Good morning. I now call the April 2nd, 2026 administrative briefing and work session of the Marian County School Board to order at 900 a.m. Please silence your electronic devices to avoid disturbing others. Mirroring and modeling how students begin each day, I ask that you please pause with us for a
moment of silence. Please join me. I will now read the board commitment statement. We are the Marian County School District Leadership Team. When we come together to work, we are efficient, effective, and productive. Our three most important characteristics are dedicated, transparent, and individually
responsible. To work well together, we must demonstrate respect, confront reality, and be accountable. We will always put students first, and we will leave a legacy of success. I would like to ask the school board attorney to explain the rules for this public workshop. Good morning, Attorney Powers.
>> Good morning, Madam Chair. >> This work session is a public meeting as defined in Florida's Sunshine Law. The board is dedicated to full transparency in its meetings and its work. In compliance with the sunshine law, the
board has adopted uniform meeting procedures, including the right for citizens to participate. The board will allow public comment regarding any work session item listed on today's agenda at the appropriate time.
Speakers must fill out a request form located in the lobby and hand it to the board clerk. After the board and superintendent have completed their discussion on a particular agenda item, the board clerk will call the speaker's
name in the order received. Each speaker will have three minutes. As required by the Sunshine Law, the board must maintain orderly conduct and proper decorum throughout this meeting. Speakers may criticize subject matter
and decisions in a respectful manner, but not people. Finally, speakers must be very careful not to violate the privacy rights of others, especially students and their family members by mentioning their names or other identifying information.
Thank you for your attention to these important rules. >> All right. Thank you very much. Miss Martinez Jean, can you please provide the proof of publication for today's meeting? >> The notice for the April 2nd, 2026 work session is placed on the district website on March 26, 2026. Proof of
publication has been attached to board ducks under proof of publication. >> Thank you, Miss Martinez Young. I will hand it over to Dr. Brewer for her administrative briefing. >> Thank you. Good morning, chair. In April, we recognize quite a few groups and as always, I just want to mention those to you. Um, we recognize
occupational therapy month. We also have school library month. Um, yesterday was our pair professional appreciation day. Um, as you may know, most schools recognize all employees during the teacher appreciation week, but we just like to mention that to you. Um, and
next week is our national assistant principal week. Um, our statewide communication initiative this year um for the month of April is student support services. You may have seen our communications team posted that yesterday on our Marian County Public Schools um Facebook page and Twitter.
But what we are um what we are celebrating and recognizing is the focus on mental health supports, our school safety, our alternative programs and other intervention services, which is timely because today um you will hear Mr. White House provide information on
our strategic plan which covers mental health um as a priority. So we are looking forward to that presentation by Mr. White House. We also I just want to remind you that during the April 16th work session, we have our midyear financial update and that will be an
important work session for um our viewers and of course you board. And last but not least, we have received the skink permit and so we will thanks to Dr. Campbell and of course Congressman Fine's office. We will be able to move
forward with our groundbreaking ceremony next Tuesday for the replacement Lake Middle School campus. We also will have no students on campus tomorrow. That's all my comments. >> Thank you, Dr. Brewer. And I believe we will move into item 4.1, which is
classroom to careers. Um I think Mr. White House and Miss McCall with the C are here to provide us an update on this. Good morning. >> Good morning. Uh thank you all for this opportunity. So uh we've asked Miss
McCall to come and talk about a really important initiative that we are partnering with the uh C on this year uh called classrooms to careers and we're excited for this new venture and trying to expose more of our teachers to the world of work outside of education um
and which will then in turn benefit our students in the long run. So I'll turn it over to Miss McCall. >> Thank you Mr. White House. Good morning, Dr. Brewer, board members. Uh before I start, I just want to share with you I just returned from the uh National
Chambers Workforce and Talent Development Conference and I am so thrilled to tell you we are so far ahead with collaboration between our C, the chamber and our school district and CTE
programs. It was uh very exciting to be able to share where we were and I've had many phone calls and emails since on how did you do that? So, thank you for the collaboration because uh we all want
what's best for our students to succeed. So, I am very excited to share with you classrooms to careers. This is a teacher immersion program. We chose um
middle school teachers uh because they are the ones that are helping our 8th grade students do their career planning as they move into high school. So yes, they're aware of the industry and businesses that we
have, but do they really know what they do so that they can help guide their students? So June 1st through June 4th, our middle school teachers, three from each school and we have suggested
uh for middle school principles to choose their guidance counselor, their eighth grade US history teacher and one other teacher from their school to participate in this program. This is the pilot for this program and we truly hope
to grow it. We are going to start with 30 middle school teachers. The industry focuses that we have chosen are manufacturing, healthc care and equin agriculture for our uh pilot program.
Our the teachers will not only tour it is not a sit and get they will actually be doing something within these fields. So our partners on this are Cardinal Glass, Pella Windows and E1 for our
manufacturing days. Healthc care is Advent Health and Ecoin A is Merit Training and Sales Farms and then Vintage Farms. They will go each day. We will bus them except for the Advent Health Day because all will
happen at Advent Health. We will bus them by charter bus to these locations. They will be split into groups and they will really get immersed into what does the industry do. One of the reasons we're very excited about Cardinal Glass
and Pella is because Cardinal Glass makes the glass for the Pella windows. So, the teachers are actually going to get to see two large manufacturing uh plants that work totally together for
the product. Um on Thursday on Thursday of that week after being immersed totally into these different industries they will come back to the C and those teams of teachers the
teams from each of the 10 middle schools will get together and decide on how are they going to take this back to their schools educate the other educators and really be able to work with the students. on these particular
industries. They will then pitch it to some industry experts and the winner of the pitch will receive $2,000 to take back to their schools. Now, we expect all of them to be able to take back to the schools what they've learned this
summer to help their students. But we will have a winning pitch. We're hoping our teachers will be excited about this. We will continue to try to immerse our teachers throughout the summer with externships for our high school teachers
and hopefully give them a good feeling, a good idea on what is available in our community in these sectors. healthcare day. We have chosen Advent mainly because they have the facility uh their
auxiliary center where we can actually uh meet and talk about the different fields. The teachers will not only be immersed but they will also understand and be given information about the career ladders that it can start with a
job but it can actually move into a career. So they will be talked to uh about those career pathways that our students can take in each of these industries. So it will be a whirlwind few days, but they're going to come out
much more knowledgeable than they are right now. Are there any questions? >> Thank you so much, Miss McCall. Open it up to the board. Reverend Cummings. >> Um thank you, Miss McCall, for the presentation. Question. You said that um you were recommending that it be you were saying that you recommend that it
would be um guides counselors, history teacher, and an atlarge teacher. Why why history teacher? >> Well, it's my understanding, Dr. Brewer, if you want to talk about why we chose that teacher. >> The the eighth grade um well, that was a
group, but the eighth grade teachers are responsible mainly for or that history one is responsible for the career component. And so they work with the students for with Zello. You know, we've spoken about Zello before and that's when the students work to create their profiles and that's why that teacher was
chosen. >> Thank you. >> Anything else for me? >> I can hardly contain my excitement. This has been so long in coming and so needed for so long. I think we all know
what middle school is like for kids and it's a it's a it's a time of such incredible energy and uncertainty and scatteredness and to begin at the middle school level and arguably not even arguably even at the elementary level
you know that's why little kids play in kitchens and things like that you know they they model what they see >> and you know I I don't want to call it a gap but it but if you think about it. Our our educators and our teachers, the majority of them have spent their life
in school. So although they're familiar with industry, they are not they're they may know about the companies but that do they truly know what these companies and what this industry sector is all about so they can
help their kids in finding those career pathways. So we just we this is this is step one. So stay tuned because we have a lot more and the the partnership with the school district uh has been tremendous in this arena. So we are very
excited about it. >> Absolutely. Uh Dr. Campbell, >> thank you so much. I what's already been said is exactly in line with what I was going to say and I know that Dr. Dr. Burr was leaning forward kind of and looking directly at me because she and I had very similar conversations when I just came back from the COPA conference
of actually turning our elementary schools is what we were talking about into living classrooms. Kids never get to see in the tech room. They never get to really go behind the cafeteria and see what the kitchen equipment is like and how you actually can make your own school a living classroom in elementary
school. And then that would just tie into this perfectly. So hopefully that'll be something that we can see in the future. Love this. Ready? Can we start tomorrow? Like can we go ahead and get get going with it now? So, uh the the folks even this year won't miss out on this opportunity. But thank you for
>> our our plan is to really grow this and hopefully maybe next year have two buses of teachers, six different sectors and then one group will go to one sector for three days and then other groups. So we really hope to grow it. We want it to be
fun for the teachers. I'm not going to tell you everything that's going to go on at the horse farm, but you know, one and Nancy, you will know this. One of the needs of career needs in our community are exercise riders. And those students don't even realize,
and I didn't know that that was a need in our community till I started working through this. So, there are so many opportunities for our kids to stay right here in Marian County. So, I'm excited. Um, you all are welcome to to join us to
um observe. You can meet us at all of these. I'll give you the full schedule as soon as we build it out. You each will have the full schedule of each day. >> Thank you so much. >> Yes, of course. Um, board member Conrad, do you have anything? >> Um, just a short statement. Um, just
really excited and I I'm glad you pointed out even though we don't love the word gap because we don't want to have gaps, but I agree with you 100%. we get in our niche whether you know in our classroom on our campus and so we don't get out into the field very often and
and we don't have that opportunity. So thank you for your work to help fill that gap um for our teachers and for our students. It really is exciting and so don't forget to send us those schedules. >> I will and any questions that you have, you all have my contact information. I'm
happy to meet with any of you. Thank you so much. >> Hold on, hold on, hold on. I got I got one more question. >> Okay. >> I got just a follow-up question. I heard you say this was in a pilot program. So, um because I think eighth grade is is a great grade
to to to pilot it, but I actually think it should be before. So, is there any plans to possibly any plans to start this earlier? Sixth grade. I I just kind of remember when I was in school, we did our aptitude test coming out of fifth grade going into sixth grade. So we so
when we got to middle school, we had a a a gamut of of electives to try out that first year and then kind of figure out what we want to do. So that's why I'm asking that. >> We will re-evaluate after the first year. Really, the reason we chose 8th
grade is because that's when they're beginning to fill out their Zello portfolio. And I would love it because I went to the Zello conference and that is such a valuable tool for our students that I really really want them to
understand uh how that can do so many things for them. If you're not, if you all haven't watched how Zello works, I would suggest that you do because it has tremendous abilities, not only for our
students, but as they move through high school and then at the end of high school, those that are ready to work, there is um a platform through Zello that employers can actually they don't look actually at the students, but Zello can share with them the students that
are interested in construction. so or interested in agriculture. So it builds their resumes. I I am very very impressed and it can certainly help our students be able to continue to focus
and add to their career pathway. So Zello, if you have not seen how it works, your career lab uh teachers in each of your schools uh especially your high schools can can share that information with you. >> And Dr. Burr wanted to expand.
>> What I can do is I can provide a demo link for you and I'll send that to you this week. >> Thank you. >> See it because that's a great suggestion, Miss McCall. >> Thank you very much. >> Thank you, Miss McCall. >> Yes. Thank you, Miss McCall. Uh we appreciate the partnership with the chamber always and the work we're doing to >> and I we do look forward to working on
the referendum. >> Yes. Thank you. Thank you. All right. Is there any public comment on um item 4.1, classrooms to careers? All right. Hearing none, we're going to move on to item 5.1, which is the strategic plan. I welcome back up Mr.
White House. Thank you, Dr. James. Oh, good morning again, board. And see if we can try that again. Good morning, everyone. Um, I'm here to share an update on our strategic planning process. Um, as you all know, we are um
finishing up our last 5-year strategic plan that will culminate this year for 2026 and then we are getting ready to launch a new one that we'll launch this summer um directing our path for the next five years. Um, and so we've been doing a lot of work behind the scenes throughout this year and I just want to
give you an update on our progress um be able to solicit some feedback from you all as we continue um finalizing this document. So, you'll see on here our goals for this morning. We're going to share where we are with our establishing our core values um as a school district. Um
refreshing our vision and mission statements, the portrait of graduate, which we've talked about before. Um and then we're going to take a look at what our steering committee has developed for our strategic priorities and priority aims, which will be the framework for where we're going with our district strategic plan for the next five years.
So here's our timeline I shared before when I presented um originally in January with where we were. Um and so we started off in November with our strategic planning committee initial meeting um to gather everybody together for a way of work. We had a great group
that was been working on this. Uh we have administrators from all levels. We have teacher involvement. Uh we have district administrators, community involvement. Miss McCall was representing the C was a great thought partner with us. uh from the business framework and we had a student
representative um as well who did a phenomenal job Luke Lombardo and we we appreciate having that student voice um and one of the things I think we we all really appreciated throughout this process is everyone's voice was respected and everyone had a different uh view on where we are and where we
need to go as a as a school district. And so it was great to be able to talk and share ideas and uh really think through our priorities collectively. Um back up for me on one. So we shared a brief update of January what what we
were looking at with um our vision, mission, core values. I gathered some feedback from you all. Um after that I did a number of focus groups um to gather some feedback from our focus groups including a student focus group which had representatives from each of our high schools um and a teacher focus
group which was our golden apple academy. um and got some great feedback working with that teacher group looking at where we're heading as a school district. Uh we also conducted stakeholder surveys for our students, staff, and uh families and did a data analysis as well. Really looking
carefully at where we've been for the last five years with test scores, attendance, discipline, graduation rates, all the things. Um we're able to pull together into that data analysis project. And then we regroup as a planning committee March 9th and 10th to really start to fine-tune where we're
heading as a district with this strategic plan. Um, and then I I'm here today for our work session. We're continuing to refine through focus groups the actual metrics, the goals that we're going to be using to measure this progress. So, I'll come back on May
7th with some updates on what those actual goal metrics will be. Um, and then the goal is to have it on the May 26 schoolboard agenda for approval and a final document that we can then share with the public. All right. So, starting off, I shared
the uh core value concept before. As we know, our core values really ground the work that we do as a school system. It's who we are, who we want to be, who we want our school system to be known as. Um, and we shared this idea of of not only elaborating what those core values are, but having them in a way that's
memorable. Um, and so we developed this concept of using the word core as an acronym and creating our core values um through that term. So it becomes something that's easy to remember for for all of our staff and stakeholders. Um, and so we've established that core value as community opportunity,
resilience, and excellence. Um you if you'll recall in January what we originally had was collaboration as our C that came out of our steering committee and when I um workshopped that with our teacher group they actually recommended the word community. Um to
them they felt collaboration was kind of an overused term right now that they've heard a lot through a lot of different means and they said that to them community spoke more to who we are really as a school system that we are really collaboration is a part of that but we really are trying to build a
community of educators a community of learners and a community in general of parental support and community support and stakeholder support throughout. Um and so we loved that feedback and took that back with the steering committee and they also liked it. Um, and so updating that C2B community.
So, one of the things we talked about as well with our core values is making sure that we not only list what those core values are, but define what they mean to us as a school system. So, it's clear to anyone who sees our core values what what we're actually talking about. And so, you'll see here we've listed out uh
what those statements are for each of those four core values. And I won't read all of that to you. Um, but I think this uh just allows us again just greater clarity and transparency for all of our stakeholders to really know what we're about. Um, and certainly as we build
this out, we'll we'll make sure that this is a much um more print ready format than just simply this table, but I wanted to provide you just the the wording so you could see what we're what we're working with at the moment. All right. So, on to our vision. So, we talked about the vision at our our last
work session on the strategic plan. And I know the feedback from the board, from most of the board was that we liked the vision that we had right now, which was helping every student succeed. Um, I shared that with each of the focus groups that I met with. Um, and interesting enough, when I met with the teacher focus group and with the student
focus group, both of them honed in on that word helping. Um, and said that they liked the vision for the district kind of, but they just felt that the word helping itself led to a context that our students are helpless. Um and the recommendation from the teacher
group was to change that word helping to guiding which they felt was really more of in line of the work that we're doing uh as a school system and as educators and put the students in a position of power that they really can be empowered to do what they want and our role is
really just to be that guide on the side um to help move them in the right direction. Uh we also talked about just adding a little bit of clarification to that concept of success. Um and so we added that qualifier of meaningful success and you'll see in our mission statement that we've um tried to expand
on that a little bit more. So again just that those key elements that you'll see within the vision that we talk through with each of the focus groups that guiding giving that sense of direction, leadership and purpose for our students. Um again keeping that phrase every student which is our commitment to each
of the individuals being important um and then that meaningful success. So we're defining it broadly. It's not just academic success but it's success in in any arena. All right. So our mission statement as you know u we got a lot of feedback from you all on the mission and just some
ways that we can improve it. Um I got a lot of feedback from each of the focus groups. Um, and it was a lot of feedback. And so what I actually ended up doing was sitting down one Saturday with my friend Copilot. And co-pilot and I took all of that feedback from all the different
focus groups and our current mission statement. And I just said, let's think about how we can mesh all of these ideas together um into a fresh mission statement. Um, and so you'll see the the result of that is in front of you. We actually when uh as I kind of worked through it with co-pilot, we actually
came to a much longer mission statement that really detailed out what we were trying to do as a mission and and looked really good. Um but when I asked Co-Pilot, "What do you think of this mission statement?" He said, "Well, it's good, but if you want it for branding purposes, you really need it to be 22 words or less. It's just a little long."
Um and so I took both the long version and the short version back to the steering committee and just said, "Can you all give me some feedback on this? What is your preference?" and the preference of the steering committee and especially Kevin Christian was going with the the the shorter more brandable version uh which you'll see there and so
we're using the word partnership instead of just saying together as we do in our current mission statement so in partnership with families in the community Marian County Public Schools develops rigorous personalized learning pathways that prepare all students for success beyond graduation again pointing to our desire as a school system yes we
want students to graduate and that is absolutely a focus of us as a school system Um, but success for us is not defined simply by graduating high school. It's that what are they doing beyond that? Have we successfully prepared them for those next steps? Um, and so you'll see our vision is kind of
showing us where we're going. That mission gives us the daily work that we're doing to get there. And then of course the core values are reflected throughout our our mission statement. All right. All right. So, the portion of the graduate, this is something I'm really excited about because we've, you
know, we really need to to define what a graduate looks like beyond academic terms. Um, and so this has been a great opportunity for us. And I've worked with a lot of different focus groups really trying to hone in on what are those key skills and attributes that we want our
our graduates to walk away with besides being able to pass tests and get grades and and complete courseworks and do those normal things. what are those attributes that we really want them to to take into the world to know that they'll be successful beyond high school? Um, and so the the the four that
we honed in on collectively as a group were integrity, uh, resiliency, empathy, and critical thinking. And again, you'll see some reflection there with our core values as a school system as well. Uh, which creates that nice, uh, clear through line for everyone.
So again, just like with our core values, we wanted to define what those words mean. Um, and so you'll see how we've listed out each of those four terms. And the idea with our um portrait of a graduate is, you know, this is the end result where we want all of our
students to leave at the end of their time with us. But then the goal is going to be taking this and building backwards so we can start planning out how do we intentionally teach these skills to our students starting in kindergarten and progressing just like we do with our state benchmarks throughout all the
years so that by the time they get to that graduation point uh we can say that our graduates are walking out of here with with each of these skills. All right. So for this next part, I I want to draw your attention to the um survey infographic that was made
available on board docs for you as well. Um this is just kind of the overview of the the survey that we did with our community. I thought it was important for you all to see um what the student, staff, and community felt were some of the priorities for us as a school system. Um and those survey results
really led into developing our strategic priorities. Um as you all know right now our strategic plan has five pillars those five uh key areas and um what we talked about as a steering committee was that if we want to be effective we really need to make sure we stay in that
three to five range. You get too many priorities and it becomes too much to manage as a school system. And so we really had to focus in on where we wanted to be. We we talked about trying to get to three, but we really just felt we couldn't leave any of these out and that the the five key priorities, which
you'll see um are fairly similar to what we have right now with our strategic plan, a lot of ways um still capture what we need to focus on as a school system and are reflective of what we see in our survey results. All right. So, we're going to talk about uh three different things today. Our our
priorities, our aims, and our goals. And I just want to make sure that we could define those for everybody. what we're talking about with this terminology. So, our aims are the directional changes or the forms of improvement that we want to see within each of those priorities. Um, ideally, we want no more than two to
four aims within a priority. Again, just making sure that we can stay um squarely focused as a school system on what it is that we're trying to improve and we don't become too scattered. Um, even with five years, we want to make sure that we are we are laser focused on what we're doing. um our goals are going to
provide those measurable targets and a timeline for each one of those aims. So we'll get to those at our next work session and that's where we actually talk about like 95% graduation rate. What are those actual pieces of metrics that we can measure that we want to get to and so we will um we are still
smoothing those out right now and we'll be able to share those along with the key performance indicators which are those data metric points that we use to measure each of those goals. Um, and then eventually we'll work down to our actual actions, which are the detailed road mapaps of where we're going. Um,
and to Dr. Campbell's point from previously, you'll you'll see when we get in there that communications can be embedded throughout what we're doing within the strategic plan, not simply a standalone goal, but making sure that we have communication plans for each one of these priorities, aims, and goals. Um,
so that it becomes a part of our way of work and not just something that we're doing on the side. So this just gives you a quick visual graphic of uh what this planning looks like for our strategic plan. Um so again, each of those key priorities will
have likely two to four aims within them. Each aim could have a couple of goals for how we'll measure our success on making that improvement. And then each goal will likely have several actions that are going to help us reach that um that measurable goal.
All right. So, our first priority, which is high quality teaching and learning, we have three aims that we're going to be focused on with our strategic plan. Uh, the first one is improving tier one instruction. Uh, which I think goes without saying, and that's been a part of our three-prong approach throughout
this school year is that focus on high-quality teaching and learning, and that will continue to be a focus um as a priority within our new strategic plan. uh also improving the use of formative assessments and progress monitoring data to guide instructional decisions and increasing our needs-based interventions
and acceleration opportunities goes to our second prong uh which is leveraging data to make good decisions. And so you'll see both of those reflected in here. Our second priority is positive, safe and supportive environments. And see for the first aim you'll see our
third prong here which we know is critical. Mr. has echoed this for a long time, but making sure we stay focused on student attendance. We've done a lot of work this year to improve student attendance. Um, but the work is just beginning and and we know we still have a ways to go and we have to maintain that momentum.
And so keeping this at the forefront of our um new strategic plan is going to be critical. But not just that, also looking at staff attendance because we know getting students to school is incredibly important. But if the kids are there and we don't have a teacher in front of them in the classroom,
you know, it speaks for itself. So really for us, making sure that we can develop those daily metrics just like we have daily metrics for student attendance, developing those daily metrics for staff attendance that our schools can monitor, that we can monitor the school system, and really start to problem solve around to make sure that
we can improve both of those. Um, increasing awareness of student mental health supports. You'll see on the survey feedback, this was one of the big pieces for our students. Um, was not that they didn't feel we were helping with mental health. From a lot of them,
it was just they didn't know where to go or what to do when they needed mental health support. And I heard that a lot in my student focus group as well. And we kind of talked about where we needed to go as a school system. That was something that really stood out to them, too. And these were some really high performing students from across our school system. and they felt the same
that, you know, when their friends are struggling, they're just not sure where to go. We have guidance counselors, we have adults, um, but they're just not sure what the appropriate next step is. And so, that's going to be important part for us moving forward is making sure that we're increasing awareness because we do have great mental health
supports, but if students don't know about it, it's not serving the right purpose. And so, we've got to improve that communication and awareness for both students and staff. uh making sure that we're enhancing our implementation of those supports. So, we've done a lot with trying to build up our uh tier one
resiliency instruction in our schools, but continuing to focus on that and making that a part of our mission as we move forward. And then, of course, maximizing safe school efforts and security protocols. We've done a lot with this last strategic plan and hardening our schools, which is great. Um, and as our safe schools team was
talking about this yesterday, you know, what they said is we we're we're really good at at keeping the threats out and now we've got to also work on making sure that we are building up the supports needed for our students internally so that we can also create that safe space within those hardened
schools. And so, um, that's going to be a lot of that work as well. All right, priority three is talent development, workforce sustainability. And you'll see this reflected with our staff. Um, you know, one of the things that they talked about was, you know, we
have great teachers, but, you know, a big part of our work needs to be in how we retain those great teachers. And so, that is, uh, one of our big aims, but we still also know that we need to still attract high performing teachers as we grow as a district and we expand the number of teachers that we need and expand our schools. We've also got to
make sure that we're attracting great people to come and work with us. um and expanding our professional learning opportunities, which the feedback from that was really focused on our early career teachers and just making sure that we've got great supports in place for our early career teachers, many of whom are not coming from a traditional
educational background. Um they're they're stepping in from a lot of different fields and so to be able to make sure we've got great supports in place for them. Priority four is looking at fiscal responsibility, something I know the board has certainly focused on and we've talked a lot about um and will continue
to talk about um and so we had some great dialogue. U Mr. Rios Welsh led a lot of that group work within our steering committee to talk about this portion and so we're we're really happy with what we're going to be focusing on moving forward. So strengthening our financial transparency uh both
internally and externally um making sure we increase our external funding efforts. You know, we don't have any control over FFP and what the state decides, but we certainly can make sure that we're doing everything we can to find other funding sources that can support the work that we're doing here as a school system. Uh whether that's
leveraging community partners or finding grant opportunities, there's a long list and so that we want to make sure that this becomes a a real focused effort of ours as a school system. Um improving strategic budgeting at the district district and school level. As you all know, we rolled out sitebased budgeting this year. So, we've got the
foundational work. Um but we're just beginning and so we've really got to make sure that that becomes um that strategic budgeting process becomes a really solid way of work for us going forward as a school system from top to bottom. Um and then of course improving our long-term financial stability which
really looks at making sure we have a healthy fund balance um and that we're making good decisions as we go forward thinking about that long-term financial stability as a school system. And then finally, priority number five is our thriving partnerships. Uh we want
to enhance collaboration between schools and community partners to create future ready schools. And you saw a great example of that with Miss McCall this morning and the C. Um and we really want to make sure that that becomes uh a continued focus of ours as a school system being able to partner with groups
like the C and others in the community um to really help us prepare our students for a world that we just don't know what it's going to look like right now. It's changing very rapidly. Um, and we're we're not going to be able to do it all alone. We have to be able to lean on our partners in the community to make make this uh a possibility for our
students. So, we're excited to keep making that a focus. Um, increasing our collaboration between schools and families to support student success. Um, I think goes without saying. And then, of course, increasing staff satisfaction. And this was again feedback from the survey that we got
back from the staff um was that they they really would like us to keep a pulse on um how staff feel about the culture of their school that they work in and the district as a whole. Um and so making that a more regular priority of us that we're doing those check-ins and and really responding when we see
that we're not getting the response that we would expect. Um, so that culture becomes a priority because strategies are great and we need them, but we also have to have a a great culture for our people to be able to thrive and for our students to thrive. >> All right. >> All right. Thank you, Mr. White House.
Dr. Brew, did you have anything you wanted to add? >> Nothing additional. He already shared, but this has just been a lot of good people doing the work, and it's um we really are proud of where we are at this point. >> Awesome. So, board, I will open it up for comments. Um I don't know if board
member Conrad wants to start since she was our board member on this committee >> and I'll just just do a brief opening um comment. I being on both sides of this process um with the first strategic plan I was in
the classroom. Um it was a privilege to be a part of the committee that worked on um putting together uh the strategic plan and it really was inspiring. Um I don't Mr. White House, there were 40 people in the room. Um, and even when
the conversation didn't align exactly, every single person from the student to the deputy superintendent, the superintendent um is focusing on what's best for our students. And so, um, as we have discussion, um, I just want you to
feel confident that everybody that participated really was student focused. Um and it it was exciting to be a part of that conversation. So just wanted to share that with you um before we jump into um thoughts and ideas. >> Perfect. Who wants to um comment first?
Board member Thrower. >> Thank you. And yes, it's obvious that it was just really great collaborative work um to bring this product forward and and I certainly can't agree more. We can't be successful without community support.
And it was such a pleasure to to have you here this morning. um Beth McCall to just highlight that. Um I I hope I wish every work session could start with something. It was it was great.
>> Um I guess I was thinking also about the the vision. Um going back to slide six, >> guiding every student to meaningful success. And as I sat there and and processed that, I was remembering that our previous vision was helping every
student succeed. And I thought, well, what if our previous one said helping every student meaningfully succeed? And then I started thinking, well, I I was starting to try to think of some examples. What would be some examples of unmeaningful success?
So, I guess I was just wondering about um guiding every student to success. To me, that seems pretty straightforward. >> Um, >> yes. And I think it's a great if we if we want a board, let's just focus on that for a second. Um because I do think
there's a variety of things in here we want to weigh in on probably. So we'll start there. Thank you board member thrower for kind of guiding us there. Dr. Campbell, >> thank you and thank you for bringing up the vision. So obviously want to acknowledge the amazing work that's being done. I'm going to start with the very end, but that's exactly where I I
want us to go. I love the idea of progress monitoring culture that the teachers are asking and the staff is asking for us to progress monitor ourselves specifically on culture. I love that. I mean we're doing it for students now all
the time on their academics. So that that's a wonderful thing. So like beginning with the end. Uh I'm I've already expressed quite a few times that I'm I'm struggling with changing the vision and so let me elaborate just a moment on that and then I want to
expound as to why the vision is always the north star and just because it needs to be revisited whenever you're looking at the strategic plan doesn't necessarily mean it needs to change. completely respect the the group input
on why they want the word to change to guiding because I can understand from a teacher perspective they in fact are guiding those students. When I think of the tech services department or finance or
the cafeteria worker, what is their job doing? They are helping every student succeed. and where I I completely again respect this from an educational standpoint. We absolutely are guiding those students, but this is a district-wide thing and we got almost
7,000 people and we need to make sure that all 7,000 of those people understand what their job means and it's helping every student succeed. I too am questioning the need for an adverb.
Do we need meaningful? Do do we need it? and and it is difficult to have success that isn't meaningful, whatever that looks like. So, I'm still a stickler for sticking with what we already have. I don't think that it changes the need to
change the mission because the mission is one of those things that is a little bit more fluid, but I mean your vision is your north star and we spent so much time on that developing why. And I think it's in part because of some of the things that I've just said. So, those
are my thoughts. >> Reverend Cummings. >> Thank you. Um, Madam Chair, um, I too I actually wrote down something for this one because, um, I didn't like I never liked the helping because when you the helping just sounded like the kids were
just they just couldn't do it and then they needed something extra. I I love the word guiding because um it it does show that um we're we're trying to we're trying to put them in a in a place or
navigate them to a place where they can go. So I actually wrote down um guiding every students to a pathway of success or pathways of success because there are different roads that they're going to go down. They're not all going down. We we said it several years ago. They're not
all going to college. They're not all going to tech schools. They're not all going to the workforce. So, there's different pathways to success. Um, so I I love the word guiding. Um, I'm not the meaningful kind of >> just kind of leaves me out there a
little bit, but I I I I think we do I think um and I respect Dr. Campbell's position on on on the word helping. But I think we we're we're evolving as the district grows as we change and we continue to move forward that sometimes
visions have to change as as a person that that writes visions um for churches. Visions change and we have to move as the ch as the change comes forth. So that's where I'm at. And if I can add in, I I am I I'm the meaning
meaningful feels cumbersome. Maybe maybe it's the the the word itself. I actually really like pathways to success. Um because success is defined so differently for different students. I think we had a bit of a Hillrest conversation the last time we talk about
we talked about this and I remember board member Thrower talking about what success looks like for a student at Hillrest looks different than the student who just got into Yale, right? And so, but acknowledging that that success is so important to each
individual student. And so I just Googled, and I'm sure you all already did this, so I certainly don't mean to say this to belittle the work you've done, but I can appreciate Dr. Campbell's sentiment about what guiding looks like because as a teacher, when you first said it, I was like, "Yeah,
guiding, that's perfect." But then how is tech services guiding students to success? Um, but maybe the word support. Um, and so supporting every student to a pathway for success or for a pathway to success. I don't know exactly how those
words work. I think the word meaningful feels a little bit cumbersome. Um, and I really like pathways, Reverend Cummings, because I think it indicates everyone's going to success, but they're taking different paths to get there. Um, and maybe changing guiding to a word that
feels more encompassing of what everyone can do. helping does feel weak I guess or like I can see the helpless perspective like you I have to help you because you are helpless so I I
understand that perspective so maybe the word support I don't know um >> could it be a combination of guiding and supporting could it be um >> really vis I'm sorry I didn't mean >> or or some word that encompasses both um I don't know what that word is right now
>> but I mean even just it's It's because helping every student succeed is very short and so it's very easy to remember and so it's important to create another short statement because that is what but supporting every student to a pathway of success. I mean that's or a path to
success like I mean that is still pretty brief um and so it has to be something that is go comes off the tongue easily for sure. So those are just my thoughts on it. Dr. Campbell did you have something you wanted to add? No, I that very point that the the also point of a
vision is that it's something that's quick and and it's not going to have 15 words in it, maybe not even 10 words. So that's where the the more prepositional phrases we add to it, the the more cumbersome it becomes. I think
I think we might agree that meaningful potentially is not the word and and having that there might not be necessary. So maybe if we like broke it down into segments. I don't know how everyone feels about the need to have a vision statement that really does encompass everyone because I I'm
leading. Yeah, go ahead. >> Guiding every student on their pathway to success. Sorry, I just wanted to say it before I lost it. >> No, that that's fine. I I mean again I'm I'm struggling with the word guiding and I I respect why where it's there. I'm
just struggling with how every employee in Marian County Public Schools is guiding students. So, whatever the word becomes, that's I mean, and if you convince me otherwise, like tell me why why we think that tech services is guiding students or why the
cafeteria worker is guiding students to something. >> Um, okay. >> Or payroll, please. >> So, it's d Oh, sorry. I was I just Googled the definition. I was going to read the definition. >> Yes, I was going to do the same. Go ahead. >> Direct or have an influence on the
course of action. So, he guided the team to a second success successive win in the tournament >> like a coach. >> Yes. >> So, that's direct student contact. I mean, usually the guide has direct contact with whatever you're using a
guide, you know, travel guide. You're not handing it off to somebody and then you're following the same guide because somebody else has it in their hand. know there's there's someone that has direct contact when you're guiding. So that that's where again I I'm fine with us going away from the word helping. I
really am. I just want it to be something that everyone feels I whenever whenever all the doge conversation happened I mean I hate to get a little bit political but when that whole conversation started happening I wanted to say can we go to every single employee in this entire district and say
tell me how your job has helped a student succeed in the last three weeks. like tell me how your job has helped a student succeed and my hope is that everybody can say that in some way even if it's a degree of separation it's still well I know that I did this that
helped this to make that happen and >> I made sure their teacher got paid on time >> right and that helped students succeed absolutely and so again if we don't like the word helping I'm I'm okay with that >> support though supporting I mean I think supporting it does more than guiding
I I mean I can support that. >> I I can respect the thought process for sure. >> Support every student's pathway to success. I don't know. You know, I'm just throwing it out there. But I think I also agree that it really does need to be short. Um and I think it sounds like
we all agree that meaningful meaningful is kind of redundant because nobody can seem to come up with an example of unmeaningful success. supporting every student's pathway to success or do we want to just get rid of the additional words and say supporting every student
to success or is it supporting every student's successful pathway? >> Well, I think that's I I'm trying to get rid of the prepositions like helping every student succeed. Four
words. You got it all right there. So, like if we can get rid of some of these prepositions, it just Sorry, I'm being a grammar nerd. But because when we say got supporting every student to a pathway of success, that's
two prepositional phrases in the middle of this vision. I know there's people in the audience that are laughing at me, but I'm not a language arts teacher. I just play one on TV. >> Well, I mean, supporting every student
success or supporting every student supporting student success. I mean that's a very but >> I mean we can still leave the word every supporting every student's success if we have a I don't know I was just saying if we're going to student successful
pathway instead of pathway to success >> pathways I think you definitely need pathways because it shows that we're not just stuck on one particular >> area of success >> supporting every student on their pathway to success supporting every student
>> Where's chat Let's ask chat. Microsoft co-pilot. >> Oh, AI AI. >> Yeah, I'm about to I'm putting it in chat >> live in color. >> Supporting pathways to success. >> I can go >> because that is everybody. >> I can go with that.
>> Powers. >> Say it again. Tony Powers. >> Supporting pathways to success. >> But don't we want the every student? >> Supporting every student way to success. >> I can go with Oh, that's literally what I just put in chat. Supporting every
student's pathways to success. >> I don't like it any better than helping every student succeed because you know everybody gets by with a little help from their friends. Helping since when did helping become a bad word? You know,
it's it's there's a difference between helping and helplessness. And I think as teachers we think about learn helplessness. That's the last thing we want to reinforce. Well, we're not talking about that. >> Sorry. >> She needs a little help. >> Got AI happening out in the audience
right now >> trying to help us. Not that we're helpless. >> What did we do? We asked for help. >> Just modeled it. >> Help us at that moment though, >> but not necessarily. >> Yes, she was. She said, "I need some help." >> She did. But just because we're seeking
other ways to help us doesn't mean that we're helpless, >> right? >> And so that's >> So we're So So where are we? Are we staying with helping every student success? >> No, >> I don't love helping. I don't love helping. >> So supporting every student's success
>> pathway. >> That sounds like they did it. And we're just applauding. What was >> supporting every student's pathway to success? >> Why do we need every student? Why couldn't we say supporting pathways to success >> or words? >> Takes the student out.
>> It takes the student out. And we were pretty strong on every individual student center, you know. Yeah. Keeping it student centered. >> I remember that conversation, >> you know, because of the fact that every student has their own desires and goals.
>> What did you say? Um, Dr. James, supporting students pathways. >> Supporting every student's pathways to success. >> That's >> and it's probably pathway, not pathways. It's probably singular. Supporting every student's pathway to success.
>> It's six words. >> That's short. >> Or all students instead of every student supporting all students pathway to success. But then I think it's like >> and it would have to be pathways probably. >> Yes. supporting every student's pathway to success. >> I like that one.
>> Yeah, I can go with that. >> Mr. White House, how do you feel? >> I think it's fantastic. >> Listen, this is a way easier conversation than the North End Side conversation. So, we can keep going on this. >> Every student's path. So supporting
every students which would be >> plural >> plural and possessive >> that's what I was trying to >> it's a plural possessive because it's their pathway and there are multiple of them >> right >> supporting every >> so there's an apostrophe >> right there's an apostrophe but then
would you really need plural pathways supporting every student's pathway to success because every student's going to choose a pathway >> correct >> individual student apostrophe that pathway may branch off into multip multiple trails, but it's still a pathway. >> Yes,
>> because pathway is singular. So, student needs to be singular with an apostrophe, >> right? >> Oh, Jesus. >> No, I I know. I mean, like, >> we better get that right. We are an academic. >> Absolutely. But do we do we like that? And that's the that's the question. >> No, I I think supporting every student's
pathway to success. I mean, you can riddle that off. Supporting every student's pathway to success. >> Yes. My question is the apostrophe s. Do we >> do we like the apostrophe s? >> Well, we we it's it's whether it's grammatically. >> No, I understand. I'm just asking the question. >> Oh, >> you mean like how it looks?
>> Yes. >> Oh, I'm like I don't think we get an opinion on whether we like apostrophes or not. >> Right. >> Vote them out. Are we okay with that? >> Every student's pathway to success. Is that where we are right now? >> Supporting every student's path. >> Students apostrophe. Yes.
>> Student apostrophe. Yes. Yes. >> Pathway. Pathway. Not ways. >> Correct. Singular pathway. Singular student >> because it's a singular student's pathway. >> It's not a poss. It's not a plural student. >> Correct. >> Supporting every student's path success.
>> You know, grammar is not >> I'm like I'm like Mr. White House. It's wonderful. Let's move on. >> Well, I mean that's the main hold up I think that I don't know about anybody else, but my main holdup was on the vision. Everything else I'm golden. I mean you you wo in communication through
everything. It's supporting every student's pathway to success. >> I'm good. >> Got that bit. >> And we >> How do we feel about that, Dr. Burr? >> I'm okay. As long as we do the apostrophe. Yes. >> Yeah. >> Yes. That's what just wanting to talk it
all out. But it definitely is. >> Let's say that again now that we have it up. >> Supporting every student's pathway to success. >> And it's pathway, >> right? >> Pathway student apostrophe. Yes, >> correct. The good news is I'll be back for another work session in May before we
vote on this. So you have a month to marinate on this vision statement and we can address again if we need. >> Well, it's a big deal because it's the vision for the whole district. >> It is >> well and it's changing our all of our We have signage. It's it's a it is a big deal. So we need to make sure >> we want to make sure we're right.
>> I think that's I think that's a good one. It's six six words. >> Pathway. >> I think it it rolls off the tongue easy. I think it it would look good on a t-shirt. So I think the branding will be pretty good with that one. >> So let's let's move on to mission then
>> if that's okay board I feel like since that's kind of so we can stay focused. So the mission that was presented in partnership with families in the community which if I recall was important to us to have that. >> Yeah. >> Marian County Public Schools develops rigorous personalized learning pathways
that prepare all students for success beyond graduation. >> Says the same thing our new vision statement says. Exactly. All the same words. >> That's good. >> That's good. It reinforces the vision. >> I agree. >> I really like the mission as presented.
I'll say >> agreed. >> Yes, I do too. And it expands on pathways and in that piece of it, which goes to show you, you know, one pathway can lead to other trails. >> Correct. >> And so the miss Yeah, the mission just further enhances what Exactly. Because
the personalized learning pathways is how we enhance that. and then success beyond graduation. So it does it further defines what the vision says. >> Yeah, that was easy. That was easy. >> Can I back you all up to the core values, too, because that was actually the first thing on there just to make
sure everybody was comfortable with that. I know you all liked it before, but we swapped out collaboration for community. So, I just want to make sure. >> Oh, I like I like the core values. >> I do too. >> Yeah. >> Yeah. >> Okay. So then what else do you need us to
>> give direct opinion on other than just >> priority and aims? >> The priority and the aims. >> We can talk about anything on here that you guys would like to talk about, but if you feel comfortable with the rest of it, then we can certainly move forward with finalizing our goals for each of these.
>> Yeah. Uh um graduate >> Reverend Cummings, >> portrait of a graduate. >> Okay. What specifically there do you want to talk about? I'm I get hit again with that word meaningful that's in there.
>> Yeah. How about just prepare for success? >> What's meaningful for one person may not be meaningful for another person? >> Yep. We can take that out. That's easy. >> Or instead of meaningful, like one of the things I have said when I tell people is I want our students to leave
being productive citizens. Um, that's a word I use a lot because productivity in our community looks different for different people from different walks of life. But I just want you to be adding value like a value added citizen. Um, so I use those two terms a lot. So I don't
know if a productive um or if there was a way to change meaningful because I think the purpose of meaningful is meaning you're adding value. You are improving society when you leave our doors. So, I don't think it's a bad um word to have, but potentially a
different word that has similar meaning may have >> different value, >> more value. >> And I think when when I wrote this, the meaningful was in the vision statement. So, we were trying to reflect the vision with this, but now that we've taken it out of the vision, I don't know that necessarily needs to be there because it
wouldn't be reflective at that point. >> Thanks. I mean, I just don't even think we need the word if if it's if we're keeping everything else there >> or use pathway again. Okay. Graduate is prepared for. >> Yeah, we could add it
>> like prepared for a successful pathway beyond graduation. >> Yes. >> Yes. >> It links them all together. >> Yes. >> Okay. So, a Marian County public school graduate is prepared for a successful pathway beyond graduation by
demonstrating integrity, resiliency, empathy, and critical thinking. >> Good. Do we like that? >> Say that again. >> A Marian County public school graduate is prepared for a successful pathway beyond graduation
by demonstrating. >> I think it's incorporating more than by demonstrating because by demon some That successful pathway doesn't mean just because you have integrity that you're going to have a successful pathway. So somehow it has to incorporate integrity, resiliency,
empathy, and critical thinking. >> I agree there. >> Fine. >> So a Marian County public school graduate is prepared for a successful pathway beyond graduation >> by incorporating or by >> it's just beyond graduation,
incorporating integrity, resiliency. Well, no. Utilize like they need to they need to actively be using >> utilizing all of those things other than demonstrating. >> Yeah. Board member Conrad said utilizing by utilizing integrity, resiliency, empathy, and critical thinking.
>> What about modeling? People are talking about trying to create some model citizens. >> Well, some of them just need to use before I don't know they need to be a model just yet. I mean, I think I think maybe that's a couple years. I think because some of them surely some of them
are not re yet ready to model the use of integrity. We just need them to be have integrity and be able >> when they're 18. That's a problem. >> Well, I mean I'm just talking real for where we are. >> Showing I mean showing and demonstrating are the
same word. >> I want them to use it. I want them to use it. I mean, I want them to be able to actively use >> I mean, I want them to be resilient. I want them to have empathy. I want them to show integrity. I want them to use critical thinking. >> Yeah, I'm okay with utilizing.
>> Like the comma before utilizing. >> Says that the word utilize is overutilized. >> So, a Marian County public school graduate is prepared for meaningful I'm sorry, is prepared for >> successful pathway. prepared for a successful pathway
>> beyond graduation by utilizing >> or not by >> comma utilizing integrity. >> Okay. So, a Marian County public school graduate is prepared for a successful pathway beyond graduation utilizing
integrity, resilience, empathy, and critical thinking. >> Like it. >> Is that a comma or a semicolon? >> It's a comma. Comma. >> I think it's a comma. >> Yeah. >> Say it again. One more time. I'm sorry. >> A Marian County Public School graduate
is prepared for a successful pathway beyond graduation utilizing integrity, resiliency, empathy, and critical thinking. >> I certainly like that. >> I'm just going to see one more. Is there any other I know incorporating was the
only other one that I had come up with but um leveraging >> leveraging I like leveraging >> um >> that's a strategic synonym >> I mean I >> applying >> applying
>> applying or exercising those are synonyms >> or engaging adopting >> like applying >> like applying think I'm like applying to >> but I think then we would need something after critical thinking applying to what
applying integrity resilience empathy and critical thinking daily or >> life >> like do you know what I mean like applying >> regularly applying then you're like adding more words yeah consistently applying I don't we don't
need an adverb I >> but I think you could add a word at the end like daily >> and Marian County public school graduate is prepared for a successful pathway beyond graduation. Applying integrity, resilience, empathy, and critical thinking daily. >> Daily,
>> but you really need it more than just daily. >> Every minute of every >> I know >> or in the >> moment by moment. Um >> that's a lifelong, >> right? >> Throughout life. That's through. >> You could say consistently at the end.
>> Consistently. >> Consistently. Okay. That covers all >> by applying integrity, resiliency, empathy, and critical thinking. Consistently by consistent >> or by consistently applying applying. >> Yeah. >> We're losing audience.
>> Losing our audience. My bad. >> A Marian County public school graduate is prepared for a s a successful pathway beyond graduation. Consistently applying integrity, resilience, empathy, and critical thinking. >> That's it. >> Okay. That's it right there.
>> Yep. I got it. >> Yeah. >> Do we like that >> for now? >> Yeah. >> Okay. >> I mean, he's coming back to us, but I think >> that's it. I think >> that's gives us a chance to marinate on it, right? >> Right. >> It's good to do. >> Okay.
And um so that's the portrait of the graduate. And then um the only other were you guys okay with kind of the focus of how it will be presented as um I'm looking for the slide but >> goals and actions.
>> Yes. Priorities aims goals and actions. >> Goals and actions. >> Yeah. Um board member. >> Thanks. Um, I had written down on strategic priorities and I'm struggling
back and forth with it. So, I'd love to hear the input of the rest of the board. I know that the first one, that's what we do. We we we teach and hopefully that results in learning, but in order for high quality teaching and learning to
take place, we have to have positive, safe, and supportive environments for that to occur. And it's kind of like what's first, you know, the the chicken or the egg. And and I reflect back on what our students continue to share with us so deeply that they they really are
concerned for their own and each other's, you know, mental health and the availability of support and having this posit this environment of of positivity. We're scoring really high on kids feeling safe within school, which is great, and I think we need to advertise
that more, honestly. Um, but I'm just wondering the board's thoughts on switching number two with number one. >> I I concur. Um, I think I've always um pushed in the past and and that safety comes first before you can do anything
else. You got to have that safe environment. Um, I I didn't actually when I looked at this one, I didn't even equate that. But um, yeah. >> Well, and I think to your point, are they ranked or is it just a matter of presentation? just a matter of presentation. I think honestly the way
we presented it was just in alignment with our current five goals that we have which one is student success >> right >> but it doesn't have to be I mean to your point safety obviously is a priority >> visually we only have a number because we say we present it that way I guess
maybe but in that order but is the >> if we remove the number are we maintaining a circle visual >> we haven't quite gotten that far but um yes that is a possibility >> I just think if we if we maintain a visual that's not a ranked visual, then
maybe we remove the numbers because I mean to that point I could then also argue that number three should actually go next because you can't have high quality teaching if you don't retain your staff. So almost high quality teaching goes under three becomes number
three because without safe place to learn and retaining the quality staff you you don't can't have highly effective teaching. I think building on >> past strategic plans. You guys have to help me with this. I think in this is
like the third iteration of our strategic plan that we're I think in one of the prior ones safe it was it was ranked before we got to the circle and I think safety was first and then all those other things. It for some reason it was ranked in my mind.
>> Well and it's because of what had occurred recently. That's what it was, >> you know, and and so we evolved. But I love what you said, uh, Chair James about the circle because all of these you could argue are are equally important, especially as a school board. I thought, man, fiscal responsibility is
down at number four. You know, that I wasn't sure I felt comfortable with that either. >> I didn't either. >> Um, so yeah, to me, when it when something is numbered, it it implies a rank order for
I think because everything is a a circle including this conversation. >> So, so maybe what I hear the board saying is maybe there's no ranking and whatever way we present this is is showing no hierarchy something in a
circle or a or a U which is is not providing one more important than the other because the recognition is they all are equally important for success. So in that circle there's five of them. So if that circle is broken up in five equal parts, >> five parts, shaded parts or whatever
that look equal, it doesn't show any any type of ranking >> with a middle thing that says, you know, student success >> in the middle. Yeah. So I will just point out though with when we create the actual strategic plan document that will be public facing we'll have to lay out a
key priority at a time and the goals and actions that go with that. So would you all prefer that we just don't number them >> maybe lettered abcde e is that >> or we just I mean if there's a way to remove a delineator of value al together
>> but when you order them >> because they there will have to be one that comes first like there's one that has to come last so >> there's a ranking but >> right >> well I don't disagree with what's presented here I think high quality teaching is ultimately what we're in the
business for so it's not a bad thing um I think what we're saying though is they all have equal value >> and they all have to point towards >> student >> student success >> and I think we can spell that out in the narrative of the strategic plan is kind of that opening to the you know all of
these have equal weight um but we are going to have to list them at some point >> right >> and and my question is can you have high quality teaching and learning if you don't have a positive safe and supportive environment in my mind that's got to come first.
>> And I I'm going to agree. I I think um Reverend Cummings and Miss Thrower, I I think that if we're starting with something, that has to be the first one. I think that it probably is positive, safe, and supportive environments. I I think
public education today looks different than it did. And obviously, high quality teaching and learning is still exactly, you know, almost like that north star. like that's what we have to have because we're in the business of educating kids, but people are making very definitive
choices right now on safety more so than on the education of their children. And and so if if that in in some cases, like not always, but it's like it it's it becomes that first thing that people care about more. Is
their child feeling safe? Is their child, you know, all of that? And then they get to the report card, you know. So I I kind I'm going to agree that I think when we're doing them in the order uh not because it's a ranking but when
we have to do it in an order I think that that kind of leads into the high quality teaching and learning >> that may that may need to be the start of the conversation. >> Okay. Well, then I think I hear the majority of us saying let's go ahead and flip one and two um from a when we
present it um in a ranked order, but generally speaking, we want them presented as equal >> equal priorities. Okay. Um what else? Anything else from this? How do you feel about the priority, aim, goal, and action?
We good with that for now? I think for me it's going to be um I I once we see it applied it'll be a little bit more easier to grasp right >> personally. >> Okay. Anything else with the strategic plan then? >> No.
>> Okay. >> Good job. >> Yes. Good job team. Good job community. Um very appreciative of of all the work. Is there public comment on this item? Item 5.1 the strategic plan. >> Okay. I will welcome then um Miss Morant
is working in the field today. So I'm gonna welcome Mr. Carile to the podium to give us an update on the summer school staffing plan. >> Good morning, Superintendent Dr. Brewer, chair Dr. James, schoolboard members. Great to see everybody this morning. Uh on behalf of all the departments that
are responsible for developing our summer school programs, I am excited to present the uh 2026 summer school staffing plan. All right. So, first you'll see our third grade reading flyer. The the theme
this year is red, white, and blue. And then on the next slide, you will see our third grade reading camp staffing plan. Uh on this staffing plan, you will see 83 total instructional staff and 42
total non-instructional staff. Next is our secondary program and the theme for secondary summer school is stars, stripes and success. And then on the next slide you will see the staffing plan which includes 103
total instructional staff and 10 total non-instructional staff. Next slide is our VPK and summerbridge theme this year is red, white and blue. We want you. And then on the next slide
you will see the staffing plan. There it is nine instructional staff and eight non-instructional staff. Slide seven is our extended school year. And for extended school year we will have 45 instructional staff and 83
non-instructional staff. And then the next slide uh we have a variety of different programs. It's our camp kowanas uh 25 21st century in Howard Academy. This staffing plan includes a total of 34 instructional
staff and 39 instructional staff. Uh I'll point out that this includes our 22 junior and senior camp Kuanas counselors which is a great opportunity for our students to get involved. And then finally,
slide nine includes the staffing plan for food service and transportation. Uh this plan includes 22 food service managers, 53 food service workers, 89 bus drivers, and 70 bus aids. Uh
overall, next slide. This plan includes 274 instructional units, 159 non-instructional units, 234 IUPAT units, and 23 other units for a total of 690 units. Uh it's important to note
that units may be added or removed based on student needs, program changes, enrollment changes. This is notated at the bottom of every staffing plan that that is included here. Um, pending your approval on uh April 14th, these
positions would pose to our current employees on April 27th. With that, I'll turn it back to Dr. Brewer. >> Thank you, Mr. Carlile, and thank you for the very concise and clear presentation. Um, and also the great work from the elementary, secondary,
early learning teams. The theme this year is just of course representing our America 250. So, we're excited. Thank you, Mr. Carlo. board. I know I have a few questions, but I can open it up to the rest of the board with questions first. Board member Thor. >> Yes, I do have a question. And thank you
for being so concise. You can tell why you're a great high school principal. Just get to the point. My board docs is glitching. I remember this being a little bit of a surprise to principles last year when um Judge King was ordering uh truent students to summer
school um and finding a spot, you know, for the kids that would be available to do credit recovery. So, uh I am very hopeful that we are creating places uh for those kids and that there can be communication um with uh that Del Nodal
and her team to find out how many and what grade and get them adjudicated to summer school. >> Absolutely. >> Absolutely. >> All right. Uh any other board members with questions? Uh board member Conrad. Sure. >> Mr. Carly, I don't think this is a question for you, so this will be
something to get back with me on. I just would like to know how much summer school costs us. Um how many students we're planning to attend and so what does that cost come to per student? >> Okay. Absolutely. >> And the reason for my question is last
summer when I visited um schools there were very few students on some of our campuses. Um and I was just thinking this is costing us a fortune. Um because the and and I'm just going to be honest here, the the students that we need to
show up, many of them don't take the opportunity. So here we have a school that's staffed with cafeteria, transportation, non-instructs, teachers, and the kids are not showing up. And I mean, I think there were seven at one of the schools I stopped at. So I'd just
like to know what that cost is. I know I think last year we really talked about um if I remember correctly, creating larger hubs Um, so there was a better chance of having I don't want to say a full campus because that's not going to happen, but it would be more fiscally
responsible um with more students on a campus. So I'm just interested in what that number will be. Um, and so that's that's my biggest question. Thank you. >> Absolutely. I can I can uh work on that and we'll get that information to you. I do know that I'm I'm I'm just going by
memory, but I think students are are asked to register. I think there's a date in early May. Um, so I think that helps to to plan for sure. I I remember several years back we never registered students, so we didn't know who was going to show up on day one. So that
absolutely helps us plan. >> Okay. All right. Thank you for that. And and Miss Conrad, the schools have a clear plan of exactly a rotation system. So if the first group is not there, especially in our secondary schools, they know exactly, okay, the next group. And so they're constantly calling
students to make sure they realize we have a seat for you. >> So to that when when did you say we're voting on this? >> It will be on April 14th. >> Okay. >> Um and so there's no time for the board to have updated information together
before this gets voted on. And so I think it's important for that to be made aware because I think one of the key components that's missing from this presentation is how much it costs. and this board has been consistently um adamant about how broke we are.
That's just the word to use and how fiscally responsible we're trying to be. And so, can we elaborate on that a little bit? >> We can share the cost with you this afternoon. I know that um we've had a number of conversations with Mr. Welsh and working with Dr. Coleman to leverage our federal funding as well, but we we
do have a cost. I'll just have to get with him. I didn't bring it. So, so for me, one of the things, um, well, a couple things on the elementary summer reading camp, there are schools that are not mentioned. Is that because there's an assumption that there will be no children coming from that school to participate in reading camp? >> No, they they should be hubbed together.
Um, but we also have some schools that are operating um their own summer programs that they're utilizing some of their federal funding for. >> Okay. I guess I would just um I I only because I'm riddling off schools in my
head. When I look at slide one, is it one or two? Whatever. Two. Slide two. Third grade reading camp. >> It's listed as slide one. >> Okay. >> Or are you I'm sorry. Yes. The flyer or the >> No, the flyer. Is this representative of
every school? >> Everyone that we are providing the staff for for the staffing plan? Yes. >> So, what is So, that's that feels like a very elusive answer. So, who's not represented? And I don't mean it to be a bad elusive, but like who's not who's not listed here? >> Yeah.
>> Hi there. Good morning. Um, the only school not listed there would be Oakrest Elementary. They are running their own program on their campus um with UNICEF funds. So, it will go beyond third grade. Um, because of that, she wanted to keep her own third graders on campus.
So, she's able to do that. um she's not a host site for the others. So she was able to do that. So any other school running a separate program using UNICEG funds are already host sites. So Oakrest is the only one not listed.
>> Okay. So then from an ESY perspective, students who are ESY like from Maplewood will not go to Madison. They're going to do ESY somewhere else or Madison will host also ESY. >> So ESY sites are Ross Prairie and Maplewood.
So Maplewood is is sending their third grade reading camp somewhere else and only hosting ESY. >> I I don't mean I'm not trying to quiz you. I'm genuinely >> Yes. Yes. Because last year Maplewood had ESY and third grade reading camps. So we try to rotate the third grade
reading camp sites. >> Can I ask a question? >> Sure. >> ESY. What's ESY? >> Extended school year. >> Okay. So please y cuz the community they're not picking up on these acronyms like we are. Okay. So come on y'all.
>> Okay. So ESY is is defined as extended school year and it's for students who have exceptional learning um and unique abilities and are federally funded to receive extended learning into the summer >> based on their IEP. >> Based on their IP and their unique abilities.
So, I was just a little confused because I I overhead cost is something that we as a board have consistently we're considering consolidation. We are we talked about consolidation yesterday in the Belleview community. We're continuing to talk about the north end
community. Consolidation is something that is like a I would say a strong stem through the conversations the board is having. So the question I have is why are we operating one site with just ESY and then another site like why wouldn't
Maplewood just do it all and then we don't have to have cafeteria and custodial and all of the things at Madison. And this is just an example because I was think I know Matt I knew Maplewood would generate ESY students. So, I just feel like there's ways to make this more conservative than it is.
And I'm not I'm not trying to like really get in the weeds of operations, but I guess I am. But this doesn't seem the most financially responsible approach when we're operating then custodial staffs and cafeteria staffs and all of that. Like, why wouldn't why
wouldn't we do this more strategically? >> Yeah, we tried to. I mean ESY is a big undertaking for the schools and the principles as well. So we um were trying to not give them camp on top of it. Last year we did do that um and it did work.
It was a lot. And so we really do try to rotate the schools um for the host sites. Um but I also I wanted to address two um things if I may um that Miss Conrad um mentioned as well. One was the um the
last year how you noticed there was more staff than students. Um we are we made a change this year to the way we're hiring. Um so elementary curriculum will hire the teachers rather than each school hiring um because we have the
information the enrollment information. We get those updates weekly um how many students are registered. So we can ensure that um we only hire enough staff based on the number of students. So we were trying to to combat that um from
last year. And then with the hubs um I know you had mentioned that last year. So we spent countless hours sort of configuring and reconfiguring different host sites and what it would look like and based on the number of students who attended previously at different sites.
and we had an option A and an option B with less um host sites and then the 10 host sites um and sent it to transportation and had some conversations like which one is more feasible um because when you have less host sites you're picking up kids and
they're on buses for a longer time period. Um and so to avoid picking up a student in Denellan and bringing them to a host site maybe 45 minutes away for example um that would be a lot of time
for students to spend on a bus um and so it was more feasible to do more sites than less um sites. So but we did look at that. So I just wanted you to know we looked at that. >> Okay. I appreciate that and I my concern is that um the feasibility is going to
cost us um is it's just a challenge that we're facing. So I'm just really um concerned about that. A question I have is so if you are hiring staff and we you know say you you have a hundred kids register and 50 of them show up because
I think that's what was happening at the schools I visited. they they registered but then they didn't come after the first five days. Can can we relieve staff and say we're not going to need you? You know, we we didn't have the turnout that we thought we were going to have.
>> We could and we have done that before. So, that is a possibility um because the ratio really should be 1 to2 for third grade reading camp. So, if we have a teacher who maybe has five students, we can certainly look at that.
>> It's readable. I got a I just got a question. I'm just curious how how did how did they come up with these groupings for these schools that would go to certain schools. >> So we look at um previous years number of students who attended at each site
and we try to again rotate the host site. So I think for example like Madison Jones 8th Street has been together historically for several years. So we just try to rotate that. Um but we look at the number of students who
enroll at each site and then versus the number of students who show up and to try to make it sort of even. So if we have 200 students who historically attend um with three given schools um we know that that's probably a similar
number this year. And so we try to keep the numbers if that makes sense similar at each host site by looking at past enrollment. And the reason I asked that because I guess I'm looking at it geographically. Um schools that are close together. I
wouldn't when I see Madison Street and NX Jones, I would think College Park would be going because they're so close. >> Um I'm I'm That's why I asked the question, how did how did you come up with the group? South Ocala, I think of South Ocala, Ward Highlands and and
Maplewood being closer together. So that's why I asked that question. >> Yes. which will help transportation, >> the help of the transportation. >> And I think we had two new elementary schools this year factored into the mix as well, Ross Prairie um and Winding Oaks. Like I know Jones went to
Saddlewood last year. Um but Saddlewood, I don't think it's on there right so I can make I can understand the Sun Valley schools and the >> So we had to shuffle >> group together, but some of those other schools >> just kind of seemed like we're we're
bypassing Well, geographically, >> and I guess the question I have and you know, how many students all in are going to an eighth street, 8th Street Madison Jones third grade reading camp? And I don't know why they can't also just go to South Ocala and put them all
in one place and eliminate an entire site because we are we are in a season where this board is is is talking about 97 something 90 something thousand dollars in raises, right? Um, two meetings ago. And so we are we are looking at every single dollar. And so I
I know there's a financial cost to operate an extra custodial staff and an extra cafeteria staff. And so when we look at now the rural is the rural we're talking Denellan Elementary, that's Denellan schools. And we're talking East Marian and Fort McCoy. That's again rural. I get it. But when
we're looking at the in town schools, I just we operate schools all day every day with hundreds of students on them. I don't know why we can't operate summer school in that way for the in town schools and them to all come together. Um, and you put it, we've done before like a principal for the summer. We call
up an AP to practice being a principal and that principal who's there doesn't necessarily have to run the summer school because they still have a job to do in the summer. But I just think there's ways to do this a little bit more strategically. The other question I have too is about middle school. Why does North Mary middle school need to
host when they could just operate on North Mary High School's campus? Same with Denellan. Same with um same with uh Howard and Vanguard. Same with Lake Middle and Lake High. Now, is it feasible for all of them to do it? No, because of of again geographics, but some of the middle schools and high
schools are within five miles of each other. So, I don't know why we couldn't just pick up all of the North Marian kids and go straight to the high school. And we don't even offer transportation from middle and high, do we? We do. Okay. So, I don't know why the bus couldn't just pick. It's the same route,
right? and and we may very well pick up and then drop off at the middle school and drop off at the high school. I don't know. Mr. Ostanic could expand on that, but I don't know why we're going to operate a totally separate program at the middle school and the high school when they could just go to one of the
two schools, be completely separate, offer high school credit recovery and whatever, and and middle school, I'm assuming, is doing credit recovery, but >> yes, they do. I I I'll speak to that. It is very challenging. We we did that for years. um having the supervision of your middle schoolers and the high school. Um
but definitely we can we can bring this back to you. We can even have a special meeting. We do want to make sure that we get it approved fairly soon because we need to post the positions. Um but we can bring back a a separate another plan for you to address some of your
concerns. >> Mr. Rios Walsh, our CFO. >> Yeah. Good morning everyone. I just wanted to share just some preliminary numbers. So, typically, um, summer school costs between 1.6 and $1.9 million. Um, this year it looks like it's trending about 2.2. And what we'll
do is we'll go back and pull historical information uh year-over-year so that we can provide that to the board. Uh, but certainly, you know, the the cost the cost of summer school, as Dr. Brewer mentioned, also there are other considerations that are not just financial. It's making sure that we have
the right uh teachers in the right building with the right students so that it's a good fit and those students can learn. So, we're more than happy to provide that, but I did want to just give you that information. >> Dr. Campbell. >> Sure. When you give those numbers to us again and you delve a little bit more,
can you pull out food costs because food is going to be a significant part of that? >> Yes. >> I I'm I'm also very interested. The one thing we haven't is the breakfast and lunch being provided, which I think that potentially is a separate conversation we need to have with Miss Belchure
because we we also have meal sites that might not coincide with what this is. And that's those are some questions I'm already receiving in the community about how what do kids do in the summer whenever and I'm like we have meal sites. We don't have that information out either. And so those are two kind of
separate conversations, but part of those costs you're you're adding are also including food costs, I would say. >> Yes, ma'am. And what I'll do is I will uh break that out for you. I did provide an update to executive cabinet on the food service congregate meals uh program. And so those are going to be
held at different sites. So that's that's a whole another ball of wax. They don't necessarily all, you know, inter interlock with each other. And I understand why there would be some uh questions as to why everything is not at the same site and there are reasons for that uh related to not only the food
service program in the summer but the operation of actual summer school for the appropriate grade level. So we will get that information to you guys. >> Thank you. And and it will be important to um note when he provides that data when we had ESER, we had enrichment and acceleration
opportunities. And so our summer school looked way different. And then you remember last year we scaled it way back to only have credit recovery. So we'll just keep in mind that when he provides the data for you. >> Board member Conrad. >> Um Mr. White House, would you remind me
what what is the minimum? What are we required? because I think you shared that with me last year and I that was something I wasn't aware of. What are we required to do? >> So the the third grade reading camp is the one requirement that we have. We we offer credit recovery at the secondary schools because we know if we want to
get all of our middle school students through in a timely manner and keep our graduation rate up that we have to have credit recovery options in the summer because not everybody can fit it in during the school day. Um that we also run driver's ed program which is funded through the Doris Schllober fund. Um, so that that's a cost that's already
available to us that we can provide that service in the summer as well. >> Okay. Thank you. >> Mr. Oi, can you be able to elaborate like for North Marian as an example? Are they picked up in the middle and high school picked up on the same bus or different buses when they're going to two different sites? >> Yes, ma'am. Currently, uh, this year, I
believe North Marian High School is going to North Marian Middle School already because of construction that's going to be going on at North Mar High School. >> Okay. But traditionally, when you have two schools near each other, >> Bel Middle, Belove High. >> Thank you. Yes, ma'am. We we often times in the summertime pair them together
just like we do Fort McCoy. >> Okay. >> And we we adjust Fort McCoy so we can because they have elementary and middle and there's two different times, but we adjust their start time to where it meets and then we use the buses at that point to take the uh um take the elementary home at noon and then we come
back and we grab the middle school students and take them home at three. >> Okay. Yeah. I I really don't know why we couldn't do some from your from you. I mean, that's all I needed from you. You seem to already be streamlining it as best as you can, but I think from a from a delivery model perspective, especially
because we're being so aware of our bottom line, I really think that we need to figure out how to deliver these um on the least amount of sites as possible while still being able to effectively transport the students. And so, Belleview Middle, Belleview High, Vanguard, and Howard, I mean, we have schools, Oyola, too. I mean, Oyola,
Vanguard, and Howard. Um, I don't know why I don't know why they couldn't all Yeah. And Fort King. I mean, right. I mean, I don't know why why are we operating all these separate sites when they're all within five miles of each other. I mean, these in town schools are
so close. Um, and so, and then my other question beyond this is about prek and summerbridge, which has nothing to do with you, so feel free to sit down. But Summerbridge, which we are now required to do, um
the funding my I guess in general my question is about Summerbridge and BPK because we it says here when I was looking at the spreadsheet um and I got got to get back to the slide. We're doing two classrooms of VPK summer VPK and two classrooms of Summerbridge at
each school, but I believe last year we literally only had one kid who did Summerbridge. >> Correct. So last year the requirements to be able to participate in Summerbridge and for our for the public and private childare facilities to offer students to attend was that they had to
be below the 10th percentile uh ranking on their progress monitoring three of the VBK assessment. So now the state has changed th those guidelines and they have upped it to below the 25th percentile ranking. So that does make a lot more students qualify. Actually, as
of PM2, private and public, there's 177 students right now in Marian County that uh would qualify and that's predicted to still qualify about by PM3. So last year this time and um under the guidance from last year and it being the requirement
of 10% or or less than 10% 54 students qualified and still only one one student was interested in attending but there were only about six public school students that were below the 10th percentile ranking and it's difficult
sometimes to get uh private school or private um child care students to come for that um lesser amount of hours that are offered for Summerbridge. It's only a 4-hour program. >> It's a 4-hour program. We have a requirement to offer a minimum of 100
hours. So, we are offering it from June 2nd through July 14th at four hours per day at those two sites um alongside with summer VPK. >> Okay. And obviously, as board member Conrad's already asked, you know, if a student if if we don't have the enrollment, then we're just going to
tell the teacher, I'm sorry, you don't have a summer job. >> Correct. So, last year this did occur um when we did hire for Summerbridge. So for the good thing about VPK, we know in Summerbridge, we know in advance exactly how many students we need to make the program. So for a VPK classroom, um if
we're hiring a teacher and a pair of professional, we need eight students to break even. Um for the summer bridge, I calculated because our student allocation is $1,669 per student. um we would h if we're having a VPK teacher and a pair professional in the classroom, we would
have to have five students to break even um for the VPK summerbridge because the allocation from the state is less than what we receive for regular VPK >> because it's less hours. >> Yes. >> But that is based on attendance. >> It is based on attendance. >> So if the students don't attend,
>> right, >> then then it takes more students than that. So, we should always have more than the bare minimum because you're going to have students who are absent and then when they're absent, they're not being reimbursed, >> right? >> Yes. >> Okay. >> Okay. >> Um, thank you for elaborating on that. I
think for me um board, I know what I want to see is something that is more streamlined and something that is more um fiscally responsible. Personally, um I'll let the rest of the board speak to that. Board member Fer, I don't know if you want to >> just had a question about VPK, you know.
not my realm at all. So, I'm just not sure. Would it be possible to offer an eight hour program in order to get more kids and then have it just be a shorter length of time that we offer it? >> So, the school year programming is uh we're required to offer 540 hours and
the uh summer program we're required to offer 300 hours. So, that means in the summer when we are limited to Monday through Thursday only, we have no option other than to offer a 10-hour day, 7:30 to 5:30. So, we're starting the very first day. We have training June 1st. We
start June 2nd. We run all the way to July 24th. And then we're pre-planning. You know, teachers are coming back to campus. So, that is why we do the 10 full hours per day Monday through Thursday throughout the entirety of the summer. >> Yes. And I and I remember that. And gosh, that's a long day.
>> It is. I think the year at the summer after COVID we we were allowed to offer 200 hours which was um wonderful but it was because we didn't come back on contract until July 1st and you know that was how that worked out. >> Okay. I guess maybe I misheard you
because I thought that one of the issues was that people from that are in private for four for eight hours didn't want to come to us for four hours. >> Well that's summer bridge. Summer bridge is shorter >> days. Yes. So could we make the bridge also shorter? >> No. We're required to offer a minimum of
100 hours um of instruction through the summerbridge program and a and we can only offer four hours per day. So the state guidance for summerbridge program is only four hours a day. A maximum of four hours per day
>> 100 hours or more. So bad you couldn't do eight hours and and then cut it in half and >> right and I think that that was um if children are currently in a VPK program at a private provider and they get the wraparound care, they're used to more than a 4-hour VPK program. So it's um
sometimes hard for the family to commit to only four hours per day coming from a private provider. >> Right. My my point exactly. >> Yes. >> And the school board and this what came up in the um I've been going to the early learning coalition meetings as just a private citizen. I'm like their biggest fan. and they love that I show
up to their meetings now. But nonetheless, um, so one of the things that came up is a barrier for summer VPK for the school system. And they were like, I wish the school system would just be open on Fridays, which we're not, but people people need childare on Fridays. And so there is a lack of
participation in summer VPK in the school system because we don't offer care on Fridays. Um, and that's just, you know, the way that our system works and that's not going to change. But that was a burden. the coalition had um shared with me because um a parent who
needs care on Friday has to find then if they're going to participate with us, they got to figure out what to do with their kid on Fridays. >> Yeah, Dr. Camp. >> So, while we're talking that just adding something else to Mr. Rios that I don't want to add and it may be a quick
information, but just doing another dive on the opening on Friday in the summer. I I think there is an extensive amount of money that we save by not running the AC and all the things that we would have to do if we'd but what is that number while we're talking fiscal
responsibility? I don't know that we've had talked about that number in a really long time. I know it is an longer day Monday through Thursday for everyone. And so that means the air might be running longer on Monday through Thursday. So is it really a cost savings? And so I mean I I don't know
that we've had that conversation in a really long time. it. I don't say that we have to do an about face right now, but while we're talking everything and everything has a dollar sign attached to it, thank you for adding that to your plate, Mr. >> We can we can bring that back to you. >> Thank you,
>> board me. >> Thanks, and thank you for the tutorial on VPK and all of that. I was noticing on extended school year for instructional units. I was really pleased to see that um the ESC department is going to be continuing to be able to conduct IEP meetings through
the summer. It looks like there's six ESC specialists on through the summer and I remember a time where that really wasn't the case and it made it very difficult for the schools at the beginning of the year. So that's great. But I'm also noticing that there's only one behavior specialist on and it's at
here for Marian Success Academy and yeah, tough kids. But I'm not seeing a behavior specialist for for Hillrest nor for Maplewood and those two principles are pretty proactive in advocating. But I just wanted to share that that caught my eye because a lot of times the kids
that are scheduled or that qualify for extended school year, they need it for behavioral reasons, >> significant delays. So board um real quick just to get us um we want to see something else I think is what I hear from the board or the majority of the
board. We want to see an update. Is that an accurate statement? >> Yes, >> I do. I want something more streamlined consolidated as >> that's as geographically. >> So that's where I'm going. So, uh, what I would like board is potentially instead of having this on the agenda for, um, I think the 14th, let's go
ahead and put it on the work session for the 16th and then there would be a placeholder on the agenda for the 20 whatever board meeting. >> Chair, >> um, hold on one second. One second. >> Can I um, Mr. Carl, can you come to the podium and speak to what that will do
for the timeline for posting of positions? >> Yeah, that would that would significantly delay the posting of positions. So, uh, we we have to backward plan from, um, from posting and and really we're we're we're backward
planning from payroll. So, um, >> let me pause you real quick. Are we do we have any um disciplinary things for the 16th? We should >> we won't know >> won't know until when? It's two weeks. >> Remember, they have the we will know on
the the afternoon of the 8th. Okay. Can >> or the 16th, >> right? Because it would be pulled from the agenda. It would be pulled from the board meeting. >> Let me see.
>> Can we schedule >> We're gonna That's Yeah, that's what I'm getting. So, regardless, I think what I'd like to do is board will schedule a special work session. I mean, a special board meeting for the 16th. Um, it may be needed for disciplinary matters, and if so, that'll be scheduled at 8 a.m. or
whatever. If it's not needed for disciplinary matters, we'll schedule it for like 8:55. We're going to open it. We'll recess. >> Yes, >> we'll recess the meeting. We will have the work session and then presuming we land on a summer school staffing plan, we will then reopen the board meeting uh
and take a vote on the 16th on the summer school staffing plan. Is that a solution that should work for everyone? >> It it should work as long as we know that we have disciplinary matters. If we don't that board meeting, special board meeting time certain could be 11:30 or
something like that instead of 7 a.m. or 8 a.m. Is is that but we'll we should know the time on that later today, tomorrow. >> Um well, my thought was if we make it in the morning, like right before we start the 9:00 a.m., we can just open and immediately recess. So then we don't have to stop. We because we may not have
even gotten to the item yet, right? And so then we I don't want us to have to stop what we're doing to go into another. So, if we just make it like 8:55, 8:59, I mean, I don't care. We can make it right before the start of the work session if there's no disciplinary matters and then we can go ahead and open. We'll recess and then we'll be
able to reopen and come back from recess in that board meeting to be able to address the um staffing plan for a vote >> already here. So, that's fine. >> Yes, a board member th >> obviously it will then still be a discussion item which was what I was going to request. What whatever the date the the item lands on, let's have it for
discuss. Miss Martinez Young, when we publish that, let's just make sure that it's it'll be, you know, um it item placed under discussion. >> So, we will hear about the start time for that meeting um from Dr. Curley whenever we determine if there's disciplinary matters. Um
>> does that work for >> It's two days later than it's going to be already out. >> Yes, the 16th works. I I I I don't think we can go much beyond that um in order to make sure our summer school staff gets paid in that first payroll run. So yes, I appreciate that.
>> Understood. >> Just for clarification, so items that will be pulled from the April 14th disciplinary agenda, those will need we will notify you on April 9th. That's the that's our schedule um for the special board meeting on April 16th.
>> Okay. So, um, next Thursday we will be able to have a determination of, um, how early or not we need to be at work for the 16th and then we'll be able to take a vote on the 16th >> for publication purposes though, we should still be okay because we're just doing them on our website now, right?
>> Yep. Yep. Since we just advertised on the website now. >> Okay. So, are there any further questions about this summer school staffing plan? >> I have a couple actually. >> Oh, okay. Okay. Or Miss RLE. Uh we have every year in truency court, as you
know, we have we wonder right up to the last minute whether they're going to be doing summer school because we have 60 to 80 students who we would like to put into um summer school. In some cases, they're not eligible because of the type
of summer school, the grade, the funding. Um but quick questions, bullet point, and maybe we can discuss further later. Um, what grades are going to be eligible for summer school this year? >> Third grade >> or they not?
>> It's it's students who score a level one on the third grade assessment. They come to summer school. >> Well, and then obviously middle school and high school. >> Middle and high, right? >> We have credit recovery. >> Credit recovery. >> Okay. So, if a student does not actively
need to recover credits, can he still be placed into summer school by court order? I don't know the answer to that. >> Okay, we'll discuss that. >> No, we we can answer that now, Mr. Roy. >> Okay. No, I would say no because we're not offering original credit. So, the
only the only way they would be able to attend summer school was if they need credit recovery because the other option would be original credit, which we're not teaching because we don't have enough hours in summer school to be able to meet the statutory requirements for inseat hours. >> Okay. And so if I were to get with someone in your office to get a list of
names of students who were in our truency, >> could somebody indicate to me if they were eligible? >> It would take us a little bit, but yes, we could. >> Okay. Um, transportation is being offered. >> Yes. >> Um, how many days a week are are the
>> four days Monday through Thursday? >> All right. Thanks. Um, >> go ahead. Well, the ideal goal there is that for some students who have had a problem with truency, they get off for the summer, they may have been improving over the summertime, they completely
lose the habit of getting up in the morning, getting on the bus and going to school. They come back and they immediately fall into sub and and usually they need the time to catch up. So, >> yeah. So, to whatever degree that can be helpful, I'd like to try to take
advantage of it. Most likely our students that are habitually truent to the point of needing to go to truency court, they've failed a class or two. >> Yeah. >> Yeah. There's probably some cross reference there. >> Thank you. >> So question, just question and and this
is just me thinking. So we recognize a a kid is having issues or not moving as progressing as fast as they should. kindergarten, first grade, second grade. They're not offered any any assistance
or any help until they get to third grade. >> They can't afford it. There's no money for it. I there's no there's no other type of assistance that they can get supports because what because what that's and I get what you're saying but what that does is that basically we setting these
kids up to to fail for three we're pushing them down the road for three years three four years and then at third grade now that's when it counts and now they're they're be they're further behind. So, the conversation that we've been having recently at our principal and AP meetings is looking at our K
through2 retentions because that really is something that we've got to do a better job of because you're right, we we can't simply push it down the road and wait for third grade to be that catch-all. We're we're really focused on making more strategic decisions now for students based on where they are and what's in the best interest of that
student. It's a lot easier for us to fix deficiencies early on in kindergarten, first grade than it is by the time they get to third grade after three years of instruction if they're way behind on on really just even basic decoding. >> And are and how are those conversations going with the parents? Are are we
notifying the parents, hey, your kid is not and I I asked that because I get this question all the time for people and they they get to third grade. So like, well, my kid's been doing great all this time and now third grade you want to retain them. And but those conversations shouldn't just jump out
>> at third grade because somebody recognized something prior to them getting to the third grade. >> Yes. So we they are we do involve parents in the retention conversation. And just because we consider retention for student doesn't always end in retention, but they the parents are a part of that conversation. Um and we
document those conversations at the school level. But beyond that, we also provide proficiency letters to our families every year. So at at the conclusion of each progress monitoring window, we send out notifications to families so they know where their students are that are deficient. Um and so we we try to make sure that we keep
that conversation going with families that they know your students at a level one right now at the end of progress monitoring two and kindergarten and then we keep notifying them that this is an ongoing deficiency. >> So this will be my final question. So with that does the school or that
teacher or provide say here are some things your your kid we don't have summer school for them but here is a packet of stuff that we suggest your kid do over the summer because I think >> at least we're doing something we're
trying to do. We may cannot afford a summer school, but we can afford to to give them a packet or give them a a site that they can go to that they can at least try encourage these kids to do something over the summer instead of just being home, not doing anything when we know they're going to come back
worse. You know what I'm saying? >> Yes, sir. Yeah. And I I can let Miss RTO elaborate. We haven't launched it yet, but we have been working to put together some summer resources by grade level for our families that we'll communicate. And that was based on um feedback from you board just in the last couple
months. So the team has worked really hard and we have we have seen a sneak peek of it and it looks really engaging. >> A sneak peek. Yes. Um we have a couple of things. Um we have the great summer adventure coming. Last year it was known as Camp Curiosity. Um this year it's the
Great Summer Adventure. And we'll have activities um packets I guess if you will online for students that are rising first, rising second, rising third in all grades in elementary. Um and what's called again the great summer
>> the great summer adventure and there's a QR code. There will be a QR code on the flyer that parents can get to all the resources or through the Marian County Public School homepage. Um, we'll also have a document that will serve for K
through 12 um that will give parents ideas of what um what skills and benchmarks to focus on with students in every grade level and things that they can do at home with their child. Um, and that will be for K through 12 and we have that ready to go as well.
>> And the reason I asked that is because we just got through talking about partnerships and with the community and those types of things. So, if we're if we're going to have a true partnership, then we need to make sure that we're giving the families um of those kids
that so that we don't just keep kicking the can down the road because it's not going to get better waiting to them to get third grade and then retain them. We need to start doing what we need to do early to make sure they get the the >> Yeah. And there's a plethora of resources right now. Um, if you go to
students, I think it's students, parents, and communities on the homepage, um, click on, um, family, um, I'm trying to think of what it's called. There's a section for families from our homepage, from that student, parents, and community link. Um, that
will link them to, um, Florida Math for all, for example, which is a new um, website put out by the state, which has um, math benchmarks. really it helps parents um figure out what to work on with their student for every grade level
for all benchmarks. Um there are reading resources on there, the reading at home plan, math at home plan, there's just a plethora of resources for parents to utilize at home. >> Member Thur, >> thank you. This is really important
conversation. Um, speaking of of community and simply getting resources into parents' hands, I think we know that a lot of times the kids that need it the most, they don't get it. They're not going to come unless they have
transportation. And even then, it usually takes some special outreach or some kind of support. And it's pretty simple really. I mean, you know, reading to or with your child every day and eating one meal a day together can make a big difference. Um, and providing a
suggested reading list with a few books um at the before, you know, summer begins would be an idea. But it also got me thinking of maybe some community partnerships. It could be established maybe not in time for this year, but if we're consolidating,
we end up consolidating some summer school sites. Well, hopefully there would still be room on those campuses where if a community project wanted to come in that was approved, you know, and they've somehow had enough resources to pay for transportation, you know, get
these kids on the campus and do some, you know, with that targeted reading. I don't know, you know, if it's UFI or Great Leaps or whatever it is, but you'd have them four days a week. Surely you'd be able to make a dent. Um, so to me, there's two things in play. you know,
maybe there could be some resources provided with this uh instruction that if you want your kid to avoid being retained in third grade, you got to start reading, you know, with them and have a meal together. I mean, that's just two things, especially if we
provide some some books or something. Um, it's an important conversation we need to be having because in the end, what if we didn't, you know, the ultimate goal would be not to have to have summer school other than for enrichment and driver's ed and things like that to, you know, just stop this
endless um failure. So, just a few thoughts. Thanks. >> All right, board. Anything further? >> Just one other thing. I'm sorry, Miss Thrower just reminded me. Um it is it's something that's always on my mind that our media centers sit, you know, in the
middle of neighborhoods closed um all summer. And so I continue to be interested if because there would be a cost, you know, to have the library open in our communities um say in the mornings um during the summer, but it is a great resource that's sitting vacant
um all summer long that I I would love for our neighborhood kids to to be able to come on campus, you know, uh for a couple hours during the summer and check out a book, read a book, you know, have somebody there available um to help them
with that process. process so that they could continue to read all summer long and they would have access um in proximity a lot of them to their home um you know for those resources but right um so >> question
you you just dropped something do do they still have that they um I'm old y'all so forgive me um they used to have the book mobile that used to go around during the summertime they still do that >> I don't know the answer to that I haven't seen the book mobile public
libraries system and I I just remember as a kid >> during the summer they would show up at different locations >> and you could check out books so reading was still available right >> um so because I agree with you that >> our our libraries are just idle >> over the summer collect and thus we had
to go back and dust the library out so >> we took the family focus bus last summer um the curriculum team we went out to all four quadrants of the district so we advertised that through the schools and we parked it at four different schools.
I know College Park was one. I think Harbor View um but we went out four times um with curriculum resources um books, things for parents to do, families to do with their students. Um and that was why the schools did a good
job advertising it for us. We didn't have a great turnout. Um, I want to say we probably had about 20 parents maybe alto together with all four trips, but we did do that la we did try to do that last year. >> Okay, >> Dr. Campbell.
>> Sure. If you do that again, I recommend trying to partner with the Ocala Police Department's polar patrol or whatever. Give the kids ice cream or whatever an ice pop polar whatever they call that thing. But like we we've got to come up with something that's going to actually draw the kids there more than just sending their parents an email
>> and and putting them on those those marquees. When I drive by the schools on during the summer, it needs to be on the marquee. Um just stating, "Hey, it's coming. This is coming." Cuz um I know parents are looking for things for their kids to do something over the summer.
And if we make it, it's not you, it's not your fault. It's not you got because I wanted to feel feel that way, but I just I'm just thinking down the road and I I'm talking to parents and families that are having some issues right now and they're looking they they they need some some support. They just need some
some type of support. So, >> all right. So, lots of feedback. We will hear this item again in two weeks and then hopefully vote on it that same day. Board, is there any further comment? >> Thank you, Mr. Rele. Thank you, Mr. White House. >> Is there any public comment on this item?
All right, hearing none. Um, that will finish item uh 6.1. We are going to take a 5m minute break. We'll be back at 11:10 to talk about the school start stop times. All right, we are back at 11:12 and we are going to move into items 7.1 which
is school start and stop times with Miss um Dur White House. I was going to say Miss Usher because that's what it says but Mr. White House and Miss Usher and Mr. Oraning are here to support. >> Thank you, Chair. Good morning again, board. Um, so we'd like to discuss our
start and stop times for this coming school year. We've got two um necessitated changes that we're going to have to make that we'll talk about and then two uh requests that we'd like to talk about as well. Um, and you'll see them presented as different options on here for your review.
So, the first one, option A, we the two that are necessitated, um I think the second bullet is probably the most obvious one. We've got to add a start and stop time for South Maran High School, which is our newest school opening in um in August. And so, that will fall on the normal tier 2 um high
school start and stop time, 8:30 to 3. Um and then Lake High School with sightbased budgeting is shifting from a seven period day down to a six period day. Um and so we need to adjust their start and stop time. um at the at the beginning and end and move them to the
same tier as the rest of the high schools because it's only six periods this year. The second um option that we'd like to discuss two changes to our current start stop times for two of our other schools. Um as the board is aware, the superintendent has made the
recommendation to utilize one principal to oversee both a street and Oyola for next school year. Um which is a model we have used in the past. Um but in the when we did it before the start and stop times were very similar between the two schools which made it easier to facilitate. Right now we have the
elementary on tier one and the second the middle school is on tier three. So they have a pretty wide range and their start and stop times. Uh we discussed with transportation the possibility of moving the middle school ahead to the tier one or tier two. Um the challenge with moving Oyola is that there are 12
bus routes that serve Oyola. And so if we moved that start time earlier in the day to the tier one at the same time as the elementary school, that would add 12 additional buses and 12 additional drivers to that tier one time, which is one of our busiest times in the day. Uh which would make it very difficult and
costly as well for us to be able to make that move. Um so the easier shift for us was looking at moving 8th Street a little bit later. 8th Street only has one bus that serves them. So, it's neither here nor there what time we start um that 8th Street time. Um so, pushing them a little bit further back
to 8 am would get 8th Street and Osteel a little bit closer, not incredibly close, but at least a little bit closer and a little bit more manageable for one principal to be able to supervise uh both campus sites. And obviously, um as you're all aware, elementary used to start a little bit later than they do now. We've moved them up to for our
tiered structure, but most of them used to start in that 7:50 8 o'clock time range. Um so that one is going to be costneutral for us if we make that shift. The second one, Fort McCoy School, um currently is on the tier 2 run and the request is to move them up
to the tier one run at 735 and this is actually a proposal for a cost savings for transportation. It would allow the drivers because as you know Fort McCoy is very remote route um to pick up some additional routes that are currently being serviced by additional bus drivers. So, we could actually condense
the number of routes that we're using on the north end. Um, and that would be a little bit of a cost savings for us, which would put the school at back at that 7:35 start time. Fort McCoy traditionally was at the earlier start time, but we made that shift a few years ago when we went to that tiered
structure um to move them to that tier 2. Um, and then of course, this option would also include South Marian and Lake Weir. So, these are just laying out the two proposals for you that we can discuss. And Mr. Stonic is here to certainly answer any transportation questions you
have about any of those adjustments. >> All right. Thank you, Mr. White House. Was there anything you wanted to add, Dr. Brewer? >> No. No, ma'am. He did a great job. >> Okay. Board, I open it up for comment. >> Uh, Dr. Kimble, >> just as a question, and I understand uh
Oyola having 12 bus routes is is part of the challenge. So, this is going to be Mr. Estonic question. He probably knows where I'm going. Is there uh any additional conversation of like moving them to the time moving 8th Street and Oyola to the time frame that Fort um
that Fort McCoy has been on. So that tier 2 level. Um so then they essentially would have the same start time. >> The the buses for Oyola, let me grab this here just so I make sure I don't misspeak
there. Out of those 12 buses, eight of them are three tiered. So any if we move anywhere that's eight buses we're going to have to add to tier one or tier two. Four of them are two tiered. So and all of these are all 12 are um have a route
or a run on the first tier. So either so if you move Oyola it's going to affect those 12 you know routes drastically. That means we got to add either you know there's eight that we got to cover on tier two or there's 12 that we got to cover on tier one.
>> Right. Okay. I I mean that was that's helpful because understanding the movement and how obviously the three tiering and the whole reason that we have the start times the way they are is is built around transportation. U so
that is that's helpful to know that. Uh and then the 8th street time it being 8. Is there any reason why we're having it at 8 instead of 8:30 or I mean and that's a probably a question for Mr. White House, but uh just trying to get the times to align a little bit more
close so we don't just have one school that's randomly at one time other than all the other schools. >> Schools at 8, too. >> 8th Street. I mean, Madison Madison's at 8 and Jones is at >> Well, Jones is a little earlier. >> 7:35. >> 7:35.
>> Yeah. So, the really the the decision behind that was trying to make it not such a drastic change for parents. Um because shifting from 7:30, especially knowing that most of the parents drive their kids to school um or walk their kids to school or ride a golf cart to school at 8th Street, um we didn't want
to make it such a drastic shift that then impacted work availability for families to be able to get from school to work. So, we figured getting to a a more typical elementary start time that we've seen in the past or currently see at some of our schools would be a little bit easier for them to to manage. >> I guess the question the one question I
would have to Dr. Campbell's point though is We didn't we haven't asked 8th Street because in my informal conversations with my peer group, not a single person has expressed disappointment with the time going back. There's not been a
single person who's upset. >> And so from a bus perspective, if the if the singular bus could go to 8:35, is that what's the middle school time? What's the what's the high school time? >> It's 8:30.
>> 8:30. 8:30. So if they could go to 8:30 and we just asked 8 street, you know, ask the parents, what's easier for you, 8 or 8:30, if it makes no difference, then I certainly would want to do what's best for the community. >> That bus is going to it's a three- tiered bus right now. It would end up
being a two-tiered bus, which we can absorb one. Absorbing 12 is a big difference, right? >> And we understand that. But the one bus, the one bus is still three tiered even if we move it to 8:00. That bus is going to end up being two-tiered. It's three tiered now. >> Okay.
>> It's going to end up being two-tiered whether it's 8:00 or 8:30. >> Okay. And that's that's the question. >> So I think then our question at least mine and maybe Dr. Campbell's is can we ask eight streets community is your preference 8 or 8:30? >> Well, and and my question because that
moving it to 8:30 would be I would say better for Miss Johnson. she would have, >> you know, her I mean, her hours are going to be extended anyway, but that would narrow down the time that she's uh managing everyone also. It
>> it would certainly be easier, which is part of the reason for trying to make that shift is just to make it a little bit easier for her to manage. But to your point, absolutely, we could do a quick survey with the community with a one oneweek deadline and just find out um what their preference would be. um or remember there.
>> Yes. I love the idea of a preference assessment for the community that they always appreciate being asked. >> Dr. Campbell, >> we can make it happen. >> Sure. So, the the parents who are going to not like the 8:30 time. I mean, I I can go ahead and foresee that. The parents who won't like it are those parents that have an eighth street
elementary school student and a Forest High School 9th grader. >> Sure. >> Because you have to get to Forest Carline at the exact same time. You have to get your eighth street kid there. And so, That's that that's going to be the group. So, we probably can identify right now whatever the percentage is
that has the ninth grader that can't get to forest on their own. I mean, that most likely that's going to be the number. And so, it just kind of depends on if there's more of them than the others. That that's what the survey is going to tell us probably. I mean, I I don't want to foresee but
>> for forest. >> I'm sorry. >> Sorry to interject, but wouldn't they be zone for forest? They could ride the bus. >> Well, they don't ride the bus. They Yeah, they don't ride the bus. That those are the car riders. >> Just if we're having transparent conversations about the bus riders, >> they're bus riders. >> Question though, if um the cafeteria
line traditionally opens, I can speak from my experience at a school that starts at 8 30 minutes before. So 7:30 doors open. So um is that a standard 30-minute window? Is that standard across campuses? Would 8th Street's campus either open at 7:30 or at 8:05
for those two start times? Yeah, for breakfast feeding, yes, would be a 30-minute window. >> So, you could drop off that early is what I'm asking. >> Typically, doors open early enough um for folks that need to get there early. So, yes, 30 minutes would be very reasonable for staff to be available to watch.
>> So, I'm just thinking, and I don't do it um but I know that Dr. Campbell has, and Reverend Cummings has too, I imagine. So, can you drop off at 8:05 at 8 Street and be on time to Forest at 8:35? you. No,
>> thank you for that. >> Not you. Well, I I would I would prefer >> be tight. It would be very >> I would drop off at Forest first, actually. >> Well, and I don't know. I haven't done it. So, I'm just kind of asking. >> I mean, I I haven't done that specifically, but just knowing the traffic pattern on Marraamp Road and
what that looks like to be there by 8 8:30. Like, I would drop Forest first and then >> weave back around to 8th Street. >> Yeah. The closer you get to the start of Forest, that car line gets very long and the students are all arriving. >> Students are driving in. Yeah. you don't want. >> Okay. Yeah. So, let's um is it feasible
to put this on for as a because it will be a very brief discussion. Put it on the 16th agenda for a very brief discussion with some follow-up from the survey and we'll make a um does the board feel comfortable with either choosing 8 or 8:35 and we're just kind of looking for the community's feedback on which one is better.
>> Yeah, I'm good with that. >> Okay. And then regarding um to just encompass everything um the first two in option A, let's just make sure we've covered those. So that's changing like we're high school from a seven period to a sixth period day and and obviously adding South Marian. So we'll let's just focus on those two real quick and are we
all good with everything in option A? >> Yes. >> Board member Thor, >> I have a question about Lake High School because didn't their um graduation rate just skyrocket recently? >> It did. Yes. Um, and if you recall, this year we did keep the seven per day.
However, even though they were on sitebased budgeting, this year we had to front basically a half a million dollars to cover that seven period day. Um, so it was this year they were already beyond their sitebased budget, but we approved them to keep it one more year and they operated this whole year
knowing that we were going to have to make that shift next year. Guess I'm just wondering what the cost offset was when they were not as successful with their graduation rate and how much that was costing us in credit recovery and the things that we've been talking about this morning.
>> Trade off. >> Yeah, trade-offs. I'd like to know that number because hate to squaltch >> a skyrocketing graduation rate from a school that has struggled >> and are they trending right now to have a similar graduation rate with a
>> or better? >> Right. or better >> close. They're not going to get quite as high, but they should be close this year. But I will just interject there that yes, seven period days are certainly advantageous, but graduation rate is really driven by systems. Um, and I can speak from experience because
Dr. Brew and I when we started at North Marian High School, we were seven peer a day. We had to scale back to a six per day the following year. Our highest graduation rate we had was 90%. We were six per a day. when we were seven per a day. When we walked in the year before, it was 74% with a seven period day and
we got to an 80% that first year with a seven period a day. So, the periods are nice and they certainly are great for kids that have to take intensive reading, intensive math to be able to get some electives, but the graduation rate is purely about systems, follow-th through conversations, staying on top of students, and putting the right
accountability structures in place. just want again just wanted to mention it because hate to squaltch success. And I don't disagree, but I think the the problem is for equity. If we're going to pay for an additional period at Lakeer, we'd have to offer it to each of
our high schools, which now with eight high schools. Lakew being a smaller one was half a million. Forest, Westport, South Marin are probably going to be more like a million, a million and a half to be able to have enough teachers because you have to have basically one sixth of your teaching staff addition because any period, a sixth of your
teaching staff has a planning period, but you still have the same number of students spread around. So we're I we're talking millions of dollars that we would have to expend in addition to sitebased budgeting. >> And if I add can add that the other challenge comes if we have seven periods
and if it's not managed well we end up losing money in the long run because the students have completed their 248 credits that maybe even their junior year. So we end up losing FTE that senior year. So that's another layer to the complication of a seven period day
and that's why the state funds us on a six period staffing day. >> Thank you. >> So um board just to look for consensus we're all in agreement about option A. So that's adding obviously South Marian and then the lake lake high.
>> Yes. Okay. So looking at option B then we are going to come back in two weeks to discuss an 8 versus 835. >> 8:30 same as the high school. Sorry, I thought Sorry, 8:30. Okay, 8 or 8:30 and then let's discuss Fort McCoy School.
>> Oh, did we ask Fort McCoy? >> Yes, we did have a conversation with the principal who I think just did a quick informal discussion, but she was comfortable with moving back to the earlier start time, which is where the school was prior to us going to a tiered structure. >> Okay, Mike.
>> How about a former Fort McCoy parent weighing in on that? Mr. Powers, would you like to weigh in? Do you think it'll be okay? >> I think it will. >> Okay. All right. >> Just I mean, while we're in years, >> right? It's only been two years. >> Yes. Correct.
>> Um and just for clarity, um because I was on a committee, we did get money and buses, money for buses for being compliant with the state rule. And so now we have to justify why we are not in
compliance or not seeking compliance. Maybe you can articulate that better than me. >> Yeah. So the the statute actually changed last um cycle um because a lot of school districts were having trouble meeting that and being fiscally responsible. And so now you do not have
to meet the requirements of time as long as you can justify why you're unable to make it. And they cited obviously the cost to the district as an impediment. Um, so we just have to be able to articulate that, you know, we we've certainly on our end, we gave it an effort. Can we do it? Yes. But is it the
best thing for us fiscally? No. It would actually be a little bit better to go back to the tier one financially for us. >> Okay. Board. Anything else? >> Okay. So, we will see this item again on the 16th very briefly for an update
about um the opinions of the 8th Street parents and then we will make a decision on the 16th. >> That sound good board? >> Is there public comment on this item? >> Okay. Then we will move on to our 8.1 world
languages textbook adoption. Um I see Miss Hughes is here with Miss RLE. Good morning, Miss Hughes. >> Good morning. >> Still morning, I think. Yes, 11:30. >> Good morning, board chair and school board members. Dr.
I am excited to share updates regarding the adoption of updated materials for two specified courses in world languages, specifically Spanish one and Spanish 2. The adoption process always begins with a call to
publisher submissions. The call for publishers opened on January 5th. Publishers submitted responses and required documentation via Google forms. After the intent to adopt letters were sent out to publishers, district evaluation committees were formed to
assist with the first phase of review. The district evaluation committee included personnel from secondary curriculum, ESSE, ESOL, and the technology department. The review process of submitting proposals took place from January 21st
through February 11th. The district evaluation committees reviewed materials of all submitted proposals to ensure that the publishers selected follow both state and federal statute. The district evaluation team that convened discussed findings using the core questions rubric
provided by the state and selected three publishers for Spanish one and Spanish 2. For world languages, Spanish one and Spanish 2, the district evaluation team selected McGraw Hill, Vista, Higher
Learning, and Wayside Publishing. The review committee was made up of 13 members and these members included parents, teachers, and community members. Parents and teachers each submit an application to participate in the review of this process and our
community members are those that were appointed by the schoolboard members. The review committee timeline which began in February provid provided our committee members with opportunities to review materials both physically and digitally. After the statemandated
training, committee members reviewed materials from February 17th through March 6th. On March 3rd, the community and administrator review evening took place. We collected recommendations and comments that were left and that information was then shared with the
teacher, parent, and community committee members during discussion before final recommendations were made. On March 10th, the teacher, parent, and community committees convened for an in-person discussion to make final recommendations to be shared with our
superintendent. The committee recommendation process begins with the review of the materials and feedback by the committee members. Committee members share feedback individually as well as as a group for the review of the data and feedback collected. During this process, all
stakeholders are invited to participate. Finally, the committee recommendations are shared with the superintendent, Dr. Brewer. Policy 2521 is the policy that allows the superintendent to make these recommendations.
I'm excited to share the recommendations of the superintendent. World languages, Spanish one and Spanish 2. Final recommendation is Vista Higher Learning. I'm not going to attempt to say the names because I will mess them up, but that's for Spanish one and
Spanish 2. The adoption process ha has many steps and takes several months. The next steps after today, community members will have public access for 20 days on the recommended titles. This information will be posted on the MCPS homepage. On April 28th, there will be a
public hearing for the 2526 instructional materials for adoption. This will be public comment with no vote. On May 12th, the vote will take place. There will be two votes. Each course will be a single line action item. This will also open the formal 30-day
objection window. The 30-day objection window will conclude on June 5th with ordering to begin the following week to ensure accessibility for teachers and students at the start of the 2627 school year.
Public access to the recommended titles will be posted on the MCPS homepage later today. On the MCPS homepage, the public will find the login information as well as login instructions for the recommended publisher. Materials are also available for review at the
professional library located in building 20. Thank you. This concludes the updates and recommended programs for Spanish one and Spanish 2. >> All right. Thank you, Miss Hughes. Board, I open it up for comment. >> Okay, board member Thor.
>> I'll just say thank you. It's a process that seems to be working well and we always meet the timelines and it's pretty straightforward, which is not common in our business. So, thank you. >> Thank you. Thank you, Miss Hughes. >> Thank you. >> All right. Um, any other comments from
the board? I definitely appreciate the work. Um, it is always important and transparent to the community, so they will be available for the community to review and we will follow our traditional process. Anything you wanted to add, Dr. Burr? >> Yes, ma'am. >> All right. Well, that will conclude the
items for today's work session. Is there public comment on um the textbook adoption? All right. Hearing none, we will move into meeting reminders. There is a um as mentioned, there is a um school board
meeting on April 14th, 2020 6 at 5:30 and then a public work session on the 16th at 9:00 a.m. We may also schedule a uh board meeting that day to be able to accommodate the adoption of the summer school staffing plan. Uh and there is an
ICO meeting um that afternoon at 4 pm on April 16th as well. All right, moving into board uh committee reports and comments. We'll start with Miss Martinez Young. >> Madam Chair, thank you. >> Thank you, Attorney Powers. >> Nothing from legal. Thank you, >> Dr. Brewer.
>> Nothing additional. >> Uh board member Thor, >> my heart and mind is clear. >> Okay, Reverend Cummings. >> Dr. uh Campbell, >> just to acknowledge a good intergovernmental meeting that we had yesterday. Thanks so much to the team
and all the incredible work that you guys have done behind the scenes. It it did seem as if it was glossed over a bit how much um how intensive that work was for 18 months at least. And with the
consultant JB Pro, getting us all on a level playing field, I'm sure was a task that we never even understood we were going to have to undertake. So, um, kudos to the team and grateful that Marian County School Board footed that bill. So, we made sure that we do have
data that talks in the county and the city and the school district. So, but thank you, Miss Conrad, for serving on that, all the committees that have to do with that and Mr. Ays for his dedicated work and all the rest of everybody else. But it was a good meeting. Thanks.
>> It was board member Conor. >> Okay. In fact, um, Dr. for Campbell. I was thinking maybe we should should have had a preview uh the video of for the first couple meetings that we had and then then the wouldn't have seemed so glossed over because there's a lot of blood, sweat, and tears getting to that
point. So, I thank you for that acknowledgement. Um board recently um something's come to my attention and I debated on whether to share it um from this seat, but we spent quite a bit of time today talking about um saving money and so I do want to share with you. I
think we have the opportunity um to save a little money. I I um we have had in the past a practice of um staff members that are maybe moved or
demoted to a lower position keeping their salary for a year. Um I personally am not okay with that. uh when you step out. I don't know any other space when you change position
that your salary doesn't change with you. Um so I just I I don't know how anybody else on the board feels. I'm not sure that you were aware of this. I think um it has been a practice kind of customary um for a long time and I
personally feel we need to um review that uh take a look at it as we're looking at cutting positions. um and losing staff um that you should get paid for the job that you're doing. Uh and I hope that we pay you well for the job that you're
doing. Uh but it is I I have sat with this um and spent time thinking about it um for several actually weeks. Um it's not a easy conversation to have publicly. Um but as we've shared recently, this is the only time we have
to have these conversations. So, I just wanted to share that with you. Um, if you feel comfortable chiming in, I'd love to know how you feel. If you're not comfortable, I understand that, too. Um, because we sit up here and we're talking about positions, but we also know that there's people attached to those
positions. And, um, you know, we talk about the relationships that we're building and all of those things, but we are charged with being fiscally responsible. Um, and to me, this is not being responsible. So, um, chair, if you don't mind, if there's anybody that >> Sure. Uh, well, I'll start. I completely
agree. That's what I got. I am Dr. Campbell, what about you? >> Oh, I could not agree more with those sentiments. I'm going to remember a scenario that happened a few years ago where we eliminated a position out of a
staffing plan that was at a it was a program specialist position and that person is now a teacher in our school. and they certainly didn't get to keep their program specialist. So, I'm going to say that that we've also picked and
chosen whenever we've allowed that to occur. And so, that's not okay. >> A whole another >> that's a whole different conversation, but it is completely related. >> So, we have to stop that practice. The second you get put into a different job, you make that salary. End all beall.
That's how I feel. >> Completely agree. I don't know if Reverend Cummings or board member Thor wanted to add thoughts on to that. >> I agree. Um and the reason I agree is because it's been arbitrary through the
years. Um one concern I have is that being demoted is one thing, being moved for the good of the cause is something else. especially if that occurs mid year. I feel like there needs to
possibly be more conversation around that because that uh that position was already budgeted and that person was under every impression that they were going to have that job and and built their household budget accordingly and what have you. Now, in in the real
world, I I don't I it's hard for me to think of a circumstances where they would move you mid year, not because you're doing a bad job and not try to keep you whole. So, I feel like there's two elements to this conversation. >> Well, I think because our employees are
annual contract, they're locked in and that we, you know, that we see this sometimes when we used to make really late principal moves. if you got moved after July 1st, you got to keep that pay for the whole year because essentially you had entered into your new contract already. And so I think um and to
clarify because I thank you for bringing that up to clarify I'm speaking about changes that are are um done prior to contract year starting which is July 1st and then not until June 1st, right? So the July 1st to I mean June 30th and so
specifically I'm speaking about changes that were just recently made um but will continue to be made until June 30th. Um that's that's prior to the new contract year. >> Yeah. >> One other point I want to add is that um with Dr. Brewer moving these
conversations earlier, you know, in the year than they have been previously, that really gives people plenty of time. you know, those conversations were had prior to spring break. So, we have April, May, and June. So, that's that's three months um worth of time to to make
whatever adjustments um you need to make uh for your finances. >> So, this is where I'm at with this one. Um I I I kind of know what the practice has been in the past and and Dr. James, you kind of alluded to it how in the
past if there the the move was made after the contract year that that person was still able to uh kind of carry that over for another year. We've done it. uh is it's been a I think it's been a um
a standard that practice best practice that you've done in the past and I'm not sure that was the best bestest practice but it was done and then it was done half-hazardly on certain things but I think for me
the conversation goes to notifying the person if it's the demotion, if it's a transfer, if it's a lateral. um sometimes what's perceived as a demotion and I had this conversation with some staff the other
day was actually a lateral and and and or just a transfer. So when we when we do this if we're going to do this and I agree your your your pay should be commensurate to your the position that you're in. We need to make sure that if
you're telling this person they're being demoted they're being demoted and they're going to there's going to be a a hit to their salary. But if you're saying you're lattering them somewhere and the the perception has been that the perception has been that um
I I'll give you one uh APD at one school going to another school is APD can be perceived as a demotion >> across the district when it's a it's it's a lateral >> well even to to me even to your point it's API to an APD API is perceived to
be a higher position >> I'm talking about APD to APD that too though. >> But API to APD is perceived even more of a demotion because API is perceived to be higher on the rate. They work the same days. >> They're all system principles. Correct. >> Well, they work the same days because assistant principal pay is only
delineated based on the days worked. >> Correct. But it's not a it's not it's not a demotion. >> Correct. >> Correct. >> But but it's perceived at that. So we need we're when we're looking at that and when the community is looking at this and they're looking at our staffing plan, they're saying, "Oh, this person got demoted." when they're really not
getting demoted, they're just moving it to another position. >> And to your point, it's also about the messaging. the messaging um I've had conversations in the community um and I will mention no names but um of people but our messaging said some people were
transitioning to the district office and the community perceives that as a promotion >> as a promotion >> but internally we know that that may not be reflective of what's actually occurring >> because coming to the district office the perception is that's a promotion >> and so that's why
>> but we have a variety of jobs here at the district office >> that's why I say this we need to make sure that if we're telling this person that they're is being demoted, by all means. If it's a lateral, by all means. If it's a transfer, we just need to be
clear in what we're saying before you just start taking people's hours. But I do agree that it should line up to your job completely. >> And to your point, I mean, it's April 2nd. I think there's plenty of time to make sure people are aware of what they
should expect. And I understand messaging's already been been given and you um what's really great Dr. Brewer is you get to blame the board. Um and you don't >> sure >> um and I'm blame game. It's just >> well but it there's going to be blame.
there is going to be blame because if messaging's already been delivered, we shouldn't just keep doing this not best practice for a whole another year because we've already said something when again a couple board meetings ago were going back and forth about raises for employees in our central office
staffing plan. So, if that is as big of a of of an importance to this board, then all of these pieces should be as big of an importance. >> Agreed. >> I agree. And I'll just add to that. Um it's it's all important and
uh perception is reality and to me it continued to be the wrong time to give anybody more money when we were looking at literally laying people off. >> Correct. And I agree. So if we're if >> terrible timing um and sad for great people that >> Yeah.
>> as I said before deserve a lot more. And so to that point, if you're being demoted, we shouldn't be keeping you can't keep your pay, right? Um because clearly we can't afford to keep paying people for jobs they're not doing. If we can't afford to give people raises for
the work they are doing, then we can't afford to keep peeping keep paying people for work they aren't doing. >> Especially when the pay scale is literally different, >> correct? >> Job that they're moving% >> into. you know that that's different than someone remaining in a job and and us wanting to pay them more in
recognition of the tremendous work they do. >> Yes. >> So yeah, >> Dr. Bird, did you have any comments on this at all or >> No, we will update the the personnel that were that are impacted. >> Okay. But again,
just being upfront, let the person know. And I know we want to do things decently in order and we want to um soften um certain things. But if it's the motion, it's the motion. If it's a if it's a lateral, it's a L. If it's a
whatever it is, but we just need to be clear in our language. That's that's from a HR perspective. That's the best practice. And I then I think people have the time to make a decision on what they want to do. Either going to stay in that job or they're going to do something different that gives that person more
options on how they want to handle that situation. But I think when we kind of sugarcoat it and and make it sweet then it it this we get to this we get to this >> or remember the job titles let's just
confront reality you know in any organization job titles carry uh prestige you know some more than others and it depends on the culture of of the organization and I know plenty of instances where staff would perceive
being moved from an APD to a assistant principal of discipline to pronounce the acronym to an assistant principal of instruction is considered a a promotion of sorts. It's it's considered to be more prestigious. It also depends on what school you get transferred to.
Those are the realities of of life in Marian County public schools. So there there's no point trying to talk anything other than directly to that point. Um, and I'm not sure, you know, what the cure is for that because I certainly know plenty of people that
have excelled in a job that may not be considered as prestigious. So, you know, I don't know that you can ever really mitigate all of that, but I just felt like it was it was worth saying and and the people that are doing
great work and are very dedicated just deserve to be acknowledged no matter what they're making and no matter what their job title is. >> Yep. >> Thank you for bringing it up, Miss Conrad. >> Yes, >> Miss Conrad, did you have any other remarks? >> Um, no. I just wanted to um wish
everyone a happy Easter. Um, enjoy being off on Friday. Um, >> very good. >> We working, right? >> Yes, you're working. We have We're working. >> We got appointments. >> Yes, but our schools are closed. >> Yes, the district office is open, but our schools are closed.
>> Uh, and um I think we've we've had robust discussion today. So, um I don't have any further remarks other than that. So, um we will conclude our business. We are uh before lunchtime. It's still the morning. Congratulations. Uh, we will adjourn this meeting at
11:50 a.m. Thank you.