Okay, we are going to call this our January regular meeting of the Martin County School Board to order at our irregular time due to scheduling conflicts. Um, so I would first like to welcome Pastor James Harp from Steuart Alliance
Church for our opening prayer. Pray to him. Gracious almighty God, heavenly father, we thank you, God, that you've told us that we can approach your throne of grace and mercy in a time of need. And you've said to us not to be anxious
about anything, but in everything by prayer and supplication, with thanksgiving, let our requests be made to you. And so, Lord, we come before you today with hearts that are humble and hearts that are grateful. You are the creator and sustainer of all life. You,
oh God, are the giver of wisdom and you're the one who orders our steps. The psalmist or Solomon said in Proverbs, he said, "The fear of the Lord is the beginning of wisdom and knowledge of the holy one is understanding." We thank you, Father, for the privilege
of gathering here today to serve the children and families of Martin County. We lift before you the members of this school board uh our administrators and all everyone who carries responsibility
and authority. I ask you Lord to grant them wisdom from above. In James chapter 3 it says pure, peaceable, gentle, open to reason, full of mercy and good fruits is the kind of wisdom that you give. May their decisions be marked by integrity,
by humility, and by a sincere desire for the good of every student entrusted to their care. Lord, we ask your protection, especially these days, over all students, teachers, faculty, staff, and
every employee and volunteer throughout the school system. Preserve life and health. I ask, Father, that you would surround every campus with your peace and your guarding presence. Your word promises us in Psalm 121 that the Lord
will watch over your coming and going forth now and forever more. Lord, I pray today for unity and mutual respect of all involved in this most important aspect of this these
children's lives. I pray for mutual respect and unity across differences of background, differences of in belief, differences in experience. I ask you to help all who serve in education to work together with dedication and compassion,
seeking the welfare and future of every child. May our schools be places where truth is pursued, where character is formed, and hope is nurtured. Finally, we entrust this evening the
first meeting of this calendar year and all that follows into your gracious hands. We ask that you would guide us according to your will and for your glory. We ask these things with confidence and gratitude in the strong name of Jesus Christ who said, "Let the
little children come to me." To all involved as I prayed in every aspect of this community for the health, welfare and benefit and education of our children. I speak this blessing that Aaron spoke upon his people. May the
Lord bless you and keep you. The Lord make his face shine upon you and bring be gracious to you. The Lord lift up his countenance upon you and give you peace. Give you shalom in Jesus name. Amen.
Thank you, Pastor Harp. Now, please join us in the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, with liberty and justice for all. >> Okay. Now, if you would remain standing, I would like to introduce the Murray Middle School Honor Choir under the direction of Dr. Anita Caswell.
[singing] So proud we [singing] held at the twilight stripes [singing] and bright stars through the [singing] gall. through the [singing] night that our
flag was still there. [music] Oh, say [singing] that for the free of the >> [music] [applause] [applause]
>> Dr. Caswell, before they start their next um song, would you like to introduce your group and and say anything before you get started with your next song? school honors choir known by Kabir.
These young people are auditioned for this choir and we're just happy to be here. Thank you for having us. >> You may sit now. What a wonderful world. I see [singing and music] trees of green
roses. I [singing] see them for me. And I [music] think to myself, [singing] what a wonderful world. [music] I see
blue. [singing] The bright blessed [music] days, the dark [singing] sacred night. And I think to myself, [music] what a [singing] wonderful
world. The colors of [singing and music] the rainbow are also [singing] on the faces of people going by. I see shar
[music] [music] much And I think [music] what a wonderful world. [music] Wonderful child. [applause]
[applause] Thank you all very much. This is the best part of being a schoolboard member is watching our students and our teachers um showcase their passion and tremendous talent. So, thank you all for coming.
A minute to they're out and we'll get started. Okay, Miss Falls, would you please call the role? >> Mrs. Russell, >> here. >> Mrs. Roberts, >> yes. >> Mrs. Pritchette, >> here. >> Dr. Morardi, >> here. >> Mrs. Powers, >> here.
>> Thank you. Um, so now I will entertain a motion to approve the agenda um with the following items added. 7.04 4 and 18.04 items updated 3.01 3.02 3.04
4.02 F 4.05 9.01 9.02 15.03 18.03 19.03 >> So moved. >> Second.
>> Oh, and I apologize. Uh 14.01 removed. >> Second. I have a motion by Miss Roberts, a second by Dr. Morardi. All those in favor? >> I. >> Any opposed? Motion carries unanimously. Uh, next up, I have the uh approval of
the consent agenda. Do I have a motion? >> So moved. >> Second. >> So I have a motion by Miss Roberts, a second by Dr. Marardi. Are all those in favor? >> I. >> Any opposed? Motion carries unanimously.
Um, we have no board member discussion. Um, oh, I had one. >> Okay, Miss Roberts, >> put it in there. >> So, um, I've been hearing a lot of reports about the ebikes and I know that we've established something where they have to be walked
on our campuses. They can't be engaged and ridden on our campuses, but I know that that they're only walking them during the time when there's actually school there. So, I've um I don't know if the board is interested. I'm asking for a discussion
to see whether anybody's interested in making that a little bit firmer. Maybe not having them at all on our campuses, doing something along those lines. Um I think that would end up being a policy that we would have to bring forward, discuss, etc. But I didn't know if there
was any other interest. So, >> I personally would like to have that conversation. And I think that we should probably um reach out to the sheriff's department and talk to them. Um I think it would be good information to share with the public as well. Um I have seen
our the sheriff's department really cracking down. Um even if there's not anything wrong, they're really talking to kids about safety and um using their bikes properly. But I would I would love
to have that conversation and I think that I would welcome some recommendations from anything that's in our purview as a partner with the sheriff's department that we can do. I think um to make kids safer is a good thing. So would you all be okay we add that to a workshop?
>> Yeah, sounds good. >> Okay. So we'll add that to a future workshop and we will invite um the sheriff or um his designates to come and talk to us a little bit about that. And so could we ask um I know that Mr.
Harmon is works with Niola if he could give us some input as to whether there is a possible policy if it you know he always gives us policies with options selections etc. But I mean I'm just thinking that if we have code of conduct coming up and we're starting the next
year there's a process in order to get it. Um, if we do decide to do anything, there's a process in order if it's a policy change. There's the initial and then there's the advertising read and then the final read in order to get it approved and then there's the code of conduct piece. So, if we can get um
Terry Harmon to do >> Yeah, I think that's a really good idea because we want to make sure that we're doing everything within >> Yeah. >> what we can do legally first. >> Thank you. So, that'll come back when? >> Um, when? Let's see.
January. So fe probably I think March would be the latest that we would want to bring it because then we're looking at June implementation. We want to be able to get the message out to parents and students about the change over the
summer. So let's shoot for March, no later than March. >> Thank you. >> Thank you. Thanks for bringing that up. Okay. Next up we have item 13.01. U Martin County Regional Science and
Engineering Fair winners, Dr. McMahon. Good evening, Madame Chair, members of the board, and Superintendent Maine. My name is Paige McMahon, and I serve as the coordinator of curriculum and instruction for our district. This evening, I am honored to congratulate the winners of the 2026 Martin County
Regional Science and Engineering Fair held earlier this month on January 10th. These students curiosity, innovation, and commitment to scientific inquiry truly sets them apart. We are proud to share that these students have advanced to compete at the state competition, the Florida State Science and Engineering
Fair, which will take place March 31st to April 2nd in Lakeland. We wish them the very best as they continue to showcase their talents and passion for STEM on a statewide stage. Students, if you're in attendance tonight, if you can come up and receive your certificate and stand up at the front for a photo with
the board. First up, our middle school winners in the junior division. From Hidden Oaks Middle School, Stella Dyscowski. [applause] Also from Hidden Oaks Middle School, Evelyn Gettings [applause] from Hidden Oaks Middle School. Sig
Sanchez [applause] from Hidden Oaks Middle School, Zoe Kappler. [applause] In the senior division are high school winners which will be moving on to the state competition as well. From South Fork High School, Varun Singh
[applause] from Martin County High School. Maline Tuma [applause] from Martin County High School. Nina Goyle [applause] from South Fork High School. Ahan Estana from Jensen Beach High School. Maddie
Parr [applause] from South Fork High School. Rohan Call and from South Fork High School. Julian Sabayo. [applause] We'll take a quick photo. Um, All right, hold on.
>> Congratulations to all of our science fair winners. You're good [applause] to go. Yes. Congratulations, Okay, we are going to now do um move to public comment. We're kind of offkilter because public comment on the on the agenda is five o'clock. It's usually,
but we usually start at 4, so we're a little bit late, but if there's Do we have um Miss Falls, do we have any public comment? All right, seeing none, we will then move on. Okay, next up we have item 14.02,
our school improvement and leadership updates for Ray Schools. All right. Good afternoon, Madame Chair, members of the board, Superintendent Maine. My name is Lauren Gford, executive director of school improvement and leadership. And it is my honor and
pleasure to be here this evening to share some critical updates around school improvement with our RAY schools, specifically highlighting two of our six RA schools this evening. So what is RAISE? RAISE was established by Florida statute and provides
instruction instructional supports to schools, districts, and educators to accelerate reading achievement using evidence-based practices grounded in the science of reading. It is a program which is designed to improve literacy outcomes for students in elementary
grades. Sorry. Thank you. Next, I'd like to talk about the criteria for raise status. So, first, a school serving kindergarten through fifth grade is identified for raised
support if 50% or more of students score below a level three on the statewide English language arts ELA PM3 assessment in any grade level or progress monitoring data shows 50% or more
students are not on track to pass the grade three ELA assessment. Additionally, at least 10 students must be enrolled during both the second and third FTE survey window. So, currently we have six schools that
are identified as RA schools. They are JD Parker, Seawind Elementary School, Fort Salerno Elementary School, Hope Sound Elementary School, Warfield, and Pinewood Elementary School. It is important to note that
identification is strictly performance-based and datadriven. It is separate of the school grade accountability model. The raised data that you see in the slide deck in the table is reflective of the 2425
school year, the ELA PM3 data. It's also important to note that these students are now currently sitting in the next grade level up this school year. When you look at the cells across the
data table, any cell that is shaded blue underneath a particular grade level indicates that raise criteria was met for that particular grade level. Any cell shaded white indicates raise criteria was not met for that grade
level. Once raised schools are identified, they are then tiered into three different types of status. And I'll go into those in a little bit more detail in the next few slides. So, schools that are identified as
raised support will evil either be classified as universal, targeted, or intensive. And when you look at the graphic, universal starts as the least intensive and then moves its way across. Additionally, each raised school is
required to complete a school improvement plan that has a focus on literacy. They are also afforded the luxury of having our state regional literacy director, her name is Mandy Roland, provide ongoing professional learning
and also helps our district monitor implementation of evidence-based reading instruction. So, I want to first talk about universal support. This is the first tier of support. Currently in the state of Florida, there are 1,223
schools that are identified as receiving universal raise supports. This means that in grades K through five, 50% or more of students scored below a level three in any grade level on the spring PM3 ELA assessment last year.
For our district, we currently have two schools, Hob Sound Elementary School and Seawind Elementary School that are receiving universal raise support. What this looks like is these schools are able to receive professional learning aligned to Florida's best ELA
standards. They receive literacy leadership team and coach professional learning and statewide access to statewide resources such as region rallies, book studies and webinars. The second tier is targeted raise
support. Targeted raise support means that 50% or more of grade 2 students scored below a level three on the spring ELA 2025 progress monitoring assessment. This is important because although raise
is not part of the school grade accountability model, these second graders are now sitting in third grade classrooms. And with the school grade model, the ELA proficiency or achievement does count two times. The three schools that are receiving
targeted support based on last year's PM3 data are JD Parker, PSSE, and Pinewood Elementary School. It is important to note that these three schools also are afforded the uh
targeted supports that universal schools receive. But in addition to they also get differentiated support based on their trending data for literacy. Their literacy leadership team implementation and planning strategies are provided and
train the trainer opportunities to build school staff capacity in these schools. The third and final tier for raise is intensive. So what this means is that 65% or more of students in grade three scored below
a level three on the spring ELA 2025 PM3 assessment last school year. We currently have one school receiving intensive supports and that is Warfield Elementary School. Just like the targeted support schools,
Warfield also has access to supports at the universal level, targeted, and intensive. What intensive really provides that's unique and a little bit different is they have full on-site coaching that's available to them by the state regional literacy director. Um,
she can help coordinate literacy walks on campus, um, help monitor the school improvement plan and the implementation of that. uh model classroom development, provide collaborative planning or PLC's for the staff and provide differentiated
support based on data. So why it matters? It's pretty obvious why it matters. Um, raise status is signaling that additional literacy support is needed to help close achievement gaps early on in um, our students academic career. By identifying
those pivotal pieces that need to be remediated, schools can begin working on those now with targeted supports. raise is a little bit different than some of our other um exit plan requirements for ESSA designations
because it doesn't have much criteria criteria other than evaluating it at the end of the school year looking at ELA PM3 progress monitoring data that really is the exit criteria that is utilized um
for our school district and this school year. We've put a lot of intensive supports for these six raised schools and our goal would be to see a reduction in the tiers that these schools are sitting in um to eventually move them up and completely out.
Finally, one other slide I'd like to highlight for you is some of the targeted supports that are being provided through school improvement. Um my my particular role overlaps with many many other departments which is great. There's a lot of collaboration going on
but I did want to highlight some new things that are taking place that are unique for this school year. Um first of all uh we have quarterly action plans that schools are asked to create. Those are submitted to me. And essentially what this does is the schools have their
big rocks from their school improvement plan goals. These are year-long goals. The quarterly action plans are developed to put these long-term goals into shortterm action steps. So, they are tracking specifically each quarter
things that they're working on towards boosting ELA achievement and also providing how are they monitoring it. So they're able to see data to see if we need to like course correct a little bit, we need to try something different
or this is trending very well and strong and we're getting the results that we're hoping for. Um those quarterly action plans are part of the rigor walks that take place at these schools as well. So they're very much aware of their school improvement goals and those finite steps
that they're taking for um improvement. Additionally, um we do have the regular regular rigger walks that we've been utilizing, but we've also embedded now in smaller rigor walk teams that go out in between cycles so that way that constant feedback, coaching, monitoring
is happening and we're not letting too much time pass in between. Um myself, I do follow up with coaching cycles with our uh school site administrators or teams. That could be looking at going back to inspect
classrooms that were previously visited from a rigger walk. It could be attending a professional learning community community and providing coaching and feedback there or attending principal classrooms as well. Something I'm most excited about are the
next two bullet items. First one is the development of raise liaison for each school. Every single school out of the six has two designated district staff members who are present and are on their campus actively working, coaching,
supporting um every single week. This has been a critical piece because again we want to make sure that we're not putting too much time in between u visits whether it be an IRW myself or the liaison and we come together every
Thursday in our ILN meetings to discuss how are things going what's working well what are they asking for what supports do we need to deploy next week I think that's been a beautiful relationship and um our schools are definitely feeling a
very high level of support. Also, we just finished our fourth monthly raise literacy leadership council. This is essentially a professional learning community for the six RA school administrators. So, every
month each school team comes and meets for about an hour and a half and has their own time to learn from each other. So we started by identifying um areas of need across literacy with uh third grade
being a hot topic and also navigating non-fiction texts was also a common struggle. So the school site administrators problem solved around data did some sharing around what was working well at some schools, what they were struggling with at others. Um,
we've provided professional learning for our administrators. And then my favorite part is that they then plan things to take back to their school sites. And then we have schools as spotlight schools each month who share um strategies and things that are happening
on their campus and what's working well. And just seeing our administrators being able to take things back and replicate with their school sites has been extremely powerful. Um finally just some last few bullet items. Um a lot of collaboration
happening um with my department of one and the ESC department student services curriculum and instruction. We have regular time that we meet. We problem solve and really try to make sure that we are helping to close the gap for these schools and doing every single
thing that we can. Prioritize hiring for vacancies has occurred. Thank you to human resources and executive director Raymond who's been very helpful in um again us putting our heads together, problem solving and making sure that these schools are staffed and students
have teachers in front of them. Um ESC scaffolds and ELLL scaffold checklists have been developed and deployed out into schools. Again, this is another tool of strategies, go-to strategies that principles can look for,
teach their staff to utilize so that we're also looking at that upward momentum that we need for subgroups as well. And then finally, um we got to see a little bit of this in action today, but new data dashboards have been created um
which gives our schools um data at their fingertips in real time. lots of different pieces of information to just quickly be able to see how things are trending and versus versus uh principles having to hand calculate things and make spreadsheets.
So, this is a a big game changer for really all of our schools and I'm very excited about that. So, that was a lot of information. Um the next portion of the presentation I'm going to turn over to executive director
Moore who will be highlighting some specific data points for our first school up on deck which will be Port Serno Elementary School. And then Principal Schaefer will follow with um some detailed um explanation of plans and things that are happening at Port
Solerno to address uh their raise status and boost literacy performance. Would you like to take questions first on this subject and then we can move on to the next part? Did you Miss Roberts?
Um, so knowing this has to do with the science of reading, is anybody collecting the information on say volunteer hours for reading with the students as opposed to what it was last year, the prior year,
and what it is this year, and then also compare it to other schools that are not raise schools. Have we looked at that? That is not something I'm aware of, but we can certainly look into that and I can get that data for you. >> Okay. Well, I don't want you to collect something if it has no value. I just
wondered if it I mean, I know that one of the things with Port Solerno being a lab school and one of the things we're asking the community is we're asking them to help and volunteer to read. So, I would think in an accountability model that would be something that we would be looking at and tracking in order to see
whether we're meeting that goal or not. I mean, so I don't want to create more work if it has no value, but I just think it's a natural kind of question. Um, the hours that you're doing for professional learning, I I'm assuming that you're tracking that by grade level
and by teacher and that that's significantly different than a non-RAY school. >> So, we do have all that information tracked. So there is and I believe you guys all have access to a raised notebook and so the professional learning that's occurring with our state
regional literacy director is tracked that would be separate professional learning of any additional professional learning that could be planned for through our department. But yes, the frequency and intensity would be more intense for our raise schools because
it's significant to their data and their trending data and their needs and early literacy. So, so I guess the question I'm asking the superintendent probably more. Um, so I guess the question is that professional learning it's more intense and somebody's monitoring to be sure
that it is more intense than the non-ra schools. Correct. >> Yes, ma'am. And and that a lot of that professional development is being provided directly by the state uh literacy uh coordinator herself. But yes, that is all being tracked. And I noticed that you said that the state
literacy coordinator can do literacy walks for the intensive schools. Is the coordinator doing those walks or is it she can do them but she's not doing them or >> Yes. And I think our schools when they come up and present we'll be able to
elaborate on that a little bit more. But our regional literacy director is wonderful and is right in there doing the work. She's very committed. She's been here for multiple years and really works beautifully with the schools to give them what they need. So, she's
pretty intensive herself. I would say that. >> Okay. And you said there were 1,223 universal schools. How many are there in targeted and intensive in the state? Do we know that number? >> I do not know that, but I will find that out for you.
>> Okay. Okay. And I had um the rigor walks that you're doing um are they more intense with the raise school than they are with a non-raised school and can you give us some information about that? >> Yes. So the raised schools have really the mini rigger walk that's happening in
between. So our typical schools will have the designated rigger walks. Now the mini teams are going out to do mini walks the following week. So all of that gets organized through ILM each Thursday. We talk about the data trends, what's needed, who's going out, and then
it's just a constant cycle of sharing the practices, the needs, what the trends are. >> Okay. Um and somebody is monitoring the quarterly action plans. I mean, at at one point you said that um this is a one once a
year snapshot and we won't be looking at the state won't be looking to see who's a raise school until we get to the end of the year. But if we have quarterly action plans in an accountability model, we would be looking at those quarterly action plans as the quarter ends to be sure that we've hit all the things that
are in the quarterly action plan and we haven't left anything on the table. Correct. >> Yes. So that is the exact role of executive director Gford. She is the one that's responsible for making sure that those quarterly action plans are being monitored, uploaded, and completed. She's also tracking all of that data and
uh work towards the quarterly action goals, and that is all being reflected in the principal's evaluation uh as they work together for their uh midyear evaluation. >> Thank you. And I had some questions probably more for the principles than anybody else as to how being an avid
school ties in with the work you're doing for a race school. But thank you very much. Any other questions? >> Thank you. >> All right, I'm going to turn it over to Executive Director Moore. >> Good evening, Madam Chair, members of
the board, Superintendent. It is my privilege to set the stage for Principal Schaefer um as he shares with you what they are doing with their race status, what specific initiatives um and spotlighting some of their successes and continued areas for development. So, first I want to share a little bit more
about their res raise designation. So, executive director Gford outlined what the three different tiers are and how each school may fall into those tiers. Specific to Port Solerno, they fall in both universal and targeted based on the state designation. For universal, um
it's more than 50% of students in any grade below a level three. And then targeted is specific to grade two. And so looking at universal, it's every grade except for first grade. So, kindergarten, second, third, fourth, and fifth would land them in that universal um tier. Even if it was just one of
them, it still be in the universal tier. And then targeted is specific to second grade because of the importance moving into third grade where they will be assessed uh from the state accountability model for school grades. So, they pulled targeted out to kind of be like the the bottom line focus. if if
they're not successful going into third grade, um they want us to draw our attention to that so that we can provide targeted supports from the district lens. We partner with the schools to track data. And so I've given you two midpoint data um collection pieces for us to look at
today that help set the stage for what is working at Portserno and what things we are continuing to work on. So the first set of data is monthly diagnostic data. This is an ELA snapshot captured every month. What these numbers mean is essentially grade level, right? And so,
um, for example, a 153 would be halfway through first grade. It is 10 points of growth every month is the goal. Ultimately, you're looking at the average. And so, as you can see, we're tracking month-to-month which grade levels are moving with this snapshot in
December. We had to have this ready before the January data was complete. We have that data and I can share it with you. Um, but looking at the December date, we would hope to see 40 points of growth from that August baseline. In some grades, we have met and exceeded that. In others, we are not quite there
yet. And Principal Schaefer will talk a little bit more about what they're doing in that arena. And then also, we have um fast ELA PM1 to PM2 data tracking growth. As executive director Gford shared, this is not exactly the same as
school grade. there is some alignment and overlap um and there is some data to indicate that it leads to better outcomes when you focus on these literacy components especially in the K12 sphere leading up into third fourth and fifth grade and so just to he snapshot of kind of where we're at
overall um we are seeing some growth in each grade level and so some of the things that we are doing currently are showing us growth on the state measurement system in addition to our own local ELA diagnostic um but we want
to see continued growth and so we continue to dig deeper and so this is a subgroup data overview. This is some of the data that we are now able to obtain using PowerBI. Um we're able to break down into specific subgroups of students to help further drive improvement and
help improve our raise designation. Even though raise is not specific to subgroups, we feel that it's important because certain subgroups are underperforming and we want to make sure that by bringing those groups up, we're bringing the overall total up. And so this is data that our principles now
have access to and are able to track in real time. What you're looking at is an above or below. And so the numbers you're seeing between PM1 and PM2, the red indicates below the average for the school. The green indicates above the average for the school. And so we have
some subgroups that are not performing um at that baseline set by their total student population. And so we continue to work in partnership with our schools to raise those areas. And then on the right you have a breakdown of our growth based on achievement level. So not scale
score but average achievement level for each grade as we continue to align our raised designation supports with feeding into our school grade and improving outcomes for all students. So with that data, I'm going to turn it over to Principal Schaefer who will talk a
little bit about more about how we got here and what we are doing next. Principal Schaefer. >> Good evening, Madam Chair, members of the board, Superintendent Maine. Thank you for the opportunity this evening to speak about the wonderful things happening on Port Lerna Elementary School's campus. Uh my name is David
Schaefer. I'm the proud principal there and am happy to share some of the wonderful things happening and some of the supports from our district staff to help us out this school year. So, as you can see on the slides, we have two um school improvement goals focused on English language arts. Our first is for
third grade reading, trying to get our students to 45% proficiency on their PM3 assessment. And then our second school improvement goal is focused on student learning gains for third, fourth, and fifth grade. that at least 65% of our
students will make a learning gain by the time they take their PM3 assessment based on their prior year. So, as of right now, um our third grade is at 38%. So, we did see a 7% increase from PM1 to PM2
or sorry, it was 38% last year. So, our goal reflects a 7% increase where they were from last year on PM3. I apologize. And then with learning gains last year, we were at 56%. So, our goal reflects a 9% increase overall. Now, if we can stick to these two school improvement
goals and maintain our other areas, we will have enough school grade component points to move back to B school grade status overall for Port Sarna Elementary School. Keeping two simple ELA goals also allows
us and my leadership team to focus our decisions and our allocations to those two goals and make sure we are making decisions in the best interest of those goals and those focus points for the school year. So some key action steps this school
year for MTSS, we did hire a new prevention intervention specialist who is overseeing our MTSS process. She helped with the roll out of Lexia Core 5, which we are implementing from kindergarten through fifth grade for our MTSS process to help support students
identify gaps in their learning and then start to fill some of those gaps with targeted small groupoup instruction. We've also implemented um tutoring for our grades three, four, and five students, focusing on ELA, focusing on our L25 students and how we can support
them as learners, identifying their needs and providing them supports after school, trying to make the activities fun. Again, utilizing that Lexia core 5 program to push their learning and again continue to fill gaps and help them move as learners.
In addition, we have been able to hire two interventionists to help support in grades three and grade four. Those two interventionists are working with small groups in classrooms, pushing in each day. We've been very strategic in their scheduling, focusing on students who
have learning um needs. They have gaps in their learning, allowing them to focus on the individual needs of those students, trying to pair them up so that they're strategically grouped. so that when they go in to push into a classroom, they're pulling a group of
like needs so they can identify and work with more students at one time and support them in their learning. Those interventionists are using uh benchmark advanced level readers to support their learning in addition to the Lexia core 5 that we're using for MTSS.
Um I know Miss Roberts mentioned earlier about AVID. Um we're continuing with AVID engagement strategies across our campus. We're very excited that um April 10th we will be having our second AVID showcase at Ports Lerna Elementary School to highlight the amazing AVID engagement strategies that are occurring
on our campus. Those allow our students to really dig deeper into their learning and really understand more of what they're reading. So as we've implemented that across our campus, we have seen student achievement increase year-over-year. And then finally, you know, transparency. Our data is very
transparent on our campus. Whether it's in our conference room with our gav eliminators, on our data sheets that are up in the hallway, our teachers are very transparent in their data. We have open transparent data conversations within our PLC's and we've communicated that to
many stakeholders across our H camp campus such as SAC members and parents when they come in. So some other things that are happening um we also have implemented something called project stellar. This is based off some work um that is replicating the
moonshot project that is occurring at Vero Beach Elementary School in Indian River County. We started that last year in kindergarten. It's a program that partners with the Children's Services Council, the Education Foundation, and the Martin County School District to really focus on early childhood
education. So with that program, we have been able to have a dedicated kindergarten first grade literacy coach as well as an intervention who start interventionist who started with us to support students with UFly phonics instruction to really help move these students in early
literacy so we're not continually fighting this barrier of third grade readers when they get to third grade trying to move towards proficiency. In addition, we have quarterly celebrations of learning where we welcome parents in. Um students uh share their progress over time and how they're
performing on assessments. They share their goals, what they've been working on, and they also have a cumulative um learning project that they do with the parents when they're in the classroom. And then lastly, [clears throat] just consistent instructional walks. We need to be in our classrooms focusing on
what's happening in the room with our teachers and our students. supporting students daily in the classroom and you know checking in with them and seeing what they need to be successful. We also have something we call our gap eliminators. It is a data form that we've used on our campus for the last
few years that allows us to look at our students and how they're progressing in their learning. While a student may still be a level one from PM1 to PM2, did they go from a lowle one to a high level one? are they moving within those levels and are we seeing that progress
over time? That allows our teachers and our staff to reflect on their progress and try to identify barriers and things that may be going on in their learning so we can help problem solve as a team and figure out how we can support them. So some successes I would like to share
right now. Second grade was scoring at 23% proficient. So that was a 12% increase from PM1. Third grade was at 22% proficient. So they saw a 9% increase. Third grade also saw an 18% reduction in level one. So
students move from a level one to a level two or higher. Grade four was at 29% proficient had a 9% increase. And then grade five is at 36% proficient which was 15%. Last year our fifth graders scored at 37% at PM3.
So, our fifth graders right now are already performing where they were at PM3 last school year. So, we're excited about that. So, overall, we're at 29% proficiency in grades three through five, which was an 11% increase, but we did see 30% of our students at a level
two. And now moving into the second half of the year, that's where we can focus some of our work is our level two students and how we get them to a level three or higher. We did see 33% of our students achieve a learning gain based on their PM2 scores and 40% of our bottom cortile students made a learning
gain. Something we're also very proud of is our third graders who are bottom cortile learners are retained students. 67% of them have already made a learning gain based on PM1 to PM2. So we're really excited to see where they fall at
PM3 and where we're hitting the marks right now with ELA. I think we will hit both of our SIP goals that I shared with you at the beginning of our slideshow. And that's all based on the current PM2 data we took back in December right before the break.
So some next steps for Portz Elementary School as we move into February and later into the school year. We're going to continue our work from our action plans. I shared with my staff when we came back from Christmas break that we need to stay consistent to our plan. We're going to evaluate it and make
little tweaks to things along the way because we are seeing the progress we want to see, but we're going to stick to what we set forth to in August. We have strong standardsbased PLC's where our teachers are really debating standards and what that means for our students and their instruction and then pairing our
curriculum resources to our state standards so that we can support learners. We're going to continue to use our AVID engagement strategies to enhance our instructional um curriculum. We're going to continue with transparent data practices at Ports Lerno where we
can talk about how our students are performing, which classrooms are not hitting the mark, and what supports we can put in place to help them be successful. Um, we're currently doing data chats with all of our three through five teachers right now, figuring out how we can support them and make sure
that their students are successful. We're going to continue with our afterchool tutoring program as well and making sure that we support students there. And in addition to that, we have 34 students who are at a level two and grade three that we are going to focus um on here in the second semester with
all hands- on deck. Myself, my leadership team, my literacy coaches, our school counselors all have groups of students that we are going to be supporting daily with their instruction to help make sure that we get those students to proficiency. Um, Miss Gford mentioned Mandy Roland,
our race coach. Um she's going to continue to support our K to2 teachers at PSSE. She's been a huge asset with the roll out of the UFly phonics program for our staff and making sure that we are implementing that with fidelity. That's going to set us um set us up for
future success down the line. And then Project Stellar, the work that is happening down in kindergarten with the um partnership with Children's Services Council and the Education Foundation is really been a gamecher for our students. We're able to take students in
kindergarten and really provide them the supports that they need to ensure that they're successful by the time they leave kindergarten and into first grade and into second grade. So, we're happy to continue that program and hope to see that continue and build and be successful and hopefully one day be looking at similar scores to what Vero
Beach Elementary has with the third grade proficiency. So, that's our eventual goal. >> Thank you very much. I appreciate the opportunity. >> Any questions? do. Um, so I'm looking at your monthly
numbers for fourth grade. >> Any thoughts, comments, anything special you do in >> So we do have the intervention is working in fourth grade and something we've seen over time with fourth grade at PM2 it always comes back and looks
worrisome and then PM3 they get to where they need to go. Um, something we focus on at Portserno is learning gain. So looking at the students and how they scored at PM3 last year, we provided our teachers with the score the students needed to count for a
learning gain in August when they got their class list. So we're currently evaluating how they scored in comparison to that and seeing who we can support and how we can support them. >> Thank you. Appreciate it. >> And I did want to mention as well, I know you asked about volunteers. I know
right now in K to2 with project stellar we have seven volunteers from um four C's that are supporting um our early literacy down there. >> Thank you. >> You're welcome. >> All right. So I will be setting the stage now for Warfield Elementary and
Principal Sumar. So Warfield is unique in that they meet the criteria for all three raise designations. So they would fall under universal supports which again is more than 50% of students in any grade level um being below the level three on the
statewide assessment. Every grade kindergarten 1, second, third, fourth and fifth falls below that threshold. They also fall into targeted which is specific to second grade. And then intensive which is more than 65% of students in grade three below level
three on statewide ELA assessments. And so intensive supports looking at third grade, this is again last year's third graders, they're now fourth graders. 83% of those students were not at level three or higher. And so before I let Principal Sumner share all the things
that she's doing to address literacy, let me set the stage with some specific data. So as I shared with Port Serno, the top data is our monthly snapshot of ELA progress. The numbers that you see here monthtomonth, those correlate with a
grade level. And so as you look at certain grade levels, you will notice that students started far below the grade level that they're in. For example, fifth grade started two months into third grade as their literacy level. And so they have almost two years
of growth to catch in one year. In third grade, we see similar patterns. They're halfway through four first grade, but they're in fourth grade. We have seen some tremendous jumps at Warfield Elementary. We've seen some um jumps of almost 100 points looking at the January
snapshot that we were not able to include because of when this was due. Um but I do will share that with the board so that you can see where those growths are happening and how they're getting there. looking at their fast ELA PM data, which is what ultimately will inform school grade. Um, we are seeing
some growth across third, fourth, and fifth grade on a trajectory that would um yield improvement at the end of the year. And I'm sure that Principal Summer will share a little bit more about how we got there. looking at their specific subgroups, trying to be intentional and
targeted with which students were supporting, how we're supporting them, and understanding the challenges that those students have. You can see that it is the majority of subgroups that are falling below that average. Um, Hispanic and Latino subgroups are only 1% and 2%
um below in ELA and on track in math. We don't see the same significant gaps here that we see traditionally at other schools. Um, SWD and ELELLL students are are close to that 8 to 10% range with the very small subgroups of American
Indian and Asian being far below. But again, those are smaller subgroups and so each kid counts as a higher percentage. As you can see, we're also seeing growth in achievement levels at um both the ELA and math section, which we are tracking for overall school
grade, knowing that literacy yields better outcomes across the board. With that, I will introduce Principal Sumner. >> Good afternoon, Madame Chair, members of the board, and Superintendent Maine. My name is Adele Sumner and I am the
principal at Warfield Elementary and I'm grateful for the opportunity to present to you our mid-year raise data and share how our team is accelerating student growth at Warfield Elementary. So, Warfield is currently a C school as a
product of rounding. We have ambitious goals and are working towards earning our B. To get there, we need a hundred more school grade points and 14% proficiency increase to get our 54% B. The goals are big, but our actions are
bigger. We have dedicated teachers, coaches, administrators, and strong district support. We also have our guidance from our state literacy director and our entire team is committed to doing the work needed to gradually move our students out of race
status. Every quarter we have our action plans. In quarter one, our focus was really building on our strong teacher and staff capacity. 80% of our teachers are in their one to three years of teaching. So our priorities were really
on coaching them and modeling. These trainings were in our new phonics initiative youly and on our Lexia intervention Alex Lexia core 5 intervention program. In addition, we provided support for smallroup instruction and benchmark aligned
instruction. Our pair of professionals were also provided professional learning on literacy um programs and they were stationed across across classrooms to run small groups. Their focus were on oral language, site words, letter sound
correspondence and vocabulary. In quarter 2, we took a look at our data and saw that we really need to meet more of our ELELLL students needs. Since 65% of our students in our tested grades are English language learners, we had to
really make sure we provided professional development for our teachers and support them on best practices for our ELELLL instruction. And we used our elevation program for that. We increased the use of scaffolding, visuals, and sentence stems
through lesson studies with our state regional literacy director as well. So, as you can see, our quarter 1 and quarter two action steps proved effective. Um, there were some gain, there were a lot of gains. Um, not where
we want it right now. They're very gradual. Um through targeted professional development, consistent instructional coaching, and the implementation of our data-driven small groupoup instruction, our students are demonstrating a clear upward trend
towards proficiency. As you can see, last year our ELA proficiency for third to fifth grade was at 24%. And currently, we are at 19%. In third grade, we were at 16% last year in PM3, and currently we are at 14%. So,
we're pretty close to where we ended last year. Um, this data shows that all grade levels showed growth from PM1 to PM2. It reflects stronger instructional alignment and increased teacher capacity through those professional learning. Early literacy initiatives and supports
um for our ELLL learners contributed to this gains use um really addressing the foundational skills. The coaching cycles, the lesson studies, the targeted small groups and intervention supports ensured the instruction matched the students needs in real time. And these
actions are among um are moving us closer to our overarching goal of really getting 50% in K1 and two to move us out of the race status. So now that we are on semester t uh semester 2 um we are going to keep
strengthening the work. We are strengthening the work even more than we did in semester 1. We are strengthening datadriven instruction, expanding intervention and smallroup supports. We're increasing our professional support and literacy expertise. And
we're extending our learning time. A little about each. So, conduct we're conducting ongoing data chats with our teachers in kindergarten to fifth grade to analyze their PM2 results and determine the next instructional steps. We are also reviewing the PM2 data along
with other formative and summitative assessments to ensure every student is that's needing intervention is identified without delay. From there we updated our MTSS groups so students receive the right support at the right time. And then our related art staff are
helping us support um the foundational skills that the students need not that's not already on MTSS. We also have coaches and administrators and we're actively pulling small groups almost every day for spiral review and targeted
practice that are aligned to grade level expectations. And our ELLL coach is working directly with our third to fifth grade students um to help them really understand the assessment and provide them and practice their accommodations
using a test-like environment. We're also continuing our collaboration with our raise um literacies director focusing on researchbased practices for grades K through five. And it's really important because it builds the teacher
capacity capacity around highquality literacy instruction and effective scaffolding for our diverse learners. And lastly, there's just not enough time in the day to remediate all of the skills that our students need. So this is the reason why we've been running
after school tutorials since November. And so our grades three to five three times a week engage in tutorial. And at this time I think we had seven signed up today. So we're up to about almost 90 students in tutorial. Using this extended time to reinforce priority
standards, vocabulary, and comprehension strategies have really shown effective. So prior to the start of the day, our support facilitator is also doing tutoring with students with disabilities four times a week. And that's about it. So I'm just proud
of the work our teachers and staff and students are doing every single day. Their commitment, their heart, and their dedication is really what's moving um Warfield forward. Um, one highlight that I'm especially excited to share is that three of our pair professionals have
successfully graduated from a teacher program and now they hold bachelor's degrees in education. So, two of them are now in the classroom of their own, bringing with them the strong instructional foundation that they gained in semester 1 when they were co-eing with master teachers side by
side. So, they're so confident and capable and deeply committed to the student success. So these ladies represent the spirit of our school. Um we are um their dedication is making a difference and we are so proud to see them grow as educators. This is
important for a raise school because at Warfield we're cultivating tomorrow's teachers. Um by developing our local talent, we are strengthening our school which will solidify our teacher retention. So together we're we're building something extraordinary. So, thank you so much for giving me the
chance to share Warfield Elementary's midyear progress. >> Thank you. Any questions? >> Spirit, a general question. >> Yes. >> So, we have these schools that are raise schools and then we have the ones who
are not. Are we implementing any of what they're doing to get success to help these schools get that success? >> That's a great question. So, yes. Um, all of our other schools are also implementing action plans. I'm excited
to be starting um what I'm calling a spark session PLC for some of our schools that are not in status to start replicating things that we're seeing a lot of success with. So, yes, yes, and yes. >> I like that answer. Thank you.
>> That's all. >> Thank you. >> All right. Thank you so much. And again, I want to thank Principal Sumar, Principal Schaffer for sharing with you all tonight. I could not be more proud of the work and the intensity that's happening at their school sites. They
are all in and I can tell you everyone else who's supporting these schools is also all in and we're going to see it through to the finish line. So, thank you very much for your time and thank you Thank you. Okay, next up we're gonna um the
superintendent update I know includes a lot of this information too, but I thought we might want a little break from that and we'll do our district update with Derek Low. Okay. Uh good evening, Madam Chair, superintendent, members of the board. My
name is Derek Low, coordinator of public information and community relations. It's my pleasure to bring you uh the first district update of 2026. Kicking things off, the Martin County School District is welcoming its newest learners through what we call
kindergarten kickoff. Kindergarten kickoff is a special orientation event designed to help families prepare for the transition into kindergarten. On February 4th, which I believe is next Wednesday at 5:30 PM, families of incoming kindergarteners uh are invited
to their child's future elementary school to tour the campus, meet school leaders, visit a kindergarten classroom, and learn how to support a smooth start to elementary school. Staff will also be able to share important information about transportation, school meals,
extended day programs, and other student services with on-site assistance available also for 2026 2027 school year enrollment. The event is designed to ensure families feel informed, welcomed, and as confident uh and confident rather
as they take this first important step in their child's educational journey. So again, next Wednesday, 5:30 p.m. We're not just limiting it to kindergarteners. The Martin County School District is now open for enrollment and school choice applications for next school year for
everyone, giving families across the entire state of Florida the opportunity to apply to any school in the district, including for BPK. Martin County residents receive priority always and students accepted through school choice may continue attending through the
highest grade level offered at their selected school with transportation provided by families for out ofzone placements. Applications submitted by March 31st receive highest priority with enrollment and school choice applications completed
through the focus parent portal. Instructions on how to create a focus parent portal account can be found on the district's website, martinschools.org. Students will start to receive notifications of acceptance beginning in midappril. The Martin County School District
continues to set the standard for student success with graduation rates once again increasing and surpassing the state average. Statistics recently released by the Florida Department of Education show that the class of 2025
achieved a district-wide graduation rate of 93.7% exceeding the state's 92.2%. And when looking just at our three comprehensive high schools, that graduation rate climbs to an impressive 96.6%.
Each high school saw growth year-over-year with Jensen Beach at 98.6%, Martin County High School at 96.8%, 8% and South Fork High School at 94.7% reflecting the collective commitment of our students, our educators, and staff
to ensuring that every graduate graduate is prepared for college, careers, or military service. Martin County High School basketball coach John Leon was recently named the 2024 2025 Florida Athletic Coaches
Association Coach of the Year, recognizing his historic success and lasting impact on our students. Since joining the Tigers back in 2010, coach Leyon has led the team to a school record 313 71 losses, eight district championships,
multiple regional playoff appearances, and that state championship we all remember very well back in 2021 and 2022. Beyond coaching, he serves as a dean and mentor at the school, guiding student athletes both on and off the court. And this year, as you may
remember, the Leons are truly a powerhouse couple. Mrs. Shondaanda Leon, a science teacher at Martin County High School, and Coach Leon's wife was also named the district's teacher of the year. So, we're incredibly proud of them. That concludes the first district update
of 2026 until next month. You can find us wherever you scroll. We have our own app as well as profiles on Facebook, Twitter, YouTube, Instagram, and LinkedIn. Thank you. >> Thank you, Derek. And while this was the first district update, it is Derek's last district update. Sadly, we're going
to really miss him and we wish you all the best as you set out for your new adventure. So, it's been a pleasure working alongside you and we really appreciate all you've done to elevate the district and our social and our
presence in the community. Um, so we really appreciate it. So, we we'll miss you. >> We'll miss you too. Thank you. >> Thank you. >> [applause] >> Okay, next up we have uh the superintendent's update. >> Thank you, Madam Chair. Um I also want
to wish Derek the very best of luck. Uh thank you for everything that you have done. It's greatly appreciated and you will be missed but a phone call away. Please uh keep in touch and keep spreading all the great news but from afar now. So thank you. I also want to thank Dr. Dr. Anita Caswell and the
Martin Murray Middle School Honors Choir. They're just such a beautiful sound and she does a phenomenal job and anytime we can recognize the arts, uh we we love to do that. At this time, Madam Chair, I would like to call up to the podium uh Chief Dazzo and uh Director
Platt from professional learning to report uh from the podium. Earlier this month, the board did receive a district's midpoint impact report for the current academic year. Uh the report provides a highlevel snapshot of how the organization has been intentionally led
through our first semester. Each department submitted evidence of the frameworks and workflows implemented this year, the challenges that they had to identify and that they addressed and the conditions that are being monitored that directly affect our schools and their strategic priorities. While Chief
Dashazo and Director Platt coordinated this work and can speak to the process and intent, I also want to let you know that we do have members of our key leadership team here in the audience that can provide further clarification should you have any questions related to their respective areas of
responsibility. Um, and at this time if both of you ladies would please walk the governance team through uh some of the areas that would be greatly appreciated. Thank you. >> Thank you, Superintendent Maine. Good evening, Madam Chair, members of the board. Um, before we take any questions
that the board may have, we want to be uh clear about the intent of this compilation. Our purpose in producing this first ever report and sharing it transparently is to demonstrate our collective discipline, judgment, execution, and impact across the
organization. Our continued focus as a school district remains on organizational health or how our resources are aligned, how challenges are managed, how performance is monitored, and how course corrections are made when necessary. As you review the report, you will
notice that it is not just a list of status updates or departmental activities. Rather, it is a depiction of how our leadership decisions, systems, and monitoring are being used to strengthen all facets of the organization. We asked our department and divisional
leaders to prepare this work as though they would be presenting to you this evening, not because each will do so tonight, but to ensure the level of intentionality and accountability a demonstration of this impact requires. Our goal is for you to walk away with
confidence in how our school system is being led and also positioned for success across all areas of operation. We are happy to take your questions. Any questions, Robert?
>> Um, yes. I want to thank you and I want to thank Superintendent Maine. I mean, I think that a report of this type and caliber does show how we are different and does show the intentionality in the way that we make decisions in Martin County. Um, I had some specific
questions that I won't get into here, but I am meeting with um, Superintendent Maine to go through those questions, and I'm sure they'll come back to you all to go back to the appropriate person that gets them. But, I mean, I think it's it's um, it's the kind of thing you
don't often see in education. I mean, I think in education, we're always busy in comparing ourselves to whoever's next to us or whoever's the same size or whoever's close to us in a ranking system. and we don't look at us as we stand alone and determine what we do and
how we make decisions and how our leadership is affecting those decisions. So, I really appreciate the work that you're doing. Um, I think it's a a great document. I can't wait to see the end of the year report to see where we go from there. I did notice in the report that
there's a lot of metrics that could be measured or are probably being measured. And I don't by metrics I don't mean I took 49 phone calls or I handled 69 of these type of requests or something. I
view those things as a normal course of business. That's the part of your job that you're hired to do that you should be doing on an ongoing basis. that of course those pieces are important because if that volume exceeds a certain level you would always look to well I
need to put some stop gap measures into place or do something to kind of like drive that down so that isn't the main thing you're doing but I think the report doesn't speak to that the report is speaking to how you're making decisions and what those decisions actually mean whether it's financial or
for the good of the organization so I really appreciate it thank you >> thank you and we did have a couple preident identified um exemplars to kind of speak to what Mrs. Roberts shared. Um some departments that had presented initiatives that were we felt were
particularly impactful or different. So I plan to call those um representatives of those departments up so that they can go over a couple initiatives just to give you all an idea of the scope of this report. Um the first person I'd like to call up is Dr. Paige McMahon, the coordinator of curriculum and
instruction, and she's going to talk to you all about um strengthening instructional continuity and early literacy systems across schools. Good evening again. My name is Paige McMahon. I am the coordinator of curriculum and instruction. and I'm excited to share
with you a small snapshot of the work we've been doing this year to strengthen our instructional consistency and our early literacy in particular across the school district. So some systemic risks that existed that we identified and work around problem
solving are the in inconsistent instructional practices we notice. We want all of our students to receive a high quality instruction, not just some of them. Of course, as you heard before, we do have some academic performance gaps identified specifically in our RAID schools. There was an insufficient early
identification of student learning needs and an inconsistent use of data, which we are definitely working to problem solve around now, especially with tools like our new raise dashboard, which is really a gamecher. some of our key decisions and actions we've done in this school year. So far,
we have implemented Youth Life Foundations, which I heard both of our principles speak about earlier. That's been a wonderful addition to our curriculum in the early literacy space, and we are very excited to see that pay dividends when our students complete the PM3 assessment in literacy later this
year. We've adopted the state approved literacy intervention you also heard about. It's called Lexia Core 5 to strengthen our tier 2 and tier three literacy and most schools are actually using that across K5. It is the Florida's K3 approved resource for required reading
intervention, but we are using it to also address gaps at the fourth and fifth grade levels. We've established monthly collaboration meetings for our district and school site coaches to collaborate so we can share some of the common problems, the trends we're seeing, and then also share the
successes. So if we do have one system working really well at one school, we're able to replicate that across the district to aid more schools in establishing that kind of success. We've implemented quite a bit of short cycle data collection. We have commitive assessments, common formative
assessments that are given across all content areas. And thanks to our data dashboards, it's also very easy for our administrators and teachers and district leaders to access that data, to discuss it, and to make that drive our instructional decision-making in real
time. We have regular review of our literacy screening and progress monitoring data thanks to our new programs, UFI Foundations and Lexia Core 5. As I mentioned before, we are using short cycle common assessment data to drive our everyday instructional
decision-making and we are continuously monitoring our literacy implementation um with fidelity. We actually hosted UFly at three of our schools last week and they told us that they had never seen a district implement with such fidelity. So that was a a huge compliment to the work our school site
and our district leaders and coaches, teachers, everyone has done and we really want to thank youly for that highly supported implementation we've rolled out this year. So value added by doing all of these things and the hard work that our team
has been leading. We want to improve our instructional consistency across all schools and all classrooms. We want to act earlier and identify those student needs sooner. We want to increase the alignment between core instruction and intervention, not have them as two
separate systems. And we want to have that stronger foundation to close the early literacy gaps. The sooner we close those gaps, the stu the sooner students can accelerate their learning and continue on to success. I think that's the end of mine. Thank
you. And next, I'll have uh Mr. Don Calderone come up and he's going to speak to you about some innovations with our workers compensation program management. Good evening, Madam Chair, members of the board, Superintendent Maine, Don Calderon, director of risk management
and employee benefits of the Martin County School District. Um so one of the things that um Chief Tazzo has asked me to talk about is some of the um you know proactive and um unique things that we
do here in Martin County to try and control our workers compensation um insurance premium. So um without getting into a whole 30 minute um presentation the the summary of um workers
compensation insurance is it's very um complicated. However um it's mainly um based on the national council of compensation insurance the NCCI and basically what it does it takes um organizations and measures your
performance with um like organizations of your size. So for us it would be K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K through 12 organizations. Um and then it it also has to do with your um your claims with frequency and severity of your accidents in the workplace. And um
it allows you to make um proactive measures and risk manage risk mitigation strategies in your organization to and it what it does is it helps reward organizations that um have kind of like a hand on the pulse of what's going on.
So we have quite a few uh initiatives that we do here um at Martin County School District. Um, one of the things that we take a lot of pride on is our relationship with our property casualty broker and um, our third party
administrator, Relation Insurance. So, for those of you who may not know um, relation insurance was started by the McCreeries um, probably about 40 years ago and they have um, been an integral part of our um, workers compensation management program for for the last
three or four decades. Um they're located literally down the street from us um across the street. And um it's very important that we have a very tight-knit um relationship with our broker. The reason being is because um
the president of our um third party administrator specializes in public entities um and we are involved with um the South Central Educational Risk Management Program, Scrimp. um that is made up of six other school districts here. And the reason why I'm giving you
that context is because public education is very unique. We have uh a wide variety of employees that work here that um have different risks um when it comes to workplace accidents. So we have transportation employees, we have paras
and um teachers, ELLs um in the classroom. And then we also have our um custodial workers, food service workers, warehouse workers um that have a different set of risks. So what we do um every other week on on Tuesday morning
is we meet with our adjusters. We have a fantastic team of experienced adjusters um which is very difficult to find nowadays. But um through the uh relationship we have with relation insurance, they understand what we do to
prioritize that relationship. And what we do is every other week we meet with our adjusters. We go over all of the open claims in our district and we're reviewing everything from what their prog progress is medically, any um legal
um um outcomes that we are trying to take on. um how quickly we can get them back to work. There there's a a multitude of different things that we are we are discussing every other week. Um additionally, um I speak to the
adjusters on a daily basis. Um so having them nearby um really does assist us because they understand everything that goes on from a public entity but also what we are trying to do as as a school
district. So that's something out of the box that we do. Also, we have a variety of um programs in place that have led to six consecutive years of decreased uh workers compensation modules. So um this
number right here is you're trying to get as close to one as possible. So, um, if you get to one, you're basically paying what the NCCI says you should be paying for your your business and your your size and your organization of workers compensation premium. Um, so you
could see where we started in 2019, we're at a 1.94. So, if you do the math on it, we were basically paying almost double what we should have been. But, um, through our department's um, initiatives over the years, you've seen year after year our decrease in
that. and we are so close to being at one um which is what our goal is for the 26 27 year. Um but our return to work program is extremely robust. So, we have a fantastic um relationship with our
principles, our directors, secretaries, and we find unique ways to get our um injured employees back at work. And so, they're being productive to the school sites, but also they're working within their restrictions. So, we are
constantly speaking to all of our principles, secretaries, and directors, checking in on them, making sure that they're adhering to these restrictions, that they're being productive at their school sites. And really, when you um afford employees um a way to get back to work, keep them in a paid status, you
keep them motivated um to get better and to return to full duty and um continue on with their with their job. So, that is a major thing that we do. Um, another thing is that, um, we also have the post offer employment testing, the poet. Um,
we've been up here and we've presented in years past, but basically, long story short, it's a way to ensure that, um, those high risk positions of injuries that we're hiring um, applicants that are fulfilling the physical demands of
that job. Um, and we enacted that as well in 2019, but over the years, we've had to make adjustments. Um I have a great relationship with our directors of those um departments where we have the poet in place and there are times when we have
to be flexible if we're having trouble hiring or if we're seeing that um some of our other districts um have a lower standard. Um we we review it. We work together as a team. We're collaborative. So, our goal is to find a way to say
yes, but to keep our employees health health and safety at the forefront while making hiring decisions um that will keep employees in those positions um while they are um meeting those physical demands.
Um and so basically you you'll see right here that um we've had six years of continued downward um decrease in our workers compensation module. And as as Carter well knows, that's um one of the main pieces of our property casualty
insurance premium that we do have some control of. We have very little control over our um property insurance um and also with our automobile insurance. But the workers compensation insurance program is something that we can put
measures in place to try and decrease that. Um, and you and you've seen that continued decrease year after year. >> Any questions? >> Are there any questions from the board? >> Roberts, >> I actually thought that your graph should have your baseline should have
been the 1.0 instead of the lower than the 1.0 because your goal is the 1.0. It's not the >> Well, it is actually Impossible to get below a 1.0. >> Yes. >> So that would that that's going to be
the goal after reaching one, right? >> Yeah. >> Good luck. >> Yes. M powers. Um but yes, for an organization our size with 2500 plus employees. Um yes, the goal would always to be below one. Um that is very difficult to reach for an organization
our size. Um but yes, the you could be correct in saying that. >> Okay. Thank you. >> Thank you very much. >> And Mr. Mark Serest um will come up. He's going to give you a brief overview on some advancements that facilities has
made to streamline the project management experience. So good afternoon madame chair, board members, superintendent Maine. My name is Mark Seris, director of facilities and planning. So as as an overall statement with facilities and planning when I came
in, um we were still running a department that was doing a lot of um pencil work, pen work. We weren't actually automated with our filing systems. We did have filing systems because I have a lot of file paper files
in storage and they take up a huge room um that we have to keep for multiple years. Um so as part of that process and moving um into field facilities um being the gra background that I had, I was in constant digital um filing of projects
and POS and payment processes. Um, so I had that file structure already in place in my mind. So I I implemented a lot of that when I moved um here in 2018. So that helped out a lot. Just to give you that background because recently going
through five audits and trying to find all that material, if you do not have it in an organized system, it's very difficult to find. Um, and it's easier to train people to file into a digital format, um, and start out that way when
they're hired versus trying to reverse learn them and start backwards. Um, so it was difficult at first to get through that process of switching from I want to write my notes and I want to have a piece of paper, I want to scan it to now
where um, I will say as to as of today I have all my staff using a project management software called a sauna. Um, and that basically gives me a real time dashboard of where these projects are at. And then in a twoe look ahead, I can
tell if we're going to hit a target date or if something out of control, whether it be um manufacturing or something outside of this outside of this district that's controlling the deadline. Um we can we can ease that information into the principles and into the site and
make adjustments as we need to to get the contractors in there. So we are, you know, right right now I can honestly say we have moved and that's only happened since August. We've actually moved the whole department into a sauna and into a project management style. Um, and then
I'm hoping by the end of the year, well, I shouldn't say I'm hoping by the end of year I will have real-time data of what that looks like. Um, but I will say just in that small step of digital filing, you know, we were able to manage five major capital projects, which is kind of
unheard of before in this district. um you know the two elementary schools, South Fork High School, Stewart Middle School. Um and what was really interesting is at the end of Steuart Middle, which is where we are now, we've actually moved that into the sauna. So
when we were finishing up the gym, that project actually got put into a sauna and we were able to do full-time updates and live information that I could provide to Dr. Miller and Superintendent Maine as we were moving forward. Um because it's difficult in my department.
We don't run on a school year. We run on a construction schedule and those schedules run anywhere from 24 months to 36 months. So a lot of things can happen in a two-year three-year period that are unplanned, but that doesn't mean you can't manage them and and basically move
forward. So I'm excited to say, you know, we we've made that huge step. Um, and it's a learning curve because people are used to doing things one way, but in order to get our district going with the right goals and things, we just had to make some transitions. And I will say in
that process, we've actually gone outside the department now and we've put up expectations and guardrails with our construction projects related to the contractors and the principles and we try to make a standardized system of expectations. And when you do that, it
actually helps monitor the cost of your projects. Now, that doesn't say that doesn't mean it's going to cost less. It does mean that people will get equity in products and the the learning environment will be the same across the district. And um I will say our district
has a a fairly good standard of what that educational environment looks like. Um because right now costs are I don't know, they're crazy. They're going up every 30 days and there's really no stop at this point. I think it's starting to level out. It's getting better than it
was two years ago. Um, but just to give you some general knowledge, the square foot cost doubled over the last four years. So, when we originally were around $250 a square foot, the average cost now is 450 a square foot. Um,
renovation cost used to be around 175. Renovation costs now are running 250 to 300. So, it it's a tough battle to manage that part of it because we have no control over what the manufacturers are going to do. But I am pleased to say
um you know it it we have evolving timelines with these projects and and we're able to manage them and actually communicate with um I try to get my team out to every team player, the principles, whoever's involved with these projects every week. So they're they're boots on the ground. They're
actually doing physical contact with these principles and and site admin and letting them know where we are so there isn't a huge void. Again, I went through some of these. I tried to brush through them in my mind without going through the slides, but um basically we we we tried to develop a
clear and repeatable process so that if you come in as a new employee, it's something that we can pass down. Um because we are in the process of creating a facilities manual which will give anybody that's coming into this department at whatever level you're at guidelines on how the department runs
and how it meets with the um standardization and goals of the district. So, what that has done, and I've seen it happen since August, um, a lot of our issues now that we deal with on a well, I deal with them on an hourly basis. Um,
we're trying to be proactive instead of reactive because prior to this year, a lot of the issues we were that were coming up, I was having to be reactive because we just didn't have the real-time data and we didn't know it was coming. Um but but with with the data in place and the you know the computer
files in place and the program management now I can actually see things that could possibly come up in the next two weeks. And one of my goals with the department is they need to look at the next two weeks and what that's what that's going to look like whether it's what we're constructing, what we're dealing with on site, what we're dealing
with with a principal so that we can be reactive first instead of proactive later. when um when you have to react within 10 minutes or an hour and that becomes very difficult to monitor. I think that's it. I'll take questions. [clears throat]
>> Any questions? >> Thank you, Mark. I know that um one of our most important jobs is being good stewards of taxpayer dollars. And I think creating a system like this really um is more transparent as we talk about all of across the board in this
district. We've really had um a goal of being more transparent and this has really made that process we spend a lot of money um in your department. So thank you for that and thank you for your leadership. >> Thank you.
>> Okay. Um are there Oh, sorry. I have one more and we're going to speed through it, but it's an impactful financial impactor and she talks quick so I know uh Miss Almestica Sanchez will it we'll make it short and sweet and we appreciate you indulging us this
evening. >> Good evening madam chair, esteemed members of the board superintendent maine. My name is Wilma Almeica Sanchez and I'm the director of exceptional student education. Today I want to do a quick highlight on our Medicaid funding. Last year we really started with the beginning of of the initiative and this
year we reinforced some of the areas that we have. But I just want to highlight and touch upon some of the risk and systematic issues that we saw that made us target Medicaid specifically. With the rise of ESC services and the costs for speech and language, occupational therapy, physical
therapy, um we really had to problem solve on how we could help the general fund have some additional reimbursement because the costs continue to increase um just year by year and we want to make sure that we continue to have the high quality services that we provide across the district. So, we wanted to make sure
that we were maximizing our billing potential with Medicaid. And when we did an analysis of it, we noticed that there were areas that we were underutilizing um across Medicaid. So we also identified that we wanted to strengthen some of our forms and documentation um
because in our in our world in ESC, everything is audits and compliance. So we wanted to make sure that if we did get an audit from the state that our forms were all compliant, not only for IEPs, but also for a under the state Medicaid platform. And all at the same
time, we were utilizing a lot of paperbased billing, which slows down the process. So, we did move into an electronic digital free platform that the Florida Department of Education had, but with that, we also had to provide additional training. I do want to thank the board. I'm not sure if you guys
recall, but last school year, you did allow us um and did fund our Medicaid manager was a new position. She also oversees um our ESC related services. She's here today, Jessica Carluchi. Um, we're one of the only counties that has a Medicaid person that is an actual
related service provider and that was very important for us to make sure that whoever is really monitoring the everyday manual audits truly understands billing and what the therapy session not should have across settings. So um working with Jessica, we came up with a
plan in terms of how we were going to train all related service providers on the new platform and then for them to understand the monthly compliance audit checks um that Jessica does do for all of our team members. Um this again required intentional targeted training
for all of our staff and ensuring that they knew that we had fidelity and checking of monitoring of their plans. Um, with that being said, um, Jessica does manually every month check the entire database. So before we
submit a monthly batch, she ensures that all the codes, the therapy sessions, IEP, plans of cares all align, that we have parent consent um, to even report and and actually bill for the student. And with that being said, you will see
at the end the outcome of our number, but we were able to increase our funds available um to provide back to the general fund. Um just to give you some numbers, and this is available in the Florida Department of Education website. For the 2122 school year, we
approximately had $690,000 worth of reimbursement. 2223 school year, we had about half a million. And for 2324, we had 744,000. from the spring around April 2024 till December 2025, we were able to bring in
$2,92,41 um back into our um general fund to strengthen our fiscal sustainability for ESC programming. Um and I just again want to thank you for supporting us, especially that first year to get us off the ground, but I did want to show you guys all the hard work that has gone in
and we're still looking for other areas to continue to build on. So, we're expanding and we started this year on transportation also reimbursement. Any questions? >> Thank you. >> Thank you very much. I do remember when we approved this that we were going to
recoup our dollars and the investment that we made and it really shows. So, thank you very much. And Jessica, you're doing an amazing job and um thank you. >> Thank you. Thank you. [laughter]
>> Okay. Um, are there any other questions from the board on any of the other information only reports? Any questions or comments? Okay, moving right along. Um, we will take up our action items. Item number 18.01, schoolboard travel.
If there is anyone from the public who would like to speak on schoolboard travel, this is an item that we are see if you would like to. Okay, seeing none, do I have a motion to approve 18.01? >> Second. >> Have a motion by Mr. Roberts, a second
by Dr. Morardi. All those in favor? >> Any opposed? Motion carries unanimously. Item 18.02, Martin County High School portable project review and discussion. Mr. Secret.
>> So, good afternoon. Mark Seist, director of facilities and planning. Good afternoon, madam chair, board members, and superintendent Maine. Um, do you have direct questions or do you want me to give you a high highlighted view?
>> Give us a high level view and then um M. Roberts question. >> Okay. [laughter] I just want to guide >> I was just I was just going to say your highlevel view is that these are the portables that are Martin at Martin County High School that are not being
used that need to be removed and the financial piece to remove those portables is from the half cent sales tax. Is that your high level view? >> Yes. >> Okay. So I move I move approval of that. Thank you. [laughter]
So maybe let me give a little bit of clarification because there's there's kind of three ways you can decide on this. Um and part of the reason why we're bringing it forward because it was a project on the capital plan and then um when August started the principal was asking us questions about the portables
because they're basically underutilized. Um so then we started researching and realized there's 15 lease portables there that we're paying on a on a yearly um PO. Um, so part of your decision is to do nothing with them and they stay where they are. The second decision is
to remove them. We remove the canopies. We can just fix the potholes in the asphalt. There's 90ome potholes. That's like a 25 to $30,000 fix. Or we reclaim that parking lot and re and and renovate
it. Do a renovation to that park. So that those are your decisions based on this summary I provided but I appreciate it Chris Lee >> and um [snorts and clears throat] what is the superintendent's recommendation on this too? >> My recommendation would be to remove the
portables so that we save that money and move forward with um >> and the parking lot will come back. Renovations to the parking lot will come back. Okay. >> Was that your motion, Miss Roberts? >> Okay. Okay. Okay. I have a second by Miss Pritchette for discussion. Dr. Morardi.
>> So, when was the last time the portables were used there? >> So, it was back at least two principles ago. >> Okay. And is there any situation where they might be put into use again or >> they've used them randomly for testing,
but currently what they've done is moved all those functions into their current buildings. >> Okay. And the the cost for the uh repavings is 8 50,000 for that. >> I ran that off of our current project.
So that's just a budget number. >> Okay. >> So that we hit the ballpark, but that's based on basically our four or five projects that we've done and what that asphalt um cost for those projects. >> And how many parking spaces would that yield us there?
>> I could get you exact number. Um, it's hard to tell because we have portables stacked on them right now and we haven't seen that area since around 2010. So, I don't know exactly how many spaces are there, but I can get you that number.
>> Okay. I mean, I guess we're not discussing that part of it, but that that I mean, that's definitely a big ticket item right there. >> But it's a big area. I mean, it's we're probably talking at least 20 to 30 parking spaces. >> Okay, that's helpful. [clears throat] Thank you.
Okay, I have a motion and a second. All those in favor? >> I. >> Any opposed? Motion carries unanimously. Okay, moving on to requisitions to be approved for purchase orders over $100,000. Do I have a motion?
>> Second. >> Have a motion by Miss Roberts, a second by Dr. Morardi. All those in favor? >> Any opposed? Motion carries unanimously. Um item 18.0 4 the arts foundation requests to extend
30-day lease execution period. So, um do does anyone want to kick off the discussion, make a motion? We are specifically going to talk about first um whether we're going to extend. So,
they requested in um to enter into negotiations. I believe it was December 30th. And so per our contract, per that agreement, we have they have 30 days to enter into a lease. If they do, if
nothing happens, it goes away. If we want to extend it, we can vote on that now. And then depending on what regardless of the direction, I do have some other questions that I want to pose to the board. But that is the question
on this item. Miss Roberts. >> So maybe it's my memory, but I kind of remember that when we discussed this um
there was the question that they may be interested in buying the property or somebody we were we're interested in selling the property and that staff was going to update whatever the value was and do that. So how does that play into
this? I thought that was the last direction and I believe that was at a workshop so that wasn't that was just a consensus of can somebody get the updated value of the property etc and can we go from there but how does that
>> so that we are we meaning the school district is in the process of getting um appraisals on multi multiple parcels of land that are vacant or have something on them that is not being utilized by
the district. So that is happening and we identified several properties. This um the ocean east ocean 500 east ocean property being one. There's a piece of property in Booker Park in Indian Town. There was
um there was I think four that were that people were already interested in like kind of we had been approached about them. So we we targeted those first and then they're also doing an inventory of all of our properties that we own that
are not a school or a school site um to be looked at by the board and that'll come back to us at a later date. Um, so there is and I think we're doing separately um the Boys and Girls Club. So that will be its own
appraisal and then you have the other piece where the our original building is on Ocean. So that'll be a separate um evaluation. So there'll be two separate parcels being eval being appraised. So we'll know because I know the um Boys
and Girls Club had expressed an interest as well. um you know because of the policy on alcohol and they want to serve alcohol. So in order to do that we can't we're not going to own the property. So if we want to if the board decides we
want to sell it, that is an option. >> But so to not confuse things, I think that the issue with the Boys and Girls Club is that the Boys and Girls Club, we're doing their drainage that their drainage
um is on school district that the drainage for that building is on school district property. So, just as an aside, if that's one I I mean, I don't know what this list of properties is. This is the first I've heard of a list. So, um
but just on that one piece of property, there is an issue that the drainage on that property um is on our property. It's I mean, it's all our property, but it's not the part they have the land lease on, right?
>> They have a land lease. Mark, maybe you can remember. They have a land lease on a a a piece of property, but their land lease property does not include where the drainage is for that building that they have. That drainage still exists on
our property. So that if we sold the property, we would be selling it and selling something that we that they don't have the drainage rights to. >> Correct. >> Correct. >> So what so what South Florida required
was Since we own the whole property, their drainage requirements and our drainage requirements are one. >> Right. >> Correct. Okay. >> Just just as an aside for when we talk about that at some point in the future,
I think that's something that needs to be addressed with that piece of >> Well, and it will be the whole property. It'll be because we are considered that property is Boys and Girls Club are the old Steuart High School and Steuart
Middle School. So, they're all sharing that drainage and meeting those requirements. So, that can be a that's something a really good real estate attorney I know can this this happens all the time. So,
I'm not concerned that it's going to be a big issue, but if it is, then we'll we'll find out about it when if we make those properties available for sale. >> Okay. So, so my question goes back to if the if we have given direction to staff to
update the appraisals to perhaps entertain an offer to sell 500 East Ocean piece. How does that relate to extending the lease? So, I mean, Tyson can probably come up and talk about we had an we have an existing
agreement with the arts council that says that they can initiate the lease and they we have 30 days or the contract to enter into a lease or not. And so, that's that's the piece.
We're within that 30 days right now. It's expires probably I don't know what the 30-day mark is. if it's January 30th or >> three days. We have three days left, I think. >> So, yeah. So, so Tyson Waters, uh, their intent to lease required that they
notify you by December 31st of 2025 if they intended to proceed with the lease. So, they did that on December 30th to essentially preserve that right. So over the next 30 days, there was a task to negotiate a lease and sign it within that 30-day period, failing, which it
would kind either either party could terminate or just kind of bleed over until someone took action or this board could agree with the Arts Foundation to extend that term for some period of time. Uh we received a draft lease over the past few years. We've been going back and forth with the Arts Foundation
to kind of work on a framework of a lease. over the past I guess right around December 30th, we received kind of a formal draft lease that took some of the guidance from this board in that workshop and what was added was a a clause to allow the arts foundation two
op two two things one an option to purchase and then another one a writer first refusal. the option to p purchase contemplated the idea that in the event that the arts foundation wanted to purchase the property and the the well actually for this one the option
contemplated that it allowed the arts foundation the right that if they wanted to buy the property during the lease term they could do so and there was built into that would be a process process to determine the valuation through appraisals and things like that. They also asked for a right or first
refusal so that if the school board ever decided whether now or in the future that they wanted that you wanted to sell the property then the arts foundation would have the first right to elect to purchase it. Those are some of the things that we'd have to negotiate over whatever period of time that the school
boards that you're inclined to extend this negotiation period. Uh there's a few provisions within the lease that we'd like to clean up as well as a discussion about this option to purchase and then a right of first refusal and if you're okay with either or both and if
so then what those terms would be to set set the parameters of what it would look like. But there there certainly the arts foundation discussions with them were the ones that proposed a 30-day window just to allow more time to discuss and
try and come to terms with this lease. I think the Arts Foundation representatives are here today. I think given the board's policy, I think they're more inclined to look towards a purchase as opposed to at least to ensure that they have the option to have um the sale of alcohol.
>> What's the pleasure of the board? So, if we approve the 30-day extension, then you will continue to negotiate with the arts council with whatever direction we give you as far as what we are looking for in the lease. You will then be asking us um what do you want to do
about a first right of refusal? What do you think of paragraph 14? What do you is that correct? >> Yes, ma'am. So, there's some highle points that I think we look for direction if you're inclined to extend it 30 days or however long you want to. some direction about yes, we're interested or willing to consider this,
but not this. Um, there's some other revisions and cleanup that I've made in the lease itself. We did eliminate all references to the ability to have alcohol sales or use alcohol on the property. So, the big point is this uh right of first refusal, which may have
some complications because of some state statutes about you putting out the property to bid or things like that versus a simple option to purchase. So this would end up being a lease with an option to purchase. And so it would be those parameters within that option to purchase of yes, we're okay with it
subject to these terms. And then that's what we would do over the next 30 days to try and come up come up with some sort of understanding and agreement. So is your intent then if if you're granted a 30-day extension that you will be coming to the February board meeting
with some type of chart to discuss not to make a decision on anything but to get direction from us as to what do you think of paragraph 12 and then you would be able to go from there. Is that the intent then? >> So I certainly could do that. I think we'd have to look to see the timing of
the board meetings to make sure that I could come back here with a a summary chart to show you some some of the provisions like that, a summary, and then you could give me very specific direction at that time and we'd still have enough time to then finalize negotiation negotiations of the lease so
I could come back here for you to approve that the actual final lease. So, it might it might actually take longer than 30 days again just based on your your board meeting dates. Well, I'd like to discuss it at the February workshop because I just think that um but I do
think we need to have some basic discussion tonight and give direction tonight if we're going to grant an extension. What are the expectations? I I have I I have concerns about
the um option to le option to purchase in a 50-year lease. Correct. >> Um, so that's I I have some >> Correct. Correct. And and I think and and from my perspective, I think that if
we did a lease with an option to purchase, the option to purchase would be for a much shorter period. It wouldn't be that the whole term of the lease would be the way I would look at it. Is that Yes. Because the piece that we're looking at now, if you're getting valuations and you're trying to sell something, we obviously can't get to the
sales point in the next 30 days, right? Or even in the next 90 days, >> but we may be able to get to it within a year. We may be able to get appraisals done, etc., and come to an agreement on how to how to sell it within a year. So, I would look at a an option to purchase
to be for a much shorter period of time just to get us to that. So, we're not saying you can lease it for 50 years and sometime in the next 50 years you can walk up and say you want to buy. You know what I mean? >> Yes, I know what you mean. But my other concern is
the arts foundation's ability to maintain our asset for an extended period of time because there is a cost associated with that. So I I would have to feel really that's
that is a concern of mine and so I would want to feel very comfortable with that that it was if we're going to extend it for that amount of time. >> So a couple of the the I think the big points for this board to consider one goes all the way back to the intent to
lease that I think the intention and hope was to do a 50-year lease with one or two 20-year extensions but that was contingent upon what their capital improvements were. So if they and and that threshold was never determined. So if they if they if they put invest a lot
of capital the more capital improvements they invest in the longer the term. So I think there part of the discussion that we'll need to have at your workshop. I think the it would be beneficial the arts foundation participate in that to talk about what that chart would be as okay if you if your capital improvements
go from 10 million to 15 million here's the term 15 to 20 here's the term over 20 here's the term a a similar thing with rent but perhaps not as important and then with that miss Roberts exactly what you said what that option to purchase would be because I think for
the the arts foundation it's important to them because they believe that the ability to serve and sell alcohol is a key component to kind of their overall picture that they want to make sure before they invest a lot of money in those capital improvements that they know what the ability is to potentially
purchase the property if they so choose. So, those are the things that we'll have to flush out to make sure that that everybody's comfortable both with the term and then that commitment to um you know to to purchase the property if they want to because I think from the school
board's perspective once the capital improvements are in you kind of have already improved your asset and yes you know depending on on who the end user is there's the valuation there but but that financial commitment will go a long way to restore some of this property and still give you a little bit of
protection. Right. But we have also been doing this now since 2022. >> Yes. >> And even before that and we are still maintaining the property >> ourselves as the district
>> and the there's costs that are associated with that as well. So h knowing that there is we have I want to see timelines for things getting accomplished which was what should have originally been in the
option because we were we talked a lot about fundraising goals and somehow that it never materialized. So it was and we've been holding this property
since 2022 >> already >> and they tied up >> and and there are some of those thresholds. You're absolutely correct regarding the the the time period there. There is built once they sign this lease. There is a clock for them to
complete phase to commence work and then complete what we've called phase one and then there's phase two and but both of those have deadlines as to when they they have to cons can start construction and when they have to finish construction and be open to the public
>> and I'm I'm willing to do a 30-day extension maybe even a 60-day extension just to get the timing correct. So knowing that you're going to bring it back to us in at the February workshop with some chart of what what the
components of the lease are. You're knowing the history of how we've discussed it before. So having that piece that we're going to be able to give you direction. We wouldn't be able to vote on anything, but we can give you direction for negotiation purposes. If it comes back that you're still in
negotiations, you can report back to us at the February meeting. it would give you a chance in March and then maybe get us to the point where maybe it's at the March meeting that puts us where we're 60 days in from where we are now. Like if we if we say absolutely not, we're
not going to do this. Um we're walking away. They're walking away. There's some um there's some community interest, I believe, in trying to make this work. and rather than walking away and then
trying to rebuild a horse of the well now let's start from ground zero and say that you can buy it if you want to um I think giving 60 days in order to do that is something that gets us to an end point and if at the end of 60 days it's something that's unamanable to the arts
council and we can't come to an agreement well then we can figure out what we're going to do there and if we want to by that point in time hopefully we would have appraisals etc and be able to figure out what where we're going to go with that >> and and and we can do this too to to make sure that that things don't linger
too long is to really comprise that option so that there are certain very finite deadlines to make that option so they commit so it's not lingering on and on and on waiting for something happen for a few more years when everything then turns black. So we I think we certainly can build in some parameters
and guidance to make sure that that everybody's monitoring things and decisions are made quicker than they they maybe have been in the past. >> Right. And the hope would be that we would actually have a lease by the end of March. And whether that's a lease with an
option to purchase in it, but we would have something or we wouldn't have something. We either have something we all agree on or we have nothing and we know we're all going to walk away from it. >> Exactly. At least with very specific deadlines so we know when things are
going to happen. So again, if things are going to change, they're going to change sooner than later. >> Yes. Yes. and standards for maintaining our asset. >> Yes. Yes, ma'am. >> Um, Miss Pritchette, Dr. Miller,
do you have an idea of when you will get an evaluation of that property? >> Yes, ma'am. We expect it within the next 20 days. And once we have that evaluation, we then say, are you interested in
purchasing with a like the finite things that you're talking about start out with a lease and it has to be purchased within a certain time, not years and years. >> Right. >> So, I think the key component is getting the price.
>> Yes. and deciding whether or not the arts council is interested in the purchase and they will tell us yes or no and then we can proceed. I think that helps us move things along.
Thank you ma'am. Well, it gives us a starting point for the with the the appraisal, but if the um if they decide if it's we give them too much time, then we have to have it appraised again because values change. And um I don't
know how we get around. >> Well, once it's appraised and we bring the the value to the arts council, I think we're going to know whether or not they are willing to invest. And if they are, it has to be within x amount of
time. It isn't extended. It's within however we decide. But once we know yes or no, then it is the public's wish to purchase if someone
else is interested. So I think it's fair to give them the opportunity to say we are interested in buying the property >> and that has to be within it has to be reasonable because
land changes very quickly. >> Yes, ma'am. [clears throat] I agree. And I think with the this current appraisal, what it'll do, it'll allow the Arts Foundation to decide whether or not we're even in the ballpark. And then we set the parameters. And I would imagine just because of timing that you're still going to when when they actually
exercise their option, you'd probably do a new appraisal to make sure the valuation is true to to that time. But this current appraisal will certainly give everybody an idea of here's what the the the amount is. Is it even worth continuing that discussion? >> Thank you, Brian.
>> Uh yeah, I think it's pretty reasonable to extend 30 days. I would prefer 30 over 60, Mrs. Roberts just because I think that's exactly what they asked for and I think we're in 20 days we're going to have an appraisal. So I would favor that because we'd have a lot more information at that point and then if we
want to extend again in February we can certainly have that discussion. But uh I would I would be in favor of extending 30 days. >> One thing that I would like to know is how much we have spent maintaining the building since 2022.
So with in our decision- making, I feel like we need to know what that cost us because that's kind of I mean that's a deciding factor. >> I have a motion, Miss Roberts. >> One more comment. >> Um if we have an appraised value, I guess I'm asking this to you, Mr. George. If
we have an appraised value, can we soul source sell something without asking if anybody else wants to buy it? >> No. >> So which means the only we really could do that to sell to them is with a lease with an option in it.
>> If we gave a lease with an option in it, they would be able we would know that it's going that the arts council has the right to buy it. But if we pick a number, the appraised number out of the air, we can't walk as a public entity, we can't walk to the arts council and say, "Here's the appraised value. Do you
want to buy it for that?" Is that correct? >> That's correct. >> But we can put in the lease. So if there are to the lease agreement that if whatever point in time within a finite amount of time that they have to
exercise the option to purchase that we would get updated and current evaluations and we would >> Right. I just didn't want >> so what it is in 20 days might not be what it is in one year. So we would update those and that would be the price that they would pay.
>> Right. I just didn't want to get the impression that we get an appraisal, we show you the appraisal, and you say, "Yeah, yeah, we're signing off on that." Because there is that in between step unless we went through a lease with an option. >> Madame Chair, at the point of the sale,
it's multiple appraisals. >> Yes. >> And Dr. Miller, are you getting one appraisal updated or are you getting three? At this point, we're getting one on each of four properties and then at the pleasure of the board, we can seek
additional. This will at least give you an um idea of what the appraised value is of these properties because I think right now we're just trying to get an idea of what the valuation is and then depending on that if we enter into this lease, then it
becomes appropriate whenever an options actually exercised to get that appraisal because this appraiser by that point most likely is going to be stale anyways. And if I remember correctly, the last time we got three appraisals, they were all over the place. >> They were >> they were so one appraisal really
doesn't >> I think of a lot of good. It was they were all over the place. >> Again, I think with this one, it just gives you an idea of >> it gives us an idea. It's an approximation. >> It could be higher, it could be lower, it could be who knows, >> but it'll just lead us into whether or not discussion is worthwhile based on,
you know, that that valuation. >> Dr. Mur. Madam Chair, I would uh move to request uh a 30-day extension for the lease execution period for the Arts Foundation. >> I have a motion by Dr. Moriardia, a
second by Miss Pritchette. All those in favor. >> Any opposed? Motion carries unanimously. Thank you. All righty. All right. Moving on to first review of schoolboard policies and this is to approve our the advertising. Are there
any questions from the board on any of the items from 19.01 to 19.18? Um just for the public, this is just to approve the advertising. These will come back again to the board for a public hearing.
Do we want to take these all at once or do you have some questions? I move approval of 1901 through 1918 with the 1903 update and knowing that we just need the public comment. >> Second, >> we don't need public comment on this
one, only the public hearing, right? >> Correct. >> Yes. Okay. So, I have a motion by Miss Roberts and a second by Dr. Morardi. All those in favor? >> Any opposed? Motion carries unanimously. Moving on, items 20.01 01 through 20.15.
This is a public hearing. Is there anyone here that would like to make a public comment on any of the policies listed in this item? Seeing none, um can we take these all at once or do we can we take do we need to
take them one by one? >> You legally can take them all at once if you've already given it to the public without comment or you can the individual board member wants an item individually discussed that's also what you can do. >> I can read them off and then we can take
them as one. So item 20.01 policy 0131 legislative policym 20.02 policies 1139 and 3139 educator misconduct 20.03 policies 1210 3210 and 4210
standards of ethical conduct [snorts] 20.04 4 policies 1242 3242 professional learning 20.05 policy 2260 non-discrimination and access to equal
educational opportunity 20.06 is policy 2417 comprehensive health education 20.07 policy 2431 intercolastic athletics
20.08 8 policy 4162 drug and alcohol testing of CDL license holders and other employees who perform safety sensitive functions. 20.09 policy 4242 staff development.
Um item 20.10 policy 7240 site acquisitions. Item 20.11, policy 8600, transportation. 20.12, policy 8600.04,
bus operator qualifications, certifications, discipline, and termination. Uh, item 20.13, policy 8602, bus capacity that is being rescended.
Item 20.14, policy 8615, hazardous walking conditions, and that is being rescended. And item 20.15, policy 8641, bus idling, and that is being rescended. Do I have a motion to approve these
items? >> Motion to approve. >> Second. >> I have a motion by Miss Pritchette, a second by Dr. Mor Morardi. All those in favor? >> I. >> Any opposed? Motion carries unanimously. Open to the board. Miss Bridgetette, do
you have anything? Dr. Morardi >> Derek, we wish you the best. Thank you for your service. Congratulations, Kirsty. >> Yay. >> Um, Miss Roberts. >> Um, yes, I went to the book bonanza at
Pinewood Elementary and thank you to the education foundation. It's a wonderful event. If you have students, I believe at Port Serno or at um JD Parker, it's this Thursday and it's the following Thursday and it's well worth it. Um if
you're one of the first 200 people who signs up, you get the free meal. Um and there's all kinds of prizes and all kinds of games and fun and everything all centered around literacy. But the place was packed and it was really good. Congratulations to the Pathfinder nominees. And if you didn't see the
governor's press release or um press conference today about arsenic and candy, you should go back and watch it. Thank you. >> Thank you, sist Okay, go ahead. >> Thank you, Madam Chair. Um I did want to congratulate Nicole Helvy, uh who was
approved at tonight's board meeting to take over for Miss Diane Falls, uh when she does retire at the end of uh June. So, I believe your first day will be tomorrow and shadowing, although she's already been spending some time with Diane and doing an excellent job. Uh,
Nicole has a master's degree in health services, was most recently the Florida worked for the Florida Agency of Care Healthc Care Administration or what we call a uh as an executive sponsor and implementation lead. and prior to that
she was bureau chief from 2015 to 2022 for the Florida Center for Health Information and Transparency. So we know you will do a great job. You are very uh well-versed and familiar with this type of environment. So welcome aboard and uh congratulations.
>> Okay. Y [applause] um I just want to say congratulations to our VPK uh teachers and those classrooms and also to um all of our VPK and other early learning providers in Martin
County. Um we were in top four in the state in kindergarten readiness. That that is really a reflection of what happens before kids um get to kindergarten and the hard work that everyone is doing. But it's also a huge commitment from the Children's Services
Council, um the United Way of Martin County, the Community Foundation of Martin and Palm Beach who have really invested a lot of resources in our community in that space and it is paying dividends. So congratulations to everyone involved in that. And with
that, this meeting is adjourned.