we get back to um the September um final board
adoption. Thank you. >> Thank you. And I just encourage my colleagues to take advantage of those one-on-one meetings. They're very enlightening. All right. The scheduled order of business for this public hearing of the school board of Broward County, Florida has been completed. Seeing no other obligations, I now
adjourn the meeting. We will come back to our regular schoolboard meeting when possible. >> [music] [music] >> Heat. Hey, Heat. Heat. Heat. >> [music] >> This regular school board meeting is now reconvened. We are on O25,
Curriculum Associates, Mr. Sea. >> Thank you, chair. I've got some questions and then I'm going to share my my comments on Curriculum Associates uh DBA ready. Um Mr. Superintendent, how
much do we pay in total for the use of the I Ready program and any requisite licensing that goes along with them? >> Um, for this item, approximately $3 million. Correct me if I'm wrong, Dr. Con, if I get the numbers wrong.
>> Yeah, that's on average. Uh, but from year to year, we do change uh the services that we we provide. So last year it was more expensive because we also purchased the books, the magnetic books, the toolkit, and we had grades K through five, plus we had some middle
schools using it. This year we're proposing only grades uh 2 through fifth only. >> Is it a fair estimate to say that we spend between 3 to 7 million a year on I Ready? >> Yes. >> Okay. And how many years has the district been done business with I
Ready? Uh I would say between three to five years. >> Okay. At the same rate. >> No, the rates have differed. >> But again in that in that that bucket that range that I gave. >> Yep. >> Okay. >> But we've also used different funding sources. Sometimes we've used grants. So
it's not been exclusively general funds. And um to our general counsel, is there a a way for us to terminate the current contract with uh I Ready without cause? >> Yes. On this agenda item, I made a
change to the existing agreement to add um a first amendment to utilize our standard agreement template in terms of the termination provision. So yes, the school board can terminate um with or
without cause with 30 days notice. >> Okay, fantastic. And there's no um requisite that we give them an opportunity to cure or correct any um purported deficiencies. We can just say we don't like you anymore. We want to terminate within 30 days. Is that
accurate? >> There is a default provision, but that does not um that does not override our ability to terminate with or without cause. So, in other words, if it's with
cause, then we've got to go through that default provision. If it's without cause, then we just need to give that 30-day notice. >> Okay. And in the event that we decide to terminate any contracts with Curriculum Associates
without cause, um are they permitted to keep um the monies that we've paid up front or how does that affect us financially if we just opt to terminate? Let's say we're three months into a contract and we opt to terminate. >> So that termination provision has a
proretta refund uh provision in there. >> Fantastic. Um Mr. Superintendent, what is the opt out procedure for I Ready if a parent decides that they no longer want their student to utilize that
program in our schools? I'm not specific of of a a specific opt out for that um specific program. Um Dr. Fulton or Dr. Conn if or um the regionals are gone. >> So I can start because we had an
opportunity to have one-on-one meetings with board members uh v our general counsel and the general counsel did provide the memo to the board the procedures for opting out. Uh, and so I don't know if uh Miss Jack Adams want to
opine on that process. >> Let me go and obtain that that memo. Um, since I'm not the one that's that drafted it and I didn't um I wasn't aware of the contents of it. Let me obtain that and I'll be able to open up on in the moment. >> Yeah. So, I can I can kind of abbreviate
what the memo say. So if a parent wants to opt out, the first thing that they would do is contact the school uh and request um a meeting with the the teacher or the principal. Um and then if the parent uh doesn't like uh what was
addressed, they have to also address know why they are opting out, what's the purpose, what's the reason, and share that information. They can then escalate that to uh district. uh if they are not satisfied with that, they can escalate it uh through another chain through the
board uh and they can opt out. So there there are several steps within the memo that the general counsel outlined based on statute that allows a parent to opt out. So we can share that memo with you. I think it was shared with all board members. I >> I don't need you to share the memo with me, Dr. Con. I read it. Um, the reason
I'm asking is because I want for the benefit of the public to know how this process works. And I'm going to give my two cents on it. And um, you certainly free to disagree with me if you'd like to. It wouldn't be the first time, but I think it's an incredibly tedious and
difficult process for a parent to decide to opt their child out of Ready. Uh, I mean, you talk about being persistent. not only being persistent, having the time away from work and having the free time to have all these meetings and and letters and and working things up the
chain uh in order to be able to do this. Um it seems like this may be a little bit of an impediment to parents who want to get their child out of it. Is there something that the district can do to
make this a little bit easier if Mrs. Jones decides that she doesn't want little Sally using I Ready anymore rather than her having 57 meetings with various school-based staff and district employees. So, I'm going to defer to legal because
it's just not I ready. It's it's any instructional materials. >> So, through the chair, I'm in the process of of obtaining this memo. So, I'm going to have to obtain it, review it, and then I'll let you know what it >> Okay. Why Why don't Why don't we do
this? While you're looking at that, Miss Jack Adams, um I'm going to share some of my thoughts and comments about I Ready and hopefully by the time I'm done speaking, you'll all have that uh pulled up and we can finish this substantive conversation and perhaps you can provide
some advice to all of the parents out there who may want their child uh to be opted out of the I Ready uh platform if that's okay. Okay. So, um,
my thoughts on this process that we are being asked to vote on, um, first and foremost, uh, if you can't tell already, I am a solid hard no. I will not be voting for this. And I want to come out, uh, come at this from a little bit of a
different angle. Um, I think everybody who's been paying attention for the last several months knows that uh I am very concerned with the amount of screen time that we mandate on on our little ones within our schools. I think it's too much. I think it's problematic and I
think we need to take a step back on a lot of the things that we do with all these computers and screen time. That being said, um the folks at Curriculum Associates are in a little bit of hot water and I want to explain what I mean
by that. Um they are facing some very, very serious allegations in a class action lawsuit that was filed in the United States District Court for the Southern District of Massachusetts. And because I am a little bit of a law
nerd, um I took the time to not only print out the lawsuit, which is pretty thick. I think it's 117 pages. And um I read it over the weekend. And I'm going to have an extra copy that I'm going to put right here in case any of my
colleagues decide that they want to read it too over the next couple days. Or if they want to read it now, they can certainly come over and get a copy if you'd like. But I want to share some of the allegations that were made in this lawsuit because quite frankly, they're very troubling and I'm not so sure it's
in the best interest of this district to be doing business with a company that's being accused of some of these things that are in this lawsuit. So, I'm going to try to give a very quick high-level summary of some of the things that I found within this 115page federal class
action lawsuit that's been filed against curriculum uh associates by several parents representing their students, not only in the state of Massachusetts, but also in the state of California. the lawsuit uh that was filed which is I
believe is still attempting to assert a class if it's not been certified um already [clears throat] really focuses around a core central allegation that I is collecting analyzing profiling and transmitting um student information an
extensive amount of private student information without meaningful parental consent. This is a big problem if they are in fact doing this as alleged. And the main allegations involve this excessive collection of student
information. In fact, the complaint alleges that I Ready collects far more than basic academic records. They're getting names, birthdays, race, gender, ethnicity, student identification numbers and usernames, assessment responses, scores, placement levels,
completion outcomes, the amount of time these kids are spending on computers, how often they scroll, their behavioral interaction information they're taking, their IP addresses, their browser information, device information, and
other internet identifiers. This is all being collected by the users most likely unknowingly of the I Ready program. To make matters worse, according to this lawsuit, and I want to just stress that these are of course just allegations,
but serious ones nonetheless, according to the um to the lawsuit, after all of this data is mined and collected, Google or excuse me, I Ready is transmitting this information to third parties, particularly Google, through
tools such as Google Analytics and Google Tag Manager. And according to the lawsuit, this information is being transmitted via page visits, uh they're sending lesson information, grade levels, uh engagement duration,
instructional process of our kids to these thirdparty vendors. Now, here's what's especially troubling. There's no valid parental consent. Um according to the lawsuit, the parents are allegedly were not given clear notice of the full data practices. um
the students were in fact required to use I Ready and therefore could not voluntarily decline to participate in their within their respective school districts in Massachusetts and California. And there's a recurring theme in the lawsuit that I'm kind of
hearing from Dr. cone here in that parents were allegedly not providing a provided with a meaningful opportunity to opt out. And the complaint draws this distinction between a school authorizing uh the collection of information
necessary to administer an educational program to a vendor who's actually using the information that they're mining from this program for their own financial benefit, product development, analytics, and commercial um purposes. In fact,
according to this lawsuit, um these folks at uh at the um curriculum associates uh are monetizing all of the data that they're able to recover from these programs. They're receiving commercial value from the student
information that they're using to develop and improve other products. Produce proprietary scores and other information. Market and sell services based on this information. And perhaps most troubling, provide data or access to thirdparty technology companies and
providers. Now, some people may wonder, well, they're doing this, but it's a little disturbing. But is it an actual issue? Well, according to the lawsuit, this constitutes an unauthorized interception
or wiretapping in these requisite states. And I have to imagine, I haven't done the the research on our criminal statutes here, but I have to imagine Florida would have something very similar to California and Massachusetts on something like this. And what the lawsuit suggests is that embedded analytical tools intercept the student
data and communications within I Ready in real time and are disclosing it to these third-party vendors. And the legal claims in the lawsuit include violations of the Federal Wiretapping Act, provisions of the California Invasion of
Privacy Act, and other privacy laws in the states of Massachusetts and California. Here's the big issue with what is going on within the I Ready lawsuit. The parents are having difficulty obtaining complete information as to what exactly their
kids are using and what percentage of their data and information is being disseminated to third parties. According to the lawsuit, the complaint goes on to contend that parents could not determine precisely what was being collected, how long it was retained, who received it,
or whether it was accurate. And the requisite legal principles and legal theories that are being tested in that lawsuit involves violations of federal wiretapping, the California Invasion of Privacy Act, California's Computer Access Statutes, the Massachusetts Right to Privacy Act, the Massachusetts
Consumer Protection Act, and general claims of common law negligence and unjust enrichment. So, for those who have taken the time to actually um review this, these are some pretty damning allegations. Now, I know some of
you may be thinking, "Well, Adam, this is just a lawsuit. These are just allegations. There's nothing has been proven in a court of law." And I would agree with you. I would never suggest that they've been found guilty or
they've been found liable at this point. But here's my takeaway from this lawsuit. If 5% of the allegations are true in this complaint, we need to be running from the hills from this company. And something that I found of great great
interest in all of this. And Miss Bowman, I think you'll appreciate this is, as could be expected, Curriculum Associates filed a motion to dismiss in this lawsuit. It was filed earlier this year and I think in April, and it still has not been ruled on by the court. But the interesting takeaway from the motion
to dismiss, because I read that as well, was the following. They were essentially trying to get the mo the complaint dismissed because they were claiming what they were doing was not technically illegal wire taps or hacking or invasion
of privacy. So substantively, at least from what I read, they weren't even denying that they were doing these things. What they were saying is they don't actually violate these privacy statutes and these wiretapping acts. That may be the case. I don't know. I'm
not a judge. We'll get a ruling on that when we get it. But the sheer fact that they didn't address any of the substantive allegations in the motion to dismiss, but rather chose to take a position that, hey, we're doing it, but it's not illegal.
Again, I think is very telling. So, I would encourage all of you who haven't had a chance to take a look at this lawsuit to do so because these allegations are scary as hell. And although I realize that they're just allegations, again, if any iota of this
is true, we should not be doing business with a company like this. So, I thank you for allowing me to explain this. I may know on this, not just because of this lawsuit, because I think we have way too much screen time from our kids and I think we need to take a step back
and we need to start playing with ideas of workbooks and notebooks and pencils. Dr. Cohen, I gave you uh some examples and some demonstratives of what those look like just in case we forgot, but certainly I am not in favor of any further contracts with curriculum
associates at this time. Thank you. Thank you, Miss Thompson. >> Thank you, chair. Um, so I have a couple different angles. As as some of you might know, I did have a town hall um granted a last minute town hall because of when the item was
posted, but that's neither here nor there. Um, where I heard and Dr. Con, thank you for joining and being on that meeting. I think that was informative and helpful. um not only to me but to the parents. So I did want to cover um
a few comments but also read some of the comments that I got so that my colleagues who weren't able to attend if you're available or can't watch later to highlight those comments. Um the first that came up was the legal issue. My
colleague just talked a lot about that. Um I want to dive into what is different about our contract and then um from our uh legal council but also Dr. Cohen you had made mention of a promise by the
company that if any of this was found um if they were found guilty there's there's a promise or an agreement. So, first I would like our legal counsel if she's ready to talk about the difference between our contract and the others and
then uh Dr. Con if you can share with my colleagues what you told me. >> Sure. I'm unfamiliar with the promises that you made because I don't um seem to see um that type of promise within our
contract. Um all contracts are are separate and different. So our contract is going to be governed by the terms that are in our contract. The way our contract is structured uh we do have a list of documents that list of education
records um and as well as employee records. But um specifically looking at education records, we have a list of education records that are going to be utilized. And then we have the purposes for which those uh uh documents are going to be utilized and they cannot be
utilized for any purpose outside the purposes that are listed in the contract. Let me go ahead and jump to the specific provision that says that. So I'm looking at the section 2.5 of the contract. Uh section 2.5 of the contract
is disclosure of the education records and 2.5.1 spec specifically articulates the purposes. Section 2.5.2 lists the personally identifiable education records that will be shared. Uh in this
case there are there are also going to be deidentified um records that are going to be shared uh 2.5.3. There are um exceptions to the um FURPA law with regards to requiring consent
from parents. One of those exceptions is if the vendor is deemed a school official. In this case, the vendor is deemed a school official. And what that means is that the vendor is um providing services that we cannot provide for
ourselves. So they're standing in the shoes of the school board. So they don't require consent. Had they not be been deemed a school official, then we would have required consent. Um these contracts are um reviewed and approved
by our privacy officer. Um and all of these provisions um are worked on and approved by our office. So if if there are certain circumstances that exist factually
then the contract is loaded with the appropriate provisions. So there's also a in 2.6 there is a vendor safeguard confidential confidentiality of education records. So within this um
within this provision is very robust. It states the consequences of violating this agreement. It um states that they are to comply with the federal law and the corresponding state law. I'm talking about FURPA, the
education records provision. It states that um the vendor is to hold our education um records in strict confidence. This particular um uh contract does not allow for third-party sharing of information. Had that been
allowed, there would have been a specific provision that stated that they were going to do it, who they were going to share it with, and the fact that they take full responsibility if there's a violation. That did not happen here. Um, there's also provisions in here that
prevents them pursuant to uh certain statutes not to share the information for any other purpose than what is stated in the contract. um they cannot share the information for you know trying to sell information to the
parents. Um so that's essentially it. >> Thank you. And then Dr. Conn is there any other provision you think the board should know about or any um agreement statements you've gotten that you would like to share? >> Sure. Uh we did um confer with um Ire
during the course of uh going uh and doing the contract with them and um advocated that you know we know that districts are making decisions around the contract. Many districts uh through their assurance have already adopted already again for the year. But the CEO
uh personally reached out to districts and in a letter indicated that if uh the lawsuit in any way comes back negatively, they would reimburse uh and prorate the districts fully uh for the money that they've invested in the
program. And so that that letter was was shared with legal. >> Thank you. And then um so that addresses the legal issue for the opt out. I would agree. I think and I said this on the town hall last night, our process is is
cumbersome. I understand that there's unlike with just opting out of your child reading a book where they could go to the media center or they could go somewhere else. if half your class opts out of technology and the other half doesn't, uh, there are what I would feel
are pretty significant ramifications for that classroom teacher. Um, so I would like kind of a middle ground of how how we handle that so it's an easier process for our families that are concerned about this, but we're still supporting our teachers. Um,
I don't know what that looks like, but if staff could suggest something or in a follow-up, I think that would be helpful. And I know Dr. Cohen, you heard that feedback um last time. And so I'm going to read
first I want to address the time the screen time. Um so in our item because that's what we've been talking about I feel like for the majority of of today is the the fear that kids are just sitting in the classrooms on their
screens. And I think many of us that have visited schools can see that that's not the case. The majority of schools I go to, it's not a a classroom of kids sitting on their computers. If anything, it is centers um and very structured
learning. But even in our measurable outcomes um staff has addressed that for uh reading I already it's an average of 47 minutes per week and that means they've passed with 76% in reading. Uh
for math it's about 43 or sorry 43 minutes 88% pass in math. Um, and I know my colleagues can can read the rest, but I think that's important to point out that there is when done to fidelity
because that's something else that came up a lot in in the town hall is that some parents felt that the teachers were not necessarily using the tool in the most efficient or um best way and they were using it
as I don't want to say babysitter. they were using it more than probably would be recommended by the district, right? And I think the other thing about screen time and in this whole conversation is there's a difference between allowing your kid to watch Lego videos on YouTube
and having your kid in front of a screen that had is a high quality educational tool. Um, so I just wanted to make that that distinction. I also there's been several comments about returning to pen
and paper in our classrooms. So my kids go to an elementary school in Brower County schools. I cleaned out their backpacks at the end of the year. They have workbooks. They have pens. They have folders that I can't read because their handwriting is awful, but that's a different topic. Um and so they we are
using pens and paper. So I think that's a misnomer that's going on in the community. Um and then I also like I said had the town hall. I also had several principles reach out to us. I think it should be a um
that my colleagues should make note of the amount of principles that came and spoke about the importance of this technology and how they've been able to change students lives by having it. And of course it is not the beall end all.
Um Dr. Kona has said that. I apologize for going over but other people do. Um so it's not the beall end all right but it is a component of what we're offering in our schools and so um just reading
some some principal comments. So I had one principal who actually did their dissertation on I Ready and they she found that scholars who spend 20 minutes per day in a small group session or small group setting scored much higher in reading and math than scholars who
sporadically participated. Um the activities are rigorous and mirror sunshine state standards to the core. They actually wish they were able to do a science component to it and it also provides automatic feedback to everyone and is engaging for students. Another
principal said, "We love I Ready. My vote is yes. It's a fabulous way to give us more data, helps with instruction, procribes interventions, and guides teachers. And if I had the money, I will be buying I Ready for K and K and one, which I think we took away possibly, but
she would like to expand it throughout." And then in the town hall yesterday there was a mix of comments and I want to make sure my colleagues don't think I'm just picking and choosing the positives. So one attendee said I ready is a tool and has its uses but I believe
it's over relied upon and I think the philosophy needs to change to simply to be an environment of learning. Although I admit it's easier said than done. It's a way of thinking that comes from the top. Another said, "The discussion and vote for tomorrow is not just for I
Ready, but also for all the resources from curriculum associates. On the agenda, the executive summary for this item states that a no item means all schools will not be able to purchase supplemental resources from curriculum associates. I teach third grade and I
use the magnetic reading books and also phonics for reading with my students in small groupoup lessons. These are two supplemental resources in addition to I Ready that I use daily in my classroom from curriculum associates associates that are very valuable and are proven to help students make learning gains.
One parent said my children has learning disabilities and I ready is very stressful for them and causes a lot of anxiety and stress. That's kind of some of the comments we had from the students as or from the speakers as well. And then another parent asked, "Would it
be possible to remove the requirement for students to complete two lessons per week and make a set number of minutes on I Ready? Can you allow teachers the flexibility to determine how best to incorporate I Ready into their instruction?" And so I think what I gathered from my town hall is there is a
lot of or potentially there are some discrepancies on how teachers are using it, right? So I think a better use of our time or of staff's time because they are the experts in in education um to
provide guidelines and limitations or to adopt the principal's recommendation of no homework time or that that homework time is left up to the parent because I have a child who has done it I ready all summer not because I care one way or
another he just really likes the program. Um, and he actually sat with me last night on the town hall and he he was a little sad by the comments and said, "I kind of like ready." And I was like, "Do you want to tell them?" No. I was like, "Okay, fair." Um, so I think
that's there's nuance to this, but I think we and there are mixed data. Um, staff provided me with um an I Ready breakdown. I don't know if you sent that to my colleagues as well, but it really
highlights that by using I Ready, we've actually been able to have some of the highest scores in the state. Uh Dr. Con, if you want to expand on it, it's page six for the board briefing draft for deliberation if you have that in front
of you. If not, I can. >> Yeah. So I what I what I shared in just preparing Miss Thompson for uh her meeting because she did uh let me know in advance what the meeting was about. So I wanted to give her an opportunity to kind of look um at an aggregate over
four-year achievement trajectory when using tools such as I already what our uh achievement data look like particularly around our percent of level three and above that uh both in ELA and math. We have continued to accelerate uh in both ELA and math across grade bands
for K through five. So our achievement level continues to rise using these resources. And obviously as it's a testament to what you've heard today from principles that uh this is one of those tools, exceptional tools that has helped them to really accelerate
learning in their school. And I think what my takeaway is when I talk to school leaders, the look of panic in their face when this was going to stop being an option was palpable.
And if this could potentially harm our students by taking away this resource, then we need to really think careful about that. I also think we need to address the elephant in the room that we have families from all sorts of different circumstances, all sorts of
backgrounds. We have parents that can sit there and hire tutors and help their kids with their their homework. We have families that are working multiple jobs who have grandma pick them up and then they watch TV for until mom or dad can come and get them. And so this makes
sure that every student, no matter your background, no matter your family situation or where you live, has a high quality tool for education that you don't necessarily need a parent's assistance with. So with that, I apologize to my colleagues for going
over. Um, but I am done. Thank you, uh, Miss Jack Adams. So in taking a look at the document that you mentioned, it's a straightforward document that um indicates that the statute is the one that allow that
requires the school board to adopt procedures that outlines how a parent can object to instructional material. And so um those statutes are 1014.051c and 106.28
2A. And then also we did adopt a policy that's 4140. And then the memo goes on to just explain the exact policy. >> That was for me, right? >> Yes, sir. >> Okay. U I'm sorry. Give me the policy
number again. >> Uh 4140 and it's um per the statutes that require us to create that policy. That's 1014.051C and 106.28. 28 2A.
>> When was policy 4140 adopted? >> So I'll I'll have to pull that and let you know. >> You're working tonight. J I'm [laughter] keeping you busy here. Let me know please. >> Thank you. Dr. Zean, >> Dr. Heepern, do you recommend that we
renew this uh subscription to I Ready? >> Yes, absolutely. >> Thank you. Then I will vote for it. Miss Hixon, thank you. Um, I just they're not here, but to to thank everyone that came today to speak on
this item. Um, as Miss Thompson pointed out, it's not just this particular item though isn't just about I Ready. Um, there's lots of other things in it. And so I'd like to ask the superintendent based on the the item that we passed
earlier where VPK through first grade um isn't going to be able to have screen time. There's some items on here that are specific for K12 and does it make sense to continue to have those items to pay for those if most of our students
there's two. So it's the magnetic reading foundations K12 I mean sorry K2 >> and then there is um another one here uh BGAN which I know we use to test our
students but they it this is for pre- early childhood screening and we just said we're not going to allow them to be on there. So I would like to ask the superintendent, do you feel as if those are items we should be
deleting and would that reduce the cost? >> Go ahead, Dr. Con. >> So no, it doesn't reduce the cost. Um, what we did is identify resources that schools potentially can purchase as a schoolboard purchase um because schools requested this survey of all of the tools and
resources within curriculum associates that they wanted to purchase. So typically when we bring an item uh to the board we distinguish between what's going to be district purchase what versus what school purchase. So schools on their own if they wanted to purchase let's say magnetic or bansance or some
of the other additional tools or the toolbox for example they could. So after today's discussion, if it is the board's uh direction for schools not to purchase earlier grade materials, then that would be the guidance that we give to schools
as well as curriculum associates. But the cost of I already that's coming for you today does not include those specific purchases. >> Okay, thank you for that. And I would so I guess we as a board we should decide which one of these item you know what
they can and can't. I would just ask also the Borgans it it's for early childhood but it is a screening and assessment inventory. So if you could kind of explain that because I don't know that it would fall under the
although it's not a state assessment. So we were very specific in the motion that we said that was only for preparation and state assessment. This doesn't fall under that. This is not about that. So I I just want to be clear on what
>> we can and cannot use. >> Correct. So this is a screener. Uh so it does allow schools to identify students earlier on. And so the question becomes based on what we approved earlier. Um I would say no. It it shouldn't uh fall
within the the the realm of what you just approved because it is a screener. It does allow schools to identify students early on who require additional s services or supports. So I would not include that technically in what you
approved and we can provide guidance to schools once the board gives us a more clarity on um what the expectation is. >> Okay. So the magnetic reading foundation K2 is that does that include screen time
for our students? No, those are uh books uh tier one books. So, it's it's your workbooks. >> Okay. Thank you. >> We purchased those last year. The schools loved them. >> Gotcha. Okay. Thank you for that. And I would just say, you know, we we get the
teacher surveys and the principal surveys and and oftent times there's not a lot of responses and it's hard to tell. But in this instance, 1,200 teachers responded, which I thought was such a large number because
traditionally we have 50 or 60. And of those, 93% said yes, they wanted to continue to access I Ready. And then the principles that were asked also had a very high almost 100% if I'm not mistaken because that's a different one
here. Let me go there. Um there were 78 principles and all of them almost all of them all of them did say that they wanted it. So you know again it's that instance where you go to the doctor or you go to a
surgeon and you don't tell them how to do the surgery on you, right? you you're taking your children to school and here are the professionals saying that they want to continue to use this product because they see the value and know that it's important for their students. So,
um, for those reasons, I will be supporting this and I understand there are concerns, but maybe we could add in those guard rails. I think Mr. O'Neal did a great job explaining how they use it. Maybe there's a way to say we're not mandating homework for I Ready because
that seems to be an additional stress on them and and how they can can utilize it in the classroom, but it's clear that it's benefiting our students and I don't think that we should be taking that option away. Thank you.
>> Thank you. And we do need to make entertain a motion to extend the meeting. Um, so if >> moved by Miss Bulman to extend the meeting by an hour, seconded by Miss Hixon. Public comment on the motion. Board member discussion on the motion.
All in favor of extending the meeting another hour. Say I. >> All oppose say no. >> Uh, motion to extend passes with one dissenting vote from Dr. Zean. [clears throat] >> Um, all right, Miss Hixon, that was all your comments. Yes, Dr. Hoes.
>> Thank you, Madam Chair. So I am supportive of keeping I ready. Uh it has proven to be uh significantly beneficial um especially to schools um uh some of the schools in across the district with
uh performance concerns of the past. I know the the school transformation office um I've had a conversation with them. they believe I Ready is um significantly beneficial uh across different subject matters um for student
learning outcome and in fact the data shows um um mathematics increased from 54% to 61% uh ELA increased 41 to 50% and uh um and grade 3 ELA increased from
43 to 55% these are STTO schools um so I don't um I I will be supportive of the item. Uh however, I can tell from some of the discussion and the input from the audience that there appears to be um
possibly misuse of I Ready. Um there's obviously some misinformation and quite frankly maybe some disinformation as well. Um uh as board member Hixon mentioned though that um when you look at the results of um survey it appears
that majority of uh teachers um would like to keep I ready and parents um so I have some questions Dr. Heburn uh based on the concerns that were expressed I don't think I ready itself is the problem. I believe there needs to be
guidelines around it. Uh there were concerns about too much time excessive use of I Ready by maybe some teachers. Um and uh concerns that it may be used by some staff as a replacement as
opposed to a support tool. And um also I've heard too many teachers assigning um lengthy homework activity uh for I Ready. Um so Dr. Heburn, how can we continue using I Ready and provide
guidelines um and training around this so students don't feel overwhelmed and the the parents that are concerned they don't feel like um this is being used as a replacement versus a support tool. uh what kind of guide can we provide to teachers and staff to make sure they're
using this um uh software or program appropriately? >> Yep. Um thanks for the question and the comment Dr. Hoess. I I concur with the feedback that I've heard too on um both sides. Um I I haven't heard about people saying get rid of I Ready or don't approve I Ready or don't use I Ready.
I'm I'm hearing that there needs to be more guidelines and guard rails for the use of I Ready. um just to make sure parents along both ends of the spectrum because I want to make sure we're addressing all students needs um and not just um you know addressing one group of
students and one group of students a different way um so our team um teachers come back uh when they come back um >> Monday >> Monday uh so we can u quickly um this week work with the academic team um create some guard rails I'm pretty sure
based on Dr. Con's um engagement with Miss Thompson and her town hall and some of the other feedback he's probably heard. He's probably already knowing Dr. Con, he's way ahead of us with creating the guard rails um that we can make sure we get to our our school leadership and get to the teachers that are actually um
utilizing it. >> Okay. And Dr. He once these guard rails are created um there has to be an ongoing monitoring of this to make sure whether it's the school-based leadership that are ensuring that teachers are adhering to these guidelines um so we
don't have rec recurring concerns about this. >> Yes, absolutely. I think we have a multiple layers of uh monitoring and the main layer is going to be the parents. Um and so I know they'll they'll uh voice their concern if they don't see any changes um in many of the of the
uses. But I do I do want to be careful when we give guidelines. U Miss Hixon talked about a doctor um and we don't go to the doctor and tell them how they're going to prescribe what medicine to us and how they're going to cure us. We let the doctors be the professionals. And I'm talking about our teachers and our
school leaders. Um and as you heard from the educators um that utilize this, the ones who are actually utilizing it and using best practices. So there's a lot that we can spread across the system from best practices from what we heard from some of the folks that are using it
the right way with fidelity and they're getting the results. Um, so I want to make sure we do provide guard rails but guided autonomy for the experts um to be able to prescribe the right doses to
make sure we're personalized instruction. I always like to go back to um and many of the teachers who are probably listening to this conversation, those who have uh different kid multiple kids in their classes that are at different levels, multiple grade levels
behind, one or two grade levels behind. you have a diverse um class um based on their readiness. And these are the tools that assist our teachers after they provide tier one instruction and really understanding the kids needs to be able to provide that personalized instruction
to help a kid catch up and get to grade level. And that's why we see the growth and the accomplishments that our schools are experiencing. And that's what changes a kid's trajectory. Being able to catch up quicker based on a a specific uh u diagnosing a specific
concern and be able to p personalize that instruction to get our kids moving in the right direction quicker which lessens their frustration when they get to secondary school cuz that's what happens. Drop drop kids don't drop out of high school because of high school. They drop out of high they drop out of high school because they were severely
behind in elementary and it just kept occurring occurring occurring. So, we're trying to solve those problems and and lessen those negative experiences so they have better outcomes when they come to high school. But, um, we will, uh, work on the guidelines. Like I said, knowing Dr. Con based on the feedback
he's already received, um, in the past, uh, couple of weeks that he's probably already 99% done with um, something that he can bring to cabinet for us to um, review and share as a team. >> Okay. And I just have one final comment on it. Um, many parents seems to be
concerned about it being used uh as a homework um sort of a uh I guess you know kids being on there for too long as a homework um activity. Uh can we look into that as well? >> Yes, we can look into that as well.
>> And also daily time use. Okay, great. >> Absolutely. >> Thank you, Madam Chair. >> Thank you, Miss Bulman and Miss Rupert. You're up after Miss Bulman. Thank you. >> Right. Um I really appreciate the conversation. Uh you know, I think we
have had some great news today and have accomplished a lot. Um having the specials for everyone. Um and also limiting screen time. So, I think we're checking a lot of boxes. And, you know, with the specials, I think that that's
always been um an issue that's kind of focused on a socioeconomic divide and it has fallen um more heavily on some of our um lower income areas. And so, and when we're
looking at everyone that came to advocate today, I see a lot of people from the school transformation office. I my own principles here, one of my own principles was here and so I will continue. I will support this because I
would not want to be taking away opportunities for success for certain groups of students that may not have other um ways to bridge that gap. And I and I just like to commend I think you know this using these tools and I I
don't love all all of this stuff necessarily. If I was creating the world again this is not how it would look. But I think that our team here has just done a great job using the tools taking the feedback making the adjustments when you
need to. We've had great success. Um we're moving forward. I appreciate it, superintendent, um, listening and taking notes and understanding. And I also appreciate teacher autonomy, professional autonomy, and we have to listen to the people that do this for a
living, which is not me. So, um, I I appreciate the conversation. I agree. like, you know, there's probably teachers that are using it probably improperly, but you know, I had some teachers in high school that were not
great and we all live through it. So, you know, it's like everyone's not going to be perfect. So, if you know, we're monitoring that and trying to do the best we can, but you know, that's part of life. That's what I tell my kids. You know, you don't like this person, they're not doing it. This is that's part of, you know, the learning process.
So, I I support this and obviously if there's some gigantic legal scandal that we have to address later, then we'll do it then. Um and if and if a better product comes up later, then we'll look at that. But, um thank you for all the work. Um thank you for doing your town
hall and uh just appreciate continued success. >> Thank you, Miss Rupert. >> Thank you. Um I was I had a question as to uh the letter that was referenced um from Miss Thompson and Dr. Conn. Was
that shared with the board before the meeting? >> No, it was not shared with the board, but we certainly can provide that. It was shared with uh our general counsel so she could appine on it. So she did uh review it. We were up late last night um
with Ired Ready and and their executives uh making sure uh that um they were firm on their commitment to whatever happens that they the district is protected. So we absolutely can share it uh with the board. Miss Roupert,
>> thank you Dr. Con. And I'm assuming the letter came to the superintendent. >> Uh yeah, actually it it was also addressed to the school board. Did it did it come by email? >> Yes. >> So it was sent So it was in the
schoolboard members email. >> No, no, no. It was sent >> No, no. It was sent to me uh uh to send to legal counsel so that they can opine on it as we review the contract uh as we did last night. So I can I'm more than happy to share it um and the regular
route through a board u a memo. >> Okay. Um, I think I'm understanding this and um, I'm a little concerned that I would not have heard about this unless
Adam brought it forth, at least in the way that he could bring it forth. Um, and then I totally respect the heck out of Miss Thompson for having her um, her town hall and then also asking Dr. Conn to come. So, that was really some a
great venue for the information and um I don't know if it would break sunshine if you had last night sent it to the chair. You know, I'm sure I'm sure you recovered, but maybe that's why we didn't receive it from um our attorney. And I was hoping that if it did go to
the superintendent and the attorney, then they certainly should have told our chair. Is that correct, >> Miss Rupert? I think this is like hot off the presses information as of um last night. So, um I it's probably
sitting in my inbox, but I haven't had a chance to review all of my emails cuz I've uh been here in this meeting. Um and Miss uh Kathy uh Depri Bruno is also have been tied up all day as well. Um,
so I think at the end of the day or it's already the end of the day later on tonight, we can actually jump in our inboxes and uh look at the information. Um, if Mr. Prep Pruno I think it's ready u to be uh sent to the board after she
reviews it um she'll she'll do so, but I'll communicate with her as well um at the end of this meeting. But the um the attorney did not feel that it was um it was okay to bring this to the board and have them vote for it today without this
information. I don't think I don't think she's had a chance to review it. Um, in my honest opinion, it's um if [snorts] if I received it, it must have been late in the late in the evening or late in the night because I haven't um been able to get down to in my inbox to see that
specific email. So, Mr. Pre Bruno and I will converse after the meeting u so she gets a chance to review it and then um we can send it to the board after she does her legal review. >> Okay. I'm
extremely extremely >> I have no words for what I am at this moment. I understand. And hey, I wasn't in my email cuz it's hard for me to do email and keep live with you guys on the internet with, you know, varying uh abilities up here with uh with the
weather and we're we're obviously in the wilderness. Um but I certainly would have liked a phone call. um and at least to our chair. So, she would have been apprised of the situation. Um I
know as a board member this caught me off guard. I had no idea that this information was coming out and I wanted to um express that this is not a cool way to do business
and it's nobody's fault. It's just for me the board is the ones that have to take on this um monumental decision and we were going to make a decision without having all the information. So I
wholeheartedly uh appreciate Mr. Sea for doing that and I know various board members along the years have certainly you know brought the gauntlet when they had to and I do appreciate that and for parents uh
reaching out to me as well but um it's not a good way to do business um for that the way that it did not come to the board in an official way and it was not attached to anything um I will not be
supporting it for that Amazing. >> If I can clarify, Miss Rupert, the uh specific letter is not part of the current agreement in front of us. This is something that was sent by the CEO. Um, it's not a binding agreement. Um,
hence why Miss Depri Bruno has to review this letter that was received and probably the wee hours of yesterday. But it's not part of our binding contract that's before you for this specific item. >> Right. I understand that. But it was
information that was known to at least four people last night that should have been shared at the very least in the beginning of the meeting. If you, you know, care to say that yes or no, I if I were running it, that's what I would have done. And I don't mean chair. I mean as a superintendent. That
would have been part of my superintendent report. But, uh, I'm not going to hold us all up because we're we're ready to to be with our families. Um, but I will not be voting for that that way. And also, before we end the meeting, um, Dr. Hepern, you said that
you would have info for me about the safety report. Yes. >> That the board needed to um sign off on before uh at the at the end of June. June 30th is when it was due. And we always have to send that off to >> to the state. So, um I'd like that
information. >> Yes, absolutely. Um do have that information. That safety report did come to the board last August. Um the safety report is uh by state statute is supposed to be completed by June 30th.
Um which it was completed by June 30th. The u it's not a report to send to the board to vote on. us a report to send to the board for their review, which that report um and how to access it will be sent to the board um this week for uh
board members to be able to review that information. It's not something that actually comes to the board for a um formal vote. And that's that's what the um the attorney had said also, >> Miss Jack Adams, >> or correct me for wrong um around the
vote part, but I know we found out it comes to the board around August of each year. >> So um thank you, Dr. >> He. >> So the item came last year in August because I obviously I just got the department well a couple weeks ago. It
came last year in August. Um, I did forward to the superintendent, the general counsel, and Miss Jock Adams the statutory language that says that it they have they must be completed by June 30th. So, I've been working with the fire official. We will send to the board
um the directions to access the reports this week and then a board item will come in August just like it did last year. and um in working with the superintendent, if something is to change, then we will certainly make that modification for this current school year. And Miss Jacqu Adams, you can look
at the statute and see if you know if staff's interpretation um is incorrect. And if it is, then we will certainly make the adjustments as necessary. I will do so. I haven't had a chance to review that memo, but I will.
Is that all, Miss Rupert? Miss Rupert, is that all of each year? I just wanted to read that part. So, I actually um think that we're late and uh a follow-up memo would be absolutely fabulous to get, but I know
as somebody who's been on the board for a minute, we have had this come to us by the end of June. And if it came last a August, then we were late because we're supposed to get it back to you guys, back to the state,
excuse me, by the end of June. Thanks. >> Thank you, Miss Rupert. Um, okay. I have some some quick comments and I have some motion a for sure a motion maybe a a second motion to make real quick. Um, so
I I also think all of the people that came to speak on on both sides of this issue today, it obviously elicits strong feelings. Um either way, you know, keeping this program, eliminating the
program. Um I come at this feeling a little bit uneasy, not just about this item, but about a lot of our software items that have been coming to us. So number one, I think an issue that I have
is that for each program that's brought to us, we credit that software for delivering academic results. Um, and my question is kind of always, well, how do you know it's from this particular
program? And my my question remains the same. And I I do know what the one common denominator for all of the the student success is, the people who work in our schools. Um, and I don't say that to say that these programs don't work
and the software doesn't work. Um, but I just I have a little bit of like a credibility issue when it comes to saying like every single one of the software items that have come to us today have delivered, you know, a 20% increase on between PM1 and PM2 because
how do we parse that out? How do we know it's J&J boot camp versus I Ready versus um Scholastic Incorporated? So, I just if there is a way for us to grapple with that as a district and and be a little bit more clear about the actual gains
that are made and and and can actually be attributed to the different things that we're voting on. I I would really really love to explore that. I also have kind of a a concern about the conversation around it. It felt like to me, and maybe I'm misinterpreting the
conversation, um, but it felt like we were kind of tying the the software that we are voting on today to learning how to read. That if we limit screen time or we limit the software, we get rid of it, that we
can't teach reading and kids won't be able to learn how to read. And I just don't think that that's true. And maybe I'm not characterizing that in the most fair way, but that's definitely how how I took it and I think how some of our our
constituents took it. Now, with all of that said, I also understand that, you know, we we heard from principles and educators today that felt very strongly and I'm not going to tell them that their experience is not real and I'm not
going to gaslight them out of, you know, wanting to use what they want to use in their classrooms that they feel have delivered results. Um, I think, you know, some of my colleagues have said this is a really nuanced issue. We shouldn't just be like putting
kids on every student on I Ready for 30 minutes a day every day. Like that's not how this should be. And Dr. Con and I had a conversation that um this really is meant for differentiated instruction. So I I support that and I I do want to
caution us as a district for using this as like acceleration and enrichment for our highest performing students. Um, I'm glad the issue around like guard rails for the use of I Ready came up and I'm wondering I was going to make a motion
but I'm wondering if I need to because I heard kind of an agreement from the superintendent that >> that uh guardrails will be established by August 3rd. Okay. Um and and I I just I want to go revisit
the doctor analogy how like a lot of we you know we shouldn't go to a doctor and say this is how you should treat me. But on the other end of this and I experienced this firsthand as a teacher we have established like required use of some of this in the
past. I mean we heard today from staff that um there are expectations. So I hope like you know we don't we shouldn't be going to doctors and saying like well you need to prescribe x number of patients this medication right um just at this at the same time we shouldn't be
saying to doctors you can't prescribe this medication ever right these things are complicated so I do hope that um when we talk about limits and guard rails that that we keep that in mind that there has been a history of us saying like you need to use this program
once a week at least because we are paying for this software ware um and we need to justify why we're paying for the software. So now I get off my soap box. Um in order for us to pass the agreement with the necessary language, I do need
to make a motion to add this first amendment to the agreement uh to this item. Every board member should have a copy of this. So I'll make a motion to add the first amendment to the vendor agreement. >> Second. >> Motion made by Miss Leonardi, seconded by Dr. Zean. Public comment on the
motion. Board member comment on the mo motion. >> Yeah, I believe. Yeah, it was emailed to us. I thought that we were all given paper copies as well. >> It was emailed to us.
>> This evening, >> Mr. Sullivan, I thought we had paper copies. Okay, >> Mr. Sullivan, why are you waiting? >> [snorts] >> All right. Board member discussion on the motion to add this first amendment to agreement. Miss C Miss Jack Adams,
would you like to opine on the the agreement the amendment? I mean, >> yes, sure. When I reviewed the agreement, this agreement was um legally reviewed and signed off by Cadre Council. So when I
reviewed this agreement for this board agenda, I felt it necessary to update the agreement to replace the ter the the current termination provision as well as the assignment. And so this first amendment is solely to
update the agreement to have a new termination provision and a new assignment provision. They're located on pages one at the bottom and pages two. And the only reason why I did it this
way is because I did not originally sign off on the agreement. So, I had to have a separate document um and have it signed by myself as well as um curriculum associates signed it um very late last night.
>> Mr. Sea, >> is it proper for us to vote on this in light of the fact that it wasn't um part of the initial agenda was not provided to the public and apparently neither to us until about five minutes ago? Yes.
>> Um, I'm checking on that to make sure that my answer is uh correct. I believe it is okay, but I'm checking on one thing. >> Don't we make motions all the time? >> General Coun council. Um on page one of the agreement, section two,
>> um it starts referencing section 3.5 under two is the is the numbers. I just want to make sure the numbers are correct. >> Yes, there's two ways to amend our agreement. Um either amend the entire agreement and amend the provision or you can amend it by interineation. Okay, >> that's what I've done.
>> Just want to ensure Thank you. >> All right, let's do it. Miss Jack Adams, are you able to provide a response to Mr. Seivera or do we need to table the items? >> If you can give me a couple minutes. I just wanted to make sure of just one
thing with regards to this this decision to ensure that you're making the right decision. >> Okay. I will withdraw my motion and make a motion to table the item to the end of the meeting so that Miss Jack Adams can provide uh additional guidance. Is there a second? >> Motion made by me, seconded by Miss
Bulman. Public comment on the motion to table the item to the end of the meeting. Board member discussion. All in favor of tableabling the item to the end of the meeting say I. >> All oppose say no. Uh motion to table passes unanimously. Could I get a motion
and a second on O5? >> Moved. >> Moved by Dr. Zeman, second by Miss Hixon. Public comment on O5. >> No comment. >> Board member discussion. I uh have my answers my questions answered. Does any is there any other board discussion on O5?
All in favor of O5 say I. I. >> All oppose say no. Item passes unanimously. Uh could I get a motion in a second on O22? >> Moved by Miss Thompson, second by Miss Pulman. Public comment on O22. >> No further comments on any of the
remaining items. Madam chair. >> Uh board member discussion on O22. >> I know. >> Pretty straightforward. >> What's that, Miss Woman? >> Yes. I was going to when yes, there is a
memo to vote this down. So, make sure that uh when you're you vote accordingly. All in favor of item O22 say I. >> All oppose say no. >> No. >> No. >> Item fails unanimously. Can I get a motion in a second on item
>> O22? Moved by Dr. Zean, second by Miss Bulman. Public comment. None. Miss Thompson. >> Uh you you mean 28? Did I say 22? 28. >> And my my question was answered. So, thank you. >> Any other board discussion on 28? >> I know.
>> All in favor of O28 say I. >> I. >> All oppose say no. Item passes unanimously. Could I get a motion and a second on R1? >> Move. >> Moved by Dr. Zean, seconded by Miss Bulman. Public comment. None. Dr. Zean, you said you withdrew your comments. >> Yes, ma'am.
>> All in favor of RR1, say I. >> All oppose, say no. Item passes unanimously. Could I get a motion and a second on O10? >> So moved. >> Moved by Dr. Zean, second by Miss Thompson. No public comment. Miss Hixon.
>> Thank you. So I have a a concern on O10 because I actually have this concern on a lot of them. We on these items that are asking us for software or other things. There's no itemized
way to know where you came up with the number. So, I had a bunch of questions. Many of them were answered. This is actually answered, but I still have a question. So, I just would ask the superintendent when I as I'm bringing this up that that financial worksheet is
useless there. I mean, it doesn't like break down is it per student, is it per school? It it tells you what was spent before. If it's a new bid, it's blank. like I don't understand the purpose of that financial worksheet because it
doesn't really help you understand how it is you came to that number but and the reason that I say that is because when I asked for a response so on O10 I asked how was the budget authority determined I don't see a per student or
per school cost to explain how they got to this amount there are no details on the cost the financial worksheet has no information and that's really important because the response and I love Edum. So I'm not saying that I don't want it, but
the the first answer is the budget for this item was established based on the potential adoption of Ed Mmentum as the district's provider of a digital personalized learning platform for elementary and middle school students, which is actually what we just tabled.
We're already, if that passes, paying for that. So this is a potential maybe we're going to do it. we shouldn't be asking for that money yet. Um, then the budget also includes funding for course recovery software which we know what is edmentum and then they break down the
cost. So, I would like to make a motion to eliminate the $1.5 million for the exact path bundle core program under EdMUM because
we have something this is not even something we've adopted and if we do it wouldn't be until next school year and we can put that $1.5 million in the bucket to go towards uh
our 60 million that we're looking for for teacher >> second >> for staff if if I can add before you do that. So, um, we're making, uh, very conscientious steps,
um, with this contract and also the I Ready. Uh, if I Ready, if there's a situation with I Ready, that's that's not um, comes out in their favor. We want to be prepared to start transitioning our system um in this in
mid spring and uh into late spring because teachers aren't available in the summer to transition uh pretty much uh uh systemwide um tool or resource mostly for elementary schools in a very uh
effective way. We would need to have this runway. So that's why this is in here. Um to make [snorts] sure we have this runway to be able to pivot um if we need to if we take away the funds and something something happens um and as a board we decide hey there wasn't a
favorable outcome for I already and uh whatever lawsuit they're going through uh we want to bring this back. We want to make a decision about our use of I already the we have an opportunity um to pivot. So, I I would suggest uh either
or, right? Keeping it as is or if something happens, we can bring it uh uh bring it back to the board and ask for the for the money then. But we want to be able to pivot as a system because it is very tough to um transition
uh over the summer versus giving a soft transition incrementally over the spring semester. So, >> right. And I appreciate that. I didn't want to bring that transition up because I didn't know um but I would So this is
why we switched from spend authority >> to budget authority right because spend authority was spend authority was we have this bucket and we may use it all we may not but we can spend up to that and as a board we said to you we don't have money to do that we need to know
what exactly do you need right now so my preference as a board member would be if it turns out that we need to come back and and get something because I Ready is having an issue. We would have that money because I Ready just sent us a letter saying they give us the money
back. So, I'm not comfortable um double double paying for for the same thing that we're not even using. We're going to use one or the other. We're not going to use both. So, if I ready that item passes, it doesn't make sense to spend the 1.5 here. I'd rather you bring it
back to us. So, I'm going to stay with my motion. So that would reduce the total cost um for this item from $2.8 million to1 million239,340. >> Chair, did you get a second? >> Oh, great. Let's go. Yep.
>> Public comment on the motion. Board member discussion on the motion. All in favor of the motion say I. >> I. >> I. >> Go Debbie. >> I. [snorts] >> All oppose say no. Motion passes unanimously.
Anything else, Miss Hixon? >> Not on that item. >> Okay. All in favor of O10 as amended, say I. >> I. >> I. >> All post say no. O10 passes as amended. Could I get a motion and a second on O2? >> Moved. >> Second. >> Moved by Dr. Zean, seconded by Miss
Hixon. Public comment on O12. Board member discussion. Miss Hixon. >> Thank you. I'll try to be quick. So on this item there was in the financial worksheet said that there was $134,200 that was unused. So my question was
where did it go? And the answer was just that the previous agreement expired and the approve approved budget authority was not utilized. So my question first question is did that money go back into the general fund? >> Yes. Um, we know our CFO, she she's
going to absorb uh that money back into the >> Great. Thank you. That wasn't very clear in the answer. And then my other question was, what is the cost per student? How did they get to the 20,300? So, they still didn't the answer I got
still didn't explain that. It just said that based on anticipated needs for the upcoming school year, the expenditures are are going to be significantly lower. But still there was not an identification of where and and this speaks to all of the items
that are coming to us. There is just a big chunk of number, but it doesn't really explain. Sometimes in the the um agreements you can contracts, it'll spell it out for you, but it didn't do that in the ones that I asked questions
for. So, is this just a basic number or is there a cost per student, cost per school? How did we get to the 20,300? >> Dr. Con, you got the information. My my assumption is per license uh per um average number of students that we expect to use it. You can corre correct
me if I'm wrong. >> No, that's correct. >> Okay. Um and also I just want to make sure team um uh hears the feedback about the uh financial worksheets. I see uh Mr. White back there um and uh Mr. Sullivan. just we can make sure next APG
we can have a conversation at length to make sure we're putting the right information to make sure the board can make informed decisions. So, thanks for that feedback. >> Thank you. It be helpful if the responses included all the answer to. So, that but I'm still So, what is the cost per student? I mean, I still didn't
quite get the answer. Where did the 20,300 come from? And you can send it later. I don't want to belabor the item here, but moving forward, it should be very clear on details. >> Understood. >> Thank you.
>> Any other discussion on O2? All in favor of O2 say I. >> All oppose say no. >> Item passes unanimously. Could I have a motion to open the agenda? >> Moved. >> Moved by Dr. Zean, seconded by Miss Hixon. The agenda is now open. Um, I'd
like to Well, Miss Jack Adams, do you want to >> So, at this point, the first amendment needs to be added to uh the agenda O25. >> Okay. So, I'll make a motion to add the
first amendment to the vendor agreement. I accept that as good cause. >> Second. >> Seconded by Dr. Zean. Um, do we need to take a vote on that? >> Okay. All right, public comment on the motion. Seeing none, board member
discussion on the motion to add the first amendment to the vendor agreement for O25. All in favor of adding the first amendment to the agreement to O25 say I. >> I. >> All oppose say no. >> No. >> Uh motion passes with one dissenting
vote from Mr. Seivera. Uh could I get a motion to close the agenda? >> So move. >> Second. >> Moved by Dr. Zean, seconded by Miss Hixon. All in favor of closing the agenda say I. I. >> All oppose say no. Uh, the agenda is now closed. All right. Could I get a motion
in a second to bring O25 back to the table? Moved by Dr. Zean, second by Miss Hixon. Um, we are now back on O25. I believe Mr. Sea had the floor. I was just waiting for um our general counsel to comment on policy
4140 and the opt out uh provisions for parents who don't want their children using I already >> Sure through the chair um I had mentioned I think your last question was what was the date that the policy 4140
was enacted it was enacted on June 13th 20 23. >> So, well, before my rear end was in the seat, um can you uh explain to the public how a parent under this policy
would opt out uh of the I Ready usage or will you accept Dr. Con's prior explanation of it? Did he get it right or is there anything else that the the general public may need to know out there if they want uh to opt their child
out of IR? >> So, what I can do because I cannot compare what he said in the past to the the very detailed and lengthy process, um I can mention the Florida statutes
that govern it um as well as our policy um and um the state the steps in general. Let let me let me say this because the average um the average person is is is going to get lost and you're going to get their eyes glazing over if you cite reciting statute. So
here's here's what I'd like. um perhaps a followup on this with very specific details that um I can take and disseminate to um all the moms who've been reaching out to and dads who have been reaching out to me on this uh that
gives them a very detailed simplistic understanding of how they opt their um child out of I Ready. >> I can do that. >> Okay. I would very much appreciate that. And before um I yield the the floor, uh Madame Chair, if if I may, I know we've
been at this a very long time. Uh are we at 12 hours yet or 11 hours, whatever we whatever we're we're at, I'd just like to remind my colleagues, uh for those of you who are voting, uh in favor of this,
um you can no longer feain ignorance. uh you are on notice of what this company has been alleged to do and very well may be doing in Broward County. Again, these are just allegations, but certainly you cannot take the I'm going to bury my head in the sand approach. This is
public knowledge. This is a public document. I have copies up here for anybody who wants to read it or take it home with them, but it is it is out there about what this company is being accused of doing. If you vote in favor of this and it turns out that they're doing it here, um I would certainly
suggest that that would be a a a terrible look. That being said, uh I think I've made my point, so I'll yield my time. >> Thank you. Any other board discussion on O25? All in favor of O25 as amended say I.
>> I. All oppose say no. >> No. >> No. Item passes with two dissenting votes. Uh we have exhausted all of our items. So at this time, do any of my colleagues have any update or student successes to
bring forth to the superintendent for consideration? Miss Thompson? >> Oh, I was just going to say my beautifification blitz starts tomorrow. So it is 7:30 at night and I will be up bright and early at 7:30 tomorrow morning at Sea Castle. Um, I know
several district staff and colleagues have said they're going to join me. I think it's an op an opportunity for us to get out in our community and I invite you all again. >> Thank you, Miss Hixon. Thank you. Um, we we had someone send us an email to
congratulate some of our teachers on a on being awarded the 2026 REAL, which stands for regional economic educator and leadership award, which was um given to celebrate educators across Florida's
Atlantic Coast, First Coast, South Florida, Tampa Bay, and statewide regions. So, it was a big deal. And those teachers were Jason Atin Mackerel Etin Etnine, Emily Rasca,
Antichi Sans, Audrey Spicer, Pelicia White, Alyssa Williams, Raquel Wilmont, Edna Alvarez, Osma Osma Castro, David Guennis, Sasa, I'm sorry about that one, Travis Kelly, Nicole
Hannah, Athena Jackson, and Monica Mormon. So congratulations to those teachers for your recognition. I think it's always important that we let people know. So this is about financial literacy basically. Um and a lot of those were elementary school teachers
and I know we hear a lot about needing to teach our students financial literacy. So we have some award-winning teachers who are doing it at the elementary school um and other levels. Thank you so much. >> Thank you. Anyone else?
All right. The scheduled order of business for the regular school board meeting of the school board of Broward County, Florida has been completed. Seeing no objection, I now adjourn the meeting. Today you