Yeah. Yeah. Hey everybody. Heat. Heat. N. Heat. Heat. N. Hey, hey, hey. Hey, hey, hey.
Let's get Heat. Heat. Hey. Hey. Hey. Heat. Hey. Hey. Hey. 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 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 down down down down down down down down down down down down Oh my god. Welcome to today's school board workshop. This workshop of the school board of Broward County, Florida is now called to order. To ensure a safe and productive environment, please note the
clearly marked emergency exits. Do not block exit doors, and all attendees must be seated except for media. Once the room reaches capacity, attendees will be directed to the overflow area. If the fire alarm sounds, exit the room calmly, continue outside the building, and remain there until the authorities give
clearance to return. Thank you for your cooperation. Board member Thompson will now introduce her school to lead us in the pledge of allegiance to the flag. Miss Thompson. Thank you, chair, and I would just like to say welcome to all the students. This, I think, is probably all of our
very favorite quarterly meeting. Um, and I'm looking forward to the conversations we will have. And so I would like to introduce the new Renaissance Cavaliers under the direction of Principal Toiver and AP Mr. Perez, Miss Nolles Bryant,
and Mrs. McKe. And please rise for the pledge. >> Please stand for the pledge of >> allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation
under God, indivisible, with liberty and justice for all. >> You may now be seated. Board member Sea has requested a moment of silence. Mr. Sea. Thank you, Chair. Uh, today we pause with heavy hearts to honor Don Williams.
It is with deep sorrow that I share the news of her passing, her recent passing on December 13th. Don's journey with the Broward schools began 26 years ago at Flamingo Elementary School. Dawn leaves behind a legacy of commitment and love for education. She has touched the lives
of countless students uh and colleagues throughout her uh outstanding career. Her two children, Mari and Joshua uh Williams, are left with an abundance of cherished memories of their now past mother. I'd like to extend my heartfelt condolences to Mari and Jo and Joshua as
well as the entire Flamingo Elementary School family. In this time of grief, we may f may find solace in the beautiful memories Don has left behind and the lasting impact she has made uh on our community. Um we are so sorry for your loss and we will continue to pray for
you. Thank you. Thank you. As we begin, we reaffirm our vision. 100% proficiency for all students. As an A-rated district, we remain committed to sustaining this achievement and supporting every student to reach their highest potential. Our theme this year is believe, empower,
achieve. One Broward. Before we proceed with the agenda, Miss Hixen had a point of order. >> Thank you, Chair Leonardi. Um, I'd like to ask the general counsel, is there any law or schoolboard policy or resolution that speaks to whether or not a
schoolboard member can call a press conference during a scheduled schoolboard meeting? So, hello. So, there are two items that I wanted to direct you to.
It is policy 111, policy 111 zero, uh, entitled general powers, duties, and responsibilities of the district school board. Um, which is from the Florida statutes. Um,
and specifically paragraph I C, excuse me, IF, which states, "School boards should practice governing excellence by preparing for meetings, conduct official schoolboard business, and ensure quorum is maintained by attending meetings in
its entirety." That's just an excerpt. Um, and then also I would like you to refer to resolution number 26-124, articles 3, 4, and 7, which was approved by the
school board in its entirety. And that in part states, I will positively Pardon me, I couldn't read it. I will posit positively promote the public district schools in Broward County. Um, and then it goes on to say some other
items. So, based on those two provisions, one of which is born in statute. Um it's important at least during uh the schoolboard meetings that all schoolboard members are in
attendance. >> Thank you. >> We will now proceed with the agenda. Today's workshop will operate in accordance with schoolboard policy 1020 and the board will review the items as advertised and presented by the superintendent. Our first item for discussion is, and as
Miss Thompson said, our favorite one, student and school board quarterly feedback session. Um, I'll just remind my colleagues to keep their questions to the end. The student advisor did um let me know that we have 40 minutes at the end to ask questions. So, please keep your keep your questions in your notes
and we'll ask them at the end. I now turn it over to staff for a brief presentation. So, um, good morning, um, school board members, Dr. Heburn, um, to our, uh, colleagues across the organization, Valerie Wanza, chief strategy and innovation officer. The Office of
Athletics and Student Activities is within our division. Um, it's led by Miss Patty Brown who's in the back. And we um, now graciously turn it over to our two amazing um, student adviserss to walk the board and the public through this conversation. And we um know that the superintendent will have some
remarks as well to thank the parents for ensuring that the students got here. So again to our two amazing student adviserss. >> Thank you Dr. Wanza and good morning everyone. Uh it's a great day in the boardroom when we're able to have students here uh as a reminder of why we
are all here. Um so thank you for creating these opportunities for us. As Dr. Wanza mentioned, I'm Landon Spelberg and I serve as the student adviser to the school board. We want to start with some introductions this morning so all the students here know who they're looking at and then everybody else knows
uh who the students are. Um so we'll start with cabinet members if that's all right um and sharing uh who you are so the students are aware. >> Go ahead Dr. W. We'll start with you and go across and come back. >> Okay. So again um good morning everyone. I'm Valerie Wanza. I'm the chief
strategy and innovation officer. >> Good morning students. I'm Romanire Johnson. I'm the chief financial officer. >> Good morning, ladies and gentlemen. Simone Hollingsworth, chief student services officer. >> And good morning, Alan Strauss, South Regional Superintendent.
>> Good morning, everyone. My name is Mark Dorset. I'm task assigned chief operating officer. >> Great morning scholars. Dr. Fabian Con, chief academic officer. Welcome. >> Good morning. Trey Davis, chief information officer.
>> Good morning, Ted Tumer. C Central Region uh superintendent. >> Good morning. I am not Chief Michael Gregory. He is not here. I am Director Lar Roa of safety and security operations. >> And good morning students. I am your
superintendent Dr. Howard Heburn. >> Thank you. And we'll go next to board members. >> Um um just one more person and >> general counsel. Yes. >> Um my name is Kathleen Jack Adams. I'm the interim general counsel to the board.
Mrs. Alf, you want to start? >> Hi, Lori. Aldef, District 4, school board member, Parkland, Coral Springs, Margate, Tamarack, and North Lord. >> Good morning, everybody. Good morning to the parents in the background. I'm so glad everyone is here today. Looking
forward to the discussion. Adam Cera, District 6. And it looks like Gavin and Sophia, where are you guys? So glad to see you guys. Glad you're here. Looking forward to the conversations. >> Thank you, Alan Seaman, countywide
schoolboard member. Thank you all for coming. >> Good morning, students. I'm Jeff Holes, District 5 schoolboard member. Thank you for being here. We're looking forward to the discussion. Thank you. >> Good morning, Sarah Leonardi, school board member representing district
three. >> Hi, good morning. Debbie Hixon. I am um the other countywide school board member was a former magnet coordinator at South Bard High School. So really excited to see students. I do miss being in the classroom very much. Thank you to the parents and everyone that's here today.
We're really looking forward to this uh robust conversation. Thank you. >> Morning everyone. Mora Bulman. I represent district 1. So I represent Gabrielle and Dylan. Welcome. Welcome to everyone. This is definitely the
highlight of the job. >> Good morning again. My name is Rebecca Thompson. I recommend I represent district 2. Um, so Sariah and Lucas, I know you guys are going to outshine the rest, but everyone else is going to be really great and I look forward to this conversation.
>> That's what happens when you go last, right? So, um, now we're going to turn it over to the the students to introduce themselves. will briefly go through our presentation and then we will let the discussion begin. We're going to start with Mia and go around the table.
>> Good morning. My name is Mia Del Rosa. I'm in ninth grade and I attend Atlantic Technical High School. >> Hi, my name is Annayia Young and I'm from Wooden Rogers Education Center. >> Good morning. I'm Gabrielle Wranglin. I'm 12th grade and I'm from MacArthur
High School. Good morning. I'm Dylan Kramer Letham. I'm in eighth grade and I attend Apollo Middle School. >> Good morning. I'm Sariah Haywood and I attend Everglades High School. >> Good morning. I'm Lucas Fabian and I go
I'm a sixth grader at Walter C. Young. >> Good morning. I'm Esser Cleveland from Fort Lauder High School chair board member district 3. >> Good morning. Lovely to meet all of you. I'm Isabelle Lopez representing Marjorie Sman Douglas.
Good morning. I'm Paula Airheart. I go to Sagrass Springs Middle School and I'm in seventh grade. >> Good morning. I'm Mara Marley Jean. I'm in 12th grade representing board Anderson. >> Good morning. I'm Raina and I'm representing Lauderdale Lakes Middle
School and I'm on a grade. >> Good morning. My name is Gavin Nelson. I'm representing Western High School and I'm in 12th grade. >> Good morning. I'm Sophia Madrid Munoz from Falcon Cove Middle School and I'm rep I'm in seventh grade. Happy to be here.
>> Good morning. My name is Nissa Valin from Pompo Beach High School and I'm really excited to be here. >> Good morning. My name is King Noah Young and I'm representing Deerfield Beach Middle School and I'm a seventh grader. >> Okay. All right. Thank you everybody.
So, we're going to um go through the presentation briefly if that could be loaded up for us and want to start because we did uh you know get some questions last time and want to make sure everyone is aware of how the students were selected. So, uh applications were released to all
Broward County Public Schools middle and high school students um via Canvas as well as a pivot memo for principles and sent to all BCPS middle and high school parents via parent link. So, uh, this went out to over 200,000 people, uh, in total with communications. So, we want
to thank the efforts of marketing and strategic communications for their help in making that happen. Uh, we received 140 applications for students to participate. Those uh, there was two criteria or one criteria actually that students may not have been externally
suspend suspended at any point this school year. So, that's the only criteria. There is no GPA requirement. There's no requirement to be in a club in leadership opportunities. Uh we want to make sure that the group sitting here today is the most cohesive and representative of the entire district.
Uh and then students and parents were notified of selection. All students here have completed field trip forms and media releases. Uh and students who were not selected for today's session are still eligible and under consideration for April 2026 session. Um so we're
really excited that that you all are here today. So we did get some board requested discussion topics as well as student requested discussion topics and these will be our three areas of conversation today. Academic experience, school climate and student life and resource
access. Um and with that being said, we are going to start the conversation with our first topic being academic experience. So we are going to start because we started with Mia last time. We're going to start with King Noah this time. Uh well actually the first question is a
raise your hand question. Raise your hand if you feel the tests you take at school accurately reflect what you know and can do. Okay. So with that being said starting with King Noah. What types of test state and
classroom feel most helpful or least helpful to your learning? I think the most helpful would probably be world languages cuz you're learning a different language and when you learn a different language
your brain gets more advanced. Um, and for the least I think it would be maybe science cuz I don't know, I don't like science. That's it.
>> Good morning. I feel like the most helpful um test are probably the classroom ones because I feel like the content that is taught in the classrooms are more personalized. So, so when you get tested on them, um you're kind of
expected to know it. But for the statewide test, sometimes teachers don't really have enough time to get through the content. So, you're kind of just left on your own to learn the content by yourself. So, I'd say the classrooms are
more beneficial because it feels more um it feels more specific. Um yes, I agree. I feel the most helpful is classroom because it's made for you. It's what based on what your teacher taught you, not what you're supposed to
know from the district. So, I feel the classroom is the most beneficial. >> Um, again, I I have to agree the classroom because it goes along with the curriculum within the class the classroom and the statewide test. I feel like it's a little overwhelming for a
lot of people, too. So, I feel like the classroom ones are a little bit more personalized like Nisa was saying and I just feel like it puts a lot of pressure off of the students even. That's it. >> I feel I feel like the better ones is
are the district cuz you get they get to know what you need help on it and what things you know and they can like move your class to get like to help you. >> Um I believe the classroom tests are more personalized. they're more specific than what we've learned in class. The
least one I'd say it's most beneficial would be the statewide test. Um there's some topics or things that we've learned in class that are not that we don't go over in a test or we don't we're not questioned on. Um that's it. Thank you.
Um, again, I have to agree with the people that said classroom te tests are the most beneficial because again, it's what they taught you in the curriculum. And the least helpful in my opinion is the statewide because they're going off the maj the majority of students and
what they know, not personalized testing such as classroom. So I'd like to mention that in my opinion I feel that all these tests are helpful to our learning. However, when I talk to my peers more specifically when we have the state test such as the fast
test I feel that in terms of passing it's very difficult for them because they are not given enough material to understand what these types of tests are. Um when we have classroom tests you obviously have the material that the teachers give you and you know study guides. However, for fastest, I feel
that it's very hard for them to be able to progress forward if they're stuck in a little bubble. I think that the most helpful kind of test is a classroom test. I think that there is a lot of disconnect between state, district and classroom testing and that there needs to be more unity in
the curriculum flowing between all of them and you know between advanced academics and district mandated classes that they don't fuse well together on state testing like uh the fast >> I feel like classroom tests are better
than statewide tests because they help with your grade And every every single student in your classroom also has the same questions as you and they also and if you have like multiple uh classes in one day it helps you learn
like that's all I feel like um classroom testing are more better and I feel like first like um district and regular testing like fast testing is more harder because someone like me, I have a IEP and when
we're doing our first testing is very timed and my accommodations, my school doesn't um enforce my accommodations. So, it's really hard for somebody like myself to be on a timed test and get done with it.
Um, I have to agree with everyone else who said that classroom tests are like the most efficient because it's basically the test on what you've studied and what you've been working on. Whereas the state testing is more of an overall of like everything you did and
it's like it's kind of like a shell of what like you actually learned. So it's yeah, >> I too can agree. a state and district test feel less helpful because students
rarely see their true results and it and in a way it kind of like there's more pressure and it can overshadow purpose and classroom tests directly um connect to what you're learning in the classroom instead as
opposed to district tests they don't. Yes, I'm going to have to agree too because when it comes down to um the real test, it it does overwhelm a lot of people. So, I would agree that class tests are better than fast tests.
I will agree with what they're saying when it comes to classroom testing being more helpful because when it comes to classroom testing, you have the experience because you've been going over it for like let's say two weeks compared to the state testing where they're combining all this stuff that
you just learned or sometimes you don't even learn half of it cuz the teacher has missed days, you have missed days and it's just very stressful upon the kids when it comes to the state testing. All right, thank you everybody.
Everybody warmed up now. Knows knows what's going on. Knows nobody bites around here. We're just having a good conversation. Um so on to our next question which is still on the testing um topic and this is our last question on the testing topic and we'll start
with you Mia. Which concern is greater the frequency of testing or the purpose behind the tests? Um, and really in in simple terms, the what we're asking there is, is it too much testing? Um, do you feel like you're you're taking too many tests or is it that maybe you don't
understand why you're taking those tests? >> I feel when it comes to this, it's kind of similar when it comes to both because there is a lot of test taking now that like once a week you're getting tests taken. But I understand because the
teachers have to understand if you're understanding the topic or not because if you're not, you're not going to be able to understand the other topic because it could conjoin with the topic that you just learned, but you're not understanding it. I would say that it's more it's better
to be frequent than you know consistent so you could understand it better academically. Can I can I skip this question? >> I would say that when it comes to the frequency and like the purpose of tests, it has to be a little more balanced
between like a check mark and where like what the teacher needs to know for how much you know and you don't want to be taking tests every other week and that's a little overwhelming. I think um the frequency of testing because most classes they'll give you a
test like every other week or every week. So it's really stressful on students. >> Can I can I ask a question? >> I think that in terms of state testing frequency, it's pretty on par and that tracking the student data is important.
I'm also an English TA for advanced academics and core classes. So I see the importance of keeping the data. But I think in terms of district mandated or monitored classes that the testing is
inconsistent and doesn't have a strong purpose. I feel that we do need to have a good balance between the two, between having a frequency and the purpose behind the tests. Of course, if you're going to be in harder classes, like AP classes, it's expected to have a lot of frequency and
a lot of tests, but I feel that if we have a good balance, it's worth it for the students because we don't want to have one test every other month where it's a 100 questions rather than having one every other week. And it's, you know, little checkpoints. That's what I feel that would be better. Um, I have to agree with the people that
said there has to be a balance because overall I think two two tests that are too close together are very overwhelming for some students and if there's too much frequency and little purpose behind
the tests that they aren't as helpful to the students. Um, I don't want to skip this question, but I have to agree with everybody else in the room. >> I agree with a with a with a frequency test cuz the teacher can know what do you know and she can know what do you
don't know. Um, I have to say for the frequency, I feel that it can be a little bit overwhelming for the overall student body because of course for the advanced students it's expected for the testing and they're going to they're used to it. But for the people who aren't as
strongly in their education or just aren't on the level, I feel it can be a little bit overwhelming for those students because spec specifically my brother, he has ADHD and it's hard for him to be in a classroom. It's hard for him to be in these certain situations where it's
expected of him to sit in a computer, you know, and he's a very smart kid. He's very smart outside the classroom. He knows how to adapt to situations. So, I feel like the frequency can be a little bit too much for students who aren't as advanced because they need a little bit more personalization rather
than being stuck in a classroom all day. Um, I agree that it should be balanced because I'm in algebra and I'm in seventh grade, so I'm used to having frequent tests. I have one like every week. But I I feel like the greater concern is the purpose because if it's
worth more points, then you're more stressed or if it's meant for a midterm, an exam, it's more stressful. So, I think it should be balanced. Thank you. Yes, I agree with everyone else when they mention how balanced the frequency
of the test should be because if it has an imbalance, it can also be stressful among the students and negatively impact their performance on the testes. I feel like um
the frequency of testing is more of a concern to people because um for example if something was I don't know 100 points people will be more stressed out about
it other than like the purpose. So I have to say that the frequency of testing is greater. >> Thank you. Our last question on the academic experience topic is what
academic opportunities do you wish were more accessible? So these are classes, different program ideas. You know, when you're thinking about this, think of the different opportunities that are currently offered at your school. And maybe you've heard from some of your your peers, you know, this is something
that maybe we would rather have instead of this, right? Um, so you know, feel free to share those ideas. We'll start with you, King Noah. >> Can I skip? >> Yeah, we can come back to you. >> Okay. So, I'm really happy to talk on this topic because um, in Pomp Beach
High School, they offer a variety of courses including AP classes, which I am currently taking. Um, and I know a lot of seniors were quite upset when the ACE classes got mentioned like quite recently because they wanted the
opportunity to participate in those. I feel that my school has enough classes and programs that are accessible to everyone. Um, we have high school classes for middle school and we have clubs of like everything. So I feel like we have enough programs and classes for
everyone. >> Yeah. Uh definitely because I feel like we do have a lot of academic programs like AP ACE and um I feel like the clubs even are very override because even students can go up and create a new club because I mean even right now I'm I'm in
the process of creating a club. It's for Habitat for Humanity and it's very accessible I feel like because it's yeah it's very varied across the board. I want to skip. >> Um, I'm very satisfied with the clubs
and classes that we have at my school right now. So, I'd like to skip. >> I am also very satisfied with the clubs and academic opportunities at my school. However, personally, I think we could use funds for the our main focuses such
as eco, speech and debate and other classes. Now, however, of course, I cannot speak on other top other courses because we we have a a a
plethora of classes and programs, but I cannot speak on certain ones. I feel that um Stoman Douglas also has a very good variety of programs and classes. However, I do feel that for some students that want to move into
ACE, it's very difficult for them to understand the differences between that program and as well as I came to the school in the middle of a year and it was very hard for me to enter AP without having my parents send emails every 5 seconds to our guidance counselors. So, I feel that if you want um a student
that's regular classes to move to honors or anything higher, it's very hard for them because they're also stuck in this sort of um bubble as well. And I also feel that if you're not constantly in a class, like if you didn't come from debate since middle school, for us it's very different for you to enter. You can
enter in smaller tournaments, but I feel that they don't give as much as an opportunity to students that are just moving in a school rather than ones that have been doing it since middle school. I really agree with that. I think that there is a really strong gap between students who are taking a lot of
advanced academic classes and students who are relegated to taking honors classes and they don't feel they have the opportunity to take others. Fort Lauderdale is really great. We have both the ACE degree and the capstone degree and a variety of clubs and other
vocational programs which I've heard a lot of really great feedback on. People are grateful that there's so much variety that they have the choice even though they're in a Cambridge magnet program. But I know that a lot of students have also wished that there were more opportunities for brace and
that they're really grateful that there is now a CTA brace advisor. >> My school uh really doesn't really have any clubs and those are mostly just covered up for electives like band and art. Those are not clubs or like
electives. And we have falcon flyers which is like we send middle school students to Flanigan High School and but it's so that's kind of considered a club. We just send them to high school and then they come back like an hour
later. So that's it. I think that the schools they should have a wider range range of school like regular classes like let's say geography because I'm from the UK. So when I was in UK we had geography as like a core
class whereas here we don't have any of that and I think for electives we should have a much more range of electives like we have law classes and we should get like let's say like classes that focus on what students want to be when they leave high school or when they finish
college and stuff. So at least for my school we have like a dedicated magnet program for engineering and robotics and stuff like that. So, I would mainly say it depends on what kind of school you go to because they all have different programs that you're that's available to you. Like some might
have a better like law program or speech and debate and yeah, so it mainly depends on which school you go to for the programs, but my school has a lot of academic opportunities for everything. I too am glad to speak on this topic
because I feel like our school doesn't have an adequate enough of elective and course offerings at our school and especially for AP and ACE. I feel like we don't have a lot of those classes.
It's kind of the basic basic classes like US history, language arts, but again I'd like to see more. So like things like obviously things that like student based um student focused like culinary health science you know broader health science courses you know things
that can make students feel like they want to and it can enhance their student experience but at the same time I do see the um problem with scheduling and lack of teachers to uh address those courses.
So that's all I have to say. I would say I'm satisfied with the clubs at my school. Unfortunately, what I don't see in clubs is um I don't know how to say it. It's agriculture. It like involves animals. Like I don't really
see um any like programs of that sort. That's all I would like to say. When it comes to my school, we have a very wide spectrum when it comes to the classes, especially cuz I go to technical school. So, it does help you when it comes to leaving
high school. you already have something like let's say you're in a nursing program, you can graduate as an LPN. So, it does help when it comes to that. But when it comes to like clubs or something, we don't really have that. We have, but it's not frequent. Like they
won't be telling you, hey, there's this club, this is the date. Cuz I personally am in HOSA and we haven't had that much um meetings. And especially when it comes to the tutoring, we do have after school's tutoring, but me and my friend
had gone and we didn't really have the best experience with with it because there was a kid instead of like an actual like teacher that was helping us tutor. And she really didn't know how to help us when it comes to that. And I'm not going to say like that was like bad of her cuz it's understandable. You're
not going to understand every single question. But I do wish that there was a better helping kind of when it comes to the tutoring. >> All right, thank you. Our next topic is school climate and student life and the
first question is what do you think about current dress code policies and we'll start with Mia. This is a a very popular question submitted. Although I did try to ignore it, I I couldn't. I felt like someone would come
after me if I if I didn't include it. Go ahead, Mia. >> So, when it comes to my school, since I do go to a technical high school that is mixed with the college, it's very understanding that we have to wear a polo shirt that has the school emblem on it so they can tell the difference
between the high schoolers and the college students. But sometimes me and my friends, we do wish that we had like one day that we could wear whatever we want. We do have those kind of days like when we go on field trips or like spirit week, but at the same time like we wish that like once here on a Friday, like
once a month on a Friday, we could wear whatever we want because it does kind of get a little bit boring when we always have to wear the same specific shirt every single day. >> I would have to agree with that. It's good to switch it up here and now and then.
>> I'd like to say that our I don't think it's being very strictly enforced. Uh, we don't have a specific dress code, but I feel like it can be more enforced as to okay, no sagging pants, no this. I feel like everyone's continuously doing
it because it's not being enforced enough. So, I think it needs to be more enforced. So, my school has a uniform where you have to wear like a polo and like pants or like matching like a certain color. And I do feel like it it's pretty
reasonable, but I would like it if piggybacking off of what was previously said to have a little like switch it up some days. Um, I think that Everglaze, we don't have a um dress code policy. We just have like the one from the student handbook from Brow County. But I believe
that students should be able to express themselves like how they want to come to school. But at a certain point, you can't express yourself too much to how you want to come to school. >> At my my dress code at my school is pretty good. People follow the dress
code. It's just one thing I feel like is really stupid is that they ban hoodies for some reasons, but that's all. Um, for Lateral doesn't have a uniform, so the dress code is pretty loosely
enforced, but I do feel like when it is enforced, it's being weaponized against female students instead of constructively like trying to just be even across the board. >> Yeah, I know this is a controversial topic. Um, at Douglas, same thing. We
don't have uniforms. We're very free, but we do have a very strict dress code. And this year specifically, they have enforced that a lot. Um I do obviously hear a lot of complaints from especially the females, the girls and how it's more strict on them. um they should have a
little bit more freess I fear um because while a lot of us tend to wear you know sweaters and whatnot if they see a little bit of slim of skin on your stomach they will start freaking out and we'll send you to the office for that which I understand you know I understand some things are needed but at the same
time I remember my brother came to Douglas about four years ago they didn't have these sorts of policies so I fear that we might have to be a little bit more lenient with them that's just what I would say from the rest of the complaints that I've heard Um, may I skip this question?
>> Only because you're wearing a suit. >> Um, I don't feel any particular way about the rules that are enforced in my um, school. I will say I've heard that there was a PJ band. You're not allowed to wear PJ pants. Um, I don't feel any particular way about that. Yeah, I do
feel that at sometimes when we have things like spirit week for Christmas, it can become a problem when people want to wear um PJs. We're in SGA, the club that I um we went to Student Government Association, I believe, when we want to do a spirit week with days where we can wear PJs for Christmas um or end of the
year things or just any holidays, it can become a bit of a problem. We have um you know, clo clothing like clothing restrictions. I agree with everybody that said that we should have like a special day on a Friday that we can come with wherever
clothes we want. >> Um I I don't really have a problem with it because it's very lenient within my school, but when there is a need for enforcement with like obviously like the boys are sagging, showing their entire butt or I mean just any general
restriction that needs to be held. I feel like we hold it very well. Um, my school doesn't have a uniform, but they are strict on their policy. Um, I'm thankful that we can dress how we want, but yeah, if we show the belly button, we'll get sent to office. But
I'm really happy that we don't have a uniform and we can express ourselves. >> Yeah, I'm glad that everyone mentioned um how I know some students here, their schools, they're allowed to dress freely however like they want as long as it's
within dress code. And here at my school as well, you can dress however you want. Of course, it has to be within um the dress code. For example, no shorts, um can't show your shoulders and things like that. But on the other hand, while
I'm happy that the dress code is enforced, I also have to express my disappointment how one-sided it can also be, especially towards um the females. Because for example, if a female like wears a short short um then obviously
it's not allowed and you get sent to the office. But when a guy does it, nobody bats an eye, which I hear a lot of students complaining about that it's like their voice isn't isn't being heard. Um and yeah, that's all.
>> Me personally, um my school is a uniform dress code school, so we have to wear certain colors in terms of polo shirts and we can't wear black on black and stuff and
um every school year like 3 months or so they would have assemblies about that and um actually for people who have clubs like me I'm an IB ambassador so I have a labelized
black shirt so I kind of wear black on black but not really. I don't know. It's just I think my school is it's not really strict, but it is at the same time. And I think that there's a
certain balance to that. So, yeah. >> Okay. I also wanted to add that I would really appreciate it and I've talked to other students with this as well. They expressed that it would be much like appreciated if for example pajama days
or during certain days of the year for example like winter since we have our spirit weeks. I feel like a lot of students would be able to dress up more and participate if for example pajamas were allowed just for like a day so students can like express
themselves of course within dress code like nothing too short or anything but that would also really be appreciated. >> All right, our next question and we'll start with King Noah is when you walk into your school in the morning how does
it make you feel and why? When I walk into the school in the morning, we have like this patio. Um, and it's usually filled with a lot of people. Sometimes when I get there early, it's not that much people, but
I don't know. For me, I'm not a people person. So, I have my set of friends that I go to and I greet them every day and we talk, go back and forth. and I even made friends just by the patio. So, I really love that my
school is organized that way. Um, every single morning when I walk into my school, I feel completely safe and I actually feel really excited to learn and just have an opportunity to sit with my classmates and just sort of
just relax. I know it's not really relaxing because we're working, but I like how it's not too stressful. And at my school, I feel like there's sort of a balance between academics and also like student life. They don't like overwhelm
you with work, which I really love. And I also love the time that students get to have, especially during lunch. I think 30 minutes is a good time where you can just socialize and just have a good time. When I walk into my school, um there's a patio where we hang out with my friends.
Um walking into my school is nice. It's clean. It's pretty. Um so we have time to talk to our friends and when the bell rings, we go to our class. But I I love my school. >> Um I'd be lying to you if I told you I felt great waking up about 7:00 in the
morning to go to school. But um overall, I mean, I feel pretty safe walking to school. I have no problem. >> And same. I feel safe when I walk to my school cuz there's always an insecurity if somebody walks in and they ask you for your ID or anything if like you're
not a teacher. >> Um I feel the exact same way. I don't think I have any complaints. Um this is kind of like just a small inconvenience, but like uh when I have my laptop or my track spikes going through like um the security, that's my
only inconvenience is just the beeping every morning for that. But I have nothing else. Um, when I walk into my school, I think the staff does the staff does a very good job at welcoming the students and help make them feel safe because they
ask you for your ID. They and they ask you to put it on. And then when you walk in, seventh and eighth graders have to go to the gym separated from the sixth graders. And overall, very good, very good beginning to your school day.
So, I feel like this is only really a problem for my school, but because we're not allowed to park in the senior parking lot for juniors specifically and some seniors, we have to go to the junior lot, which is like I want to say a mile walk from our school. Maybe not that long. Maybe I'm exaggerating, but really it's a long walk that takes us
around 20 minutes to get act to actually get into school. And then once you get to school, you have to put your bag down, take the laptop out, hold all your stuff that's metal in your hands, and walk through. And if you're not showing your ID at the same time, they will stop you again to tell you to go all the way back to the back of the line. Keep in
mind that this line has 40 students every minute because of how many students we have at the same time. We only have two lines to go inside the school. So I feel that the morning is very stressful for me. Having to do the walk, okay, exercise, but then getting inside and having everyone yelling at us is a lot. And then you get to class and
you're marked tardy because they're not very lean on those tardies and I understand that. Maybe a few more minutes in the morning would help us a little bit, but other than that, everything's good. >> I definitely feel very safe in my mornings, but I will say that walking in
at this point in the school year, like if something beeps, it's probably something you forgot in your bag. And the security professionals at the front can be a little rash and or a little I wouldn't say rude, but they're very committed to safety. And if you're not wearing your ID or something, they might
start like yelling and screaming at you. And that is not a positive way I feel like to start my day. Like a lot of students, they forget something in their bag and now they're like being like patted down and their bag's being investigated and you know it's just like they forgot their laptop. And then I'll
also say that in the mornings our SRO and I've heard this echoed by a lot of other schools that when kids are walking across the road to come into the loop, like parents instead of turning into our car loop are literally just like parking
at a green light, letting their kids out and driving off. And our SRO does nothing. And like their kids in the crosswalk and I've heard from a lot of schools that there needs to be more monitoring like around the crosswalks in the morning. When I when I walk in school or get off
the bus, we just wait until one of the teachers open up the gym and there's nothing really. I don't really feel feel anything when I walk in. So, yeah, that's it. That's all I have to say. When I walk into school in the morning,
I feel very like um like well greeted by our head of security and our SRO. But I agree with what Esther was saying like outside of our school gates. They need like they really need to have more SRO or not if they're SRO like police that
come in the morning and watch that outside of our school because there's been plenty of time students have nearly been knocked over by parents in their cars because the parents just try and get their child to school where really they should focus on the students that are trying to get into the school.
>> So my experience when I like go to school I feel like I'm just walking into like another building. You know, there are of course like teachers and some staff helping out with like uh uniforms and making sure you got your ID and stuff. And then it's just pretty normal other than like having to navigate
through the halls and everything. I think this is kind of personal for me, but of course with the hassle and the metal detectors, it's very it's very tiresome and it's just like but I feel this maybe just directed to me
personally, but every time I walk in there, I feel as though there's always a problem. I have a medical problem. I have scoliosis. So, it's kind of hard when I have like a rolling backpack and the metal detector every day I have to um go through the metal detectors. They
have to search me and it kind of sets that kind of stuff kind of sets the tone for the day and it's not very pleasant. Um yeah, I just wish that there would be a way for that to go by because it's like an everyday thing and it's and the
securityurities aren't very like they're not really polite in the morning. So, and it kind of sets the tone for the entire day. So, >> yeah, I love my staff members at my school because whenever I come in the morning, I'm always getting greeted regardless. Like, even if I'm in a bad
mood, they'll like still outshine my day. And honestly, I would rather that than, you know, but the mornings for me are not that much. So, I would say it's pretty good overall. In the mornings for me, it's pretty it's okay. It's you have to wake up early,
but that's the only bad thing about it. And sometimes I could feel like a little shaken up just because my school is an open campus and anybody can walk on at any time because I'm mixed with the college. But I feel like as if they have their security really well in my school
cuz we have not had really any problems about people walking on and off campus, especially cuz we share Coconut Creek. Coconut Creek kids come to our school, they're very aware of like who's supposed to be here, who's not. They're very aware of like when it comes to the school dress code, the ID badges because
of the open campus. But other than that, I feel like my school is really well when it comes to the morning and trying to keep us very in our own section in the morning. Um, I would like to say I agree with um, Isabella when it comes to having to take
out your laptops and um, whatever things you could have beeping through the security. Um, a lot of kids have will have laptops coming to school or maybe um, an iPad to help with certain classes cuz not all classes have laptops in there and it can
become a bit hectic in the morning with a lot of kids leaving or um, not leaving but taking out things out of their book bags. Um the lines are very long. Um but I will say my school is a little bit more lenient when it comes to um taking
things out your book bags. I but I will say beginning of the year we did have a tiny problem. It's not like that anymore, but sometimes it can cause us to be tardy, coming in um maybe I'll say 10 minutes before the bell, having to come and go get an ID um like taking out
your book bags or if it was not taken out properly and you're not hanging it, it can cause you to be late cuz you have to wait behind everybody else. Thank you. >> And adding on to um what I mentioned, this is in no way of me saying that I don't want metal detectors, metal detectors and it's not, you know, worth
it for us. I am from Douglas. I understand why these things were placed. I just do feel that I wish tardies were a little bit more lenient in the mornings. Of course, not to make the time to come in any later than 7:40, but say someone were to come in 7:42 not to be marked late. Um, I do know that metal
detectors are very useful for us in our safety and I feel that they are working even if it's beeping over my eyelash curler. But I do feel that these things are implemented for a reason. >> I have that problem too. >> Just kidding. All right. Our uh by the way, I just
like to say it was very nice to hear every the majority and of course there are some things that we're going to need to do some follow-ups on, but it was nice to hear people share some really good experiences they have in the morning. So, we want to get everybody there. So, um thanks for sharing that.
That's really nice to hear. Our last question on school climate and student life is what is one thing you wished the school board understood about how school rules and their enforcement shape students day-to-day experiences. So um this question is you know centering
around qu uh policies that the school board would put in place. So the code of conduct uh a cell phone policy just to name a few uh uniforms tardies. These are the things that that you would talk about in this question. Who did we start with? Did we started with Mia? Okay. Go
ahead. Oh, no. We started with King Noah. Go ahead, Mia. >> Um, one thing I wish that they would like understand is because me, I'm tall. My friends, we're really tall. So, when it comes to wearing shorts to school, it could be a little bit of a difficult
when it comes to wearing shorts. Just cuz it's like the shorts aren't going to fit us on how they fit somebody short. Even if it's like a couple fing like a little tiny bit off your fingertips, they're going to be like, "No, you can't wear that." But it's like shorts when it comes to me. If I don't get short, most of my shorts, they don't fit past my
fingertips because of my height. So, if I want to try to find shorts that are longer, I can't really find them cuz they're not meant to be so long. But other than that, I feel like it's really good. When it comes to the phone, I understand it. Sometimes I feel like it
could be taken like very overwhelmed. Like it could be very overwhelming, but for the most part of it, I understand why they don't want us having our phones because of like cheating, off-topicness, but it's a good rule enforcement.
>> Um, I would like to script this question. Uh speaking on behalf of the phone policy, I believe that um I understand uh why we can't have them, but I feel as though that we should be able to have access to them during like say lunch
periods um during class. If a teacher may allow the students to have access to their phones at that time, then that should be also acceptable. But other than that, I don't I don't really agree. So, I don't really have anything other
to talk about than what Gabrielle said. Um, I do feel like phone should still be somewhat accessible and even during like lunch at your break period, you should be able to have like that little time to relax and yeah, that's pretty much it.
Um, this isn't really a school rule, but I think with like I was saying before with my IEP and how it's not being really in place, I think it really should, especially at Everglades because it's a federal document. So really, the teachers are supposed to follow within it because like I said, it's a federal
document and ever since I've been in the state, I've been here for two years. I came in 8th grade and I'm in 10th grade. Since I've been in the States, I've never like had my actual AC accommodations like in placed and like actually being
um what's the word like enforced. So I think that's something you guys should make a bit more like bring towards to all the teachers like not just like Everglaze with all the school in Brow County. >> I don't really have an answer to this question. I'll skip.
>> So, I kind of have a lot on this. I think that one thing that I want board members to understand is that abstract policy and drowning certain topics in jargon is really combative to students, it makes understanding what policy is coming really hard. And I'm my student
representative for SAC. And I wish that more students were promoted this opportunity because it is such a disconnect. like how long did it take to come up with innovative learning comments and how much time did that take away from policy that affects students
you know education hands-on and then also I feel like a lot of schoolboard policy almost criminalizes teachers and places so much fear on learning content that it's losing sight of what's really important and I wish that board members
understood that corrective policies that are really fraud instead of being specific just cause more harm. And so I really want to go off of what Sariah said. I really do um agree with that. When we had the whole controversy
about study hall in our fourth period for us specifically, we had a lot of problems with our I'm in the club called Best Buddies. So for students that have sort of disabilities, it was very hard for them to have things implemented. So I I like the school board does need to understand that a lot of your decisions do affect us and especially children
that have disabilities and have um their own things that they have to have help on. You know things like that we do need for them to be able to thrive in school. And another issue that I have seen come up a lot is of course with dress code. It's sometimes students may feel that
the school board cares more about their shoulder showing rather than their education. And it sucks if they have to think that way because I know that certain policies are there for a reason, but sometimes the students do feel that way rather than having to care more about their education.
Um, I feel that my school does a really good job of understanding the students needs and education and I don't think that they prioritize anything over
our education. My principal, Miss Wesinger, does a really good job shaping stu students day-to-day experiences by welcoming them and forming connections with them. >> Um, I would like to say thank you a little bit cuz um, I've seen that it's
been there's there's been like you guys have been a little bit more lenient with the Wi-Fi. Um, I was having a bit of a problem earlier this year with my FIU classes. I was trying to get verification for this application called Duo to get into my FIU Canvas and I was having problems signing in because there
was no signal and there was no Wi-Fi for my phone to connect to to get the notification for me to get into my Canvas. Um there is also um I did also have a problem with me doing my college essays this year because of the fact that we did not have
Wi-Fi that we could connect to our own personal devices and I didn't have access to my college Wi-Fi. I mean, my college essays, um, because I'm a school athlete, also, I don't have a lot of time at home. Um, so I don't have a lot of personal time to do my essays. It would have to be during school and
because we don't have laptops or access to the library during lunch. Uh, I do have I did have a little bit of problems with my essay um, and getting it done on time. That's Thank you. >> I actually have no answers, so I'll pass it to the next person.
>> Um, I would say I I do appreciate the like the phone uh enforcement. And I do understand why, but I feel like it's to an extent even because unfortunately there are situations where there could be a a shooter in the building or there could be an unfortunate situation. So for some teachers to have like a phone
wall or a phone basket, I feel like that's too much because god forbid if a situation does happen, no one would have their phone on them or be able to call their parents or be able to call 911, whatever it is. So I feel like even just a phone in the backpack or just phone
away would just suffice. I mean, the overdoing of the phone on the wall, that's I feel that's too much. >> Um, I agree. The phone policy, I understand it. It has improved focus in classes, decreased cheating, and more. And students aren't that scared of being
recorded anymore. But at lunch, we should be able to use our phones. Like, if we need to text our mom or like a friend, we should be able without a security guard taking away our phones. or yeah um we should be able to have them in our backpacks in case of an
emergency. But yes, >> yes, I completely agree. And for the cell phone um policy, students, especially during school, sometimes they're notified. Um, for example, if they have practice after school and they have to let their parents know and them
being unable to use their phones can cause them to just not participate and the after school activity altogether, which I feel like can decrease their overall like school performance because um, for example, sports, they also help
with like mentally, which also helps the student. And as far as I'm concerned in my school, we're allowed to use our phones during lunch, which I really appreciate because if there's anything that I've been notified about, I can let my parents know within that time frame.
Um, and I don't really have a problem not being able to use it during class because I'm there to learn. I don't really need my phone for it. But I also understand that what if something happens? What if you know there's a school shooting, god forbid, and you have to contact your parents or what if
there's an emergency in the bathroom? I feel like that would be the scenario where you needing your phone would be necessary. And I also wanted to talk about the tardiness um regarding like metal detectors because yes, the metal
detectors are efficient. However, sometimes if a student before you forgets to take out their eyelash curler or their laptop, um that can slow you down. If you're 5 minutes away from the bell ringing, you just have to walk
through that door and that person is taking the longest time of their lives, which have happened to me several times, that can result in you being tardy. And it's not blamed on the other person, it's blamed on you, which can negatively impact your attendance, which I'm really big on. And I also really wanted to talk
about resiliency. I'm not sure if I can me mention it right now. >> The resiliency education. That's the next topic. If you don't mind saving it, we'll come back to that. >> Thank you. >> For me, it's the dress code kind of. Um,
one time my friend, she had literally the shirt that she's supposed to wear but a different shade and she got dresscoded for that. and um via pants. And she got dress coded for that also. And
it kind of makes me think like it shouldn't be that strict. They should have leeway. It doesn't have to like be a certain shade, you know? They're trying. And what if they don't have that certain shade and they only have the
shade that they have? They should be able to wear that and not get dresscoded. Um, and with the phones, I think they're kind of strict with the phones because,
well, not really because when, for example, on the announcements if practice was cancelled, they would say on the announcements for like to contact your parents um and tell them that,
you know, practice is cancelled and they will allow you to use your phones, but sometimes they are a little bit non lenient with that because they would I don't know even if you had had your phone for like 30 seconds they would
just take it away even if you were doing something real quick and I don't really like that but that's it. >> Thank you. We are moving on to our last topic which is resource access. Our first question is which student services
meaning non-academic aspects of school so meals transportation counseling is the most impactful and which one needs to be improved and we'll start with King Noah I think for transportation purposes
um the bus is very organized um we have a bus loop so and we have um a teacher And there's like a little white board. It's It's not little, it's big. And it shows all of the um buses
from one all the way down. Um what which buses are up there. Um, and I think that's really good because sometimes it would take me a long time to go up all the way to the um
front of the bus loop ju just to see if my bus is there. Um, they didn't have this last year. They just added this. But I think it's really helpful for me and I don't really think anything should be improved about that.
Um, I'm really grateful for the activity bus because before I had my own um mode of transportation before I had my own car and I was heavy on clubs. I stayed almost every single day after school. Participating in clubs and having the
activity bus just come by and pick you up was honestly the biggest lifesaver. And as far as counseling goes, I'm really, really, really grateful for my counselors at Pompo Beach High School because I feel like they do an excellent job, if not they exceed the expectations
because I can go to them for anything. It doesn't feel like I'm talking to a higher up intimidating adult. It feels like I'm talking to someone that I respect and that I can open up to. and they actually provide you with the necessary resources that you'd need to,
for example, go to college. Um, if you're struggling in a class, they can also help you with that. So, I really appreciate my counselors. >> Um, my counselors are also really good and transportation is amazing. We have field trip buses and buses regularly
that can take them home and bring them. Um, the only thing I would try to improve is the meal. Now that they cost money, lots of student can't afford to buy them. And sometimes the food isn't really that good, I've been told. So, I
would say the meal should be improved, but the rest is amazing. Um, I would say the thing that needs to be approved is like the guidance accessibility because a thing that my school has had a lot of problems with or or things I've heard complaints from is the access to the guidance counselors. I
mean, I've even personally experienced me going to the guidance office to see if I could change a class or see what guidance requirements or graduation requirements I need to fix and they're like, "Schedule an appointment, schedule an appointment." when they're really just sitting there. And I feel like that with our school, we have a lot of people
who need the help to figure out how to graduate or different opportunities for colleges. And so, I mean, overall, I just feel like the accessibility to it should be a lot more clear to the students. Even if there is a process out there where we could email them or if we
could even simply just schedule an appointment, even if it is out there, it's not very promoted to the student body. And I feel like if it is out there, it needs to be promoted. >> I feel like the transport station on my school is actually good and very organized cuz like when we about to
leave, we sit down on the cafeteria and they call each bus at the time and then we just go out. >> Um I I'm very grateful for what we have in my school. Uh I will say I haven't went on many field trips. while I was um
while I was in high school. I it's not really a big deal, but I do feel it it kind of lessens the energy for lack of better words. We don't have much to do besides learn all day. And it'll be very fun to find a way to learn outside of school, like going on trips. And I do
have to agree with Gavin, I believe. I don't know how to pronounce his name. Gavin with the um council support. It is hard to find counselors to get meetings with them. um announcements for things like college, which is something that really concerns me from my last year of um high school. It's hard to get noticed
of things that happened. Um we don't really know much and things were kind of announced last minute. Um and I'd find out a lot of times from my from my um my fellow students, not from teachers or my counselors about what's going on and it would make things very stressful. Um I'm
very grateful for my school when it comes to the athletes and how we recover. Um, we don't I'm very I'm just very grateful for that. But I will say we do need more support when it comes to student athletes because we don't have a lot of time at at like at home um to do
things when it comes to um like our academics because we don't some some student um I'm sorry study halls we don't always have laptops in there and they become something that becomes it's a restriction almost. You're in there but you don't have access to laptops and not everybody has their own personal laptop to study and study all. Thank
you. Um, so I can't really speak on meals or transportation because uh, one I don't I pack my own lunch and someone takes me to and from school. The but my
counseling the counseling staff at my school is amazing. They are very accessible to students that don't have much time and are very considerate of how urgent the need is or how
or what they want to talk to the guidance counselor about. And I really appreciate how well how good of a job my school has done of making students feel welcome and safe. So, unfortunately, this is one of the
most negative topics that I have for Douglas. Um, for us, meals, everyone has a problem with it. It's constantly, I know we're a public school, but constantly someone has a problem with the food. And of course, you have to pay for it now, but everyone's always saying something gross about the food,
unfortunately. Along with that, I do also want to mention about guidance. For us, guidance is not going well. I will admit we have one guidance teacher, Mrs. Malay, which I absolutely adore and everyone else does, but I fear that our other guidance teachers are not helping us whatsoever. Um, you will go to them,
they will tell you one thing, the next guidance teacher will tell you another thing. It's a constant wraparound on who you have to go to. It's very easy to get to them, but it's very hard to get a clear answer out of them and they will really not help as much. Another thing I want to mention that I guess this counts
as student services is we have a lot of problems with our campus. Students are constantly complaining on how dirty it is and how they it's not clean as much as it should be. I know we have over 2,000 students, so it's very hard to keep a cl a campus that big clean, but there's always someone saying something
and complaining about our campus and how clean it should be. So, for me, I really appreciate how much my guidance department does. It is a struggle. There are only four of them and there are about 2400 of us. So, I
feel for them and I understand how much they are under. And I wish there was a separation between academic guidance counselors and guidance counselors handling other emotional or mental issues because there's such a load on them and there's only so many of them and they're really juggling so many hats
trying to assist with not only students graduating and students of different levels but uh behavioral issues as well. And I wish that there was more support for guidance and brace.
Meals at the school can be really there's not a lot of options for other people because sometimes people are picky eaters like me. And they and even if they want to if they have no
food, they have like no choice to get nothing or just try the food that does that they don't want to have. So that's it. >> Um I think the transportation at my school, well with older schools is good
because for parents that can't pick their kids up, like they might be like they might do a night shift and they don't have to sleep through the whole day. So I think having a bus is a very good opportunity for people. And I think something to do with the counselors that can be improved is that
the family counselors, they're very good. Like outside of the guidance counselors, they're very good. Like they do their job really good. Whereas the guidance counselors, they the only time I really see them is during our assemblies. And even then, we might have one like once every two months. And also
with the new students, like most of the time when I'm in guidance and I see new students enrolling, they don't buddy the student up with someone. So a student is walking around a campus, not know where any of their classes are, not knowing anybody to find their class on their
own. And especially if they don't have somebody that they know at the school, it can be really hard to find or triggering as well cuz it's like, oh, you're starting a new school with new faces and maybe even new to the country and you're not knowing anyone and you're
push like pushed into the school just to find a class by yourself with no support. >> So, I don't really take um like transportation. My parents take me to school and my guidance counselors are amazing. They're fast and they're
reliable. But I would like to talk about the meals. Um, I pack my own lunch because of how like unappetizing and how the meals don't look or taste good at our school. And now that you have to pay for it, I feel like it should be a little more um
like higher quality than what they're serving at lunch right now. I want to say that the meals are superb. They're fine. There's nothing absolutely nothing wrong with the meals. I we have a quarterly student I believe it's
called student meal advisory committee whereas the um ladies from the school the lunch they come over to address the student leaders as to like what can we do to um enhance the lunch experience
like what can we add that will um appeal to a student right so it's not really much of a problem uh for counseling I want to speak on counseling It's not very good in terms of for example like scheduling. I feel as though scheduling
is a bit of a problem because um I have a friend uh her counselor put her in. It took her like two weeks to get switched into that class that she wanted to be exchanged out of. So, I feel as though that it could be maybe we can up the
timing of getting someone into and out of a class perhaps. I don't really have a problem with that personally cuz I have my I had my ACE coordinator do all that stuff, but I can speak for the students that have um those four
counselors that we have to rely on. So, that's >> I would say for the meals, it's it's definitely not appetizing. I don't know if you guys ever watch Matilda, but it just kind of reminds me of the slop. So, but honestly, my at my school, my
counseling is good. They give you the direct uh it's like basically a direct line. They tell you everything that you need to know. >> I feel like in my school when it comes to transportation, they're very well with it. We do have a lot of buses. Um especially when after school we do have
an activity bus which takes you to your closest school which I think is very good. Um the meals with my school it's a little bit different cuz there's the meals that the school provides and then there's meals that the culinary kids make but that one you do have to pay for
but we a lot of kids usually go with that. Um I usually go with that too. It's very good. Um counseling I have no issues with it. There are some staff members that could give you like attitude or something like that which I don't very like like you can just be in
the morning or like and they could see you like going in your backpack for your ID and they'll yell at you to get your ID out which I think is like kind of rude cuz like they can see you obviously having it in your hand and then like they just give you very much like a lot of attitude and like not a lot of kids like that cuz it's so early in the
morning that they're yelling at you for something that you're already doing. But for the most part, my school is very good when it comes to transportation. And yeah, >> thank you. >> Did Marley, did you have something else? >> Yes. Um, I I forgot to bring this up, but um Isabella brought it to mind with
the food. Um, unfortunately, last week I caught food poisoning from one of the school trays. It was French toast, which I was very excited to have cuz it tastes amazing. But um um I know a lot of students uh especially school athletes who don't eat often because they don't they're not really home often and when
one school shuts down the cafeteria also shut down. So um they don't really eat outside of school. They'll have like one meal after school and it kind of it kind of like sorrows my heart a little bit to know that the kids who aren't able to pack extra food for after school and
sports um they have access to food that poisons them, you know. Thank you. >> Thank you. Okay, we are running a little bit over time, so I'm going to still ask question number two, which is the would you recommend your school to another student, but we're just going to do a
raise your hand. Um, so would you recommend your school to another student? Raise your hand if you would. Okay. All right. For you can put your hands down. We're going to move on to our last topic
um which is safety and security. Just as a reminder to the students and just so everyone in the public and uh staff are aware, every student was provided a box on their sheet of paper to write school specific comments about safety and security in an effort um to make sure
that any campus specific issues are not brought to light publicly. Um but uh as always I want to thank the safety and security emergency preparedness team uh for jumping into action right away after these discussions uh to address it. So the students are more than welcome to
share it on their paper. Uh but when speaking about safety security publicly, we will be speaking more in generalities. So there's two different questions, one for middle school and one for high school. For high school students, what additional safety measures should be put in place? And if there's nothing that's great and for
middle school students, do you believe that m that metal detectors would be beneficial and help you feel safer? And we will start with Mia. Um, when it comes to my school, I feel like it's it doesn't really need that
much. Maybe like the college students, they should like have like a little bit more of awareness when it comes to college students or who's coming on campus. Like they should have like a security guard by the gate just to like make sure that like like they could just be like, "Hey, are you a college student?" Cuz with my school since it's
a open campus, it can kind of be like a little bit difficult when it comes to that cuz we um we did have like a little issue with like somebody coming onto our campus, but they were able to handle it. But other than that, my school is really
good when it comes to the safety. >> Um same here. I feel like the more comprehensive approach would be um enhancing um adult visibility because I feel as though that especially with the security I feel like there's not a lot most of
the times they're not there. There's I don't know where they are but they're somewhere else not really at their post. So like um I wish we can like kind of enhance like security um visibility and whatnot.
Thank you. So, um I don't really think metal detectors are really necessary for my school at least. We have like great security and we haven't had any issues with like people like students or any staff members coming on property with
anything you're not allowed to have. And that's pretty much all. Um, I think that we should have like in the morning when everyone's going through the metal detectors, it can be like really stressful and everybody could just be rushing. So, I think you guys should look into having like
something where you scan your ID, the barcode so that you can kind of like so I don't know how to explain it, but you just scan it. So, and then if it beeps, you're actually supposed to be in the school if that makes sense. I don't think metal detectors should be
in my school because honestly if they put them in there would be they wouldn't really do anything because at my school everyone kind of just Yeah, I don't really know what to say. I honestly wish there were additional
metal detectors. I know they're really expensive and currently they're split between our main entrance and the bus loop, but we also have a senior parking lot. We have a front office and you sort of have to like go into a gate, through a gate around to the front to get to the
um main gate if you're coming in through the senior law. And I wish that that was a little bit easier. Right. Again, obviously at Marge Sman Douglas, we understand fully why the metal detectors are in place. Of course, I do wish that they were a little more high-tech and didn't be but any metal,
but it is what it is and I do think that they should be enforced all around because it is very helpful and safe to us. However, I would like to mention that yeah, we don't really see a lot of security officers around in the campus. Say that you walk out of the bathroom, something happens while you're in class, you don't know who to go to because you
don't see anyone. And if you don't have your phone, because a lot of teachers make us leave our phones before we go to the bathroom, what can we do in that situation? Right? And I also really like the idea that Sariah gave with the barcode. I understand that's also an extra um cost and problem. But I have
seen a lot of students start to go into school without their ID and someone else's ID. While there's still students, I do feel like this is a very big problem because who knows who you know some students like on Tren on TikTok that you've seen where they bring their friends from different schools and they
just give them another person's ID. Who knows what could happen, right? But thankfully we also have those metal detectors in place that can detect anything. But I really do feel that they are helpful to us. >> Um I do not think that metal detectors
if implemented would be beneficial to my school because that would imply that my that my security isn't doing a good job. And the sec the security st the security staff at our school does a really good
job job. They patrol all hallways and honestly they do a very good job keep the keeping the students feel safe and comfortable in their own environment.
>> Um I do have to piggyback off of Isabella again. Um, when it comes to adding extra or more high-tech security, um, I don't know if I'm allowed to talk about this substances. There's,
um, >> I'm allowed to talk. Okay. Um, students are still able to go with them through the metal detectors. Um, most of the time that students are they use them in school, they do get caught for it, but I they're they're still able to go with it
through metal detectors because it doesn't detect that kind of stuff. Um, they usually hide it on their on their body. So, I just wanted to speak about that cuz I don't personally like the smell. I think for middle school, I actually
think that metal detector should be like they should put one on every middle school cuz like they make kids feel more safety when they enter the school. >> Um, I feel like the metal detectors are very efficient with keeping the safety of the school, but with the whole phone
thing, I feel like it's like a double-edged sword. someone has it on their person, it's easy for them to cheat or use it during class, but it's also good for them to have it just for safety concerns. So, I don't know if if it's possible for any way around that for someone to have it on
their person just in case there was a crisis to happen while I'm in the bathroom because that's a very unfortunate situation for anybody. So, yeah. >> Um, I believe that my school should have metal detectors even though I feel very
safe. My my school is right next to Cyprus which they have metal detectors so we feel safe and nothing bad has happened since they had it but maybe we could also have it so we can increase safety but I feel very safe.
>> Yes, I totally agree with everyone who mentioned metal detectors and I also jotted down some notes. Um my school makes me feel very very safe. I think they do an amazing job at ensuring that everyone has their ID because there's
random ID checks. So, if you're in class um on the intercom, my assistant principal will just say, "Hey teachers, can you check if everyone has their IDs?" Which I think other schools should implement as well if that's not already being done because that allows no one to
like slip through the cracks. And also, um there's security guards on the first, second, and third floor. So, if you ever need any help, assistant with anything, they're always available, which I really appreciate. And they're also really friendly. So, it's not like they're intimidating or anything. And I love the
safe spaces dedicated in every single room in the classrooms. Um, it's kind of like this little house and then there's people under it. I love how um they're not they don't actually make direct contact with the windows and it
makes you feel like this is a safe space I can go to in case there's an emergency or um any unfortunate events happening in school. And I also love the see say something see something say something. I love it so much because in my school
it's actually enforced and I feel like a lot of students take it. They don't play around with it. Um especially when it comes to mental health. If someone is feeling low or someone's just afraid to talk to someone, there's like a stress room in my school. It's actually
incredible. So, I really appreciate it. For me, I don't think we should have metal detectors because um I've heard a lot of people say bad things about the dress code and
phone. So, I think if there was a metal detector, it would just be more of a a regious matter and it wouldn't be very pleasant to my peers. Um,
that's it. And one more thing I'd like to add with the substances topic. I do think that's very true. At Douglas, we have a very problem on that. When going through the metal detectors, they're not going to detect any, they're not going to detect any vapes, but they're going to detect my eyelash curler, right? So, it's a
very bad, you know, sort of balance that we have. And I feel that that also should be very much enforced having some sort of check to find those types of items. >> All right. Well, I want to say thank you to all of the students um who came today. You all uh shared really valuable
feedback. Uh I want to thank Jere. He was very quiet over here. I tried to get him to talk but uh he was busy taking notes. I want the board members to you know be assured that we provide an afteraction report um to Dr. He and cabinet after this session um with
detailed feedback that we hear from the students um but then also the detailed teback feedback that we hear from you. Um so please know that everything that was said today um you know will be addressed in an afteraction report. So thank you to Jir for for making that
happen. Um and I also just want to take a moment to recognize the school administrators uh who helped get the students here today. there is a lot of logistics that goes into this. Um, so I want to thank them for for supporting that. And with that being said, Madam
Chair, we will turn it back over to you. >> Thank you. Before board discussion, I'd like to go to public comment. I have Dave Bird. >> Either one. Good morning. My name is Dan Bird and I'm the CEO of Speak Life and Bullying. For more than 25 years, our organization
has led bullying and violence prevention efforts nationwide. We've created spaces where students feel safe to engage in real conversations about mental health, bullying, and suicide prevention. To date, we've reached nearly half a million students in over 400 schools across 31 states with a current focus on
South Florida secondary schools. Our nationally acclaimed film, Speak Life, and Bullying, opens our assemblies and is followed by a live student Q&A. The film helps students feel seen and not alone. The Q&A provides a safe, supportive environment for honest conversation. We began working in
Broward during the 2024 25 school year through a partnership with Choose Peace, serving 10 schools. This year, we're serving an additional 20 schools supported by a CSC Broward leveraged grant renewable for three years. To date, we've reached more than 15,000 Broward County Secondary students and
thousands more to come. Last week, during a Q&A at a Broward school, a student spoke in front of 150 of her peers and shared that she had been struggling deeply with thoughts of ending her life and plan to finalize those thoughts that weekend. She said the film made her pause long enough to
breathe, reflect, and realize there were still things that she wanted to live for. The school staff were able to immediately intervene and connect her to care. Other students then began coming forward after with similar struggles struggles and were also connected to
support. These moments build empathy, resilience, and they save lives. Educators see the effectiveness as well. A Broward High School teacher recently told us that students have been disengaged in existing resiliency programming. And after seeing the film
and learning about our 23 lesson plans, she said that this actually captures students attention and creates the conversations we need to be having. Our 23 lesson plans align with the Florida Department of Education's resiliency standards and are currently being piloted as a potential long-term option
for Broward County Secondary Schools. The data we collected is being evaluated through our partnership with Florida Atlantic University, where in other Florida districts, over 86% of students report motivation to make positive behavioral change after viewing the film alone. Our work in Broward is
strengthened by our partnerships with Choose Peace, Stop Violence, behavioral health leaders Cynthia Rodriguez and Kimberly Young, and the support of CSC Broward. I personally want to thank them for the commitment they bring to this work. And I'd also like to thank this board along with superintendent and
district staff for your leadership and for always innovating to meet the evolving needs of students, particularly around mental health and resiliency challenges. I'd like to invite each of the school board members to attend one of our upcoming assemblies to see the impact firsthand. We'll also be at
Broward Days in Tallahassee later this month and I would welcome the opportunity to connect there as well. Thank you for your time. I appreciate it. Thank you. And I hope um we can get information for the board members to be able to attend as as invited.
>> Um board member comment. I have Miss Hixon. >> Thank you. And first I just want to say thank you so much for coming today and for being very honest um very professional and we appreciate the feedback. Um you are our why. You're the
reason that we're here. You're the reason that we do what we do. you're the center of what the school board is about. So, it's really these these meetings are really really important for us and um I think it's important you know that the superintendent is here and
listening to what you're saying. So, things will happen that can happen quickly to make changes that you've brought forth. Sometimes it's a little slower, but um I do want you to know that we take very seriously what you said. So, I just want to go through a
couple of things. you know, very um through the academic experience, it was very good to hear most of you saying you feel like you have the classes that you would like. There were a couple um students that said they felt there weren't very many options at their
school. And I would just say to encourage you to speak to your administration because oftent times you can go to the administration and say, "Hey, you know, I'd really like to have this course similar to what um this I
forgot. I can't see his name over there. Um, next to Satie on the end, but anyway, you were saying you were starting the Habitat for Humanity, right? Ga, thank you, Gaffin. I can't see the corner there. Um, you know, you can go if there's something you're really interested in, you can go to your
administration and ask them. Most of the time, you'll find that if you have a teacher that is um, willing to help you out that you can find that there. And I just want to say we also have amazing seat programs in Broward County Public Schools. So if you're finding that you
don't have a lot of career oriented electives in your school that you again speak to your administration because we do have them available in Broward County, um they just might not know that students are interested in having them at their school. So that was really
important. Um, interesting to hear about the um the dress code and I know so I someone said something to me before about you care more about what we wear and what time we get to class than you do about our mental health and you know that really struck home because we spend
a lot of money on mental health but it's doesn't shine through. But I just want to be clear, some of the reasons why those dress codes um and and tardiness are in place is because we're trying to prepare you for what it looks like in the real world. And you have to be on
time when you're in a job. You have to be dressed a certain way. And what we have really found is often how you dress is how you behave. And we see a lot of charter schools that they all have dress codes, right? They all wear uniforms. And we're losing a lot of students to
that environment because people have the perception, it may not be true, but perception is reality that you behave the way you dress. So if you go to school in your pajamas, um you're not really taking it seriously because think about COVID, right? How many when you
were in COVID in school, you didn't get dressed to go to school and what happened? Everybody's looking at the ceiling, right? You're you're playing on your phone. You weren't really engaged. And so although dress code doesn't feel like it's important, it is one of the ways like when we asked you how do you
feel when you walk into school, when you dress when you get ready and dressed in the morning a certain way, it it puts you in a mindset of what you're going to be doing for the rest of your day. So if you kind of look at it in that aspect, then you know, I hope you understand that it isn't about we're trying to
catch you to not see your belly button or that your shoulders are showing. It really is about preparing you for what is the expectation when you leave um school. So, I just wanted to address that. I love that most of you feel
really safe and happy when you walk into your school, although it may be early in the morning as some of you mentioned. Um but you know, that that really speaks loudly to the administration and to the staff that's in your schools that they're there for the right reason and that they're there to make sure that
you're successful. Um really really glad to hear some of the what do you want the school board to know and I just want to point out something that seems like maybe hasn't gotten out. We did change the the cell phone policy to allow cell phones at lunchtime. So you are able to
use your cell phones at lunch with the caveat that elementary and middle schools per state law are not allowed to use their cell phones at all during the school time. So that's not a policy that the school board can change. That is a state law that came into effect in July
of um 2025, but we did as um Broward County School Board body change it so that you could use it at lunch and you can leave it in your backpack on on um >> airplane mode. Thank you. So that in the this um case of an emergency, you
wouldn't have to take the time to turn it back on and stuff. So, we did we were very cognizant of the fact that we are ground zero for something that um can tragically happen and that you do need to have access in some way. So, I just want you to know that we were really
intentional in the way that we wrote that policy. So, I hope that um that'll leave some of the concerns and if you're not being allowed to use it at lunch, you might want to talk to the administration because we did change that policy. Um, I have a concern,
superintendent. Um, we've heard a number of times that not everyone has laptops, and I'm pretty sure that we um we approved a a contract to make sure that that was important. So, I just want you to look into that.
>> We can actually answer that question right now because it is a phased roll out. They've started um with some high schools, elementary schools, and middle schools. So, um uh Mr. Davis can actually give you a quick update. They're coming your way, but he can give you a quick update on the on the roll out.
>> Is he going to do that now? >> Good morning, Trey Davies, chief information officer. I'm glad you mentioned that. Thank you, Dr. Heburn. Uh, Miss Hixon. Uh, absolutely. We still have a 1:2 1.2 uh ratio uh of devices out in our schools. We are, you know,
decommissioning devices that are out of warranty. We have a uh a full full on uh PC refresh at the moment and Dr. Aban mentioned the uh the schedule of the actual deployments there. So by the end of uh January, specifically around the
23rd time frame, we will complete our phase one of the refresh of these devices in line with the uh take-home option as well. So, um, with regards to the number of devices that we have at our schools, uh, we will look into, uh, you know, individual school cases
because we do have enough laptops at schools for every student, uh, based on our current ratio, uh, and through our replacement program. >> Thank you. Um, also, Dr. Dr. Heepburn, if you would. We've heard a couple of times about some of the distress of
metal detectors and it changing their feeling of walking into the school on things that are really things that can't be changed, rolling backpacks, things of that nature. So, if we could maybe look into to that, that would be great. Um, I
I was um a magnet coordinator. I did schedule changes. So, just to kind of piggy to answer that question, sometimes it does take a while because the class is at its capacity and you can't just move someone into the class. You have to wait till numbers shift out. So, don't
blame the counselors too much on how long it takes. And I will just finish up with I hear you about the food. Um, I am part of the wellness committee and I have to tell you that we talk about student lunches every single time we meet. And this past summer re really
excited that our food and nutrition actually went out and had students test some of the food and give feedback. So I hope that in some of the schools that you're seeing that um you know the the results of that that they did hear that
they they want more options that some people are vegetarians and that they don't want to just eat salad. They want to have different options. So, we continue to hear those concerns, but I want you to know we continue to work on it. So, if you'd like to send an email
with some suggestions on o other items you'd like to see, but keep in mind we um we're also limited by the FDA on what we can serve, what kind of spices can be in there, their sugar content, there's all of those things to make sure their
nutrition um you know, they're based on good nutrition. But we're the food is important because if you're as you mentioned, if you don't if you're only eating at school and it's not food that looks appetizing, that's a problem because you're not going to be learning
as well as you could. So I I do so much appreciate the feedback, but I'd say on on big items that you can have even stronger voice on, there is a student advisor that sits on the wellness committee. So, if you could maybe share with Landon or if Landon could share
that student advisor's name, they come to the meetings or they have access to come to the meetings to bring those suggestions um to us because I think having edible food that that gives you nutrition so that you can learn the rest
of the day is really really important. Um and I just want to end with again, thank you so much for the honesty. I I love kids have no filter and that's always a good thing because sometimes you just need to know the honest truth and that's why we've asked you to come um to share with us today. So, thank you
for for bringing all of your thoughts and concerns. >> Thank you, Miss Thompson. >> Thank you, chair. Um and thank you all again for coming. Um I would like to
and Mrs. Hixon already kind of ted, but there is a difference between what we can do as a board and what the state is doing. So I think Esther brought up that teachers are often feeling attacked by the school board and a lot of that is actually because of state policies that
are coming down from Tallahassee where we have to serve as a buffer while at the same time being in complete compliance with the law. And so what I think is really important and imperative for not only students but their parents and community members is to bring these
concerns to Tallahassee to your state legislatures. And that's something that that I'm happy to help facilitate. I know Landon and our um legislative team is looking for student voices to really represent the true experience and I
think your voices can make drastic and positive impacts. And you can see that when last year the state legislature was trying to defund a lot of our ACE programs and the way the reason they did not do it is because enough students and
parents called them and basically said this is idiotic. Why would you do this? So while you might feel like, oh, we came to the school board and and they're not doing what we're asking them to do. Some of that is is because we are limited in the actions we are able to
take, but I think a lot of us would be in complete agreement with your statements. Um, and I know that we try our best to support every teacher and staff and student that we can and really serve as a buffer in in some of the
legislation that was passed over the last few years especially. Um, so I just wanted to put that ca caveat in that we definitely hear you and I can say personally I completely agree with what you were saying. Um, but we need to be mobilized and we need to make sure that
our concerns are going to the people that can make changes on this. Um, and then Mrs. Hixon covered the the cell phone policy. Unfortunately, there's nothing we can do for middle schoolers because that is state law. Um, and then
I kind of wanted to get some feedback because I think as board members we have a unique opportunity to provide students with more um to do studentled initiatives about how to get your guys' voices connected um to do internships or
fellowships or one-off meetings. And I'd really like to see what you guys would want, what you guys feel like your peers would want. If that's a a board member fellowship or internship program, if that's doing, I know some of you might
do um principal roundts. Would you guys like to see a schoolboard member coming to your school and doing a schoolboard le round table or really a phone call? like what would you guys like to make sure that your voices are being heard by us that isn't necessarily
in this forum where like everyone's watching you take it away students >> anybody have thoughts on that we'll start we'll start on this side we'll come over um I would like a survey
I would like um like one of or like maybe like a group of school board members to come and do a survey on the students and like each class and just
um maybe like a paper on what you think um would like the school to do better on and stuff like that. I think that would be really beneficial in terms of opinions. Okay, I'm really excited that the idea
got brought up that um you guys can actually come to our schools and see how it's like and instead of like us being here because there's only so much of us. We can't talk for every single student in the school on how they feel because everyone feels something differently.
But you guys being able to go in the schools, talk to some of the students, um look at how the environment is like would be really enriching to both you guys and also reassuring the students that hey, we're not being shut out and you guys actually do care. The fact that
you're here lets us know that you want to try to make things better and yeah, that's what I feel. Thank you. So, I definitely agree with what they said and as well as the internships. I think an internship um possibility would be a great opportunity for all students and to have it to actually be advertised
because I feel that the reason that also many people didn't apply to this specifically was because no one knew about it. When I would tell someone they told me, "What are you talking about? What is that?" Right? And having any sort of board member come and be able to talk to our school specifically and our issues will definitely make us feel more
heard and understood. So, I feel very very deeply about this. Um, not only am I a member of my SAC, but I represent our chair, Miss Leonardi, at the diversity committee for the district. I'm also on the district's AI task force. I fill a lot of roles and
I care so deeply about education. Um, our no longer superintendent, Dr. Lacada, once came to our school and went around asking students how many of them would want to be teachers, and I would say it was no one. And I think that the district has a
large concern invested interest in making sure that students want to become teachers understand the importance of being an educator and the importance that they have in society and I think programs that reach out to students. I love Lynon so much and just see over the
years they've been so helpful and communicating student issues but a position like theirs is something you're not really hearing about unless you're really really in the know or searching it out. And I think the opportunity for students to be involved is the most important opportunity that the school
board can give. Go ahead. >> Um I personally like to say like um piggybacking off of King Noah, I really like the idea of like doing a survey or like an assembly type of thing that like you can come to the school and like like just like say what are questions that
you guys have or like what are concerns that you guys have about the school or like the school district in general? what can we change or like what can we do better cuz there's a lot of stuff obviously I think I'm only one person I can't talk for multiple other people everybody has a different concern or
different um mentality about what's going on and I think it would be a very good idea to have like a survey or kind of assembly kind of thing to come to the schools and just ask questions about it I'm I'm sorry I just want to say we do um I think it was like a few weeks
before I got an email about this we had anonymous survey about um things that we may need to improve about our school or any um anything that we have a problem with or anything we want to say that like can that we've like been very thankful for and I just want to say
thank you for having that cuz we had a lot of things that we didn't want to talk about um or we didn't feel comfortable talking to any administrator at the school about >> I would just briefly say I always said you have to see the students in their element um come to their practices is
band practice, come to their football practices, soccer practice, even come and have lunch with us. That is the most authentic perspective that you would ever get is seeing a student walk them to class with them, take them to the tardy room. Seeing us there and actually
being with us and surrounding us, it shows, hey, I'm here to represent you, not just the adults, but the students as well. >> Thank you. And I would like to give a shout out to Landon and Jier because they did the survey is my understanding, not us. So
>> I don't like to claim credit for things that I didn't do. Um but I do think having and it um Miss Noah, I think I am not saying your full name. Uh Miss King. Um, for the survey, are you thinking
more of a specific like schoolbased one? So, you get to see cuz I think what there might be some some issues with a district-wide one is then everything's kind of convoluted and you can't really hone down on a on a
school. Is that kind of your thinking to have like a a schoolbased survey? Do you think that >> um I'm a guy? >> Oh, I'm so sorry.
>> Uh I'm thinking like in general in general like just anything you know. >> Okay. >> Thank you. Um and then that is all I had. Thank you chair.
>> Thank you Dr. Holes. >> Thank you Madam Chair. So, uh, London and Jessier, thank you so much for bringing, uh, such a wonderful group of students and for your efforts always. And, and I would say, um, uh, you know, the kids have been wonderful. Let's give
them a round of applause cuz I just think they did great, you know, and I will try to make it quick, Madam Chair. I know there are a lot of uh, um, board members that need to speak. Um, but there were some concerns and I'll tell you when students express concerns
I I just love when the students come and I and I and I look forward to this because students give you a perspective that is often always genuine and pure and there's no condition to it. They really want to uh get support and help. So, um I have a few questions. Um it was
mentioned uh regarding testing uh as far as the um uh the benefit uh of statewide testing versus classroom testing to students. And it appears that there were concerns regarding statewide testing a
as to uh content acquisition and being able to to perform well on on the statewide test as opposed to classroom tests which is based upon classroom instructions and more easily uh for students to to prepare for those
assessments. Uh so Dr. Heburn, how does the district ensure that knowledge acquisition as it pertains to statewide tests uh is complete and meaningful? Is there any better way to do this? Um it seems generally the the students feel
that they're not as prepared for that and that um as far as uh as far as benefit to them, they're not quite certain. So, how can we as a district um better prepare students to gain the required knowledge uh to perform better
on statewide test and to have a a different uh sense of meaning to it? >> Thank you for the question, Dr. Holdness. So, we teach to the standards u which those assessments actually assess the standards that should be taught in the in the classroom. Um, I
understand the frustration and difficulties when you talk about a a summitative assessment and trying to uh assess you on information that's been taught throughout the whole school year. I know many teachers um, you know, they try to do reviews and things like that to try and catch you up on something that you learned at the beginning of the
school year because you're going to take a assessment at the end of the school year. Um, but confidently I can say that if you're taking a state assessment for a specific uh state assessed course that that teacher is teaching the standards that are going to be assessed at the end
of the school year. Now, all of those standards are not often assessed, but we teach all the standards that are required throughout their year, but all of them may not be assessed. The unfortunate part too is that um many um
doors that you're going to walk through are going to require a test to get through, right? Um SAT, um ACT, LSAT, um a whole lot of other assessments to get into another post-secondary realm when you go through your four years of college if you want to be a lawyer, a
doctor, and things like that. Um and so I know uh uh many of our schools and some of our teachers also help you with uh testing strategies, right? because you're going to have to face a a a plethora of assessments moving forward beyond high school, too. So, you know,
um um we teach to the standards that are going to be assessed and oftent times those those assessments are not going to test all those standards. So, we try to help the students um through reviews as much as possible to catch up with things that they learned from the beginning of the school year. >> Thank you, Dr. Heburn. And what I would strongly suggest because I I did observe
that there's some concerns with anxiety in terms of testing on these uh standardized statewide testing. So um any any effort in that regards to reduce anxiety um as far as pre-preparation for these tests I believe would be um
important for our students. So um there were concerns mentioned regarding the frequency of the testing and how this might impact especially students with disabilities and with different challenges. Um so uh Dr. Hepern. Uh, can there be some sort of, and I'm not sure what the right approach is, uh, but can
there be some sort of a research done to determine if, uh, credible research, uh, suggests that increased testing, uh, uh, frequency rather negatively impacts students with disabilities and students with different challenges? And if so,
uh, can you also, um, come back to the board to tell us what we can do as a district to alleviate some of those issues that may impact our students with disabilities. >> So, I know Dr. Con is back there listening, taking notes. Um, also, we
have a an a workshop uh forthcoming if it doesn't get bumped. Um, I think we scheduled it later this month, but I think it was moved to February to discuss with the board about assessments. So um an opportunity to provide feedback, input to see how we
can adjust um our assessment or testing strategies, schoolbased, district based. Of course, we can't influence statebased, but um we got opportunity to make any changes um to to address the needs of our students. >> Understand? So I I want to thank Gabrielle. I believe Gabrielle mentioned
um uh that uh um she um uh like some students may have certain uh medical condition that makes it difficult to stand in line for a while when you're going through the metal detectors. I believe you mentioned um scoliosis. Was
that correct? So I I I did look on my phone to determine um the kind of effect of um uh scoliosis on on an individual and um it seems to be quite uh uh pronounced as far as the the impact on
anyone. So for a student to stand in line with having a certain medical condition uh waiting to get through a metal detector that that can be problematic. So Dr. Dr. Heburn, is there any way that we can have some kind of a uh well, first to identify those types
of students and have a priority pass for those students that they don't have to wait in line to get through the metal detectors and also can we get feedback at a future date as to any specific school where students are still waiting in line for an excessive amount of time
to go through metal detectors because my understanding is that we had remedied that problem. But if isolated schools still have that problem, can um uh Chief Gregory uh identify those schools and ensure that we reduce the time frame through which students go through those metal detectors uh as well?
>> Yes. >> So for the priority pass, can that is that something that is doable for students um with certain conditions that may have to wait a period of time? >> I've noted the concern. I know Mr. Lar Roa is also here too. So he he can work with the schools to figure out what's
the best solution to alleviate alleviate that problem for those unique um situations at those schools. But I've noted the problem also to to discuss with um Chief Gregory and I know he'll get with his team to work with the schools to figure out how they can accommodate student needs. >> Understand. And can you bring that information back to the board? Okay. I
have a couple more things and then I'm done. Um for guidance counselors has always been a concern with students access to guidance counselor and the timeliness of access. Uh so um Dr. Heiner, I'm not sure what process we have in place, but if a student uh
should make an appointment to see a guidance counselor, is there is there a time frame that is uh a maximum time frame to which that guidance counselor would then have to respond to that students? For example, if a student makes make an appointment, can there be a 24-hour period or 48 hour period to
which that guidance counselor should see that student if it's not something that requires immediate attention? Well, what I would say, I don't think we we have a u a standard SOP across the board for the entire district for all school counselors for for those type of situation. I know um Danny Shapiro and
his team is in the room. I think for me in reflection of hearing from everybody today, the the school counselor issue is probably the largest issue I've heard um here accessibility um and then even if you have access the knowledge to be able to support um student academic needs or
whatever other needs. So, I know his team will get together um work with their school counselors. Um it's great to hear that information from students um and and so that people understand what the real concern is and then come up with a strategy that's that supports
the overall system as far as every school and then have the schools work within to address unique needs they may have. So, let's give that that team time to absorb all of this feedback. Meet with their teams. Meet with the school counselor and say, "Hey, here's what they're saying, right? This is real.
This is from students, >> right? >> Um, and so we need to address this." Um, and I just need support from the board when it comes to push back >> because you know how that goes. There's push back and they start talking to board members, but we're asking you to do what's within your job responsibilities and coaching and
supporting you to make sure you're successful in that also. >> Okay. So um you'll be able to bring that >> information back and I really strongly suggest that there whatever the plan is that there is some time frame to which uh counselors respond to students. It can't be just open. Exactly.
>> Um so hopefully there's some deadline that's reasonable that they can respond. And lastly, I'd like I like the idea of stress room for students. I believe I I can't remember which I believe. There you go. It's uh Nissa, did I say that correctly? uh mentioned that she thought the stress room for students um was very
effective. Uh I hope Dr. Hburn that all of our schools will one day be able to implement a stress room for students. I I think that's a great idea uh that you can go and and and de-stress a little bit. I've seen that for for some staff as well. Staff could use it too. I think
that would be great. Right. >> So, thank you all so much. I appreciate it. Thank you students and and I'm looking forward to the next discussion. Thank you. Thank you, Miss Bulman. >> Thank you, chair. Um, thanks to everyone
for being here. I've loved hearing all your feedback. It's very helpful. Um, I have a lot of my own personal children, but, uh, it's great to have a cross-section of everyone coming from across the c the county to kind of see what's going on and the varied opinions
that everybody has. So, I really appreciate that. That helps us do our job. Um, so I won't go on uh talk about things that everyone else already talked about. Um, but I did hear you, so I have notes and I'll address that separately. But I had um two
questions that I wanted to ask you guys. Um, so one one is from uh the feedback about the testing. I know we talked about that a little bit, but do you you know and that based on what you guys have kind of said said, do you when you
said that you appreciate the test that's from actually from your classes versus the standardized state test that I was actually happy to hear that because I was wondering do you feel that um you're learning independently in your classes the subject matter that's being taught
or do you feel like there's a great influ um a great uh attention being put on having to take a standardized test at the end of the year because you know like basically my question is do you feel like you're being taught to take a
standardized test or do you feel like you're actually being taught the material that's in your classes because there's a difference between how you're learning how to think and those kinds of things. Does anyone have any feedback on that? Okay, maybe go around that.
Um, I feel like especially when it comes to EOCC's, they specialize more when it comes to the test and they make it known that it's like a test that you have to pass instead of trying to make it like no like a class, like it's just like a class and then you're going to have a
final test to see if you understand it. But mostly when it comes to the EOCC's, I feel like that. But when it comes to normal like um language arts classes or something like that, I don't feel like it. But it's mostly with math and science, too.
>> Thank. >> Does anyone else have an opinion on it? All right, Dylan. So, I feel like when it comes to taking like standardized tests and stuff, teachers prioritize more like being able to get everything done than going into
like taking a little bit more time. if like the class didn't do good on this topic like going back to it. They more just like all right you guys didn't do good study it and go to the next thing instead of like taking the extra time which I know isn't like a lot but to
take that extra time and be able to get over and fix everything that we need to know rather than prioritizing just everyone getting the te getting the test or all the material. >> Thank you. So, I've never felt as if any of my
classes were preparing me for the standardized testing. And thankfully, I never had any issues with it. But I do know that a lot of my friends who've had to retake it multiple times and even in their senior year, they struggled a lot with that because they were not taught or they weren't helped afterwards. It's more of like they'll just push you to
retake and retake and retake rather than explaining to you and how to help you in any way cuz most of the classes, English and math, don't really help you or set you up for that. EOCC classes, I feel that they still will teach you the normal material and then you just have a test at the end. But for standardized
testing, I don't see a lot of help on that. >> Thanks. Um, I feel the exact same way. I had a this year I'm taking uh it's a US history college class and I have to take the EOC for it. I'm a bit worried because a lot of students who have taken
it last year do say that because it's such a broad spectrum of um US history and it's not what the normal US history class will be for a high school class um we don't really go over the topics um especially because it's I know that the
teacher is more of a professor um but it does cause a lot of issues for kids even when it's outside of college classes when they take a class that is going to have a EOC for a topic that is not fully discussed um or taught in that classroom. Students don't really do well in the OC and it's a it's a concern.
>> Thank you. >> Um so I feel like it's both. Like they want us to get the material, but they want us to also pass the test. So what a lot of
my teachers would do, they would give us um classroom tests, topic tests, just tests on basically anything towards um what they learned since what we
learned since day one or what we learned from that whole topic. So based on the results they would either go over it again, well most of the time they will go over it again and they will explain thoroughly and go over the questions and
stuff like that. And I feel like they want they they care about us enough to want us to get the material instead of just focusing on the test. >> Great. Awesome. Thanks for the feedback.
I also wanted to add that in my school, it's sort of mixed because yes, especially in AP classes since I'm taking like four, it's not like the biggest deal, but you know, it's still the majority. Um, since we sort of like overprepared for the exams, it kind of
covers the standardized te testing. Um, and the teachers as they're teaching, for example, in AP Lit, um, as we're writing the essays, my teacher is constantly going over the criteria that would be expected on the AP exam. So, I feel like we're meeting it. It's just my
concern is I feel like not every single school gets to cover those topics. And it's kind of like an unfair balance that some schools cover this topic and students understand it while other schools are struggling to cover and complete it in time.
Um, before second quarter I thought it was just to teach the material, but now since third quarter has begun, I feel like they're trying to teach us what's on the EOCC. So now now they give us reviews for the EOCC and they teach material and they say it's going to be
on the ELC. >> Thanks. Thanks guys for the feedback. um just something that I would like I wanted to know that for you know a broad spectrum not just what's happening in district one. So um I appreciate the feedback and then I had one more question for you guys. So, um, I
represent the school board on the solid waste authority, which is, uh, a group of most of the cities in Broward County that are trying to work on solutions for our solid waste problem, which is the garbage that we produce and where we're
going to put it and how we're going to deal with it. Because we're having um, I have a stat for you guys. Uh, in Brower County, we produce 10.6 6 billion pounds of waste a year and that's 20,000 pounds of waste a minute
>> just in our county and we have limited places to put it and so we have to come up with other solutions and work together and so my question is um what initiatives or what do you guys um think would help to get students involved at
your schools in addressing environmental concerns like recycling and composting are the two things that we're working on. Um, and actually Brower County Public Schools produces the most organic like food waste in the county. So, it's
something that we have to address as a school district. And the only way we're going to be able to do it is with student buy in and support and interest. So, I was just wondering if you had any um any ideas about how we could engage
the kids at your schools to help us with this because we honestly if the kids have if the kids believe in it, I think that the adults will follow. I think the kids are the most important part of this puzzle.
Well, I kind of think it's because well, based off of my school, we only have like so many garbage cans like located around our school. So, the next one is like a mile away. So, I think like implementing more garbage even outside
of the school because every morning I see the um the ladies outside of the school even like picking up the garbage and stuff and there's no garbage uh disposal nearby. So, it's like I think
we should add more um um waste to um uh to to um help that problem. >> And what about recycling bins? Do you think students would buy into separating out their >> Yeah,
>> but we'd have to educate them, right? So, >> yeah, but that's just my main thing. I just think that there should be more. >> All right. I'm I'm going to talk to you separately about MacArthur. I have I have a list going. >> Okay. >> So, for that recycling topic, I'm really glad you mentioned that because we don't
have any recycling bins around our campus. We have some in some classes, but not many around our campus. And I feel that it would be a very good idea to add those recycling bins and also having a sort of club be started to have many um students who care about the environment be able to talk about those
things and start initiatives like different flyers around our school or be able to talk about those recycling bins or an assembly. Some sort of um way that we can get our information out throughout our school through students would definitely be a great idea. >> Thank you. >> Um
I'm I'm very thankful you brought up that topic. I think students will be very interested to help with that. Uh, a lot of students in I'm not sure if it's like a specific grade, but I know a lot of students don't have their hours they need to graduate yet. So, one way they can do that is by helping when it comes
to like trash dispersion, recycling. If that is brought up more in schools, I think they'll be like very excited to help with that. Um, especially when it comes to um benefiting them when it comes like to graduation. >> So, like service hours for participating and leading initiative. Great. Um yeah,
I would say um it's very it's very good to also implement it within the clubs even because I know that a mandatory thing for the clubs within all across our school is that we have to have I think like two or three um mandatory campus cleanups which is really good.
Um, so with you implementing the recycling bins, if that's possible, that that would be really good even because with the mandatory campus cleanups, I feel like that would be a very good way of promoting and separating the recycling. Yeah.
>> All right. Thank >> um in my school actually there's a recycling class. So every Friday they recycle like from every class. Um, so yeah, they tell us about recycling and they actually did a presentation a few days ago about that we should recycle
and help our planet. So I feel like that is a really good way to learn how to recycle. >> Thank you. >> Thanks. >> Yeah, I really agree with Isabella and Marley as well. Um, in my school we have environmental club and what that
basically did is every single Thursday we would recycle. We would go all around the school, first floor, second floor, third floor, and go door to door to the teachers and like grab the recycle and we would like put it in their designated spots. However, while we were doing
that, since I was the president of the club, I realized that a lot of students did not know how to recycle. They would throw in things that you're not supposed to be throwing into the recycle bin, into the recycle. Um, and I feel like there should be
more of sort of educate people more on how to recycle, especially for our um, county since different places do it different ways. And I also saw on the headlines while I was watching um like BCPS news
um that some schools when there's leftover food for example apples they sort of have a compost and in the schools they like throw into the compost or if the apple hasn't been untouched they hand it out to students who need it and they're still hungry and
they can eat it as a snack and I really loved it. Um, I feel like that should be also implemented more into other schools. That would really be helpful. And we can use that soil to plant, for example, a butterfly garden, which we also have in my school, which that would
also, yeah, be really beneficial beneficial. And that would also sort of kind of knock two birds with one stone, taking care of the leftover food, and also how to beautify our school. For example, as um Gavin stated, his school
has two mandatory like um beautifification product projects. And in my school as well, NHS and environmental act actually partnered together to do a beautifification product. Sure, it wasn't like the biggest biggest thing, but we used to like clean the windows and garden, which
also helps students to get involved. >> Awesome. Thank you. >> I have to agree with Isabella and Marley. Um, I think educating them, the students, um, and like passing out flyers, maybe
doing an an assembly and, um, possibly doing a club by it. I think it would help since a lot of my my friends say that the campus is kind of nasty. I think that actually my friends would
enjoy partaking in that. Um, yeah. Thank you. Did you Were you going to talk? No, you're good. All right. Well, we're going to start we are going to be starting initiatives and we have some pilot programs coming and some uh and recycling education and then the
composting initiative as well. So, I'm glad that people are enthusiastic about it. I'll be uh keeping this list so I can reach out to you guys. So hopefully you guys will help us spearhead that at your schools. But I really appreciate the feedback. So thank you very much.
>> Thank you Dr. Zean. >> Thanks much chair. I um we're way behind schedule and so I'll I just wanted to ask one question. We asked a previous group of students uh about mental health and there's a I think a very preient question that I would ask. Could all the high school age students raise your hand
just for a sec so I know who there are and hold them up real high. Uh h of the people with the hands up right now. How many of you and your friends know who to go see at your school if you or your friends are experiencing a mental health
problem? Terrific. Thank you very much. Appreciate the time and thanks chair. I yield the rest of my time. >> Thank you Mrs. Alhadaf. Thank you. So, thank you to all the students, specifically shout out to Isabella and Paul. Thank you and for representing
district 4. Uh, I really appreciate the conversation on school safety and there was a lot of takeaways for me and that I'll follow up with the the superintendent and chief of safety and security on there. Some of your schools have moss clubs, make our schools safe
clubs in high schools where the students help to create a culture of safety. And I really appreciate the public speaker today about the anti-bullying and looking forward to learning more about that.
I believe that there should be this roundt conversation being ha held in all of our schools, elementary school, middle school, and high school. I think it's a tremendous learning opportunity for our staff and our principles and our
administrators to learn from our students specifically at that school. So, uh Dr. Her and I would I would love to to see that happen. >> Yes. And um you know what? I'm going to let um who I finally called Mr. President um Landon Spelberg kind of
give you uh some information what's currently going on and then talk about some scaling. >> Thank you, Dr. superintendent. Um, so we this summer launched the Superintendent Student Engagement Initiative. Um, which in hindsight we need a shorter acronym
for, but we created as part of that the principal engagement packet, which is a plug-and-play opportunity for uh, our administrators to create groups exactly like this uh, for their school base. So, we took what we do here and made that into a school-based version that has
currently only been rolled out to high school and non-traditional schools that serve high school students. Um, so it's 46 campuses, but definitely will work with Dr. Heppern. I do also want, you know, the board to know that a lot of the feedback that we're hearing today is also collected in our quarterly survey.
Um, so there's, you know, multiple touch points where the administrators at the schools now, this is the first year where they're actually able to see the favorability scores of students based off of pretty much every topic we discussed today. Um, so you know, we've
had initial discussions about bringing that to the board and I believe in our April session, we'll be combining this round table with a deep dive on what we've collected this year. you're hired. >> And and I'll say in in addition to that,
um Landon and Jere presented to the teaching and learning directors and regional superintendent that specific data so we can continue to support schools and leaders and school leadership um to take action on the feedback from students. Um, and so just
uh uh kudos to Landon um and Jere just continue to help us be more student centered in our approach and and um listening to our student voices and reacting to it. >> Thank you Dr. Aran, >> Miss Rupert. >> Thank you um and thank you guys for all
your um information. I totally appreciate it and um we we learn from you guys every single day. So that makes me super happy. um when it particularly is concerning for um that that my
colleague brought up about how we're going to be helping Broward County's environment. Um I had just a quick question and you don't have to go around. Um you just, you know, could could raise your hands. Um I we have a
little place in Canada. It's a little farmhouse. They are a bazillion percent better on recycling and using everything that you possibly can, but it's very specific, which is nice for people like me because if you've got a white bag and a green bag and then there's the brown
bag, then there's the compost thing that goes under your kitchen sink, it gets confusing. So what they do up there is they have in public places and their schools a bin that has the three different cans there as well as a
picture of the examples of what those are. So if I'm like, "Oh gosh, wait. Fish goes where?" You can actually just peek up and know that you could um could do that. Do you think that there would be more um compliance or more interest
in doing that if there was like a bin at your school or if you could have um something like that at your home as well? So that's my question, please. I definitely do think that'll help because I noticed that a lot people just don't
know where to put their things and definitely if we have like seven different bins, they're not going to know. So, I love the idea of adding a little photo like with a collage of all the different items and you can add it. I think that'll definitely help the students. >> Super. Thank you. >> Um, I have to agree with Isabella that
when you have like seven different bins, it can be a bit overwhelming and I think showing students what goes in each bin might help might help because it's not really it's not that students don't want to, it's that they don't know how to. So, like at my school, they have they
have a class called Eco Adventures where they learn how to recycle and how to help the environment. And I think more schools should try and implement a program just like that to help save the environment as we know it.
>> I love that. Thank you. Thanks. >> I have to agree with Paul and Isabella. Um, a lot of people at my school, they would litter or they wouldn't put things where
they're supposed to be, put trash where they're supposed to be. And it's not that they specifically want to, it's just that again, there's not a lot of trash bags and I mean bins. And they don't really know how to do it. So, it's kind of confusing for them
when they have to walk a mile or just in general like what a recycling is and what actually goes in the trash. >> I appreciate that. Um, and they're so hardcore in Canada that if you make the mistake and you put something in the
wrong bin and it's at the end of your driveway, very rural areas where we live, they do not take it and uh you don't have garbage week uh weekly or daily. it's every other according to the um the um the choices that the bins are.
So, it's totally all lined up at that. So, the minute we get in Canada, I my husband and I, we put the thing up so we know exactly what day is where because it's a big deal to have your garbage at the end of your driveway in a little town of 200 people and lots of animals
around. So, um I love the fact that uh that you guys think that um this is important and and honestly we it's it's a learning process for everyone including parents and families and students. If we can make it easy on the people that aren't like yes, yes, we
have to save the world. Um we're going to be saving the world. So, thank you. Thank you for that. And I will share that more information with my colleague since she's our representative. So, thank you so much. >> Thank you, Mr. Sea. Thank you, Chair. Uh, Dr. Hullness
actually hit on a lot of the subjects I had down, so I don't want to be repetitive. I do want to thank each and every one of you for coming in. This is always one of my favorite sessions that we have, if not my most favorite session. Um, I know it's not easy to come and speak in public. I think
everybody did an excellent, excellent job. My man Paul's looking really sharp. Appreciate you dressing up with the tie in the suit. And, uh, I commend each and every one of you. >> Thank you. and I'll close this out and then go to Dr. Heepburn. Um I was going to shout out Esther for being my
appointee to the diversity committee, but uh she did that already. But I do want to acknowledge she told me this morning that she was accepted to Barnard College. So she uh she's a vital voice uh for us on the diversity committee and will continue to do great work as her
academic career continues. Um, I want to thank the student advisors uh today. I was really taken aback by the questions that that you were asking the students. Um, they're so wellcraftrafted. They're not leading and and they really get honest feedback from our students. So
much so that I was getting text messages from adults who are watching saying, "Man, these kids are are really telling it how it is." Um, and again, I'll say it over and over, you do it in such a professional and productive way. Um so thank you to all the students who took
the time to be here this morning and thank you to the student adviserss for organizing such great sessions. Um there were just a few things that I wanted to quickly point out. Um I thought the feedback on the testing was very enlightening and um you know someone
brought up roundts yesterday. I was able to do some roundts uh with Mr. Spelberg um at some schools and something that they kept on uh the students kept on sharing was the lack of relevance um of some assessments and some instruction to
real life. And I think this is a a theme that we hear a lot with these student workshops is the way you get kids into school and the way you make instruction and exciting is making it re relevant to their lives. So, um I hope that the superintendent and staff hear that and
continue to try to make our instruction more meaningful. Um there's not a whole lot we can do about the state testing, but the assessments that we do um that we have have our teachers do as a district and um I think there's there is some improvement that can be done there.
Uh so, thank you everyone for sharing that feedback. Um, another thing I think that keeps coming up is the gap between the highle academic classes and students in regular classes and the opportunities available to available to those students. Um, meaningful electives that
are, you know, again, students feel like are preparing them for life after school are so important and those are the things that get kids excited about school um, and that gets them going to school in the first place. Um, I appreciated the comments uh about dress
code. Um, and I guess my concern has always been when dress code is enforced, I cannot emphasize enough the importance that students are not missing out on instructional time to deal with a dress code violation. And I appreciated the
comments um from Isabella and Esther about how um sometimes dress code is disproportionately impacting um female students. And Mia, as a very short person, uh I can somewhat empathize with you about clothes fitting differently on different body types. So, thank you for
sharing. That's like a very real life um example that you shared that that is important for the adults enforcing that dress code to understand. So, thank you for sharing that. Um, Gabriella and Gabrielle and Sariah, thank you for sharing your personal
experiences um in terms of coming to school and and dealing with uh some of your your personal things and the way adults interact with those. Um, again, those are real life experiences that are important for us as adults enforcing policy and enforcing rules. So, thank
you for that. Um, and I one point that Esther shared that I think we talk a lot as a as a school board in terms of communications, figuring out ways to communicate policy to students. Um, and I know that we are the especially like
with the student adviserss and our our social media team trying to improve that. But um, you know, I think that's also applicable to just our general community, right? like using jargon in and highlevel um you know academic terms
is not something that is digestible to people who are just trying to like get through their day. Uh so figuring out ways to meet people where they are. Um and I just as a point of personal privilege Annayia thank you for sharing the positive uh feedback about the staff
at Wooden Rogers. I think as we go through this uh the the process of consolidating our schools, moving um Seagull over to Wooden Rogers, uh I think that's it's really reaffirming to hear that you walk into school and the staff who greets you like brightens your
day immediately. And that's always been my experience visiting Wooden Rogers, but it's always great to hear that from a student as well. So, thank you. Um Dr. Heepern. >> Yes. >> Thank you, Madam Chair. So, u first of all, kudos to to the students. Thanks for the continued feedback. Um, and in
our world and in our administration, feedback is a >> Hold on. We got to do that. Where's my team? Hold on. Feedback is a >> Exactly. Exactly. So, help us get get uh better quicker. So, thanks for that feedback. Also, uh to our parents, if
you're in the audience, if you're a parent, if you can raise your hand. Thank you parents. Thank you for your continued support of our students, our our initiatives, and our mission. um to continue to do uh great work for our kids. Um so also Landon as you see I already gave them a
a quick shout out earlier. Thanks for your continued support and helping us become more student centered um in our administration and also at our school. So we look forward to continue the great work and the continued feedback to help us get better. So thanks for all that you do. Um and have a wonderful rest of the week. It's going to be a cold
Friday. >> That um madam chair. Oh, and you know, I forgot. I forgot a couple of people. Uh, also, uh, Miss Santiago, >> did she leave? Okay, I want to give >> She's getting ready to give everybody. She has the important job. >> Give a shout out.
>> Thank you. Thank you. Thank you. >> She's our uh district student activities coordinator and she does an amazing job of uh helping to facilitate these opportunities and also with the monthly uh student advisory group that we meet with, too. So, thank you, Miss Santiago. Got it. Um, we will take a brief fivem
minute recess to transition to the next workshop. Uh, so five minutes. Thank you. And >> if we can take a quick photo. >> Oh, and we'll take a quick photo. >> Thank you. Baby people. Heat. Heat.
Apple. Hey. Hey. Heat. Hey, Heat. Heat. Heat. Yeah. W Yeah. Wo. Yeah. Yeah.
Heat. Heat. Heat. Heat. Good morning. The next item is committee reports. We will now hear reports from the following. Please add add five minutes to the clock. And I believe we have almost everyone here. Um go ahead.
Human relations. Uh thank you, chair. Good morning. uh school board and staff and superintendent. Uh I appreciate you letting me go first. Uh since we were not warned early enough that this was going to be a later report and then uh
being pushed back, uh I have a doctor's appointment at 1:00 that's uh far away. So I appreciate uh the uh giving me the time to go first. Um and hopefully next time if it's going to be a later meeting, we will be given more adequate notice. Uh regarding our last uh human
relations committee meeting, we met on Wednesday, December 17th. Um it was a really fruitful discussion about a lot of the work we have upcoming. Um I I can't give enough accolades for the uh student services department and all of the work that they do. uh we got a uh
briefing about the Holocaust Museum that uh we have taken over control of and uh discussed how we can use that asset and that it just it needs more attention and uh it's something that we really it's an asset that we have that we should be leveraging uh and we can't just rely on
external organizations to do the work of educating our students especially when it comes to uh anti-hate training uh anti-bullying and this is a really strong resource uh to do that work and we can it's our work to do as a district and um we
should be utilizing our staff to do it. Um we can also look at using our high school students as a dosent and uh I know that the department's working on a strategic plan on how to better use uh the museum. Uh and on January 20th uh on international holocaust awareness day
there is going to be a community event at 6 pm with a reception. So, uh, hopefully, uh, a lot of you can make it there. Uh, and I know, uh, looking more broadly, the department's looking to build executive boards to inform decision-m and direction on things like
the Holocaust Museum, uh, an MLK executive board and and so on. So, really looking forward to the work that they're going to be doing. Uh right before we left for break, there was a uh legislative meet and greet held in advance of the leadership days in Tallahassee that the uh students that
we'll be attending uh came to and they met with um some legislative aids and I believe at least one legislator showed up as well. And so that was some really great preparation uh in advance of our HRC kids and the kids from the other organizations. Uh I believe it's uh we have quite a few
organizations represented. um, Black Student Union, Student Government Association, Mentoring Across Broward, Save Promise, all of these um, groups are really focused on student advocacy and we're just so glad that we're working on uh, that as a goal this year.
Um, we also had our middle school summit just last week on the 9th at PMPO Beach High School and uh I got the chance to hear from a number of our middle school students about uh what they want to see happening in their schools, the the great work that they're doing already
and the sort of what they want us to hear. And the big takeaway was uh time and scheduling. they felt that they weren't able to get done all the things they want to get done and participate in their extracurriculars while putting in the quality time and effort they need to for their academics. And so that was
something that they asked for us to elevate and um bring to the board and bring to the district to look at uh how we can handle that and better support them to get done the work they want to do and the work that they would like to do and make sure that their time in uh
school is both academically rigorous while still enriching for them. Um then we also at our last meeting, at our last HRC meeting, we talked about priorities in general that we want to see uh coming from our group and uh what
we want to see the district moving forward on. Um like I said with the Holocaust Museum, we want to talk about combating hate and um anti-hate, anti-discrimination, all of that. We want to work on programs to help our students, as they've said a number of times, they want to feel support in
their schools. They want to have kindness. they want to have acceptance and um what we can do to better support that. Uh we did pass a motion last year about uh training our principles in uh responsive uh culturally um sorry
culturally responsive leadership um being more inclusive and uh we still haven't seen that training move forward and that's uh something we really think would be helpful in forwarding these goals and making sure that uh the students are getting what they need. Um,
aside from that, uh, I just wanted to have one more ask about our bylaws and policy are still in holding and we have not heard what's happening with that. And, uh, I'll be listening in for the rest of the meeting because I have to bolt to my doctor's appointment, but I appreciate everyone listening and, uh, the time and effort
you all put in and I appreciate, uh, those of you that did not step out for a press conference right now to uh, actually listen to what we have to say. So, thank you. >> Thank you. And I just wanted to clarify the released agenda for this for the timing of this um workshop was uh
released on December 30th and an email was sent to chairs on the 7th. Thank you. Audit committee. >> Good morning. >> I'll turn my microphone on here so you can hear in case I say something brilliant. Um the audit committee met uh
December 4th, 2025. I know you had a meeting and I had to miss your last one. So, I just wanted to catch you up on this. This was actually a catchup meeting for us. It was an extra meeting. We were dealing with a couple audits we hadn't got to, but may also with bylaws and other issues. Um, I'd like to take a
moment today with to as we do our report to share with you why this department and the work they do is so important to our district. Um, I've served on the audit committee for a number of years. Thank you, Miss Rupert, for appointing me and allowing me to continue to serve.
Um, I'm still amazed at the many ways this department saves money for the district, the students, and the families. And I just want to give you one example because I know you deal with a lot of major audits and you see a lot of, you know, really big important issues that impact various departments
and issues, but I just want to tell you one that I think shows you the work why why the work they do is just important to the average family, student, school. Um and I and I'm going to just quote um I'm just quote from the report that was
sent uh during the fiscal year 24 audits. It was discovered that the business support center had sent a memo out stating that taxes were to be paid on prom and other dances. In particular, Cypress Bay High School paid $10,2561 in sales tax and several other schools
also paid several thousands of dollars on sales tax um on prom proceeds. So, the excerpt from Cypress Bay High School reported in November 2024 um a recommendation to seek advisement um and
and so the um business support center did and found out that they didn't have to charge the sales tax. So, what does this translate to for students? What does this mean to them as they're planning their big day at the prom? I think you
can figure that out. It's just I just wanted to tell you because these are the small things that many of us never see but this is a outstanding department. It's a privilege to work with them. They are very committed, very professional and they deal with a lot of topics that are very very important and
high-profile, but they also have an impact on the daily lives of our students. So, I hope that you will um take advantage of of the opportunity to have them do more good work and learn some of the things they do. Um,
I would say that when we find areas of concern, areas that need to be improved, they come to you in a professional manner, but they also offer you the opportunity to change your business practices so that you are saving dollars so we can realize our ultimate goal, which is to direct as much money as
possible into teaching and learning. And um, so I just want to say our next meeting is January 29th. you'll see what the audits that we discuss, but I um just encourage you to look at the many ways that you do serve students in our
schools through um through your departments that maybe don't get a lot of recognition sometime, but there's a lot going on here that really does serve students and families. And I'm just happy. Thank you, Nora, for letting me be a part of it. Oh, I just wanted to brought this to you
because I want you to know I have 1 minute and 39 seconds. H I didn't think I'd go that long. Okay, we follow up. We have a matrix of things to follow up on. So you you get a lot of audits. We might pass an audit on to you, but we might retain certain questions so we can get
additional information to send on to you or make some sure something is done. So just wanted to share that aspect of our committee as well. Thank you. >> Thank you so much, Broward County Association of Student Councils and Student Adviser to the School Board. >> Thank you, Madam Chair. And you've heard
a lot from us already this morning. Um but we do just want to update you on a couple of things and then uh share you know our our perspective. Um so an exciting update is that Senator Ozgood has filed Senate Bill 1048 uh which if
passed would uh achieve the district's legislative priority of increasing industry certification opportunities. So uh thank you to our legislative team as well as the team that we're working with in the Florida Association of School Administrators uh who have helped make that happen. So, we're excited to be
able to advocate for that in Tallahassee and see the benefits that that can bring. Um, Jere and I want to, you know, share some comments in in relation to some of the recent events in the district. Uh, and we both want to be clear that no one has asked us to do
this. Yesterday's characterization of Broward County Public Schools is an unfortunate and frankly disappointing narrative. Let us be clear, the 200,000 students we get to represent in Broward County public schools are not having an overall perfect experience. Frankly, the
challenges of public education and pressure created by the current political climate make that impossible. But their educational experience is not a disaster. We would not be a back-to-back A-rated school district with historic proficiency gains if we were one. There have been operational
concerns and there is meaningful work still ahead as we continue to address issues rooted in the past. We are not where we want to be yet. Students, I think this morning made that clear. When you visit schools, walk the halls and listen to students, the core stakeholder of this district, you hear pride,
optimism, and countless examples of how students how our schools are making a positive difference. Record numbers of industry certifications, improving learning gains, expanded opportunities for student voice, and stronger technology investments highlight progress that often receives less
attention than ongoing challenges. We, as students, and on behalf of the peers we were elected to represent, believe it's important to acknowledge what is working while continuing to advocate for thoughtful changes that will further improve our experience. And that
perspective is backed by data. Just last week, we presented results from our new student feedback survey, reflecting responses from over 55,000 high school students. The results showed skyrocketing scores in academic engagement, leadership responsiveness,
and an 80% satisfaction rate across the district. These voices matter and they tell a story that often goes to unheard. We'll end with this. We both have had the opportunity to sit on the interview panel for our employee of the year award
awards. One employee last week shared, "This school board saved my life." Another teacher fought back tears throughout her entire interview as she spoke about how deeply she loves her work. Those moments are not anomalies. They are reflections of a district that
is imperfect, evolving, and very much alive. There is still much work to do for the benefit of our students future. But by staying focused on facts, data, and student voices, we can continue moving forward together. Thank you.
>> Thank you, District Advisory Council. >> Good morning, chair, board members, and staff. Um, I just want to echo uh what Landon said because I had similar experiences last week and it just um solidifies the gem of staff members that
we have working in our schools and interacting with our students all the time in addition to all of the resources that Broward schools provides to its students. Um, you know, we were discussing how you can't find this anywhere else and we know that you hear
a lot of the bad, but there's so much good. Um unfortunately during our few minutes um here with you we typically will share a lot of the concerns because we have limited time. Um so I do want to begin by um we had our last meeting on
December uh 8th. We had Chief Gregory out who talked about some of the safety and security concerns that we were having um and lots of other topics. Um he stated that they would be balancing staff across the district to ensure that
um schools that maybe don't have enough security guards are receive one from another school based on population incidents and sight specific considerations. My question is, has that happened? And if it hasn't happened, when can we expect that to happen?
Because as of today, we still have many schools saying that they don't have enough campus monitors and security personnel. Um, parents also echoed concerns about perimeter fencing. Not all schools have those, so we asked for a timeline timeline on when we can
expect all schools to have those enclosed perimeter fences. Um we are still hearing from parents that intercoms and PA systems are not fully functional. Um in some schools they're not able to hear the intercom system in the stairways.
They're not able to hear them in external walkways and they they have a lot of fear surrounding the inability to hear critical messages when they're in these vulnerable places. Um and obviously this is an issue that we've brought up um since the beginning of the
school year. Um, we've also shared, you know, we have open communication with Chief Gregory, so we've shared with him, um, instances about, uh, gates being left open, um, external doors at schools not being locked. Um, and we understand that this
is happening more at the secondary le level. Um, so we've shared some maybe solutions of how we can uh, mitigate uh, those safety issues. Um, there are also concerns with Raptor in terms of visitor versus volunteer and who's able to be escorted or unes go around campus
unescorted. And right now it's not consistent across the district. Um, in terms of finances and the hiring freeze, you know, we were we were told and I believe the superintendent said at one board meeting that district staff would be shifting um especially in terms of
certified teachers to fill vacancies at schools. But as of today, we hear about many classes um in schools experiencing challenges where teachers are not able to get subs to go to IEP and EP meetings. Um they some teachers realize
that their students are not getting their push in and pull out services because those interventionists are being asked to go cover different areas or cover a classroom. um we see the impacts on security personnel and also um you know students especially in third grade
it's in at such a critical time it's not the time to be disbanding or dissolving a classroom and and disrupting their learning experience in a mandatory retention year. So we would like answers on on that as well. Um, I heard the
students talk about the um, metal detector concerns this morning and Chief Greg Gregory did emphasize that to properly and efficiently run metal detectors, you need three to four personnel um, in order to
execute that um, with fidelity. We continue to have conversations about food and nutrition. Um, I spoke to a parent yesterday who is getting the ROOc calls. She went on my school books. She paid her balance of $20 well or $20.75
which was the message. However, when she loaded that money, her balance on my school bucks was only showing as $3 because the first charge in elementary is charged to the student. Subsequent charges are charged to the principal's account. So, when she loaded my school bucks, it didn't affect her
principal's balance at all and she got a robocall yesterday. So, we really need to have some standardization and consistency across a district. And we need to figure out a way to um help parents pay those balances because if that was her last $20, right, with a
charge of almost 4% for my school bucks, it's prohibitive to many families. Um we continue to have conversations about nursing and and Hazel Health. We have a slew of questions about Hazel Health, which we're still waiting on responses for. um student services is coming out
to our meeting tomorrow mainly because you have services offered as free but then you have there are inconsistencies with opt in opt out and what's charged what's not so I really we really would like you all to really look at um Hazel Health with a fine-tuned comb um in
terms of academics we had an elementary subcommittee meeting yesterday that in collaboration with district staff and we had over 50 participants on um and it was great dialogue There continues to be concerns about testing. Um we're going to continue to work with academics on on
that issue to find solutions prior to that uh board workshop. Um and then typing instruction in terms of graduation venues. Um we've had discussions about this. Chair, if I may. Um >> that's actually something we're going to bring up at the end of the meeting.
>> Okay. So there's definitely a sense of inequity um for some schools versus others and there are solutions to help the district save money. But for such a pinnacle event, we feel like this is not an area where we should skimp out on on um venues for students or we can find
solutions to move around certain schools so that they're partnered with schools that have lower um populations um so that that cost is not so high. And um also just one last thing, we have legislative reps for all of the areas.
So we've reached out to communications department to see how we can partner our legislative reps with them to support the district's um legislative platform. Our next meeting is tomorrow night. All are welcome. Like I said, we're going to have uh student services out. Thank you so much.
>> Thank you. North area. >> Hello. My name is Lucy. I'm going to be giving the North area report. We passed a motion at North area on December 18th. The motion reads, "We move that the district ensure that any student obligation are reflected in focus and
that a process is creating for notifying parents or guardians via their preferred method of communication. This motion was passed unanimously. The idea behind this motion is that since the obligations are handled under a different department from food and nutrition, parents may not be aware that their child is acuring a
lunch debt. This department does not send out notifications of balances and then the students are prohibited from participating in activities such as field trips or graduation. My next issue that I need to talk about is testing. Um, every year at North area, one of the biggest concerns that parents are
bringing is testing and the amount of testing that is being done. I'm going to go on record right now. I am protesting. I have been protesting for a long time. I have defended testing. I think fast testing, if used properly, is one of the best tools that we've had in a long time. We can identify children that are
scoring a five, mastering that grade level in PM1, and have access to programs like the Excel program. We can see data in PM2 and see children that aren't making learning gains and pull them out for interventions. And by PM3, we should be able to see students who
are at grade level. In theory, all of them should be. FA uh I Ready is a great program because it can be utilized for a child at their level and help fill in the gap. So if you have a kindergartener who's doing calculus, great job for them, but at that point if they haven't learned fractions, they're going to
teach fractions and move it up to calculated. This is a program that could be used at their level. So you need to be able to do testing to see where that child is. But this year and last year, I've been getting more and more complaints. And so I decided to dig into it. I asked the district to give me a
list of all the required testing. This is the sheet that I gave. This was from K through 12. This is not an accurate sheet. This does not have all the testing. So, I went from director to director to director to principal to teachers and I made a comprehensive list of all the testing. I went ahead and passed that around. This is all the
testing that is required. Now, you will see some of them said suggested testing, which is mostly the sciences. They are not suggested. Every school is doing them. Every principal is mandating them. Every teacher is. Why? Because if they don't, the county comes over and they say, "Why aren't you doing this? you need to do this. So if they come back
and they say they're suggested testing, they're not suggesting. So it's very concerning that this went ahead. After I published this list, I went ahead and put it online. I wanted to get feedback from parents and teachers to see if this was an appropriate amount of testing
that they felt was appropriate. What I received was overwhelming. I had 186 I counted messages mainly from teachers. Almost every single one of them said, "Please do not use my name because I feel retaliation." That in itself should speak volumes. What I learned I've kind
of put back in a little bit. The teachers are reporting that the platform is cumbersome, not userfriendly, not engaging for students, and the actual times required to administer the assessment always exceeds the recommended. One thing that I also learned from the teachers is these are
the amount of tests. Some of these are recommended two days to take tests. So, you can't do it in one day. So, these numbers are actually higher than they what they are. Also, Brower County is saying this test should take two hours. Well, between glitches and getting five-year-olds to log onto a computer
and learning how to use it, it's taking upwards of two days for them to do it. The district says, "Well, if those students aren't finished, put those kids in another classroom. In theory, that would be great, but if half the class isn't done, I don't know exactly what you plan on doing. If you have three or four, you move them into the office or
another classroom. Do you continue learning or do you let those kids fall behind?" Also, this the data that you're getting is really not great. And even if it was perfect and it was wonderful data, the window to the next test is so quickly that if the entire class failed,
you can't teach the lesson anyway because you have to move on to the next level. Thus, making the data that you're receiving is completely invaluable to begin with. Um, screen time. We talk about screen time. Get rid of the phones. Get rid of the laptops that get kids out. Teach, engage. How are you
doing this? When kindergartener alone has 180 days of school, 59 tests. That means 32.8% of their days. They have a test. Think about that. Let that sink in. You sent out a survey just recently to the teachers on Friday asking their feedback on the testing. The wording was
very cumbersome for me to understand. I can't imagine the teachers understanding if they understand when a test is mandatory or not. I heard from Broward County that this is what some of the other counties are doing. Dade County, Palm Beach, Hillsboro County. What I always like to say, Broward County
shouldn't be a follower. We should be a leader. We should be leading intervention. We should be getting rid of these tests and getting the teachers back to teaching what they need to teach. So, just to kind of go over, you have the list. I encourage you to look at this.
Figure out why we're testing so much. Figure out how much we're paying for these tests and how these were approved in our district. Thank you. >> Thank you. central area. >> Thank you. Thank you. Good morning, Madam Chair, board members, Superintendent Hutburn, and staff. I'm
Brooke Bordy, the vice chair of Central Area Advisory Council. We had our last meeting on December 18th, 2025. Our primary agenda item was hearing from Chief Gregory regarding safety and security. We thank him for his time, thorough presentation, and for
addressing our soft chair's questions. Some of the concerns from our parents involved front fencing in our compa systems and especially the effect of the hiring freeze on campus monitor staffing. A couple parents expressed that their schools have been waiting years for fencing along the front
perimeter. We understand that there is a prioritization process for fence installation, but fencing is something that our parents are, you know, asking about talking about frequently. So that's something that we want to raise for you. Regarding intercom systems, Chief Gregory explained that there is a
plan being executed right now to fix and repair all systems not currently working by fall of this year. While that is great news, we do want to raise the issue for the board. You all understand the importance of working intercoms for our children's safety without getting into details about security. I do want
to say that an ongoing board followup is appropriate to ensure that this project remains on the fastest timeline possible. The primary security concern we heard about were our onampus monitors, how staff has been generally downsized, and how the hiring freeze has
affected these positions. The superintendent's hiring freeze memo has a specific carveout for safety and security. So, parents were troubled to hear that the hiring freeze has in fact been applied to campus monitors. The need for monitors has even increased since schools have been directed to keep
most stores on campus locked. This has resulted in students being locked out. um from hallways and kind of left out in the open. Um kind of crying elementary students if you can imagine. Um and also the risk of a decreased emergency response capacity on campuses
particularly where those have numerous external buildings. We also heard from our regional superintendent regarding the hiring freeze. He explained that school vacancies would be filled by district staff certified teachers that are currently working within the district. Parents also brought their staff's concerns to the meetings as
they're intended to do. Specifically, central area um one of our staff chairs asked for a follow-up regarding the motions we passed regarding nursing. Um and we had a question about Hazel Health. We explained that the board has not taken further action regarding nurses in schools and that the nursing
situation remains the same as the beginning of the year with nurses only being provided where statutoily required. The last update we had about Hazel Health was in November and the only information we were provided was that the staff had been laid off. We later learned about a merger with the pediatric telemental health company
Little Otter. Central area continues to hear reports about an uneven rollout of Hazel Health, missing medical equipment and medicines, concerns about health, how health information is stored, and misleading advertising from the district about Hazel Health being free when it in
fact does in bill insurance. Without staff available to answer these questions, um the parental concerns have escalated. Our next meeting for central area is this Thursday, January 15th at 9:45 a.m. at Indian Ridge Middle School.
We continue to encourage all of our central area soft chairs to attend. We hope to have we had hoped to have coordinated student health services speak especially about Hazel Health and other outstanding questions, but we and other groups have been told that they are unavailable. Instead, we'll be
having several stakeholder discussions, including about recess, PE, testing, graduation venues, and teacher staffing concerns. Uh, regarding graduation venues, we are aware that the board is considering a cost-saving measure by which only the largest schools will graduate in outside venues with
remaining schools utilizing their school gyms. A preliminary review shows that this may have a disperate impact on disadvantaged schools. While we do not believe that this is the intention of the board, any such effect certainly warrants reconsideration of the proposed measures. We look forward to
communicating the thoughts and consensus of central area on that subject. If there's one issue I want to alert the board to today, it's teacher staffing concerns. We were told in early December at the time of the hiring freeze that school-based teaching vacancies would be filled by certified staff currently
serving at the district level. Last week, we heard of several schools where students have had their classes dissolved and moved into new classes midyear in order to free up a teacher to fill the vacancy. We learned yesterday that the district is not moving district staff. Specifically, only one district
staff has been moved from secondary learning into the classroom and no one from elementary learning has been moved. Our principles have reported that instead of they've been forced to submit proposals for shuffling their current staff. This is absolutely not how we, the parents, were told teaching vacancies would be handled. It's
heartbreaking to see the district's budget wos be put on the backs of our children. And I also want to ask that this be undone. We've had hundreds, if not thousands of students moved last week, and we need them back in their own class
with a teacher. Whether that's a new hire or someone from the district staff, that's our biggest concern and it'll be raised at our next meeting. Thank you. >> Thank you, South area. Good morning, school board members. Um, chair, superintendent Linda Ferrara on behalf of Antonet Bailey, who is out
sick today. Uh, just wanted to uh comment on our meeting from December 7, December 17th. Uh, we did have a healthy discussion on testing. I'm not going to reiterate because a lot of the concerns were raised the same as North area. Um, but we did have a healthy discussion with uh a lot of concerns being
addressed by the academics department. We also had a review of the Prism VR um the goggles. Uh so uh but I'll go into a little further on my technology report. Thank you. >> Thank you. Diversity.
>> Thank you. Uh Corey Sher. I report on behalf of our passionate and truly professional and skilled chair Narnique Grant. She didn't pay me to say that. Um but uh good afternoon at this point. Um uh to our schoolboard members, we're so proud of you. We really count on all of
you. Um see many of you who have individual stories are so amazing and we really are counting on you. And to our superintendent, Dr. Hipper and thank you for who you are and what you do. Um I am a son of Broward in particular, District 5. So that our member Dr. Holes, I thank
you for who you are and appointing me here. And I say that not not just because you appointed me. Uh our diversity is our strength. Uh we can see that in all the stars out front as we walk along. I was taking pictures of every star. It's so amazing. Um with our report, the diversity committee met on
January 9th for our general monthly meeting. Thursday's discussion circle back to Chief Michael G. Gregory and safety and security issues that present challenges for schools. When Chief Gregory came to our meeting two months ago, the committee asked to provide a breakdown of the district's current
safety and security personnel. The comm the committee had questions and concerns as it relates to arrest info, the lack of continuity from the district to the state attorney's office, the cooper cooperative contracts currently in effect as it relates to equitable
actions from the SRO's. The lack of a district-wide standard of service as it relates to the SRO's, the lack of police, there's a lot of lack here, the lack of police liaison following through on student incidents to their completion. The committee is still waiting for an update from Chief
Gregory. So, let's put that on record and make that duly noted. We have asked that he and Chief uh Nasovvich, hopefully I got that right, uh come back to the committee meeting next month and we are awaiting a response on that invite as well. The department of school
culture and student support presented the upcoming events such as teen summit with middle schoolers. Uh update on student surveys, upcoming event at the hol holocaust museum which I think happened right trip with 120 students to Tallahassee from the legislative
session. Uh MLK events and camping trip at quiet waters park with 120 male students. We made a motion in October requesting uh information on discipline related issues that was subsequently asked again by board member wholeness. Kathy Keats
presented that information on on this past Thursday. The committee is still reviewing information and we'll have some feedback next month. However, this information doesn't provide clarity on the disconnect between the district and law enforcement in all its forms. The
committee has had nine site visits thus far. We are observing facilities, academics, discipline programs, resource availability, and safety and security concerns. The committee remains committed to the nine conditions and they and the and the indicators as we
move forward through the school year. Uh the committee will be evaluating last year's site visits simultaneously with this year's uh site school year site visits. We believe this will enhance the annual report with tangible findings. Uh
our site visits observations this year reveal communic commun communicative issues with the new process. So we've heard this already across the board. Safety and security issues that are prolonged with no real explanation. Facilities in adequate shape. Um
cleanliness is still an ongoing issue. Um, you know, I can actually, you know, just say real quick that we've seen, again, I said it before, we've seen some ship smells, holes, incomplete work orders, paint peeling off the off the walls. And so, you know, this continues this
concern. We're counting on you to deal with this. The students are dealing with it every day, as well as the staff. Um, we still see challenges with Maximo and facility managers with work orders. We also see major challenges and operation
issues with safety and security. Um diversity committee has sent followup to Mr. Bradford, Mr. Rossario and Mr. Darcy from the technology department. We're waiting updates on the processes for technology distribution. We did get an update on that. So report on that shortly. We would like to know how well that process is working. Committee has
sent a follow-up to Dr. Shapiro for roles of school counselors as it relates to mental health. the difference between those counselors who are considered academic, personal, social, i.e. for mental health, college, career readiness. Uh that process in place for children who who have been Baker acted
and what transition back into school looks like. In conclusion, a reminder, we ask that each board member check in with their appointees for updates and attendance. It's imperative that committee members attend monthly meetings and participate. The success of this committee has capped the level of its least effective member. So I implore
you to encourage your appointees to attend the monthly meeting. As we continue the school year, the committee would like this opportunity to invite each board member as well as superintendent, Dr. Heepburn, the general counsel and also chief of staff believe in having everyone participate. Our goal is helping the district to
showcase its excellence in diverse equitable education and we look forward to that to that collaboration. Thank you proud. Proud. >> Thank you. ESC Advisory Council. Hello, good morning um and happy new
year everybody. Um at our December ESC advisory meeting, we came up with um a number of discussion topics. One of them was about protecting students with disabilities and their federal rights from the impacts of the hiring freeze. It's not true to say that there are no impacts. We're already seeing them. Um
including reports from schools. Um, I'll read you just one. Schools being directed to fill sub vacancies from within the building before calling subs. So, at any time, support facilitators who service as students with disabilities can be pulled to cover
classrooms if somebody is out. What then happens to the children who are meant to be serviced that day? Um, and what if they have IEP meetings? This will have a huge impact on ESC. Staff should not be pulled from their duties to sub in classrooms. Um, moving on or moving
backwards rather, at our November meeting, we discussed a proposal that I had actually put forward based on years of seeing up close and personal the many holes in BCPS's response and accountability mechanisms when it comes to dealing with episodes or incidents affecting students educational interests
and well-being. We discussed the need for a tracking and accountability system that could start closing the many deficiencies and instead shape a process where parents are delivered corrective action, answers and accountability, consistent and professional communication, documentation.
I'll wait. Thank you. I have 5 seconds back. Thank you. I would love for all of you to be listening to us. Um, and ultimately written close out. That recommendation is here. It was filed on the agenda papers. We were one person short of quorum that day. We agreed it by consensus. Staff's immediate response
at the meeting was along the lines of we already have a system. At our December meeting, we discussed specific episodes that illustrate that need. One being the elopment of a six-year-old student with autism from their school in early December and its subsequent mishandling.
and one being a child in prek who came home from a separate school with unexplained bruises in early November and whose parent was fighting ever since with me to find out what was ever done to investigate what were the outcomes, what action was taken, who was ever going to communicate with this parent
and assist when she needed it. This is a case where, as some of you know, it covers more than 25 pages of emails which went unread by those that they were sent to in some cases until last Friday. We cannot have incidents where cases where there is no incident report,
no proper follow-up, no internal review of who did what, who didn't, little to no corrective action, lack of empathy, lack of professionalism, I'm sorry to say it, but staff dishonesty and push back and grudging interaction when parents and advocates remain persistent. Some people's persistence has a
threshold, count me in that group. At our January meeting, we will return to this with view to beefing up our recommendation to make clear that such a system needs to include student safety and incident manage management. It's not solely about ESSE and IEP compliance.
And I'd like to mention at our ESSE advisory meetings, um the executive director Diane Egan and her team are consistent in attending. They might not like what we hear. They might not want to to have certain things aired, but they come along. they are there to engage. Um, and it is very difficult
sometimes getting others to do the same when we need their expertise and input to discussion as well. So, where I've sent out invitations, I would love to hear back from staff who can help inform our discussion. Um, I've spoken to the superintendent about
these concerns last week in light of these uh recent and still uh largely unadressed cases and we will be driving change and constructive action that puts students first. I believe that's what the superintendent wants too. BCPS has two pathways it can follow when things
go wrong. Silence, evasion, mediocrity and cover up or accountability, integrity, empathy, partnership and the pursuit of excellence in customer service. We need to leave no stone unturned in investigating incidents and not obfiscation and things swept under
the rug. This is not a failing district and it's not a disaster. There is much to celebrate, excellence to commend and there are some incredible things and people working for our students. But on this, this is an issue that has struggled fresh action and that has
failed. Um, we will be putting forward from our discussions at ESC advisory in January and beyond um a a framework for a system that can help serve all of these needs. A robust student welfare incident accountability system is not
merely a compliance tool, but a statement of your values. By adopting a clear, consistent framework, the school board can ensure accountability, reduce risk, and demonstrate unwavering commitment to student safety and rights. Um, I have to mention as well, just getting out the door today to come to
this meeting, I had communications from four parents with unanswered questions, concerns, incidents, and one of them as a result has pulled her kid out of school. Thank you. Thank you. Isa Leadership Council.
Good morning. Good morning, school board members, uh, Superintendent Dr. Hebrew, ladies and gentlemen. Uh, my name is Suzar Kawar and I honored to serve as the chair of the steering committee for
the ESOL leadership council. Um this is it is my pleasure to share and update on the work our ESOL party leader continue to do in close partnership with the Valinguan Isil department and the international welcome center. Over the
past few months our council has remained deeply engaged with family across the district. In November, we hosted our second ESOL pattern leadership council general meeting welcoming more than 100
parents and family members. During the meeting, families heard directly from several district department about the service they provide and how those services for student success support student success. parent were
highly engaged and led with a stronger understanding of Broward County public schools and a great sense of confidence in navigating the system on behalf of their children. Uh as a volunteer parents we are proud
to actively support the work of the international welcome center and it dedicated staff. Our steering committee meets bimonthly at the center and I will collaborate closely to a strength partnership with organization such as
the children's services council and Spanish unity. The international welcome center does crucial work not only welcoming newcomer family but also supporting immigrant student whose family are experiencing hardship
including those impacted by deportation or uncertainly related to the current immigration climate. Throughout trust partnership and coordinate support, the center help ensure this student remain connected to
a school services and set and sense of stability during very difficult times. We are also excited about the continuing expansion of of international welcome center service across the district. Very
soon they will open an office in the central area at the Broward Estates early learning and resource centers increasing access to guidance resource and support for ESOL families in that community. This expansion reflects a
chure commitment to meeting families where they are. Looking ahead, our next ISOL party leadership council general meeting will take place on January 14, tomorrow, 20 to6 at Plantation Middle
School from C30 to 8:30 p.m. The focus on this meeting will be chair important information about the ISOL program and additional district opportunities available to student and families. As
always, all meeting are live interpreted with the Spanish, Han, Creole and Portuguese with close captioning available in additional languages via mobile device to ensure accessibility for all families. In addition, we are
excited to announce that at the end of the January, we will host a parent leadership training aimed at empowering families and recruiting new volunteer for the ESOL leadership council studying committee. This training will provide
parents with leadership tools, a deeper understanding of the school system, an opportunity to become active partners and advocate with with our district. I would like to close by sincerely thank you the school board and district
leadership for your continued support of immigrant and multilingual students. Our school provide safe, welcoming environment where families feel valued, respected and supported. Thank you so much, Gracias, Merci Ma, for your time
and for all that you do for our student and families. >> Thank you, parent community involvement task force. I I'm so sorry. >> Oh no, >> I skip I accidentally skipped to facilities task force. Good morning. Happy new year. Um this is
day 13 of this wonderful year with all the activities that are going on. Um Kimberly Mohorn um facility task force chair. Uh we met um Thursday, January 8th at Mirror Lake Elementary School.
Our ask is to return back to Plantation Middle I mean high school media center. So that's our ask. Um, thank you board member um, Aladev for sending your new appointee Matt. Um, a friendly reminder to the or other board members Thompson,
Bowman, and Zean to please select your appointees. Thank you. Um, FTF asks for um raw data for five schools um, concerning the fac um, facilities condition assessment. We received the
data. Um we have a subcommittee meeting this Thursday and we will review the data and bring it back to um our findings. Um the um one of the questions is who will be the temporary um chief facility
officer? Um the other issue that was brought up was um light system project. Um how are we doing with that project? How is it going with um replacing all the lights in the schools and the different um facilities?
Um the air conditioning system um we were referencing um the Terraella um temperature um that um Chair Lubkum um brought up to the committee for the past few years. We did receive an email concerning the project and it emphasized
that a $200,000 price tag was and my question was was it just for um TerraLa and then I understand that it is just for Tavlla. Um just wanted to find out what other schools need the same um
uh fixtures or devices that need to fix the temperatures within the different buildings. if we can get a list of those facilities. Um the other things our our asked was now that we may be getting a
new um facilities um chief um if we can get the um Maximo in Excel for us, we would greatly appreciate it so that we can assist with finding out um how the actual Maximo is working. Is it working
to its full potential? Um so we would like it in Excel please and thank you again. Um the other thing is a long range facilities committee. Um we understand that there is a process
going on with um the chair not being a part of the fac for of the long range um committee or not allowing us to select someone within the facilities task force to represent us. Um so that's another
ask if we can have a chance to be a part of it. Um, one of the other things that we also talked about was the updated master plan or RFQ. We understand that you're it's in progress. You're working on it. We
would like for it to come to us so that we can look at it. Um, hopefully we'll get a chance to do that. Hopefully for this year our thing is can we start being a part of some of the decision-
making since we are we are advisors if things can come to us um if we can work together that's um one of the things that we want to um express this um year
and last but not least um I understand you're going to talk about the graduation venues which we um hopefully it'll be um equity throughout the district for that. And that's the end of my report. Thank you.
>> Thank you, Gift Advisory Council. >> Good afternoon, everybody. We had our last meeting just last night online with Teams. We had over 100 people show up. We had an open Q&A with the redefining team, elementary and
secondary education teams. provided a wealth of information and answered a lot of questions. We finally received our redline bylaws back, so we briefly reviewed those and we plan on working on that at the next meeting. Our next meeting will be February 9th,
6:30 at Plantation Middle in person. Again, we'll be going over some of the bylaws and our main topic will be mindfulness and testing anxiety. And just to say that our school district is a disaster, I find that complete hyperbole with all the wonderful stories that we have going on here. Is it
perfect? No, no one is. But I look forward to seeing the continued progress that we make throughout the years. Thank you very much. >> Thank you, parent community involvement task force. >> Good morning and happy new year. Our
committee held our January meeting last night. I want to begin by highlighting a wonderful parent university event held on January 7th in partnership with the office of family and community engagement. We hosted a kindergarten readiness session and it was a strong reflection of Broward County Public
Schools at its best. A sincere thank you to Dr. Lorie Canning for bringing such energy and enthusiasm to welcoming new families to the district. Families were able to see the incredible breadth of staff and programs and the session did an excellent job showcasing the many
supports and opportunities available to our youngest students. As part of our reflection on the event, the task force did identify some barriers to attendance and participation, not related to the quality of the content, but to how families find and access these events.
We discussed the need for increased coordination with schools, municipal partners, and local media outlets to ensure families receive information early and often. We also noted uh noted an issue with parent link. We love the district has started sending out
happening now text messages. The issue is that parent link senses sends it in waves because we're such a big district. So some people get it after the event is finished. So just thinking about th that as we're planning those messaging or sending out those messages is is really
critical. We are excited about several new strategies to expend extend the impact and reach beyond live attendance. We will be promoting recorded parent university sessions through QR codes at future kindergarten readiness events.
Um, and we're excited to break the session into smaller, more accessible clips that families can engage with on their own time. Looking ahead, our next uh parent university session will take place on February 4th and will uh focus on student support services. We are
excited to highlight all the resources the district has to support students and families. A big thank you to Simone Hollingsworth and Nadia Clark, our amazing liaison, for the work on this. The flyer will be finalized this week. um and we'll be sharing it with all of you. So, please send it out through your
distribution channels. We are excited to begin planning a nonprofit resource fair in April which will be held on a Saturday. This event will build on the work of our nonprofit forums. Um we want to create a space where nonprofit service providers, families, and school
staff can connect directly. Um our goal is to make access to community supports easier for families across the district. Um we did spend time this month discussing the school choice process. Uh families have shared that the application experience in focus has just
become more complicated. Um now they have to you know get access to focus before even filling out the forms. Um there are separate forms for different options. Um so we just want to kind of make a note that let's try to you know remove barriers and and and note when we're unintentionally creating new ones
and try to try to figure out how to to remove those. Um, finally, um, we closed last night by discussing the importance of direct communication with families and community members, particularly when things are a bit uncertain. Um, the task
force feels strongly that now more than ever, families need clear, proactive communication from the district. Even when answers are not yet available, even when the message simply acknowledges that um questions exist and information is forthcoming, direct communication
helps build trust. So, as part of our task force's charge to amplify the ways to ways to engage families and community members, we look forward to partnering with you all to find ways to strengthen communication pathways that will enable the board and district to have
meaningful conversations with students and families so everyone feels informed, included, and valued. Um, we are energized, optimistic, and committed to supporting the district's efforts to welcoming families, improving access, and strengthening community trust. and we are so grateful for all of your
support in this work. Thank you. >> Thank you, technology advisory committee. >> Good morning again, chair, superintendent, board members, uh Linda Ferrara, chair uh technology advisory committee. Uh we had a discussion um of
an overview of the ERP system and the RFP process was given to us as a as identified in my December report. The timeline to draft the RFP is in January which we are in. We're convening a tax subcommittee to develop comprehensive
requirements requirements for new ERP system before posting the RFP. Approach includes matrix-based categorization, change management and security considerations. An additional key factor that was brought forward in my December report is to require KPIs
across uh functions, data migration and performance benchmarks. Since TAC was not given the opportunity to review the Prism VR contract in 2024, yesterday we were able to review the contract and how it supports math and science learning through immersive
experiences. The pilot was launched back in 2425, expanded districtwide in 2526. Currently, there's 58 schools, 1328 132 VR carts, over 3,900 headsets, 354 teachers are trained, and 15,000
students engaged. uh we had concerns about the training and how that was being handled and most of that was addressed. But moving forward we discussed the qual qualitative data but also um by the end of the year looking forward uh for the department to look at
the academic data correlating to PMs 1, two and three. We look forward to seeing that academic impact data for Prisms VR. Um, TAC looks forward to further involvement in the future of the technology procurements. Um, as far as diversity goes, we have also requested a
an update as to the device distribution. So, if I get one, I'll send it to you. Um, central areas issue on Raptor's nothing new. It's been going on for the last 5 years. Unfortunately, TAC was not involved with the renewal of the contract where we could have raised these issues and the concerns could have
been addressed. um brought up in Sporty and then the school choice application process having personally been involved in that uh where my daughter is now registering her child into the school system opted to go to charter school because of the process
the way it's laid out and the frustration that she was exhibiting even as I was going through it with her though thank you >> thank you board member questions oh sorry go ahead Dr. I just I'm taking notes. I just wanted one clarification.
I don't remember um who mentioned the issue around Raptor first. So I can log that. Um so I can log that for followup. What was the issue with Raptor? >> Well, so currently Raptor only screens
for the offender registries. So, anyone who's coming onto a school campus, when you provide your ID card, it's only screening to see if they are on the offender registry. It's not screening for any other crimes. The only people who are fully screened um for criminal
history are those that are approved volunteers. And that's why those improve approved volunteers when they scan into the school, they're able to access the entire school campus unaccompanied. Obviously, that's just a level one background. So, they're not allowed to have um one-on-one contact with
students, but there are numerous instances in schools where visitors are allowed to walk through campus without an escort. Some schools are doing it really great, others are not. Um, and the other piece that we shared with CH
Chief Gregory is in one instance where I visited a school. Um, the person was filling in at the front desk and she gave me an ID badge that did not match mine. And so I said, "Oh, you gave me you checked me in under someone else's
name." And she was like, "It doesn't matter. I don't care. I just you just need to have a badge." And I was like, "No, do you understand that it's running a check?" And so um there just has to be consistent practices and if someone is filling in there needs to be reference
document that they can access to ensure that they understand the importance of properly screening and checking people into our school campuses. >> Thank you. >> Thank you. But sorry before board member discussion, Miss Hixon flagged that uh I missed multilingual advisory committee.
>> Good afternoon board superintendent. Madame Chair Leonardi. Thank you for the opportunity to directly report to you. Um the multilingual advisory committee has not met since the last time I reported to you um because we meet only
four times a year. Our next meeting is February 18th at Coral Springs Middle 6 p.m. I invite you all to attend. Um the reason I decided to come anyway is because um you know we have been active
and I wanted to give you uh some advice that I think you will like because it doesn't require any resources to implement. Um we attended the Broward County Showcase at the Amarant Arena uh
in December. Um, and we did so by putting on our parent hats and acting like we were just parents who are interested in dual language in the district. Um, very impressive event. Um, very well advertised, I have to say. Um,
but when visitors walk in, I don't know if you all are aware or if you had the experience of of being a parent at the event, um, you're handed a flyer that has a map of where all the schools are and where all the booths are in the upstairs.
And, uh, nowhere on that piece of paper with the QR code and everything was the phrase dual language anywhere on that flyer. Um, now being chair of this committee, I know that if I navigate to the upstairs floor and go to the table
marked bilingual Esau that I can get dual language information. But I don't think that a normal parent off the street is going to see anywhere dual language when they walk in. And I think it's a missed opportunity because the
whole point of that showcase is acknowledging that parents um are making choices, active choices, whether to send their kids to a Broward County school versus outside the district. And those are exactly the kind of parents who are going to be looking for dual language.
And anecdotally, within the first five minutes of entering the arena, um my MAC colleague and I overheard a student um approach the Falcon Cove Middle School table and just ask if they had dual language and initiate that conversation.
We were very uh happy to eaves drop and hear that happen. Um but anyway, that's I think a simple fix. We of course brought it up with our district liaison um and we were told that it's out of their hands. the things that are listed on that flyer are the names of the departments. So, I think an exception
can be made and somewhere on there you can point people um to where they can get information about the dual language program. Um I also want to say that we have requested uh anonymized data from the district and we're still waiting on
it. um about uh what students in grades five, six, seven, eight um are students who have started with us in K first and second in the dual language program. Um such a student uh if they make it if
there's a fifth grader who started with us in kindergarten, uh we consider that one form of success um in the dual language program. If that fifth grader chooses to stay in dual language and go on to middle school, um then we consider
that another level of success. And if that student finishes the dual language program at that middle school in 8th grade, um I consider that perhaps the highest success that that we can offer. Um maybe only if they are able to take AP Spanish in 9th grade. Um we are still
waiting on that data. Um, but we look forward to to looking at it and getting back to you um about how to make the program better. Thank you. >> Thank you. Now, board member discussion. Miss Hixon. Thank you. And um thank you
all for coming today and for sharing some of the the good things that are happening because that's always important. And I want to say in the climate that we find ourselves in um right now, it was really nice to have you all start off with we are not a
disaster and the good things but acknowledging that there are there are issues and we need to work together to serve them. I mean to solve them, sorry. We all have a similar mission. It is to serve our students, right? That's why we're here. We should all be rowing the
boat in the same direction. We may get off on different paths um and we might not work fast enough for some of you um on some of the issues that you have, but I think it's really important for you to be here representing the community and for us to be able to hear your concerns
and and address them so that everyone understands that we are rowing the boat in the same direction because we want our students to be successful. So, I really do appreciate that you started your conversations off with that today. Um, just a couple of questions I guess to the superintendent based on things
that I heard. So, I've heard I heard a a not a great thing about bylaws and then another one um that they did receive it back. So, I'm not sure if it's the superintendent or general counsel. If you could address where we are with the bylaws. I know that we heard early on
that bylaws were um stuck in legal to to lack of a better term. Can you give us an update on where you are with that? If I may, uh, Miss Jock Adams, if we could start with Mr. Hill first to find out what he has in quue um in their office u
before we talk about what's in legal because I think there's the that's the initial flow. >> Thank you, Superintendent Heburn through the chair. So bylaws um are not reviewed by our legal department. They can go straight to the board once they're approved by the committees as well as the departments. Um, so right now we're working with all of the department with
all of our department liaison to we have the the bylaws. So we're getting with all the committees to make sure that they're current and that the comm the confirming that the committees have checked off and signed off on them and the ones that have not, we're trying to ask our chairs to place them on their um their u agendas as soon as possible.
Once we get with the liaison and the committee chairs and once the committees do sign off on them, then we will of course bring them right to the board um on an agenda item. So, you're going to bring all of the bylaws to us at one time? >> I can I Yes. Sure. >> Okay. Because it I Does that hold them
up in any way? It's just that we've heard about bylaws for the last year or so. >> If I'm going to bring them all in one as one item, it may hold up the other ones that are ready to go. But if I can bring them as they come forth, um, then I can get them to the board as soon as possible. >> So, do you have a stack of them that are
ready to come to the board yet? I can follow up with you on what I have ready to go. >> Okay. Because I I don't think they have to all come to us at one time. Correct. We could move them along. Um but I just you could maybe give us a followup on what committee. So we could also reach
out to committees if they haven't gotten to you yet or wherever. We just want to work collaboratively, but we keep hearing that their bylaws are stuck somewhere. And if I may, uh, and I do apologize, the soup did instruct us to provide a memo to the board, uh, before
the break and we haven't done that, but we'll make sure to go ahead and do that so everyone knows where we're at. >> Thank you. That's Ollie. Um, the next question brought up by um, central area and actually part of a conversation on the earlier press release that we had
this morning before the meeting started um, was teacher staffing concerns. So, um, superintendent, if you could please address that and let us know if district staff hasn't been moved when that move is going to start. >> Yep. So, you'll see a lot of movement
this week. The team did a good job of creating a specific process um of requests um uh regional soups and directors work with their schools to see what's going on on campus. Um, it is uh for many this decision is going to be tough because it does involve some
shifting of classrooms. If we have a class with a small amount of kids, um we prefer them going into a classroom with a certified teacher at that school that that requires shifts. And then we're evaluating um if they need a district
person. One of the things that they that they that we're going to have to do, we have probably about two to 300 um district instructional staff that are under um federal grants and we're going to have to amend those grants so they
can go into the classrooms to also support too. But you'll see district staff being deployed this week. They just had their um I want to say their first or second uh meeting to find out what the actual needs are and you'll see deployment of district folks um this week into some of the classrooms. Normal
routines if you if you're at a school and there's a vacancy um you're going to get a sub. That sub may be in that classroom in three to four weeks while HR processes that hiring. Um so some of the schools do have subs in there this week but it's not a three to four week turnaround for us. it's a couple of days
turnaround for us so we can get a teacher in a district teacher in that classroom. And so, um, there are going to be very rare cases where we allow hiring for something very special, but we have tons of people across our organization um, including
myself that are certified to teach uh, specific subject areas. So, uh, my team my team know me. I like to get my hands dirty. So, if I got to go in to teach a science class for a couple of days, you'll you'll see me you'll see me do that, too. So, don't let the superintendent go into a class and teach for a couple of days and uh we got other
staff members saying they they they're not u. So, you'll see people start getting deployed uh this week, but it's a methodical process just to make sure we can examine and evaluate the real need um before we start uh just uh pushing people in into circum
circumstances without evaluating what the real need is so we can address the needs of the students appropriately. because I just want to reiterate what we as a board have said is that we do not want the cuts that are happening to affect our classroom and we've heard
over and over. So to that extent as well something that um the ESSE advisory chair brought up was using the the um resource people in the school that should be doing things with students as
substitutes. So could you also address what is how are we allowing that to happen and not using district staff even at a sub level and I'll just I'm a certified teacher um so I you know I all hands on deck at this point
>> the the same process um for evaluating the need it's the same exact process for whatever if it's if it's ESC uh if it's ESC uh bless you if it's ESC for purposes of of of having a staff member
that teacher at a at a uh IEP meeting and usually you will put a sub in that classroom >> everybody. >> Bless you. >> They don't like your answer. >> I see it. But um it's the same process evaluating the need and sending out district staff to to address that. Some
schools are are um doing things faster, right? And making decisions at the school base. uh we prefer them to work with their regional office so we can evaluate and figure out what district staff needs to go out there that has the perfect certification to meet the needs for for whatever if
it's ESC, English, ELA, whatever the whatever the case may be just to make sure we get the right people in the right seats. >> So could um you make sure that you're sharing with the regional superintendent that they should be telling principles Yep. that they should not be using that stuff. >> We just we just went over that
yesterday. So it was it was definitely um discussed to make sure that flows down to the schools so that principles are not u making those decisions without picking up the phone and calling first before they do something. >> And and again on those lines something
that um we've heard is that field trips are being affected because there is a a lack of substitutes. So can you also address that? >> Yes. Um I've heard about those cases with field trips and we are adamant that this situation does not impact student
um opportunities for field trips, athletics and things like that. So I don't know how that uh got confused amongst the communication but we cleared that up yesterday also. So again field trips, athletic um competitions, we are not um uh creating a barrier for kids in
those experiences with what we have going on. >> Okay. And so for I'll give an example that honestly I read um online was that there's a debate program and they were told that their debate club had to pay for the sub for this teacher for them to
be able to participate in the tournament and can so >> that sounds like somebody's not picking up the phone before they actually answer the question and that's you know for our principles are telling pick up the phone. Uh we've been meeting on this for quite some time, including of I think
they were in a five-hour meeting yesterday. Um just to make sure every part of the process is clearly understood so we don't have situations like that. At the at at minimum pick up the phone before you make a decision. Okay. >> Go ahead. Um uh Mr. I just wanted to add
that um the deputy does have a um frequent asked questions in this regard, but she's sending another reminder to ensure that schools have a clear understanding that this does not affect any academic or uh sports uh field trips. >> Great.
>> And they're allowed to do TDAs for uh uh coverage if it relates to those items. >> And I would um just ask us because we also heard things about communication issues. We're relying just on us passing that along to principles. If we could
make some kind of public statement as a school board to say we are not going to allow the issues we're having with staffing to affect any kind of field trip, however you frame that and put it out because we can only control we have
to control our own messaging. And if we don't address what's being said out there knowing that it's incorrect, it's just going to continue to balloon and then we hear we're a disaster. So, we are doing the right things. They're getting twisted in in the changing of,
you know, moving down the line. I think it's really important that we are messaging ourselves to make sure that we're giving the right information and h, you know, Facebook post, sending out a an an email. a parent link in a timely
manner. Um, and those kinds of I think it's important. >> Um, so my next question, the light project, that's pretty easy to be able to answer. Can you give some highlights or or an update on where we are without changing out the lights because I think
most of those have been complete. Um, >> schools I've been in, they have. >> Yeah, I know schools and also here. I don't know uh if Mrs. Dorset has any info information. We may have to provide a a followup on where they are, timeline and things like that. Go ahead, Mr. Mr. Yes, good evening. Mark Dors at task
chief operating officer. Um we do that that project is ongoing right now through uh the performance contracting. There's a a list of schools that have been completed so far and we are working through the list right now. I think we're on phase four I believe. So I can
get you an update uh on that. >> Great. Thank you. And if we could share that with the facilities task force since that was their question. Um the parent leak message. It's very disconcerting to hear that people are receiving it after the fact. That should
be a simple fix. Um again, communication issues. So if we could make sure that parent links I understand having to go out and wave, but start the wave earlier then so that it's not ending after the meeting. And the school choice I think really needs to be addressed if it's too
complicated. I mean most of the time people are very excited about magnet programs. if there's something that's turning them off about it, um I think it needs to be fixed ASAP. And my last question is, um the ESC advisory asked
about logging parental concerns and how we're responding to that and the answer was there's something in place already. Can you explain to us what's in place and if it is, how do we improve it so it encompasses some of the things parents
are asking to be in there? Yes. Uh absolutely. So the regional offices um especially their assistant directors came together to kind of codify and improve an existing process uh where it's called BCPS care. So no matter if they get a call from uh the parent
directly to the office or if you go on our website if you go to parent uh the parent button if you scroll in the middle that says submit a parent concern. If you go to contact us it says submit a parent concern. Um and if it a phone caller receiving in the office they log it in there too. So it is it is
uh monitored and information is inputed all the way through closure of that issue or concern. So they can log it and um if an issue uh goes above the director to the regional sup that person can just hop in there to see okay what's been going on how how has this been
handled or um you know if it hasn't been handled incorrectly or misinformation has been given to the supervisor of the regional soup they can take care of it in a different way. Um but we do have uh an improved process of logging parent concerns not just for ESSE but all
concerns that we receive from parents for school related issues or even department related issues. So, how is that public facing like what you're explaining is people in the system and I'll just >> No, if you go to our website right now, >> if you go on uh browardschools.com,
you go to the parent section, there's a button, huge button in the middle. If you go to contact us, there's a huge button in the middle. I just had it up actually um that says uh uh submit a parent concern. And so that's how you submit that concern and and it's uh in
an internal process starts that log. No, I understand that. But my question is as a parent and I'm going to tell you this as a schoolboard member because you know I keep saying this to you. >> There is an internal system but even as a schoolboard member I don't know how to
access what's going on in the system. So, how would a parent I I think the concern or the question that they had and when I finish you can jump on there was how does a parent follow along to see okay I've made this complaint who
who's been addressed who's being looked at are we calling the parent back how do we monitor that because again as a schoolboard member when I get an email I do what I what I'm told right I'm supposed to send it to the regional superintendent or now there's a
different place it goes do. But and the answer I got from the deputy superintendent is, well, there's a a log that you go into. I don't have time for that. I Why don't Why can't people just answer you back? You know, here's what we've done to to rectify the situation. And I believe that's what they're asking
for. But Miss Le, >> yes, thank you. If I may give an example, say my kid is in an autism cluster and my kid busts out of school and runs two blocks down the street because there was nobody on the door. They were able to just walts out.
Security staff had, we're told, called in sick that day and the substitute security person had gone on a break. So many procedures failed. There is a schoolwide elopement plan. Is that parent seriously meant to think, well,
listen, I must report this. I must look on the BCPS website and see if there's something called BCPS cares and I'm going to log a complaint. No, they don't. They expect for there to be preemptive processes in place, not only to prevent that, but to enforce when things occur that didn't follow a plan.
And I can tell you categorically, and Dr. Dr. Heburn, you've seen it for yourself when the email trail from me and from a parent extends to 25 pages of emails across a series of four or five weeks. And when it extends to a parent
being told, "Okay, we'll meet with you. We'll discuss this." And then getting on that call at 4:30 p.m. on the very last day of school, and that was deliberate timing, and being told, "Actually, we're not discussing this." That process is failing. So, I love that there's something called BCPS Cares. If a parent
finds it and wants to launch an inquiry on it, great. And also if they want to put a recommend a commendation on it, great too, because there's good things that happen. But your system is not working. I can give you four parents who called me just even right before this
meeting or contacted me where systems and procedures are not apparent, have failed or not even in existence, staff don't necessarily call back. just calling somebody back isn't resolving an issue. We want issues resolved and then
we also want an afteraction review of why didn't anybody resolve it when they were meant to. These are the egregious cases that I'm bringing to folks time and time and time again. >> So now thanks for that feedback, Miss Lovkum. So in a case like that, that's not a parent due to BCPS cares, right?
I'm talking about hey um my kid came home and somebody stole this peanut butter jelly sent the usual stuff, right? a parent was seeing concern in. But that that's where a school picks up the phone to say, "Hey, mom, we had this issue. Need you to come in and sit down to talk about this and and figure out
what what protocols did we not follow versus what can we do to make sure this doesn't happen again." So yeah, I I I agree with you on that. If that is the situation, that system is failing and we need to look at that. But that's not a typical BCPS cares.
>> Got it. But it's happening. Exactly. So BCPS cares, can care as much as it likes with the questions that it's getting, but it's not. There is nothing to address this. And I fully intend at our ESC advisory meeting, you can't craft a system without us, without your stakeholders telling you. Because
apparently we have a lot of staff in senior positions who just don't get it. So let us tell you and let us work together on people being open, not just saying, well, we got a system, you know, push off, find something else to complain about. This is a clearly identified issue. We can provide
constructive input, but there needs to be an openness to even receiving that input. I know there is from you, but your staff needs some need a word. Thank you. >> Not a great >> uh go ahead. You um go ahead. >> Yeah, I'll turn my microphone on. Thank
you for reminding me. I just uh want to say I think a lot of times we say things are on our website but I have to tell you that when I'm have a crisis I probably not my first thing to go to the website but hopefully it's on the school's website and it's also been distributed by the school because if you
have a good process distribute it through the schools but you know I've heard coming to these meetings this a number of times and I'm wondering if this would be a good area to audit responsiveness to these issues so that you could see you how timely the
response is and um and you could see how many calls you're getting and kind of try to figure out whether the calls are getting through to the right place and whether they're being responded to and then we you would have some data to go on to actually uh have further
conversations on how to improve the system >> isn't a system to audit >> I I know I just I'm just um >> No, >> I would I I think we're hearing this a lot. At some point we need to get some defined data if there is a system >> on how effective that system is.
>> No, absolutely. >> So that's just >> and I think uh that's why there were uh the team worked to enhance it because they had a they had concerns about not being able to follow the concern. You know we have different offices regional offices getting it. My office is getting
it. The board office assistants are also getting it. And so to come up with a better system for the BCP BCPS cares initiative. But what Miss Luskam is talking about is more of outreach from the school and also regional offices to a parent when you have that type of concern just to make sure there's follow
through on um ensuring that things don't don't repeat themselves again for those specific type of situations or or worse. >> I just would think that's something that is you would be able to quantify with data and then you would be able to hopefully make meaningful change. >> Absolutely.
>> Oh, you're back. I thought I saw a hand for Miss Gold. So um okay >> on that point I would just >> ask that when you finish with the afteraction things there's a way to communicate it with the parent because
when a parent has a bad experience they're going to share that when they have a good experience they're going to share it. So we especially the ESSE um which is where I think most of these issues lie in is that they want to feel like their child is safe and that you
took that safety um to the utmost importance and when it feels like their concerns are being blown off, they don't want to stay and they're going to tell other people we don't care about their kids. So I I think it's again that customer service piece that we're
working on and we may be doing things behind the scenes and to what where we can share with the parent maybe you don't have to give names and everything but you can at least say you know somebody was was reprimanded or whatever the case is or it turned out that it
wasn't this because I think I've you know shared the story about Corey a number of times where I thought it was someone in the staff and it turned out it was Corey's own fault. So, I mean, it's important to know that, but I we have to be much more transparent with
our with our parents because that's how we're going to get our students to stay and get more to come back. Thank you, >> Miss Jack Adams, I believe you wanted to say something. >> Yes. I just wanted to follow up on a comment that was made earlier with
regards to the human relations committee bylaws. Um although as Mr. um Hill indicated um earlier the office of general counsel does not review bylaws. We did review the human relations committee bylaws as a courtesy and
indicated that we had no objections or recommended changes and it can go forward to the school board and that was communicated in a memorandum on October 22nd of last year and submitted as a followup.
>> Dr. Holmes. >> Thank you, Madam Chair. Um, thank you again to all of our uh committee chairs. Um, appreciate your work and um understand that it it it's volunteers, so you are well appreciated for what you do. Um, just wanted to uh uh add a
couple comments and questions. Um, it was mentioned regarding student obligation not reflected in focus and and Dr. Heburn. Um I is uh is there um any concerns with having student obligations reflected in focus? And if
not, how can we make this possible? It appears this would be beneficial to students and to parents to have a firsthand quick glance at what the obligation is and being able to take care of it. >> Yeah, thanks for the question. I have Mr. Davis um answer that one. See if what we can do with focus. Okay.
>> Trey Davis, chief information officer. Uh great question. Uh we do do some have some obligations that are available in focus. I think that specifically to like food nutrition services. Uh so the team uh Emily Copa is working directly with Miss Mohler to ensure that integration
occurs uh and not in the uh authoritative system relative to payments which is outside of focus. >> Okay. So Mr. Davis, I guess the short answer to your qu to the question is that this is possible that all obligations regardless of what they are
uh can be reflected in focus. >> Yes, through through integration. That is what we're working to do to consolidate now. >> Okay. And what is the time frame on that? >> Um I'm waiting on some final information relative to our district bus integration, but um over the next uh 30 days.
>> Okay. So, so this will like to be on focus way before graduation and all these other um >> events that may be contingent on student having an obligation. Correct. >> Yes, understood, sir. >> Okay. All right. Dr. Hern, I have a couple more questions. Um again, it came
up uh from the chairs regarding testing. This also came up during our student um discussion this morning. Um and the the concern is how much testing becomes counterproductive?
Uh do we need all these assessments? And uh quite frankly, I appreciate this list of uh all of the what appears to be district testing that we we've done in at different grade levels. So I know some of these are mandatory, but um I
believe the comment was not all of them are mandatory. So, um, do we need all of these assessments? What action plan can be put in place to reduce these district assessments? And beyond mandatory testing, are we able to determine a
number of total district tests permitted by each school that is backed by research and data that suggests what frequencies appropriate and and what's counterproductive? um because this seems quite excessive. Uh I would be very surprised if all of
these are mandatory. So how can we have some sort of a guideline beyond what's mandatory so we're not over testing students as as it um regards district test. So um like I said before, we're going to workshop this so that we everybody has a clear understanding of
what we're assessing, testing, progress monitoring, uh so we can weigh in the feedback and as a as a governance and and operation team, we can um uh figure out how that looks um moving forward um to ensure that we're progress monitoring
our students u performance to make sure we can identify gaps and address their needs accordingly uh without overburden them with unnecessary assessments. >> Okay. So, I'll ask a couple more direct questions. Uh, have you had a chance or is this the first time you're seeing this list?
>> I will have to verify this list with the list that academics has just to make sure um of its accuracy and what we're what we're testing because I see unit assessments and things like that. That's not um un those things are not uh uncommon um when it comes to any
teacher. Um I used to teach back in the day. I gave unit assessments before you had the the district-wide kind of comparing apples to apples across the across the board. So that's typical u when you see unit assessments and things like that for teachers to progress monitor what I taught you and see if you
learned it before I move forward. So I I I think uh once we workshop this, once we go over all the assessment strategies, all the types of assessments, the purpose for those assessments, how they're aligned to the instructional process and and progress monitoring students for continued growth
and improvement, I think we'll have a better uh picture of where we want to go as a as a um district uh with our with our overarching assessment strategy. >> Understand? And and I I'm sure as a past teacher you are aware that besides these
um formal assessments, standardized assessments, uh there are class um tests and quizzes and all these things. Um so I am hoping as you take action on this that it can also be backed by uh at
least some level of uh credible research and data to indicate when testing uh what uh frequency and quantity of testing is adequate and when it becomes counterproductive. Um and I think that's a concern that we're hearing from
students from the advisory chairs. Um there has to be some measure to determine when enough is enough. uh as far as testing. So, I'm hoping that, you know, there can be a robust um inquiry and research into uh what would be an
appropriate amount of testing uh as far as district testing, classroom testing, and so on. >> Yep. That's not it. >> All right. Thank you. I'm finished, Madam Chair. >> Okay. Thank you. Any other board discussion? Mrs. Alhadaf, >> I just wanted to make the point in
regards to having whatever our initiative is to be mindful of how many clicks for you to get to that initiative and how it's embedded into the website. So if it's more than really one or two clicks, it
gets confusing and people get lost and then they give up and they don't do it. So if this is a your initiative, a really important initiative, then it should be on the homepage. Thank you. Mrs. Rupert, >> thank you. Um, I wanted to go back to
messaging um from district to to staff and and eventually to our um our our teachers and our um families. And I I understand that you may they may have been in a meeting for 5 hours yesterday,
but there are still letters from principles to teachers telling them that there will not be any subs for to the end of the year and that moving forward that the um the classroom academic field
trips are canled as well because there's no money to get subs to go. So those conversations are still happening. Those emails are still out there. So uh we need to kind of circle the the wagons
and and figure out why is this continually happening and it just honestly it just looks extremely um not a coincidence. It it looks extremely insubordinate and um that's
not my job. That's my job is to hold you accountable as as my um colleagues and I. So that's what it's looking at. We know how to communicate. We know this. We've done it and the level of
communication even to board members is not up to snuff. So um th this really needs to to happen for that. And then on the other aspect um when it comes down like I said field trips and also classes
right now in elementary school are um getting reshuffled. Teachers have left along the way and their classes are are going to be higher than they should be in second grade or third grade. and um
there's nobody from the district that's down there taking over that classroom, which would be preferable than splitting up your class completely. So, um those are things that that you really need to get a handle um do Dr.
Heepburn because we say one thing and then we're doing another and that's just absolutely not acceptable. Thank you. Oh, one more thing. Sorry. Uh, when it comes down to audits and communication,
the uh general auditor did a fantastic form for when things uh are there's a um an exception. It who what responsibility? What what uh department was in that responsibility? Who in that
department made that uh answer to that question? Who did not get back to somebody? It's a very simple form I believe and you know cluck correct me um Mr. Rhodess but it's like five pages or
so uh the most recent one where you sent it out um in the last month or so. Do you know what I'm talking about? >> Are we talking about the um tracking report? >> Yes. >> Yeah. that simply shows um the work
that's been done compared to the audit plan so that we have a snapshot at any given time, >> right? And that's perfect. But it also it could be a fabulous template for communication or what needs to be done because the way you had it lined out,
especially going by department, going by what the uh you know what was the um specific order that had to be done, where did it come from? So that way we c we can certainly um ask the superintendent to go back and look and
see where this is where the information is is falling off and this is how I'm going to I'm going to fill it. >> And if I may, Miss Rupert, we we sent out um I'm looking at it right now, a BCPS full leadership toolkit to all of our principles. Um and uh we will follow
up with them again, but there's a clear directions about athletic trips. Are they impacted? No. Um are field trips impacted? No. So, uh I know they met yesterday and I know the regional said they're going to get communications out again. Um so we'll make sure to uh
continue to put an exclamation mark, but if anybody hears that's including our committee chairs also and any anybody in the community, if we still have schools um leadership saying no to field trips, we need to know ASAP so we can we can um deal with that immediately. But there's
clear communication to our school leaders um to make sure that uh student field trip opportunities, athletic trips, all of those things are are not impacted. So, we'll make sure and follow up again and again. >> Right. And and absolutely. I've actually
uh just sent that back to people, the information that staff put out saying that this should not happen and yet it's still happening. And when I had a phone call yesterday with um Oh my gosh, my brain just went Yes,
there we go. Um that I said listen about substitute teachers is extremely important and I did share with um Dr. Lozano about that. So I'm um I'm you know it's not something I'm keeping a secret. I'm really trying to highlight that as well as I would like
anybody to raise their hand as our audit committees. Anybody hearing about um stuff being cancelled or classes being dis dispersed into other ones? Raise your hand. >> Yeah. Well, dispersement. Yes. That's that's going to be part of some of the
the the strategies if a teacher if a if a school has a very and and it's probably a good opportunity time to paint the picture why we're here. Why why are we at this juncture with this strategy? We've lost over 10,000 students just the start of this school year. We've lost over 40,000 students in
the past 10 years. We lost over 3,600 students just this past semester. We're going to continue to lose students this semester. And we're already expected by the state calculation to lose about 6,900 students for the start of this school year. We can't continue to hire
new teachers into the system when we're eventually going to have to let them go. and and that equates to all of those numbers equates to a almost a couple of hundred million dollars. Um and so we can't bring people into the system paying salaries, benefits, and all of
that that puts a bind on our finances and and makes us not solvent moving forward. So we have to it is a tough thing that we have to do. But if we have classrooms that are small because that school has lost students during the
first semester also we can't just replace them with another uh body. We have to implement different strategies. We probably have about 600 or so district instructional staff or people who have instructional certifications
that we can deploy out which we're going to maximize that. Um, but we can't continue to bring new people into the system because we can't we can't afford that moving uh forward. So, we're trying to exercise every strategy known known uh known possible, but you will see
people deployed into the classroom to address this need. Um but it's it's tough decisions um right now. Um and in some situations if that class has lost a lot of students um and they have half of what they had before and other classes
in that school are also low is a good strategy also to uh disperse students into other classrooms to make sure they're in front of a certified teacher as well. So I just want to mention that to to continue to re reiterate why we're in the place that we're in right now.
>> Right. I um I appreciate that. Um I I know that, but um two particular schools are not unenrolled, underenrolled, excuse me. They they're at capacity in even more than that. And there's no staff from here that is going to be put
in those schools. Um they're the students are simply going to be dis uh dispersed throughout all the the teachers at that school. So making their jobs even harder as a highly effective school. and we'll and we'll look at that and if those concerns like that pop up,
um I know our committee chairs get a lot of information. If those concerns like that pop up, let us know. I know we got a couple over the past couple of days and we'll look at that. If there's not an underenrolled class or underenrolled school, we'll look at that and exercise the best option possible for the least amount of disruption. Our our our basis
uh for this is also the least amount of disruption to our kids, too. So, we're trying to exercise that as much as possible. >> Miss Ferdig, >> thank you. That was wonderful the way you said that. That's what needs to be said. I think that's what Erin was referencing.
That needs to be said by you to the families in this district. And and you said it so perfectly. You can just go back and listen to the tape. Maybe make it a little shorter for the for those who don't like to read. But I I I just think it's it's great. Yes, we
can take information and share it. your principles can take information, but if you have a rumor that's running rampant, as in no more field trips this year, um, sports are gone, you know, I think it's important to send out a short, concise message that you're controlling that
message so you know exactly what's being said. And it could be you, it could be your chairman of your board, it could be whatever, but those messages need to go out to the community as a whole. And I think take away from the substitutes and field trips and all the message that you
just gave about where we find ourselves, a short concise this is where we find ourselves. These are some measures we're taking. We're looking to all of you to help us determine what works and what doesn't and try to bring people in. That's just my thought and I um I think
that was maybe what you were referencing. >> Thanks for that feedback, Miss Verdict. >> Thank you, >> Mera. It appears that there are other committee members who want to provide feedback to you. >> Yes, thank you. >> If you don't mind, um,
at the elementary level, we do see some grade levels with the lowest studenttoteer ratio being picked apart and dispersed, but that doesn't talk about the whole school. My son right here has 24 kids in his kindergarten class.
24. We're supposed to be at 18. And we've had a third grade class picked apart, dispersed, students put into high achieving gifted classroom that they shouldn't be in. They're picking up halfway through the school year when we have what did you say 200 to 300
district staff sitting that need to be deployed. And this was for a planned retirement. So, we've been here for a month and instead of providing somebody from the district to cover the second grade retirement, we have an entire third grade level disrupted. Classes
with more kids than they should have and a whole class picked apart that there's a social dynamic to this. There's an academic dynamic to this. So, if you told me, "I'm sorry, we don't have anyone from the district to fill the spot." I could be more understanding, but I'm not. I'm angry. We should have
these people deployed. When the hiring freeze was announced, there should have been a plan. And we confirmed yesterday with staff that one or two people in the entire district has been sent to a classroom. Nobody from elementary. And yet we're hearing dozens of schools
affected, hundreds or thousands of kids being displaced. That is not adequate planning. Have your hiring freeze, but get our kids teachers. And they can come from the district. Thank you. >> And they will. Thank you for the feedback. >> Mr. Bird, do you want to hear from anyone else?
>> Madam Chair, >> can I just make a quick comment on that same topic? So So Dr. Heburn, I believe what's important here is the is the class size. Um I'm not sure if that is a a factor. It appears it is. Um so e even
though we're um having uh uh students um move to different classes I think it's important to maintain a reasonable class size because if a class gets too large I think it becomes problematic. Um I'm assuming that is one of the impact of um
losing teachers and so on and so forth. Is that accurate? >> Correct. So um class sizes matter um right number of students in the classes matter and um but there's a process and people will you'll see more people um
going out to classes this week. So it's a methodical process for evaluation to make sure the the the the need all the minutiae of the how they're doing a good job with that. Right. We just don't want to haphazardly just throw people out then the school gets the wrong person and we're dealing with different type of
um issues then that's going to really impact kids because you got the wrong adult in front of that kid. So the minutia and the how they have a good process and you'll start seeing a lot more people deployed this week to address some of the needs that have been identified last week. Um and that's why
that meeting was so long on Monday to make sure we identify the right people to go into these rooms. >> Okay. So um just to confirm upon identifying the right people and whatever the process is um class size is taken into >> consideration correct? >> Yes. >> Okay. Thank you
>> Miss Bulman. >> Okay. I'll I'll keep it short because I think everyone's kind of touched on everything. I since I've been on the board I think this is the most productive advisory committee meeting that I've participated in. I really appreciate every single person brought
really good um information and feedback. I've taken a ton of notes, so I'm not going to talk about all of it, but um it's the same when we were talking to the kids. You know, it's great to be able to figure to have feedback about what's happening throughout the entire district. I don't know if, you know,
people aren't necessarily calling me from other areas in the county. I know what's happening like in my own kids school. I have a similar situation happening with um my son that's in fourth grade. And so to know that it's happening other places, it's like it makes you more aware of the fact that
this is happening throughout the county. So um I'm hoping that all of you can pro, you know, with the staffing, this is obviously something that's going to require um followup and making sure that everyone's on that and paying attention
to it. So if you guys can provide similar feedback next month, I think that'll be very important and helpful so that we can keep everyone accountable. Um and also if you are having any concerns in the interim like please let
us know so that we can also follow up with it. I think as you know collectively we'll be able to address this because like we were talking about with the communication it's really difficult like I have friends I have parents that come to me you hear rumors you have things it's hard to on a
person-toperson basis manage something that's happening like that's happening in one of my children's schools right now and it's difficult to get that message out. So, I think that's a great I mean, I think that's just great feedback and we absolutely have to be driving the narrative and getting on top
of it so that everyone's on the same page about what's happening and people can have confidence that we are doing the best that we can to make sure that everybody's needs are being met despite the circumstances that we're under right now. So, thank you to all of you. Um, I
have lots of notes, so I'll be following up with you individually. I will get a facility task force. And um to your point too, I I think um you know, Miss Mayhorn Mohorn was asking about have being able to have input on the RFQ
before it goes out. And I think that's a really good idea to run it by the task force so that we so that they have eyes on it. Um because that's why we have them. So, thank you for that. >> Thank you. Any other board member
comment? Just very quickly, I want to clear up the bylaw issue. Um, once a committee who does a committee submit their bylaws to >> for review >> to their to their district liaison. >> Okay. And then what does the district
liaison do with those bylaws? >> They basically submit them to the office of communications. So, I'm sorry, they co coordinate with the office of communications to make sure that they go on the agenda. >> Okay. Okay. And we heard from general counsel that legal does not review bylaws. Is that the understanding of the office of communications?
>> Correct. >> Okay. So once the office of communications reviews the bylaws, what's the next step? >> No, the office of communications coordinates with the district leaison and that department to make sure it gets on the agenda. That's our that's our role.
>> Okay. So, um I guess what we would like is just again a list of the the committees that have submitted their bylaws um when we can expect them to come to the board. >> Yes, we have that already. So, we should be disseminated by um to the board no
later than today. >> Great. Thank you, Madam Chair. I'm sorry there's some important information that's not been read. May I just address it >> quickly, please? >> Thank you. Policy 1020, policy 1070, which overarches all the committees, hasn't yet been passed by the school board because it's been back and forth,
back and forth in various objectionable forms. It's now been um yes, it's been publicly aired and at meetings and at the latest um the decision was taken to um put it back through um DAC and for looping and we would hope the same
happens with 1020 which intertwines with it. Speaking personally for ESSE advisory and there might be some advisory chairs who aren't aware of the of the ding-dong going on over policies. Um uh I'm not prepared to spend any time on our on our committee going over our
policy and bylaws until that one is in place because that then affects what might be in our policies and bylaws. So >> Okay. So what I'm hearing is that we need to pass 1070 first in order for the bylaws. Okay. >> Yes. And there's a process to that but that's not being said. Is it being said as if somebody's holding up bylaws? some
cases they might be and and people might have them ready to pass, but in others it's not that we're being remiss in not submitting them. >> I don't think that was the the suggestion. >> I'm just trying to add some useful information. Thank you. >> Thank you. All right. Any other board discussion, >> Madam Chair?
>> Okay. We we all had time allotted and then the board members had their time. We are running behind schedule. So, if there are other issues that you would like to raise, like I've been in communication with DAC during this meeting, please feel free to email me. Um, we will now go into a closed door
session. Um, that shall not that shall last for 60 minutes. All persons not scheduled to attend the closed door session, please exit the room at this time. Okay. Hey, hey, hey. Heat. Heat. N. Heat. Heat.
in the dance. Hey, hey, hey. Heat. Hey. Hey. Hey, hey, hey. Heat. Heat. Heat. Hey, Heat. Heat
up here. I say yeah. I see Yeah. Yeah. Yeah. Everybody know. Heat
up here. Down. Down. I feel you. Heat. Heat. N. Yeah. Yeah. Hey, do you
I wanted to kill you. Heat. Heat. Down down down down down down down. Hey, doo. Hey,
hey, hey. Hey. Hey. Hey. I see there. Yeah. Oh yeah. Yeah. Heat. Heat. N. Heat. Heat. Heat.
Heat. Heat. Heat. Hey, hey, hey. I was dreaming. How? Heat. Heat. down. Down.
Hey. Hey. Hey. Heat. Heat. Come on. Hey, hey, hey. Hey D. I see there.
I feel Yeah. Yeah. Yeah. Heat. Heat. Hey, hey, hey. Heat. Heat. Heat. Heat. down.
Down. Yeah. You are up. Heat. Hey, Heat. Hey. King Heat. Heat. down down down down
the Hey, hey, hey. Crazy. Down. Heat. Heat. N. Hey people. Baby, you got Everybody down.
Heat. Heat. What's up? Ain't there wo Oh yeah. Oh yeah. Yeah.
Heat. Heat. N. do. Hey, hey, hey. Heat. Heat. Tell me down. You are feeling it. Yeah, hey.
Heat. Heat. Hey. Hey. Hey. Hey, hey, hey. Heat. Heat. N. Hey, hey, hey. Hey, hey, hey. Down. Bye.
Data. Down. Brown. Hey, hey, hey. Hey, hey, hey. Yeah. Yeah. W yeah.
Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Mhm. Down.
Hey. Hey. Heat. Heat. Hey. Hey. Hey. Hey, hey, hey. King Hey,
hey, hey, hey, hey. All right. 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 down What are you doing? Hey, hey, hey. Hey, hey,
Lou, there Heat. Heat. N. Heat. Heat. N. Hey, hey, hey. Hey, hey, hey. I think there wo Oh
yeah. Wo yeah yeah yeah. Heat. Heat. Heat. Heat. Feeling cold. down. Hey
Yeah. Yeah. Heat. Heat. Don't do King Heat. Heat. Hey y'all. Down. Hey. Hey.
Hey, hey, hey. Heat. Heat. Hey, hey, hey. Heat. Heat. Heat. Heat. Hey.
Hey. Hey. Yeah. I see Yeah. Yeah. Yeah. Hey, hey, hey. Heat. Heat. Heat. Heat. down.
That's where you to me. Hey Thank you. This workshop is now reconvened. The next item is annual superintendent report of the CCC settlement agreement. We will go straight to board questions, but before
that we will take public comment. Dr. Natalie Lynch Walsh. Dr. Natalie Lynch Walsh, Plantation, Florida. On behalf of all of the people that get confused as to which meeting we're in, if it's not too much to ask, just let the people waiting know what
you're doing. Because that would be basic communication. We're all sitting here guessing whether we should be sitting here or not. Um, I was very pleased to see that all of the indicators for facilities are met
once again, which means that if we start checking projects to see if they comply with the district edcs, they should all be in compliance. I know that you're not in compliance, but that's what the report says.
So in terms of um where what what the whole point of this was and for you those of you who are new for 10 years under the former five superintendent ago under Runy this was not happening until I figured out that it wasn't happening
for 10 years >> and then it finally started and are we doing it with fidelity? Nope. But anyway um next week I believe is Dr. Martin Luther King Jr.'s birthday.
So, I wanted to just if I can get to it, read uh under the conclusions. This is from 2009. This was a letter sent to Roland Folks, who was at the time the chair of the diversity committee. and he says,"I am sure that there are at
least as many recommendations as there are issues for our response to you, but in this season of reductions and budget cuts, those who understand the definition of equity and the difference between equity and equality must stand guard." What do I mean? While certain
schools and communities did not share equitably in the resources allocated to similar schools over the last 5 years, these very same schools and communities may now be called upon to share equally in the burden of cost cutting. I would submit that equity would dictate that
schools share in the cost reduction efforts proportional to their 5-year average allocation of resources above and beyond FTE allocations as compared to other schools in the district. Otherwise, I fear we may again be asking those who receive the least to sacrifice
the most with nothing but a promise of a better tomorrow for that community while others enjoy a more prosperous today. Case in point, in 2026, trying to save $252,000 on graduation venues while asking
underenrolled schools like the big three to once again go into the gym and get less. That should not happen. And I hope the discussion you end up having will restore the graduation venues for all schools. You cannot have a conversation
about equity in a district that is giving million a million and a half dollars to pay band D and above in referendum supplements and take graduation venues away. >> Thank you. Any board member discussion on this item? >> Dr. Zean. >> Thank you. Good chair. I appreciate it.
Um, this settlement, this report, this review, the effort that we put into this is essential in Broward County. Um, I want to thank all of the people that spent the time doing this. It is an annual reminder uh to us of what right
looks like. Um, and it's so important that we have that. I don't like to talk about my kids or my family and things like that, but I don't mind talking about myself. I was 7 years old before I was allowed to bring my black friends to the beach
in Fort Lauderdale. Not in Alabama, not in Mississippi, not in Texas, but in cosmopolitan Fort Lauderdale. We had institutional racism right here. I'm not going to argue about kind of what level we've gotten to, but I just
always love this reminder where we sit down and we think a little bit about the difference between equity and equality, but also just think about what right looks like. And it's this board's, I think, very healthy commitment to continue to make steps toward making it as right as we possibly can. So, I'm
very proud to serve with you, chair, and everybody else on this board as we kind of continue on this journey. But it is always a very very healthy reminder uh when we get this report every year and I'm glad the numbers look better every year. Um I'm not ready to sleep on this yet. We're going to continue to work
until we can be as right as we possibly can. And uh I just appreciate all of the time and effort that went into do it. This is not a small this doesn't get done with one person in an afternoon. And u I'm just really proud of us to continue to do this whether we needed to do it as a result of a settlement or we just did it because it's also part of
what right looks like. Um, I'm just really proud of the district doing this every year. So, thank you, chair. >> Thank you, Miss Hixon. Thank you. Um, and I also, you know, appreciate having this information on a yearly basis to keep track of things. It
is good to see most of it says met. There are some, and the one I just wanted to ask about was condition five, which was um, athletic inventory and athletic equipment. And if you go to page 26
under um it's it's the uh indicator 1.5 the facilities. So it gives a list of things that aren't met and and some of them are I know very costly. Um some of them about not having their own fields.
Some of them we know that we're putting turfins. We've um committed to that. And there are things about not having bleachers or lights. Um my my main question is there are a lot of these scoreboards that don't work or need
servicing and there's a lot of schools that fall under there and honestly it makes it really hard as a participant because I'm always at the game saying what is the score and it's frustrating and I that's like a a basic thing that should be working at the at the field.
So, can you give us a an update, a timeline on when some of these things, what the cost would be? Do we see it in the DFP? Um, where how are we going to move this to Met? >> Um, thank you for the question. Um, uh, Miss Hixon. So, just uh refresh
everybody's memory. remember probably a couple of months ago we uh the board approved a significant amount of money um to address our scoreboard issue um because a lot of our scoreboards are out of date uh need a lot of repair uh and
some just need to be simply replaced um so I I don't think we have I know Mr. Dorset uh has a amazing um um catalog of memory to to have the information about the timeline and when those scoreboards are going to start being replaced and repaired. Um but we may have to uh
provide that in a followup. Mr. Dorset, if if you have any information we can provide now and I know we can provide a followup on the schedule. >> Good evening again. Mark Dorset, task assign chief operating officer. Uh Dr.
>> Burn, I'm sorry. You're exactly correct. Um uh we you did uh the board did uh approve a significant amount of money for scoreboard repairs and we are about the business of doing that right now. Um, I would have to provide you a bo a
board followup as to exactly where we are right now, but I know some of the schools that we've already installed the uh turf fields on, we've made we wanted to prioritize those to complete their uh facilities as a as a whole. Um, but I
would have to give you a followup on where we are with that. >> Okay. Thank you. And u my last question is on or last questions are on condition six. So in 6.3 the budget expenditures meet maintenance of effort standards for the last three
years. Uh $9.60 60 cents per elementary and middle school, 12 uh 80 per high school data will anyway it goes on. It's talking about expenditures in the media center. And I noticed that high school
has gone down by 16%. And I also want to ask about media specialists because I thought we had a discussion about having media specialists, not clerks in all of the media centers. And we just were at an amazing ribbon cutting for a school
and plantation. And I understand that there's no funding for them to have a media specialist. So that that disconnect seems to fall under why this is not met. >> So um I'll speak on the media specialist there. The regional team is being very
strategic. As a school loses their media clerk, they are to replace it with a media specialist. Um and so the uh I talked to um um Miss Robinson over there at Plantation. She hasn't lost the funding. We just have a hiring freeze.
So the U innovative learning team is going to work with her and send one of their folks out to be the media media specialist uh temporarily for the rest of the school year until we um lift that freeze. Um but for media special for media for schools with current media clerks when they uh lose that media
clerk or if they have a vacancy they they are to fill it with a media specialist. >> Okay. So, and that question when you say media I mean sorry um the hiring freeze I think we've been really clear about we
don't want things to impact our schools and our students. So if they someone retires or someone leaves shouldn't we still be filling that position why would we I mean I hear what you're saying someone from the district
is going to go there. Is that going to be their permanent job? >> No, that won't. Um, but remember when uh the rigors of HR, it takes about 3 to four weeks, sometimes 5 weeks. That's if you find somebody to be immed to be to fill a position. So, in order to fill that position now, we have the
capabilities of filling that position now for the duration of the school year versus um them having nobody and uh it's sitting there vacant and it takes, you know, three to five weeks to process somebody and get them in there. So they'll stay there for the duration of the school year and then that position
will be filled. >> Correct. >> Okay. And thank you. And the last one, the 6.6, no more than 50% of the collection have publication dates older than 15 years. That's not met. And I've been to a lot of schools where the bookshelves seem very scarce. So, what
are we doing to make sure that the and I know that the answer is kids don't read books, but sometimes if you bring them in the library and there are books there and they look interesting, they'll pick one up um and read it, right? Yes. If you give a mouse a cookie, it's my
favorite book actually. Um and so what are we doing as a district to help with 6.6? >> Yes. So, I know uh Dr. Wilson and her team with innovative learning um team they are going through cataloges and updating cataloges regularly. Um I don't
I don't know if she's in the room or if Dr. Con is behind me can >> Sure. >> Yes. can give some information specific chief academic officer. So uh thanks for the question Miss Hixon. So schools do have allocated uh spend authority for budgets for allocation for spending. So,
we actually just sent that out this week to all regional directors and principles to let them know they have unspent funds that they can use to replenish their libraries. And so, those schools that have media clerks, that's where the district staff who have we have about
three media specialists at the district level who are going and supporting those schools with media clerks to help them make sure that they're level set their libraries to make sure that they're replenish them as necessary. >> Okay. Thank you. But that goes back to my other question. Then if the district
only has three media specialists at this level and we're sending one of them to Plantation to be their media specialist for the rest of the school year, how are how does that work then get done? To me,
it seems to make more sense to to hire someone to fill position >> and we're looking at all of that. But remember, the cataloges are all electronic. They know what books are in in what schools. Um I um they the the information is readily at their at their fingertips and know what's in the
catalog, what what is the um uh publication date of that specific book. So they know what books they need to sunset and how many books they need to replace. >> So then that would indicate on an org chart, we don't need three of them moving forward. We might, you know, I I
think you could roll down this >> this >> You're getting ahead of me. So yeah. Yeah. So looking at those uh those inefficiencies and becoming more efficient with with the amount of people that support certain things. >> All right. Thank you. >> Thank you, Dr. Holes. >> Thank you, Madam Chair. So, Dr. Hburn,
on page um so sorry, let me go down to it. Um on page 16 it indicates the the graduation rate uh as it compares to the state and two schools are shown here not
meeting uh criteria um as far as a chart um what action plans uh are in place um and and I'm happy with the numbers but what action plans are in place uh to address these two schools that that's indicated here >> man Dr. Hold this. You I was going to
save this for the beginning of the special for uh uh breaking news for BCPS, but I might as well because it's on that subject right now. So, to answer your question with breaking news, um right now the uh graduation rates for uh
last school year have been um posted. Um Broward County Public Schools federal graduation rate is 91.4% which represents 2.4 4 percentage point increase from the 23 24 school year which was 89%. Um so yes huge round of
applause. BCPS graduation rate has surpassed 90% for the first time in at least 25 years reaching an impressive 91.4%. The graduation rate for ELA learning uh learners rose from uh rose by 5.3%. Um,
the graduation rate for black and African-American students rose by 3 and a2%. Uh, 36 out of 36 traditional high schools achieved a graduation rate of 90% or higher. And 30 and 31 of these schools reached a graduation rate at or
above 95%. Seven district high schools earned 100% graduation rates. Atlantic Tech High High School, College Academy, uh, Lauder Hill 6 through 12, McFatter Tech, Millennial 6 through 12, Pompeo Beach
High School, Sheridan Tech, uh, are all at 100% graduation rate. There was a plan, it's been executed, and we're continuing uh, the continuous improvement process to continue to raise graduation rates for those who are not at 100%. Our goal is always 100%.
>> Awesome. Well, thank you Dr. Hburn for that update and I I hope we'll see this on the headlines tonight across all media. >> Yes. >> Thank you. Appreciate it, >> Miss Rupert. >> Uh thank you so much for that. Um quickly, I I'm brought back I think
probably five years or six years ago in my mind as I was going through this update and uh indicator 5.1 uh athletic facilities at the high school meet the district standards. football blah blah blah blah blah. We've struggled with that and um especially
the ones that uh you know that are out um in our lower socioeconomic schools which I represent many of them there. So uh we have a lot of work to do still in this particular areas. I know that we're getting ready. are ramping up uh to work
on the fields, the turf fields and we've already uh three schools have already started um I'm sorry, three of my schools already last year have scar started and six schools are are currently receiving the update. So that's going to be a big difference for safety and uh for for equity across the
district. Um, and then I'm I'm brought back to scoreboards, uh, which is actually on page 52, and it's still under educ I'm sorry, indicator 5.1. And, um, looking at these, I see that, um, the following high schools, I'm not
going to list them, um, do not work or need servicing work to properly and consistently, uh, work. Um, this had been such an issue for decades that I I literally had to put it in a superintendent evaluation to get Blanch
Elely High School's uh scoreboard up and working again. So, um, this is an important look every single year uh for our schools and uh when it's it's important to keep everybody um enjoying the same experience with their schools.
So, thank you so much. Um I appreciate it. >> Thank you. Any other board discussion? All right. Um that ends that uh workshop. We will now move on to our next item. Um that would be
program annual uh annual program governance orientation. Um I think we will also go straight to board member questions. We'll just wait for staff to turn over. Um, Mr. Hill, do we have public speakers for that option?
>> No comments. >> Are there any board members who would like to speak to this item, the annual program governance or orientation? >> No. Okay.
>> All right. Um that concludes these workshops. Um we'll have some board discussion at the end of the special, but uh at the direction of the superintendent, the following agenda topics are tenatively scheduled to be addressed during the upcoming workshops.
February 3rd, advisory committee reports, district budget update, staffing allocation model, district budget update, supplement rule development, learning communities rule development audit policies, final uh bond oversight report, rule development, safety and security policies, and RFQ
construction management. That's February 3rd. February 17th, policy review, finance benefits, district budget update, midsession legislative up update, district strategic plan, policy 4.9, corrective action, uh Broward virtual
franchise, uh non-traditional schools, deployment of AI, and the instruction and instruction assessment and testing, ensuring balance, reducing over testing, and protecting instructional time. Uh please note that the order of the topics and schedule remain tentative and are subject to uh adjustment at the
superintendent's discretion. And the scheduled order of business for the schoolboard workshop of the school board of Brower County, Florida has been completed. Seeing no objections, I will see I will now adjourn the school board workshop and then we will move into our special school board meeting to conclude with a question for board discussion. I now adjourn this workshop.
down. Lou down. me. Yeah. Hey. Hey. Hey, Welcome to today's special school board meeting. The special school board meeting of the school board of Broward County, Florida is now called to order. To ensure a safe and productive
environment, please note the clearly marked emergency exits. Do not block exit doors and all attendees must be seated except for media. Once the room reaches capacity, attendees will be directed to the overflow area. If the fire alarm sounds, exit the room calmly, continue outside the building, and remain there until authorities give clearance to return. Thank you for your
cooperation. All please rise for the for the pledge of allegiance to the flag of the United States of America. I pledge algiance to the flag of the United States of America and to the republic for it stands. One nation under
God, indivisible, with liberty and justice for all. >> As we begin, we reaffirm our vision 100% proficiency for all students. As an A-rated district, we remain committed to sustaining this achievement and supporting every student to reach their highest potential. Our theme this year
is believe empower achieve one Broward. Today's special schoolboard meeting will operate in accordance with schoolboard policy 1020 and the board will review the items as advertised and presented by the superintendent. The superintendent released a revised agenda with certain changes for this meeting and published it on the school district's website. The
chair finds pursuant to section 120.525 Florida statutes that good cause exists for such changes and accepts the revised agenda. May I have a motion and a second to close the agenda? >> Move. >> Moved by Dr. Zeman, second by Miss Hixon. All in favor of closing the agenda. Let it be known by saying I.
>> I. >> Any opposer say no. The agenda is now closed. May I have a motion and a second on item one, AGR26-157, emergency program managers representative. >> So moved. >> Moved by Dr. Z and second by Mrs. Alhaded. It is moved and seconded to
move item one to the floor. Is there public comment on item one? >> Yes, Madam Chair. There are two registered speakers. However, since this is a memo vote down, I'm assuming that the speakers would like to speak to item two instead of item one. But Dr. Natalie Lynch Walsh and Die
Keith >> Dodie >> Dodie Keith. >> This is the wrong item now. >> Dr. Natalie Lynch Walsh. Yes, you are correct, Mr. Hill. So, we could cross that off and change that to item number two. Although,
oh, wait a minute. This is a regular meeting, so I'd get three minutes plus another three. Oh, that could work, too. Um, all right. So, since I'm here, and then I'll go quickly sign up for item number two, just to be clear, I'm interested in
speaking to both. Um, so you have handouts and one of the reasons I'm speaking now is to make sure that you're paying attention to the sheets of paper I gave you. Um, I did a little math. Um, so the handout that looks like this is if Oh, you didn't get it. Mr. Sullivan
assured me that he was going to he shall hand them out to everybody. He said he's working on it. Okay, good. So um when I looked at the list of projects I was reminded that some of them are in
their infancy and some of them haven't moved much. So I went through and by phase yanked out some projects because if this is a one-year contract and most of the projects are like 84% complete,
you could theoretically have a second firm. It's not like you didn't do negotiations with more than one um and give the second firm some of these projects. So what I did is pulled them out and under scenario one it assumes
that the projects would remain the records would remain with AECOM and the breakdown to the second firm would be 177 million less that North Fork 1.5 million uh because that's probably not going to happen and then AEO would have
109 million under scenario two if they keep Rickards because Rickards as you know is a hot mess and you got to play hot potato to decide who gets to finish it. Um then the second firm would have 153 and a com would have 133. The other
handout um in the spirit of getting the most for the taxpayers dollars and not paying for things you do not need. I know that people have married
themselves to these percentages, but I promise you if you get doed that 45, 47, 49% is going to come back to haunt you. So, in the spirit of reducing it, I pulled out the SMWBE staff augmentation,
that's not needed. Procurement, I'm not sure what that's about anymore. And communications. So for each firm, you can see the impact that would be. It's going from about 600,000 to 700,000 depending on the firm. And then there are some additional
notes. Please get out your glasses on things that I found in the contract um that I have some concerns about and I'll be back to speak more to that in my next three minutes. Thank you. Next speaker, Dodie Keith.
>> Just to be quick, I had intended to sign up for number two, but just to take a second to compliment, I've never done a procurement in 24 hours. Your staff handled that really well. Um, very well could given the time constraints and and how they did everything. So, just a
compliment. >> No further speakers. >> Thank you. Board discussion on item one which is a memo to vote down. Okay. So remember you are voting this down. All in favor say I. >> All oppose say no. >> No.
>> The motion uh fails. May I have a motion and a second on item two? >> So moved. >> Moved by Dr. Zean. >> Seconded. Sorry. Motion moved by Dr. Zeman. Seconded by Mrs. May I have uh are there public speakers on item number two?
>> Two speakers. Dr. Natalie Lynch Walsh followed by Dodie Keith. >> Okay. Dr. Natalie Lynch Walsh again, Plantation, Florida. Um I think most of you know that until I was removed and um I will be that'll be we'll be coming
back for that. I was on the facilities task force since 2011 and spent most much of it as the chair. Um so I was there in 2020 during COVID when we did the solicitation that got us AECOM and in the spirit of continuous
improvement and looking at what was done in 2020. The quarterly evaluation right now the proposed agreement says an evaluation shall be conducted by RSM on behalf of SBBC. So
in 2020 that used to read shall be conducted by RSM and the assigned district staff. The quarterly evaluations have been getting done by RSM. You can find them with the office of the chief auditor. I could not find where the revised tool
went to the board, but there is an initial evaluation tool that the OCP staff was supposed to be doing and the directors did it, but then it landed with whichever executive director and you can think back as to who those were and they never got shared with the program manager.
So, I don't know if you want to continue that, but basically you're now creating two problems. One, you should not be naming a specific firm. And two, you cannot give an audit firm a management function. Either there's
oversight and evaluation by the staff, but you or you're going to need a second audit firm, one to do what you're proposing that RSM do and another one to audit because then they'd be auditing themselves. So, that needs to get hashed out. And then the other thing is um once again, we have an executive summary that
doesn't match the agreement. I could not find anything in the agreement when I did a word search that referred to and newly funded capital projects because what that suggests is every time you fund something it's going to be included in in this award which I don't think is
the intent and it's not in the contract but I don't know why staff keeps writing things this way it's sort of allah handy in the 180 days that you can get out of a contract so again um I would suggest you look very closely at these projects because there is an opportunity to pull
some of them out and give them to a second firm. That way, AECOM can focus on the ones that aren't in their infancy and a second firm can focus on uh because when you look at design, you have 72 million and that's just between
Parkway and the Coral Glades Auditorium is 70 right there. And then there's a couple others in bidding. You have Markham and Bthoon and Atlant. uh you have Atlantic in construction there's Lauder Hill at like I said Rickards is a big question
mark but rather than assigning all of this because there are projects that you know are not going to be done till 2028 and they are not smart and they didn't start with AECOM so I hope you have a discussion about that thank you >> good afternoon Dodie Keith Pompo Beach
um time to move forward You guys have a lot to do. Got a lot of stuff in front of you. Um, I agree that the projects that are in design don't need to go to construction under an emergency contract. You can either leave them with them or pull them out. Keith and EXP, as we presented, could step in
and help you any way, and we're willing to do so. However, you need to move forward with your emergency contract. You can't get caught in a position you're in. Things that have happened. Um, but I I hope you remember and I'm going to ask your staff to remember because you're going to go into a new
procurement process and uh Dr. Zean kind of mentioned, you know, remember the Broward way and remember the future can sometimes come back and get you. What you do today can hurt you later. And I stand before you as a team member that's been on a lot of teams here working for you for most of my career. And AECOM has
been a bad team partner for the six years they've been here to every subconsultant on the team at some point or another. And I will tell you as a person who has championed MWB programs for all of my career, I stand you as a majority womanowned company who will
fight for the local and and minority firms to have opportunities and have mentorship and have growth. This does not do it. I will tell you what ACOM did here is they created a Miami Dade outsourcing staffing firm for this
contract. They painted lipstick on the pig and they stand here proud that they're doing a 45 plus percent participation. It's a joke. They're not growing. They're not mentoring and they're not being diverse in their choices in this community, which is what
our program and your MBWD department has fought for from my entire career. And that to me is vitally important. So when you move forward in the next RFQ and you look at that, pay attention where opportunity really is for minority firms
that really are here and have been here. How do we help them grow? How do we help them be here when a contract is over? That's what mentorship is and that's what this program is about. How did I graduate? How did I become a firm of 200? Because people helped me grow with what I did and gave me opportunities to
enhance what I brought to the table. So don't let somebody smokec screen you with fake numbers. When it's real, it's real. And there's a whole bunch of Broward MWB firms that could have really benefited. But this this emergency contract cuts Broward firms, cuts out
MWB firms or an MBW firm that that that really has provided services reduces others. And that's a shame. And that, like I told you last time, is greed and self-serving interests by people sitting
in this room. So, you're under the gun. You got to do what you do because you got to keep your program and take care of our kids. I respect that and I'm here to help you. Anything you ever want from me. Thank you. >> No more speakers. >> Before I go to board discussion, I know
Dr. Hepern would like to make a statement. >> Yep. Um um thank you, Madam Chair, um board, and um public. I I just wanted to uh thank the board for its direction and oversight on this emergency item. Um through your actions, we were able to secure a price reduction of more than
$1.25 million on this current agreement that's before you today. Uh real savings to uh to directly protect taxpayers dollars. Um also just importantly, you direct your direct direction resulting in new accountability measures um in a contract that's in front of you today.
This is the first time I think um um in a peour contract or similar that there's been account accountability measures in a contract for Broward County Public Schools. Uh I also want to give a sincere thank you for the team. Uh um Miss Dodie Keith kind of pointed this
out with the team. They in 24 hours, 24 36 hours, they worked magic up all night. Uh I wouldn't even say up all night, up early in the morning. um working with the team, working with the legal team, working working with um construction firms to get this done. So,
my sincere appreciation um to the procurement team, to the capital program team um for making this happen. Um it's not going unnoticed. And we we have an emergency contract uh before us today. I do want to emphasize this is due to an
emergency declaration. Um this is a a meant to be temporary while we go out and start our new process for a new solicitation in February. Uh with the hopes that that is completed for a board vote in June. Um so thank you. Thank you
uh Madam Chair. Um that's my comments. >> Thank you Mrs. Alhaduff. >> Thank you. So thank you Dr. Hepper. Thank you to your team and for bringing this back with what the board asked for. And so
I'm going to look at the contract. So as Dr. Hepern said, we this is coming back to us with over $1.2 million savings. And then on page two of 22
um on four you can see that there's penalties in place >> and and so that's wonderful. And I would just like if Dr. Dr. if your staff can just explain the penalties to the board. >> Yes. Um I'll have um uh Miss Coley um
talk about uh some of the penalties or accountability measures um as it relates to the 3% on um or or actually Mr. uh White. Go ahead, Mr. White. >> Thank you very much. What we've structured here uh in
response to your desire to have accountability over the contractor is that uh there will be monthly and quarterly evaluations performed by an outside firm. They will review their performance of
the contractor and ensure that they are meeting the established KPIs. if they fail to meet the KPIs and then do not implement necessary corrective actions within 30 calendar days after receipt of
a written report, then the board has the unilateral right to reduce their most recent invoice by an amount equal to 3% and keep that on a rolling basis until the KPIs are satisfied and brought back
into fine and that money is kept by the board. It is not returned to them once they start performing. So, it is a a fairly severe penalty. And if you assume that they're going to be billing at least $1 million per month, then you're
talking about a $30,000 hit each month. >> Great. And you know, Dr. Hurn, I expect that these type of penalties be put into future contracts, too. Uh my question is to the general counsel. Do we need to add any language
in there in regards to this being done by an external firm or contractor through the chair. Um first of all I want to make sure that we don't use the word penalty. This is just a contractual
provision that's um that sets forth what will happen if certain demands are not met. So I just wanted to um make sure we said that because we're not going to put penalties into future contracts. Second
of all um if and what I'm talking about is just the word penalty. It has like legal um connotations and that's that's all I mean. It is what what was described, but I wanted to ensure that we just don't call it a penalty because that's not what it is. Um, just as a
point of explanation, Mrs. Aldef. Um, second of all, um, are you talking about the word RSM? >> Well, not yet, but he spoke to an outside contractor to be the one to
decide, I guess, whether they met these different KPIs. and it doesn't say anything about who's going to do this analysis. >> So, um if you can guide me to um what um provision you're speaking
>> page 2.2 uh >> page two of 22 number >> 22 article 2.03 B1 we call out RSM is going to perform the evaluation. >> No, no, I'm not there yet. I'm talking
to page two of 22 number four. Roman. >> Yes. Roman numeral number four. >> Yeah. >> Page. Yeah. >> So, you're here. >> Yeah.
>> So, uh B, Roman number 2.03. B Roman numeral 4 is what you're referring to. And if you start with u Roman numa one uh m jock Adams uh do we need to put >> I yeah I can okay so I'll just start with the easy ones y
>> so so please excuse me I had to make sure that I read it so that I understood what your question was so um the way that it reads it appears that that um the school board is the one that
establishes what those KPIs are. So the school board um andor whoever the school board assigns would be the one to determine whether those KPIs are done. >> Okay, let's come back to this. Sure. Let me start with
uh number one where it says an evaluation shall be conducted by RSM US LLP on behalf of the school board of Brow County on a monthly quartered basis to measure using a combination of objective performance KPIs and
qualitative evaluation criteria. So I would like to remove RSM USLLP and my motion is going to be to substitute it with an external audit firm.
>> Moved by Mrs. Aladv, seconded by Miss Hixen to remove RSM and replace that with ex external auditor >> audit firm. >> Audit firm. Thank you. Public comment on the motion. >> Dr. Natalie Lynch Walsh, Plantation,
Florida. I support the motion obviously. Um this way you you could have some competitive selection there. Um I I would even hesitate on the word audit but uh be only because we I and I
guess it's if you untangle the fact that as of the way this is written the district is not evaluating the performance. They're coming up with the KPIs because we're doing a lot of copy pasting here. um but they don't seem to
have a role in any oversight which when this was written originally in 2020 the idea is that the OCP staff and the fact that you don't have a facilities chief is a huge problem and part of the problem here but I support the motion to
removing it at step one and I guess we'll see if we get to step two. Thank you. >> Board member discussion. Mrs. without >> Mr. Rhodess, can you opine? >> Yeah, I um
I do agree that um the evaluation function would be that that would fall on the side of a management function uh and it would be done by someone who would not have been providing uh routine
oversight of the function. Um, one of the reasons that I looked at this initially and saw uh a problem with RSM is that they would then uh potentially be auditing their own work having been the primary uh capital auditing function
for the last 5 years or so. Uh we would not want them to get tangled up in being unable to audit work because it was their own work. Um the other part of that is that uh monthly, quarterly, uh the folks that are providing the closest
oversight should be the ones who provide that um evaluation. So just just for example, we're uh just past the DASA season uh whereby um ESMAB employees are being evaluated. So for example, my
direct reports I provide an evaluation for because I'm most familiar with their work. They then provide evaluations for their direct reports because they're most familiar with their work. It would uh it if it wouldn't make sense for the chief auditor to dip down two or three
levels into his organization and evaluate his own people, then it would certainly not make sense that a group that doesn't provide any oversight or any review of the ongoing work be used to evaluate that process. So for me it would make it a much cleaner way to have
someone else to provide that evaluation process and leave it for one of our five uh external firms to do the audit of those KPIs um as have been evaluated by that firm. >> So Mr. RH you're acceptable for the
motion of using an external audit firm. I'm I'm acceptable to that because it makes sense, but also I would say with one caveat that we would do um everything necessary to ensure that none of the five firms in the OKAS cadri
would be the firm to provide those services because that would just take you from one possible conflict to another possible conflict. Okay, >> is that it? >> Mrs. Hickson, >> are we still on Mrs. Aladv's motion?
>> Oh, that's right. >> Yeah. >> Okay. Um, quick question because we talked about changing it to not just a particular firm, but it still says an evaluation shall be conducted. And what I'm hearing is the audit firm shouldn't
be doing the evaluation. It should be Broward County staff. So, shouldn't that be changed also? did the chair. >> Um that's a very good point and the point
that I would make is that um that would be a management decision as to whether or not they felt that the most qualified and competent uh individual or firm to perform that evaluation would be an audit firm or some other external
resource that they could bring in. similar to what we've talked about in the past is a um a resource multiplier or um I I forget the term at the moment that was being used but it was ultimately a rent uh fill in the blank
for that particular function and they would be someone who would have the necessary and requisite skills and experience to perform that evaluation. Now, if that turned out to be an audit firm or it turned out to be a pro a project manager or a program manager,
employee, something along those lines, that would definitely be someone that would be more likely to have an understanding of what the work was that they were overseeing and the KPIs that were designed and were were they able to document that they were met. And if I
can add um um Nixon um I an external firm external audit firm would be the way we want to go to have that level of independence. we will develop the KPIs, but having an external firm come in and actually evaluate just to make sure
they're clear um uh because we're not fully totally staffed up right with uh as far as government workers here in Ber County Public Schools to carry out um for me as far as uh confidence to carry out um those evaluations um and address
them and and and correlate them to the KPIs that we develop just to make sure there's some independence to make sure everything is clear um and and um coherent and applies to the KPI as they're written by the team. >> So if an external because I don't see
how an audit firm would have as Mr. Rhodess just pointed out any kind of like knowledge about what they were evaluating. So what what would be the option? What other firms would be >> we're we're developing the KPIs. they
would use the KPIs that we developed to go out and actually audit and evaluate. Correct. >> Okay. Um Okay. So, that answers my question. Thank you. >> Any other board discussion on the motion, >> Miss Thompson? Uh thank you. And I would just like to ask to not use so many
acronyms because some >> key performance indicator >> Yes. But who's learning this? Like I think it's important that everyone's on the same page of what acronyms stand for. Um and I for one am not. Um I and I
was going to have this about our in the main items comments, but I think it's applicable to the motion. I don't understand Atkins role in this because we have paid them over $20 million is my understanding since 2015. They are
supposed to be our watchdog. They are supposed to be evaluating what our projects and if our projects are on time and they are supposed to be throwing up the red flag when something's happening. So why are we going and getting another firm to pay
millions potentially? >> No >> money we don't have to evaluate them. So I just would like a deeper conversation on what Atkins role in this is. >> Yep. So, um I'll uh start the conversation and uh Miss Kohley can um give provide a little bit more detail
than I do. So, Atkins has specific functions. Um it's around cost and pro program controls. Um and they've been doing that since uh 2015. I think the team has used them a little bit more aggressively um in a more independent way. They're they oversee key deliverables uh uh comprehensive monthly
reports, cash flow, funding projections. Uh they do program delay analysis, uh schedule tracking, um uh look at quarterly risk assessments and and also market condition analysis that that actually dictate the the future cost of
of uh u new projects or potential cost increases for existing uh uh projects due to due to cost increase across the industry. And then if there's anything that I miss um Miss Coley that that Atkins actually provides >> I think that you uh answered it uh uh
clear and they also do schedule management and uh track the master schedule for us. Well, I would argue that they haven't been doing a great job, just as one board member's opinion on that. And I I still don't understand
why we're getting an external firm to to make sure that our metrics are being met if this is what Atkins is supposed to be doing. >> Uh, if I can respond, Atkins is not responsible for the oversight in terms
of the KPIs for AECOM. They are only our cost controls um consultant. So they manage the budgets. They develop the budgets. >> It's a different function. >> Yep.
>> Are you done miss Thompson? >> Any other Miss Bulman? >> Um on the motion. >> Yes. Thank you for the motion, Miss Holaf. Um I I don't know if this is appropriate, but just there's a couple other things in this sentence that I
thought we could clean up maybe since we're on the sentence if she doesn't mind. But I just want first of all um it says an evaluation shall be count you know conducted on a monthly quarterly basis to measure
using a combination of and then I first of all I think that we should have key performance indicators and then it says KPI so that it's clear what we're looking I mean I know that the people that are using this know what that is but for anybody else that's using it or anybody that has this on their hands on
this later and then to measure just seems to be dangling there to me when I'm reading. What are we measuring? >> Somebody said it, but measuring measuring uh performance um based on those key performance indicators that were developed uh by the team,
>> right? So I think we just need to write it a different way so that it makes sense and that it says that. So I guess um to measure so change the sentence. So with um Miss Aladov's uh we're using an
external audit for firm. Is that the language we agree to? External. >> I would like to modify my motion, but I would like that's just a vote on my motion without your motion. >> Okay. Thank you. Uh I'd like to modify my motion to just say external company
because there could be an architect or an engineer company or an audit company. So I don't want to limit us >> external company. >> So mi uh Mrs. Alad have modified her motion. The was seconded again by Dr.
Zean. Okay. Any further board member discussion on this motion. >> Dr. Hoes. >> Thank you madam chair. So for with the modified motion for any company um I just want to understand for the
record this particular company whoever it is is there any overlap in what they're going to be doing as opposed to what we're paying Atkins to do? >> No, there won't be any overlap. There's two different functions. >> Okay. So there there is no function of
this company that will overlap with Atkins. That's correct. >> Okay. And the other question I have within the Atkins contract, is there anything within the Atkins contract that require them to provide the services we are hiring this company to do?
>> No, they don't have that function in their contract. >> Okay. Thank you. >> Any other board member discussion on the motion? >> Miss Jack Adams. Um if I may um just as a suggestion instead of any company um a
company designated by SBBC so that you know staff can you know select the appropriate company company type um as opposed to putting any company but does that already says it there because it says on
behalf of the school board of Broward County. So, it's a company designated by SBBC and I guess I see what you mean. There's like an additional language in there, but perhaps it can be that can be
instead of the additional language that's there. So it would read an evaluation shall be conducted by a company a company >> selected >> designated by SBBC and then you can
cross out the rest. >> Cross out what? >> On behalf of SBBC. >> Okay. >> Because it does seem duplicative. I agree with you. >> Okay. So I move to change that sentence say an evaluation shall be conducted by
an external company selected by the school board of Broward County SBPC. >> Second. >> Okay. Any other board discussion on this motion? All in favor of the motion say I. >> I. >> All oppose say no. Motion passes unanimously. Mrs. Alhad, you still have
the floor. >> Yes. page nine on attachment A 1.93 to change RSM to take that out and to say an external company selected by SBBC
shell then the rest of the sentence >> second >> motion made by Mrs. Elhadaf seconded by Dr. Zean, public comment on the motion. Board member comment on the motion. >> What? P I'm sorry.
>> Page nine of 19 on attachment A. >> 1.9.3 >> 1.93. >> Thank you. That was my own. >> Any other board discussion on the motion? All in favor of the motion say I. >> I. >> All oppose say no. Motion passes
unanimously. >> My question is to Dr. Hepern, is there anything else in the contract that says RSM that needs to be changed, >> Mr. White? Um >> is there any
>> I believe those are the only two areas, but we'll do a word search and if we identify any other areas, we will remove RSM and uh include the language that you have recommended. >> I already did that. There's only two. >> Yeah, there's only two. Okay, I just want to go back to page two of 22,
number four. Do we need to be more specific on any additional language in there uh to the general counsel or chief auditor if you have any
suggestions? >> Miss Jack Adams or Mr. Rhodess? Just as a question, when you say more specific to what what topic would you like to be more specific? And then I can take a look at it and see if it needs if the language
needs to be sharpened. So the I guess it's BCPS. Well, I guess who's going to hold ACOM accountable if they fail to meet the KPIs? There's nothing there's no one.
It's not referring back to BCPS in any way, right? Who's going, you know, there's not there's nothing connecting it to who is going to hold them accountable for these KPIs.
And I'll let general counsel um speak, but my assumption since the contract is SBCC contract with AECOM, any accountability language is inherently meaning that we're going to hold them accountable. >> Okay. If you feel comfortable with it,
>> yes, there's there's only two parties. There's us and ACOM. So if ACOM and this section is the scope of work for ACOM. So if a come is is directed to do anything, the person the entity holding them accountable is the other party and that's us.
>> Thank you. >> All right. Uh Miss Hixson. >> Thank you. Um I have a a couple of a few questions, more than a couple. Um to the point of not knowing what acronyms are, in um AECOM's proposal,
they referred to a BIM. Can somebody just tell me what that means? I tried to figure it out, but I couldn't. It never spelled it out. Just says BIM everywhere. >> Because it refers to how BIM would be helpful, but then it never indicates are you going to actually use them.
>> Yeah. Alan Patterson with the Cordino Group just responding on behalf of ACOM. >> Thank you. >> Uh building information modeling. >> Okay. >> I believe is what that refers to. >> That is correct. >> Okay. And it refers to how that's helpful, but it doesn't say if you're going to use it or not. So, can you
answer will they be using the BMI and this your year contract? It just referred to how helpful it was, but it didn't say if they were going to use it and anyone from a >> What page are you looking at, please? >> Oh, it was in the in their proposal that
came to us. >> It's in their proposal. Um, if uh Mike McIntyre, anybody um >> Hey, chair. Is that Germaine? I mean this this is part of their proposal. This is not part of our contract with them >> supposed to be like to know. I mean
proposal it said oops didn't know it was that important. It said they that it was going to be helpful and I'd like to know if they're going to use it or not. I think it's >> someone from a Mr. McIntyre >> Mike McIntyre from AEO through the
chair. Yes. where BIM is appropriate, BIM will be utilized. Um, it's it's generally utilized by the architects and the contractors more than a PM or the owner, but there are utilizations uh for BIM and where appropriate it will be used.
>> Great. Thank you so much. Um, also this is all from the proposal. Um, it says that GA augments procurement. Now, can someone verify if that's the case? >> Uh, Mr. White. Uh yes ma'am. I I
actually have uh one construction contract administrator that is secunded via GA. Okay, great. Thank you for that answer. And the reason I ask is because as we ask about contracts, legal often comes the answer from legal is often
that the contracts come to them incomplete because the people in procurement are not aware of some of the scope and stuff they're supposed to have. So, I just have concerns if we're paying someone to augment our procurement that they would be bringing
forth contracts that weren't having those particular issues. So, um I just wasn't aware that they did that. And the other thing in the contract says that Gar conducted over 200 community meetings. Um can someone do a followup
to give us when those meetings occurred because I'm not really aware of any of those. And the bigger picture is we're paying for 10 communication people for a one-year contract. And I'm just concerned because in the Keith
contract, not the Keith contract, in the Jacob's contract, they were proposing to be able to do it with two communication people. So why do we need such a big number of people for
communication for a one-year emergency contract? Um, so correct me if I'm wrong, Mr. White. The communications is an actual allowance, meaning we would only utilize what we need, not the total amount. >> Okay, it just seems excessive. Um, on
page 43 of the proposal, um, it did indicate that they were going to get try to guarantee 80 projects minus if something happened beyond their control. So the two things to that. First, it I
would say to AECOM, if there are issues that are coming up, it says you're going to go to staff, but I would hope that you could go directly to the superintendent or to the school board for us to light a fire under whatever those holdups are going to be because
going to staff didn't seem to speed it up any in the last five years that we've had it. Um, but my question more to that is I don't see the 80 the 80 projects listed in the actual contract. So, it's
in their their proposal and the 3% if they don't meet the KPIs. Did I say that right? I always get letters mixed up. Um, but I don't see in the contract where it addresses if they don't meet the 80 projects, what would
be the accountability for that? And that's really I mean I appreciate it in the proposal but the ask was for it to be in the contract because how do we actually hold him accountable if it's not in the contract?
>> So um Mr. White um I I'll start it and then you can finish it. But um so the KPIs will be developed by the team. Um there's a lot of nuances in u program management of of this um entire program.
Um and then I I'll turn it over Mr. White to kind of get a little bit more more detailed about uh or Sonia about the master schedule. There's a master schedule um there that's attached to
the um I want to say it's attached to the um executive summary if I'm not mistaken or the uh one of the um attachments within the within the actual item but there are specific KPIs that we'll develop working looking at the master schedule what what uh needs to be
completed um what can be completed uh what's not in design but actually in construction right now with specific timelines and those will be part of the KPIs we'll develop to hold accountable for the number of projects that we think can be completed by a certain time frame
within this contract window. >> So I have a problem with that because they're willing to say they can get to 80 projects and I believe it needs to be written somewhere in there. Even if you
put will be incorporated into the KPI, 80 projects will be incorporated into the KPI. I I just think if it's not in the contract, then we're all we're holding them accountable for is their quarterly
evaluations that don't address the problem, which is projects aren't getting done. So, as one board member, I'm I asked for that to be in the contract. They agreed to initially said 85, it says 80. If you
have to put it down to 75 with the caveat that it doesn't if it's something beyond their control, we obviously can't hold them accountable for it. But they felt confident with that number and I believe it needs to be in the contract. So, um, guess I'm going to make a
motion. I'd like to make a motion to add into the contract that AECOM will be accountable for completing 80 projects if they are within the year time period of the contract. Obviously, if the contracts cut short, you wouldn't hold
them accountable for all 80 projects. Second move by Miss Hixon, second by Miss Rupert. Public comment on the motion, >> Dr. Dr. Natalie Lynch Walsh, Plantation, Florida. Um, this sort of gets back to
the way information is presented to you. Um, I I cannot repeat some of the words I used when I realized that I could not convert these things easily to Excel. It's always PDFs even though they clearly came out of Excel. Um, and
starting with the pro the projects, you can't sort you can't sort them by completion date. So, you don't even know if 80, which yes, was a number, but um it would make the most sense to sort these by when they're supposed to be done and see if that correlates with 80
because remember these are not projects that are just starting. Most of them are in construction. And this list includes projects. This 288 has 15 that are in final completion and 15 in substantial
completion. So then you have all of the ones that are in construction. I'm not disagreeing with this. I'm just saying it doesn't go deep enough. >> Thank you. >> Uh Dodie Keith Pomp Beach. This is an excellent suggestion and motion because
to say staff's going to figure out KPIs later, just allow for your PMO to get in a fight with staff. It's not in the contract. if it was presented in a proposal to you which was part of the reasoning behind the selection to include it as one of the exhibits as a
basis for the KPIs to be developed. I think it's a very reasonable request. It was presented by them. Copy and paste it becomes an additional exhibit which your staff utilizes to to do their KPIs from. It's a very legitimate request and it
makes it very clear the intentions that you're looking to get things done. Uh last week that same number was presented as projects that were almost complete to close out that should be able to move through quickly. Shouldn't even take a year to get those done. I support it.
Move it forward. >> Board member comment on the motion. >> Dr. Zean. >> Thanks, Chair. Um just maybe for our general counsel, um I understand Miss Aladdaf's motion on changing the words
around. They were all helpful. They passed very quickly. It made sense. Not something we need to go back to the vendor and you know renegotiate. But if we decide to make substantive changes like add instead of I mean the way this contract was built there's going to be KPIs developed. I mean whether you like it or not there's going to be KPIs
developed. There's going to be an external firm that holds ACOM and their partners accountable for meeting um those KPIs. And if they don't they're going to get a 3% which is exactly what the board asked to be baked into this
contract. If um we add chair a material change to this contract like uh complete ad projects um and uh would that require us to go back and negotiate with them outside of
this meeting and get their concurrence on a substantive change like that? >> Miss Jack Adams >> through the chair. Any change that is made via motion needs to be accepted by AECOM. In other words, you motion to add
some language in, they're going to have to initial or resign the contract with the revised language. So, if the if AECOM is in disagreement with the language that is proposed to be added
via motion, then you are correct. there's going to have to be a negotiation with that item. So even though the board approves it if they disagree with that, then it would have to be negotiated. I think the best thing
to do would be to ask them right now if they are in agreement with that language so that you can have an understanding. While I have the floor, um, chair, is there someone here from ACOM who is authorized to negotiate this contract and make substantive changes like this
one? Um, in the motion about 80 projects to be done. >> I think that's a yes. >> And then I have a suggestion. >> Hi, Pedro Capistani decom. Um, I'm here and make those uh decisions. >> Terrific. and chair, would it make sense
to ask them now whether they'd agree to that or after we vote on it? >> I I have a suggestion through the chair. Um if there are items within the proposal that you believe is advantage
advantageous rather to the school board, then I suggest that in this section 2.02, we explicitly state that the proposal is incorporated into the contract. That way we do not have to peacemeal, you know, portions of the um
AECOM's proposal. We can just incorporate the entirety of it and it would be a part of the contract. >> Terrific. And I wonder if the maker of the motion be willing to um amend her motion to just include the entire proposal as a piece of this contract.
>> Um yes, sure. >> Terrific. I'll I'll second that. >> Okay. Any other uh board discussion on the motion? >> Oh, go ahead. >> The proposal is already incorporated into the contract and attachment B in
completion. >> Terrific. So, we don't need the motion. >> I think that we need to um is um where within the contract is exhibit B or attachment B referenced?
under table >> sorry page 20 of 22 under table of attachments attachment B a ECOM proposal dated January 8th 20126 >> okay then my suggestion would be usually
when you have a summary provision that indicates a list of uh attachments you would need to place within the body of the contract what that is so in in other words in section
2.02 know to add in um that the proposal isn't add some language with regards to the proposal you know so it's not enough to say like let's say for example you have a list of 10 attachments you can't just
plug it into the contract that you have a list of 10 attachments you would need to describe what it is within the body of the contract and then you have that those attachments are listed So my suggestion would be in section 2.02
where it's priority of documents you're already describing you know which documents takes precedent. That's where I would add some language that references you know the proposal. In other words, for example, the contract documents are composed of this
agreement and AEI's um proposal attachment B. It's just that simple. >> So, >> terrific. Do I have the floor still, Chair? >> You do. >> Thank you. Um I would propose um and move on
page one of 22. It reads currently the contract document shall consist of this agreement for provision of the program manager and uh attachment B AECOM's proposal >> moved by Dr. Zean second by Mrs.
Aladdaf. Public comment on the motion or the substitute motion. >> Dr. Natalie Lynch Walsh, Plantation, Florida. I know it's been like a long day. Can I not read or does it not say on page two A this agreement then B
program manager proposal dated January 8th? Are you just adding attachment B to that language because it's already mentioned there. >> I just don't want you to be adding it in twice. >> No, it's not.
>> Any other public comment on the motion? Board discussion on the motion. Dr. Zean, >> any other board discussion on the motion? Miss Hixon, >> to to the public speaker's point, would and on and B, would you just put attachment B at the end of that
sentence? >> The way that the motion reads is better because A and B just describes the priority of the documents. um at where the motion indicates to add is defining what contract documents are.
>> Perfect. Okay. Thank you. Any other board member discussion on the substitute motion? Mr. Sea. >> Okay. I'm referencing page 2 of88 of the contract uh specifically paragraph 2.03 scope of services. And I quote, "Program
manager shall provide SPC with program management services as set forth in attachment A. Um, this might be cleaner to accomplish uh the objective of Dr. Zean here to say something along the lines of the following. Uh, I set forth
in exhibit A and B, all terms of which are fully incorporated uh, herein and then lists um, whatever that goes on the next paragraph and and that's fine. I think that captures everything we're trying to do
in the easiest, cleanest fashion. But of course, I'll defer to general counsel. >> Miss Jack Adams, >> I do agree with um um your language. Um but there's all wait there's all there's already please excuse me a provision
that incorporates each of the attachments. Um um section 330 already says that AB CDE E is incorporated. So I agree with everything that you said just leaving out that it's incorporated because that language is duplicative.
It's already incorporated 330. So the beginning of what you said um this is the part that I I 100% agree with you. When you said to add attachment A and B, I agree that that that is a value added
language. >> Okay. Thank you. That would be my suggestion. Any other board discussion? Is >> that a motion? Is that a motion? >> Well, we we have a substitute motion on the floor, so we have to dispose of the substitute motion before we do anything.
>> I' um as the maker of the motion, I suggest that we vote it down and we'll bring another one. >> All in favor of the substitute motion say I. All oppose say no. >> No. >> Uh motion substitute motion fails. >> Thank you, chair. Um I would like to continue then with the motions and Mr.
Spe, you were on page two. Is that correct? >> Yeah. So, we're back to Miss Hixon's motion, but you still have the floor on. >> Thank you so much. And I think that um Mr. Spar, correct me if I'm wrong, but your discussion was program manager shall surprise in a 203A shall provide
as with program manager service as set forth an attachment A and B. So, u my motion uh on 2.03A is simply to concatenate the words and B at the end of full letter A under 2.03 3
>> motion made by Dr. Zeman, seconded by Mr. Sea. Public comment on the mo the substitute motion. Board member discussion on the substitute motion. All in favor of the substitute motion say I. I. >> All oppose say no. Substitute motion passes unanimously. Um Miss Hixen, you
still have the floor. >> Thank you. I have a couple more things. Sorry. Um, in the Keith proposal on page 60 they um mentioned that they could reduce the budget by 10%. And on page 63 they uh said they would identify and
eliminate redundant functions. I would um hope that AECOM could also do that. I know that there was a reduction in and thank you for that the cost of the emergency contract coming to us, but I would hope that as you're moving through
you're trying to accomplish those two things. Um on page 10 of the con I think it's page 10 2.12 about travel um I would like to make a motion to
delete that section from this contract. We have no no travel for our district and I don't think we should have any travel in this contract. >> Is there a second? >> All right. So it's on page 10 of 22 and
it's local travel will be build as reimburseable expenses in accordance with the current and then it talks about um all travel and perdm should any travel out of the out of county travel or perdm be allowed then it shall be build and
reimbured. Um and as I mentioned we we are in a no travel for anyone in our district. So, um, I would like to continue that in our contracts. >> Is that a motion, Miss Hixon? >> Yes. >> Is there a second?
>> Seconded by Miss Rupert. Motion made by Miss Hixon. Public comment on the motion. >> Uh, Dr. Natalie Lynch, Plantation, Florida. I think you really want to get some clarification on on this before you guys vote to strike it or something. get somebody to explain uh what this really
means. >> Any other public comment on the motion? >> Sure. Baron Channer Bach sub consultant on the program. Not sure about the particular intent and there there many iterations of travel but there is one I just want to call to the attention of the board. regularly the individuals who
are working on this project are driving in some case I have employees driving 500 miles per month for the last year and federal guidelines suggest reimbursement of that mileage and so I believe that is considered a form of travel. I'm sure there are other
forms of travel but I'd hope that you're not striking that because that's significant for those individuals that are driving hundreds of miles every single month. Jody Keith Pompo Beach. Um, yeah, the the CC's, the construction coordinators use personal vehicles to get to projects
and they've followed the contract to to have a reimbursement for the use of personal vehicles. Um, but I do agree that anything that's not a CC, a travel internal to the county that's not for specific work hours, um, they cannot get reimbursed for driving from their houses
or driving from outside the county and any travel of anybody that might be flying in or coming from somewhere else. No reason that this contract should be covering that. Certainly, just the continue of the CC's, it's really that team that has a reimbursement. Um, the rest of them, there's not a lot of
internal travel. that the rest of it could be taken out. >> And um >> for discussion on the motion, Dr. Hutburn. >> Yes. Um so chair, I did not chair, but uh um Miss Six, I did want to uh clear up, we have a travel ban for outside of
the county for conferences, but for inount for work, we still reimburse um people that go beyond their office to provide services and be >> I'll reward my motion. I'll it was meant
to say specifically because the travel ban for the county is out of the county. So I'll reward it to say I would like to strike the language that allows reimbursement for outofcount travel. >> Okay, Robert, do you
>> All right, Dr. Zean, >> uh I don't have anything to say. Thanks, Chair. >> Any other board member discussion on the motion? Miss Bulman. >> Um, it said I mean the way that it's written right now, it says out of county
travel and per DM may be allowable at the sole discretion of the school board. So it wouldn't be reimbursed unless the school board agreed to reimburse anyway. So I mean if we left it in, it wouldn't
>> you have to approve it. >> Any other board member discussion on the motion? Dr. Zean. >> Yes. I'm sorry. I'm just wondering, do we need this motion if in fact that it says you have to get prior approval before you do it? >> Miss Hixon, would you like to withdraw your motion or would you like to No. >> Okay.
>> All in favor of the motion say I. >> I. >> All oppose say no. >> No. No. >> Roll call. >> I don't think you need roll call. >> Roll call on the motion. Aladev >> no. >> Bulman. >> No. >> Sea. >> No. >> Hixon.
>> Yes. >> Holiness. >> No. Leonardi, >> no. >> Rupert, >> no. >> Thompson, >> no. >> Zean, >> no. >> Motion fails. 18. >> Miss Hixon, you still have the floor. >> Yeah. Last thing. So, um, when you're
looking at the the, um, payment for, you know, the cost of everybody and maybe I just don't understand reading it. Um, but, you know, it has lists what the job is and then how much they're getting paid. And then in the contract, it says
that part of that pay um includes overhead. And when you look at, and I'm not trying to, it was just the highest number, so I don't want anyone to feel like I'm picking on them, but director of construction, $510,000 for the one year. Office manager,
$250,000. Program director, $735,000 for the year. And when you go in the contract, I know that covers their salary and some other parts of it. Those are large numbers. So it was con
confusing to me. But my question is, do we charge AECOM o to they're they're in our schools, right? Like they're in our facilities. AECOM works out of our facilities for our projects. Am I correct in that or am I wrong?
>> Dr. Heepard. >> Miss Caller, >> you're correct. >> Okay. They they're coll-located with us. >> So, do we charge do they pay rent for being in those facilities or they just are colllocating with us? >> They're colllocated. We do not charge them rent.
>> So, why would we be covering the cost of overhead in those those areas? Um it's I have it in different it it's on the in the contract there where it says pro
project director I guess is project manager I think it said where was that you showed me? >> It's just a very large number and I just want to be clear on some of the things. So where was it?
>> Could you advise them what page that >> what page you're on? Hold on. We're trying I'm trying to >> Yeah, the one that you were page page 10. No, it wasn't travel. You when you showed me about how much that it included.
>> Sorry. >> You were writing on all over the page two of 22. >> Back to page two. >> Are you in the contract? >> Yes. on the page >> on the contract page three
>> to cost of services. So it says um a 204A fee schedule is defined as the maximum rate per hour or task for which services can be build to SBBC. These listed fees are full compensation per
for program managers direct personnel expenses, mandatory and customary contributions, overhead cost, project costs, and profit. So, I just want to point out that they don't have overhead costs or they're minimal because they
use our facilities. So, I know I'm nitpicking, but I I just want to point that out. And I'll end very quickly with I still have a problem with them changing staffing in an emergency contract. The whole point was to keep
everybody moving in the same direction. So, I have a problem with that. And I'd like to also reiterate what the um public speaker said. And I I don't think we should be starting any new projects. I think we should just be finishing up
projects because if we get a new program manager after that, we wouldn't want to be having to shift things around. So, thank you. >> Thank you, Mr. McIntyre. Could you speak to the overhead piece? I saw you. >> Good afternoon, Mike McIntyre, AECOM
through the chair. Uh, the overhead rate is a corporate cost. It is the taxes we pay that are the benefits we pay. um unemployment taxes, county taxes, the benefits we had. Our contract tells us
that you, the district, will colllocate us. That way, you're not paying for us to supply space. That would be much more expensive than the space that you offer us because we would have to probably rent class B space. That so that's the
difference. That's what overhead is. Thank you, Miss Rupert. There's a lot that's been said today. Um, and a lot that was said said last week. Um a a lot of how this came down to the
wire has been difficult to um stomach and knowing that different people and different companies were treated not in a very nice way and
opted out. Um because let me just start with this. Sorry. um my two questions today and I was able to ask the attorney. So, my first one was this. Um, ask the attorney is it considered a new contract, not an
extension because if it had been an extension, I believe that there couldn't have it would have been uh more difficult to replace people and change the staffing. But it doesn't it isn't a uh an extension. It's a new contract.
So, in a new contract, you can say this was a business decision. Um, and I use, you know, error quotes here because I understand it was a business decision, but it was like some companies got the business and
other ones were given the business and I mean like in a in a colloquial way of using that word. Um, if you understand that. Okay. So, that was an issue for me. Um, do I know that we're down to the wire and we have to vote on this today and we're up against the wall like we
usually are with giant contracts and staffing situations and staff trying to make the best of um chaos. So, um, my second question is how many
subcontractors migrated from Keith or S. Davis into this new staffing plan? If someone could answer that. >> Mike McIntyre with a com. Do you mean staff? >> Yes.
>> People. Um >> in the last three months, two staff people have been hired by AECOM. One was let go by Davis um right around Thanksgiving because that person's time
had expired on the program. um that person saw that we had been advertising a position >> and that person applied for that position online and received a a an
offer letter. Um another person was told that their time was up that they needed to look for a job. That person was informed by a colleague that they had seen a posting for AECOM positions on LinkedIn. They applied online
and they were given a job. Any other positions that uh we have on our staffing plan that may have been from other firms are listed as TBD. They have not we have not added positions or names staff names to our
staffing list that are not employed not employed by one of the team members >> that that that's your response. Not one person besides this that those two people >> two people were hired. Everything else in our proposal is TBD if they're not
presently employed by AECOM Bach G or Curadino. They're TBD. >> Okay. in our proposal. >> Um, this mishmash of all these data points is making me a bit crazy, but I know for
sure I went through line by line and personnel by personnel name from Keith and Shawn Davis and there were uh several names that were added to AECOM uh from there. So, it could have just
been at the timing. Um, but I I understand that and if I could find my notes before we have to vote. >> They could be old staffing lists because we've been asked for staffing list for the last four months. >> No, this was I'm sorry to interrupt you, but this this was um Gosh, I'm sorry if
I could actually if I actually had it in front of me, but it's just too many pages. It's ridiculously too many pages. But I I went through as soon as I found out the two companies were um not included in this which shows you know piqued my interest. So I then had the
the list of your staffing model and the names of the people and then their salaries for you know very transparent. So then I went to the other list and saw people from this list more than two going over in your side. So, I I would
guess that because they were told that you're not going to um they the two companies, not people. The two companies were told that they weren't going to be um uh carried forth in in a new contract. So, uh they needed to make
sure that all you know they had uh laid off their people by um the 17th or whatever that day was that was supposed to be. So, they did. So, I get it. So obviously that then the employees on um you know on LinkedIn or whichever
wherever you know word of mouth hey I need a job. I get it. I don't have to like it but I get it. Th >> this proposal only has those two ex employees listed. Everything else is TBD if
they're not actual employees of the four team members. That's what this that's what this proposal is. >> Okay. Um >> I built I built it myself. >> No, no, no. I believe you. Uh but I also I have a
I have a visual memory. So when I go data to data, person to person, company to company, it it's dead on. So um I um I appreciate your information. Um I respect uh your your business decision
and the answers that you just gave me. So, um I I appreciate that but still don't like it. >> No, Miss Riper. >> Yeah. >> Okay. Miss Thompson, >> my colleagues have covered my questions.
Miss Bulman. >> Uh thank you, Chair. Um so, I just wanted a couple broad comments. First of all, I wanted to thank Miss Thompson for um tableabling this item last week. I
think that was uh very smart because now we've um been a lot and Miss Aluff, sorry, Miss Aladd I'm like wrote Miss Townness on my notes so I'm kind of like trying to I don't even have that right. It's been a long day. Um and Miss Aliduff, I'm sorry. Um for bringing this
because I think that we've gotten a lot of work done in the last week. Um I was thrilled to hear earlier about what a job great job our procurement team has done handling that this week. It's wonderful to have compliments and that you guys were able to put this together so quickly. So, thank you very much. Um,
and I'm also happy to see the price reduction. So, thank you guys. And, um, I think, you know, I'm I'm happy with the contract in general. I think the continuity is necessary and I did inquire about having a, you know, potentially having a second pour, you
know, but that seems to be impractical for the year. So, I look forward to our workshop and developing what our capital program is going to look like moving forward and to seeing, you know, how everyone can fit into that after we get our next um get to the next phase of
that. So, I actually um I wanted to clean up some language on page two and 2.03. So, I have a um I have a motion. Okay.
>> I have a motion with a Mhm. Thank you. >> And it might not exactly say what you what Miss Olade had in her motion because I didn't have it in front of me in writing. So, if you could just correct the record for that.
>> Do you want to read it into the record, Miss Pullman? >> Yeah. Okay. So, starting um this is in 2.0 03 B 1. Um I I would like to change it the that
section to read an evaluation shall be conducted by an external company designated by the SBBC or whatever the language was from the motion on a now we have in here monthly or quarterly. Was there a did did we want to do monthly or quarterly or is that
>> Yes, both. >> Both. Okay. So monthly quarterly basis using a combination of key performance indicators and qualitative criteria to measure performance of the s services set forth in exhibit A. >> Is there a second?
>> Could this all be one motion? >> I have Go ahead. >> I just said it was selected, not designated. I used the word selected. >> Oh, selected. Okay. Sorry. had a motion >> through the chair. Just as a clarification, um my suggestion
>> instead of the slash in between the monthly quarterly >> to put to put and because that's what they >> that's what the staff means. >> Okay. Monthly and quarterly. Okay. So, I've made the changes. Do you want me to reread it or
>> No, I think uh there's a desire to take this all in one motion. >> Okay. So I made those I've made those written those changes. Okay. So two 2.03B2. Um I'm not sure would So would the school board or would
the external company be providing the results? >> School board. >> The school board. >> Absolutely. >> Okay. So SBBC shall provide program manager with the results of the evaluations and specify such actions required for performance
improvement under the agreement. And then in parentheses it's uh corrective that's the corrective action. And then 2.03B3 program manager shall implement implement corrective actions within 30 calendar days of receipt. And then
2.03B4 03B4 program manager understands and agrees that if it fails to successfully implement any corrective action within 30 calendar days, SBBC shall have the right to deduct an amount equal to 3% of the most recent invoice on a rolling
basis from any amounts due to program manager until such time that program manager has fully implemented all outstanding corrective actions. >> Motion made by Miss Bowman. Second, >> second by Dr. Zean. Public comment on the motion. Dr. Natalie Lynch Walsh, Plantation,
Florida. Um, I have concerns about an external firm being able to produce something monthly when this was originally written. And again, just to reiterate, performancebased fees is not new. It was in the original contract.
So to not repeat past mistakes means that you're going to have to be on top of enforcing this because there were fees to be deducted in 2020. It was just never enforced. So um
somebody make sure when you're deciding that somebody is responsible for enforcing it because a contract is only as good as its enforcement. But this idea of of accountability is absolutely
not new. It was there before. And um the difference being that staff was supposed to evaluate and then share those results and then the firm would come along and audit the uh KPIs. >> Thank you. Any other public comment on
the motion? >> Board discussion on the motion. Miss Hixon. >> Thank you. I just have a a quick question for Mrs. Bulman. Um, so on the first one, 2.03BI, where it says set forth an exhibit A,
um, do shouldn't you also add and exhibit B since that's already in the top part of 2.3 2.03. Is was that was that Miss Alad's motion? >> Yeah, that was in the motion we already passed. >> Okay. So, yes. So add B if that was a
Mrs. >> Thank you, >> Miss Rupert. >> It's not on the motion. It's on a separate issue. Dr. Zean, >> this is great. Thank you very much, Miss Bulman. >> That's all. Any other board discussion?
Mr. Sea. >> Thank you, Chair. To the maker of the motion, um, attachment a not exhibit. >> Oh, okay. >> Right. >> Yeah. >> Okay. Thank you. >> Thank you. Never have too many lawyers on a school board. >> Any other board discussion on the
motion? Dr. Horna. >> Thank you. Uh board member Bulman. For item four, B4, um are you removing or fail to meet the KPIs because it's redundant? >> Yes. >> Okay. Thank you.
>> Any other board discussion on the motion? All in favor of the motion say I. >> All post say no. Motion passes unanimously. Miss Bulman, you are you done? >> Um, >> oh, actually, I had a couple more things. Just a couple little cleanup things. Um,
on 2.05, page five, E, uh, F. Oh, wait, hold on. Never mind. Not that one. Sorry, I already I'd like to thank Miss Jock Adams, too,
because I have a lot of good and this is I think you did a really good job of fixing that. Okay. I have a question um though for uh page 14 3.07. I'm just wondering if this is a one-year contract, what if this really needs to
be in there >> through the chair? Annual appropriations is like standard boilerplate language. >> Oh, yeah. I'm very familiar with this paragraph. Um but do you do make an excellent point that um whenever a contract is a year um sometimes we
remove it because you've already appropriated that for >> the year right and we have appropriated it right >> we have okay so I I don't think we need 3.07 but it you know um and then in
>> motion >> I I'd move to remove 3.07 Second >> moved by Miss Bulman, second by Miss Hick, uh, Miss Thompson. Public comment on the motion to remove 3.07. >> Um, Dr. Natalie Lynch Walsh, Plantation, Florida. Considering this is the only
thing you had between you and the Handy Lease. I get that you think you've appropriated this money, but just in case anything changes, I I I'm never in favor of taking out anything that might protect you. You could put something else back in, but this might be the only
thing that speaks to whether you've funded something or not. >> Miss Jack Adams. >> So, through the chair, because this is an emergency item and you may um elect to extend it for any reason, I suggest
that you leave it in. >> Okay, that's fine. I'll I'll retract that. >> Okay. Um 3.09 09 on page 15. Um it's just there's like a redundancy of required on the
first I I would just take out the second required on the first line and then on the third line after so I'll move to to remove the second required on
the first line and to remove whatever word is next to or on this I can't see it on page I don't think you're >> too loud requested. >> Yeah, that doesn't really matter.
>> That's a >> So, is that a motion? >> Yeah. >> Um Yeah, but it really I mean it doesn't really matter. So, I'll I'll retract that to you. I think we'll live with that. I think everyone just knows it's required and we'll move on. >> Okay. any um any other board discussion
on the item before we go to round two? Um I would just like to make a brief comment and then we'll go to Miss Rupert. Um I just want to thank staff and also all of the firms that worked very hard to bring us proposals. Um
we in one week realized uh over $1 million of savings. Um I recall last month we were able to bring up a property offer by I think like $2 million. So this is um you know the
board is taking direction to try to make sure that we're you know getting our bang for our buck and I appreciate the superintendent and staff uh for working hard to realize that vision of this board. Miss Rupert, >> thank you. Um, I wanted to give uh the
opportunity to um AECOM to actually um edit their their response to me. Mike McIntyre, AECOM, it appears a previous document was issued in error. There was a name placed on it that was then removed. It should not have been
on. Um, in the final document, there are only two. The do the document that was submitted as part of our proposal only has two ex employees. The original submission had one extra name, a third name that was removed and turned into a
TBD. >> Thank you. >> You're welcome. >> Thank you, Madam Chair. >> All right. Any other board discussion on the item? >> All right. All in favor of item two say I. >> I. >> All oppose say no. >> Item passes unanimously. Madam chair.
Yes. >> As amended. >> As amended. Thank you for the reminder. >> Multiple times. >> That uh concludes this special school board meeting. Um I now adjourn this meeting. >> Do you need a plug?