Good afternoon. We are going to call this workshop of the Martin County School Board to order. If you would uh like, please rise for the pledge of 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. >> Miss, would you call the role, please? >> Mrs. Russell, >> here. Mrs. Roberts, >> yes. >> Mrs. Pritchette, >> here. Dr. Marotti >> here. >> Mrs. Powers
>> here. Thank you. Okay. We had a couple of updates to the uh agenda. Item 6.11 has been updated and items 6.04 and 6.05 have been removed.
All right, we are going to take item 6.11 first because we have our law enforcement officers here. Thank you all for being here. in case there are any questions. Um, we'll go ahead and take that first so they can all get back to
work. Um, all right. Do I have any questions from the board on policies 5514 and 7514, which are use of personal transportation
devices? This is a new policy. questions, comments, Miss Roberts. >> So, um I I know so I'm going to start with 5514. So 5514 is the student policy that would deal
with students and the companion policy is the 7514 which would deal with other people on our campuses which would include whether it's a renter, whether it's um not people. So 5514 is like code of conduct
and the other one is considering everything else that's going on. And it appears that the first option the Definition of personal transportation devices first includes bicycles, scooters, skateboards, etc. and then it goes on to the ebikes um and
gas powered or electric motors. But the first option um is outlawing everything saying that there's a clear and present danger etc. and everything would be denied. And I'm not interested in that one because if we selected that first
option we would be saying you couldn't even have a bicycle. So the second option is the one that um I am more interested in and it has the one option it has in the second option
um at the paragraph at the bottom of the page is talking about two miles per hour or any miles per hour that you would want to pick. Um but that's the one I'm interested in and um I don't know how the rest of you feel. 2 miles an hour is okay with me. I
don't think you can skateboard or ride a bike much faster than that, but I don't know what you all think. I don't know if anybody agrees first that we shouldn't do the first option and then where you want to go on the second. So, I guess I want to ask our staff because I believe that currently
if you're riding a bike or a skateboard or there's hoverboards and scooters, those can um that you get to a certain point and you have to walk your bike or you have to walk your skateboard onto the campus. So, they're not physically
riding their bike into campus. So, I just want to be careful that we're not changing that. So, the way I read it, we would have to change that. But this would also um you would say that you can't bring onto
campus something that goes you can't have a speed that exceeds 2 miles an hour. So, I think we would have to add another sentence to that. But the reason that the second policy is there is because that takes into account things that
aren't our students. So that's the um Hidden Oaks Middle School parking lot on weekends. Um the Jensen Beach parking lot on weekends or somebody renting um using a facilities rental and renting something on campus. Imagine if somebody
rented um the gymnasium or something and then because they're not covered as a student, now they can ride ebikes to go to a performance there. So that's where the second policy comes in for the other one. But I think we would have to add
language. If we said the two miles an hour or whatever it is, we would have to add language on there that says that when they're on campus, it would have to be walked. That would be and I'm okay with that. >> And it does say upon the request of an
administrator, the operator of an electric power transportation device will dismount the device and walk the device to the appropriate storage area. And right now we're they're walking their anything that they ride on whether it's
electric or it's not electric. Correct. There is a point that the students get to and that happens at every school, right? >> Supposed to be happening at every school. Yes, ma'am. >> Okay.
Um, I don't think it necessarily is. Um, because I think they're riding their bikes all the way up to the bike storage area. They're not stopping and walking it on campus. They're riding it, which which I think is what creates part of the problem is so that if Marsha's riding a pedal bike
and my I'm rich and I can afford an ebike, she's riding her bike pedaling along and I'm riding my bike whizzing past her to get up to the storage thing. I my recommendation would be very similar to uh the board's um specificity
with the cell phone policy. Um so that then we know where we would need appropriate staff for monitoring purposes. I think that's different at every school site, which is probably leading to the inconsistency of where they can have staff monitoring and how
far onto a campus one could potentially ride before they encounter the first staff member that says you need to be walking, you know, your your uh scooter or whatever it is. So, um clarification within the policy that can then be aligned to the student code of conduct
on where that threshold would be so that we can have a staff member present. >> Right? Because the way this is written now is um the administrator would be the one determining whether you're walking or not walking. And I I think I look to Deborah Riley. I think that creates a
issue of a even conflicting administrators. I mean, you have one administrator that yesterday let me ride all the way to the thing and the next day my administrator's telling me you need to be walking. I mean, so I don't know what your what they think or what you think.
What I think we we should do and what I would like to do is uh pull together student services and work through that the same way we worked through that with the cell phone policy. Determine what would be reasonable uh and manageable
for staff and to bring this back uh to the board for additional consideration. >> That's good. And can you bring back I mean and I'm interested in the other one too. I don't know about the rest of you, but I think we need to have them both hand in hand so there isn't a >> Yes, we can. And I'm I guess I'm
interested to hear what the sheriff's department thinks about this. >> Is there a little button this? There we go. That might be it there. >> How you doing? Lieutenant David Rosco at the Martin County Sheriff's Office. I have Sergeant Blazic here with me. Um the sheriff's office is in strong
support of any policies you guys would have limiting the use of ebikes um on school on school property specifically, not necessarily bicycles, but electric bicycles. Um state uh legislators are currently reviewing if there's a bill in front of them to limit the use of ebikes
for ages under 16 years old. So that may be something for you guys to consider as well that it may come from the state level even. >> Does anybody have questions for >> um you're saying that your belief is that they shouldn't be permitted on
school grounds at all? We are in the process working with the NO right now to try to make a limit countywide an ordinance at least and it's our side that >> we're looking to make it so no operation of ebikes whatsoever for ages under 16 years old. >> Okay.
>> So at that point that would limit now obviously you have high school kids that are 16 17 18 >> correct >> maybe 19 years old that are on property that it would not apply to them as far as the ordinance is concerned but it would apply though to your elementary schools >> that would limit elementary and middle
school students. Okay. >> Again, and this is we're kind of trying to reflect a little bit what the the House bill is already presented to the state that would limit these elementary schools anyway from being able to operate these ebikes. >> Okay. Thank you. >> Because uh
>> yeah, so yeah, because the NO didn't specifically did not take up this issue because they wanted to wait for Tallahassee to come up with something if they were and then they were going to take it up. Um, so just timelinewise, I wonder where we're going to fit with all
of this because we obviously don't want to go against Tallahassee and kind of want to be in line with them and with the MO. Um, so they're going to take it up probably in April. >> Yes. They they have another I don't remember the exact date, but now ordinance-wise legally we can be more
restrictive than what state >> statute, right? Like we did that with the cell phone call. >> Correct. Correct. >> Okay. >> Yeah, that's my thing. we can be more restrictive and I don't think they're going to be as restrictive as we are. Um, and I'm fine saying that India, any
anyone 16 that has a license, they're the only ones. They have to have a license, a driver's license to operate an ebike on our campus, the same as you would a motorcycle or any other.
Um, so if they are 16 and they have a driver's license and they have they ride their ebike and they are responsible and they don't have to call the sheriff's department about the way they're behaving, then I think they should be able to ride their ebike onto campus. >> And I know statuto that's another one
they were looking at addressing on that end or ordinance wise, maybe not necessarily the driver's license, but at least have some form of government issued identification on them when they're operating an ebike. >> Well, and I was thinking about this because don't don't you still have to take a special class to
get a license to drive a motorcycle. >> Yes, ma'am. >> So, I mean, it would seem to me that the ebikes should have to follow that same licensing requirement, >> then go to the mall and do the practice in the park. >> Well, for the motorcycle side, they the reason for that though is because now you're officially a registered vehicle
to operate on the roadways, the higher speeds um and things like that. So that's why they they mandate the the motorcycle safety course in order for them to operate and and actually get a motorcycle endorsement on the driver's license. But right now the state of Florida doesn't recognize any ebike endorsement or something along those lines.
>> Madam Chair, the uh no meeting is April 20th. Myself uh Frank and he doesn't know this yet, but Don Calderon will be will be attending uh that meeting and we will bring forward the the board's um thoughts that meeting.
Go ahead. Will we just move this to May? Bring this back. >> I don't know that I want to move it to May. I would like to have our first reading because if we move it to May, then we won't have a policy in place before school starts and have time to
get it into our student code of conduct. Um, I think we can tweak it a little bit between now and the beginning of when we need to have all those documents ready, but if we slow down the process now on our end, it's we won't have a policy in place. And I'm fine being more
restrictive. Everyone else is helmets. Absolutely. Helmets required. I think helmets are also by state, correct? Yes. Yes. for any operator under the age of 16.
>> Well, I mean, it's only gonna be over 16, but I mean, I think that if they're operating it >> on our campus to come to school and they're over 16, I think they should be wearing a helmet. >> Yes. I mean, and I and I really don't even it I don't really even think it's
too restrictive to say that they have to pass the motorcycle safety thing and get the motorcycle endorsement because I do know that that motorcycle safety thing um does teach you about balance and those operating something that's moving fast >> that you need some balance to. It's not
the same as driving a car where you're >> Yes. But now then now then this is also my experience as a a police motorcycle operator for 18 years. I'm actually a police motorcycle instructor as well. Um the the it's very different though between the operation motorcycle wise
and bicycle wise. So I I understand where you're coming from on that, but it's that they're it's apples and oranges really comparing the two of them. So then if you were >> the safety laws, yes, that's that's an important side of it though as far as understanding the way streets and your you have to operate on sidewalks and
stop signs and how to read those and how to properly negotiate or navigate those types of obstacles, then yes. So, if if I were your 16-year-old daughter and my grandmother gave me an ebike for Christmas,
>> um do you feel that if I had a learner's permit or a driver's license, I am now qualified to hop on the ebike, strap on my helmet, and drive down the road? >> By state statute, there's no difference. >> By your standard as a parent, would you think that?
I mean, I I I'm me personally, I think I'm at a different level on that because my kids all ride dirt bikes. They understand they ride motorcycles at this point legally off-road, not in the roadways or anything like that. But, um, again, just knowing that the different in operation when you're talking a motorcycle, you're talking five, six
pounds of metal at a minimum going down the roadway versus a 60 pound bicycle, too. So, there there's a lot of >> But the speed doesn't bother you. It's just the weight of the >> it's it's not the way it's again it's it's comparing a a Ferrari to a a smart
car. It's it's it's not even close to trying to say performance-wise and what it actually can do. >> Well, I think the real danger is in the difference between a dirt bike and an ebike is people on sidewalks because we get buzzed every morning when
we're I'm out walking in the mornings by ebikes because they're on the sidewalk. they're not on the road, but also their total disregard for traffic laws when you come to an intersection that if you were on a regular road would probably be a four-way stop,
>> but they're on a sidewalk, so they buzz by and people pull out, you almost hit them. It's there's a lot of things that are different, but I think it's the cars that they would potentially connect with
um when if they make a bad choice and um the other people that are walking because when I was in middle school, we had a student that got hit by a bike, just a regular pedal bike. If some if one of the ebikes hit hits a child
walking down the sidewalk, it could be very it could be catastrophic. >> But I completely agree on that. And and also too, just to clarify, so a lot of these ebikes that you guys are seeing, and we are dealing with them as well, um they're they're classified people are calling them ebikes because they're electric an electric bike of some sort.
Um but they're referred to as like an e-to which fall outside the classification of what it is that we're actually talking about. Um these Emotos, they don't have pedals on them. They operate. They can go up to 80 miles an hour on some of the models. Um, an ebike by state statute can only at maximum, we
have class one, two, and three at a maximum can only operate at 28 miles per hour. Again, some of these emotives that you're seeing coming down the sidewalk, and again, we're we're stopping them because they're considered offhighway vehicles. Um, they're not legal for them to be operating in the first place on the sidewalks. So, that's something that
we are addressing. And under the current House bill as well, they're looking to actually because they're not deemed officially motorcycles. Air quotes on that one is the way to put it, but statutoily they're not officially deemed as a motorcycle, but if the House bill goes through, from the way I read it, it
was proposed, those would actually be deemed motorcycles and at that point would lead to the motorcycle endorsement and stuff like that being required if they were to be operated. So again, so we're there's a fine line though, but it's not a fine line. There's a definitive line that says this is actually considered an ebicycle that's
legal to operate on the roadways and on the sidewalks. And there's these other ones that we've seen out here. A lot of kids that that ride, they look like a it's a obviously looks like a hybrid dirt bike bicycle is for the most part of those that you see. >> I I guess but still if you got hit go if
a child got hit by an ebike going 28 miles per hour, >> they would be hurt very much so. Yes. >> They would be hurt. and if they hit their head. >> And that's part of the the the legislation again is to to limit those young kids that wouldn't potentially even have a driver's license or have the
ability to obtain a Florida driver's license to not be able to also operate these bikes that do travel at those speeds. >> Thank you. So, um Dr. Moreri. >> Yes. Um, Lieutenant, so what if if someone's not really aware, what what
are some of the um things that maybe people aren't aware of that you're seeing happening in our county with with these type of things? >> Um, most of the injuries we see as a result of no helmets. Um, because again, I I think we all grew up in an age, helmets weren't a cool thing. They're not very stylish to wear, but
fortunately, they're they're something that helps keep these children protected. And even as adults, so now I if I ride an ebike, I wear a helmet, too, just because again, the chances of falling and getting injured are significantly greater when you're traveling at these speeds. But again, violations wise that we see, most of this is going to be intersection
related. Again, coming down the sidewalk, somebody pulling out of, for example, Martin Highway, they're pulling out of the public's parking lot, here comes an ebike uh down the sidewalk or even in the bicycle lane. It's just something that we're not looking for at all times because they're a little bit smaller of an object traveling at a higher speed. But that's typically what
we're seeing though is intersection related crashes and operators not wearing helmets. >> Thank you. >> So if I hear correctly from the board is that we will um not allow ebikes or
motobikes on our campuses unless the student is has a is 16 and has a driver's license. not a learner's permit, but a driver's license and must wear a helmet. Is that the consensus at the board?
Okay. So, >> and real quick to just be clear, those emotives, they are not legal to be operated, period, as it is. Okay. >> Like even off school property, if they're driving down any of the sidewalks, they are not legal. They are only legal to be operated on private property.
>> Perfect. >> Yes. >> Yeah. Just to be clear about them. So, yes. >> Ever Yeah, because statuto so your your definitions for your your ebikes is the blanket on all of them is 750 watts or less for uh motor power. They must be
operated with uh have functional pedals to operate. Um and 28 miles per hour on a class 3 is as fast as they can go. A class one and two can operate up to 20 miles per hour. So if it's if it does not meet any of those parameters or goes beyond any any one of those parameters, then it would be considered or deemed
illegal. Okay. So, I don't know how detailed we need to get in our policy, but if we can um talk to our attorney about that, that would be good. And then, um on 55,
anybody have any questions on the other policy? That's 5514. Any specific comments on that one? >> Or I'm sorry, 7514. >> Yeah. Okay. All right. Perfect. So, this will come
back to us. Obviously, we'll have the sheriff take a quick look at this policy before it comes back to us in final form. Wonderful. Thank you very much for being here. >> Thank you. Have a good day. >> All right.
Now, we'll get back to our regular um meeting. We'll have next up we'll have our employee benefits update. Oh, I forgot public comment. Hey, I'm sorry. Can I just stop for one second? I'm going to go I'm going to backtrack
to public comment because I forgot to do that before. Do I have anyone here that wishes to speak? We have any public comment? All right, never mind. Come on up, guys. Just kidding.
You all can have a seat. Um, those microphones are connected. So, um, you'll just have to have someone driving your slideshow. >> Good. Good afternoon, Madam Chair, members of the board, uh, Superintendent Maine, Don Calderone, director of risk
management and employee benefits, Martin County School District, and alongside me sitting um is Dustin Keane, our senior benefits consultant with the Garing Group, and Gabrielle Swain, our benefits consultant. Um, so we are here again today for the third month. Um, we wanted
to give you an update on where we are for our employee benefits renewal for the 2627 plan year. Um we only have one line of uh insurance coverage up for renewal this year and that is the medical insurance. So um just to kind of recap
where we were, we were here um last a month ago on February 3rd. Uh we presented the claims through December and we um presented the Sigma renewal options. Um, so, uh, we're here today, um, and we had some follow-ups from that February
3rd board workshop, um, that we're going to go over, uh, with you all this afternoon and then also give you an update as to the insurance committee's recommendations, um, as we met last week on February 23rd. So, the the main takeaway um that staff and Garen Group
worked on um since we last saw you in February 3rd was to go back to Sigma and request that 0% increase on the high deductible health plan. So, Dustin um is going to go over it in just a few minutes. Um but Sigma has honored this request and they have provided an option
with a high deductible health plan at a 0% increase for the 26 27 year. Um and Dustin will go over what that looks like and some additional um options that will be presented um before you as well. Um and then also um we had a board member
request some additional information on some wellness program utilization. We pro we have provided that information in the uh agenda packet today and if you so wish we can go over that. Um so the main purpose of this workshop today is we're
going to go over um the 0% increase that was provided by Sigma and then also some additional renewal options that we had Garen Group go to Sigma on after we got that 0% because you you'll see there's some numbers that changed um with the other two plans when they worked to
negotiate that 0%. Um so really what we're looking for is some guidance. Today is March 3rd. Um, we do have an insurance committee meeting on Monday, March 23rd. Then we'll be back before you on Tuesday, March 24th, where the board will make their final decision on
which option they would like um for the 26 27 year. As you know, the insurance committee is a uh recommendation committee and the board makes the final decision on the employee benefits program and package. Um and then also we have a slide presented for you so you
can start um con thinking about um how much if any um employer contribution towards that health savings account that's tied to that high deductible health plan would look like for the 26 27 year. So staff and guarant group work together to provide you with some prelim
preliminary options for you for the next year. Okay, with that said, um I'm going to go ahead and um slide down to page number four and Dustin is going to give you a highle view of um where claims were for
January 26. >> All right. Well, good afternoon. Um if you look on the screen in front of you in your packets, uh you'll see we have claims updated through January 2026. Uh unfortunately it it was another high month of claims at 106% loss ratio. Um
so that brings the plan year to date at 100% loss ratio and the rolling 12 months at a 96% loss ratio. So unfortunately um since October we are seeing higher than last year. Claims are
up about 22% versus the same period of last year. Um the next page just breaks out claims by plan. Um you'll see HMO at 112%, high deductible running very well at 58 and
the PO is running at 112%. Next few pages are just historical data. Um page six, most important thing to note here is that we will have one more month of claims. Um, next time we're in front of you, uh, we'll be replacing a
90% loss ratio of February 25 as we look at the rolling 12 months. So, if claims are better than 90%, that rolling 12 will improve. If not, um, it will um, go up. Um, seven and uh, page eight are your
um, large claimment um, information. uh you'll see on the large claims uh thing to note here is historically and this stays true with your claims now you have uh 50% of the large claims that have a cancer diagnosis which is typical
for our groups you have eight claimants over $100,000 totaling $1.1 million. your pooling point is $200,000, meaning any claim above 200,000 gets taken off to reinsurance and it doesn't hurt your
renewal calculation. So, the next few pages we'll go over some renewal and some alternatives for your consideration. Um, just to reiterate, uh, we went out to bid last year and Sigma was selected. We negotiated a secondyear rate cap at a
10% not to exceed. So based on your claims experience that not to exceed is kicking in. Um so it's it's good that we have that cap at 10%. Page 11 alternative A or renewal A is
10% across the board. So this option would increase the HMO high deductible PO 10% across the board. And I just wanted to just say say real quickly before Dustin presents the um other options you're going to see here
is that the insurance committee met last Monday on February 23rd. They they saw all of the options that you're going to see right now. Um but they reiterated for the second month in a row um by unanimous vote that this is the option they are um recommending to the board.
>> And we'll we'll also highlight um you know where your enrollment sits. You have almost 1,200 employees in the HMO, 92 in the OAP, which is grandfathered, no new enrollment in that plan. And OAP, I we'll say that that's your PO. And the
high deductible has about 560. So if you look at the high deductible all the way at the bottom in the blue rows, that's what the employees contributions would be per pay. Under this option A, the high deductible health plans per pay deductions would be $278.
This is the option 10% per plan. If we go to the next page, option B, um this plan looks at lowering the high deductible to 5% no plan changes. But inversely, what would happen is because
Sigma needs a 10% overall combined premium for all plans, it would increase the HMO and the PO rates from a 10% to an 11.5 on the HMO and 11.8 on the PO. So, it lowers the high deductible,
slightly increases the PO and HMO. Option C. This is the option that was requested by the board um and we went back to Sigma to negotiate and there was a lot of back and forth. Ultimately they did come to the table. They are willing to um hold
the high deductible health plan rates at a 0% increase. Um and you'll see that what that does in effect to the HMO is it increases the rates from 10% to 13 and the PO from 10% to 13.4.
You'll see overall if you combine the annual premium, it is at a 10% for all of these options that I'm discussing today. Before I move on, we have a few more options. I I want to pause because I'm I'm getting some looks. Any any questions?
>> Roberts. >> Um, so the loss ratio on the high deductible I think was I want to say 58%, right? So if it's 58% um
in my head it shouldn't have any rate increase anyway if you were siloing the plans. So if you're siloing the plans why why would I try to in your in your selection number A give everybody 10%? Why isn't that one pulled out and the
other two just at 10%. Without your number three which is doing plan changes. I mean, I just think that the other two should be capped at 10%. And the one with a 58 loss ratio should be a zero anyway.
>> Understood. Um, and the way Sigma is looking at this is they look at all plans combined. So, under all the premium they receive from the district, that's where the not to exceed 10% is capped at. So if they were to keep the HMO and the PO at a 10% and the high
deductible at zero overall that would actually bring the overall combined premium below a 10% increase. Does that make sense? >> Yeah. But it doesn't make me very happy because I really think >> understood. I mean, because I really
think that when you're taking that one high deductible and you're saying if you're truly siloing the plans, if you're and and maybe this is a lesson learned for us that when we're when we're accepting something with a secondyear cap and you're siloing the
plans, we should be saying that the cap is per her per her per her per her per her per her per her per her per her per her per her per her per her per her per her per her per her per her per her per her per her line for each of the three silos. So that if you did that then you would be I mean then I would be looking at your option A but I would be taking your
option three for the high deductible because I would have nothing for the high deductible because I shouldn't if I have a 58% loss ratio and I would be capped at the other two. So >> yeah, >> loud and clear and it's something that we can note when we go out to bid next time. It's not it's not a bad
suggestion. And can you please relay to the Sigma people that I'm disappointed and dismayed that I feel that they are um punishing the high deductible pe punishing the other people for the nice performance of the high deductible
people. I mean I think you've got high deductible people that have brought them a 58% loss ratio and I think that's they should be left alone. I mean that shouldn't even been a question that that shouldn't have been a rate increase there and the other two should have been 10%.
>> Noted. Thank you. >> Plus, getting people into that high deductible plan is advantageous for Sigma. So, they should want to have something attractive to have people possibly consider. Well, this is going up by 10%. Why don't we switch to the one that's
staying the same and save some money? No, I I just think I agree with Miss Roberts strongly that it's kind of ridiculous that we have to pay 13 point something to keep that at zero. My counterback would be 10% for those
understood. There's our cap. Make the other one zero. Maybe you'll make some money off of that because people will go to that and and it'll be more profitable based on what the data is showing us. So, I'm also frustrated with Sigma and I
hope that they will listen to this and consider that option so that when the real renewal comes up, we don't have to go switch back to Florida Blue or another carrier that we see this loyalty and we want to continue to do business with them.
>> M Bridget, >> isn't it not to exceed 10? Doesn't say must be 10. >> Correct. >> Correct. It could be anywhere from zero to 10. >> So they're telling us
because we made it not to exceed 10, we're taking your 10. That to me is deceptive because we're we agreed to must it it wouldn't 10 was the top. It
didn't say next year you're going to be 10. It said what it said. So I think it's a little bit deceptive to then say well your 58%
can be zero but cumulatively we must be at the 10. I don't that's what I don't understand. I do understand a cap but the cap wasn't it must be 10%.
So, I I think there's an issue there that needs to be resolved in one way or another. Thank you, >> M. Russell. I mean, I I feel like we all were under the impression that they were all going to be siloed at 10% was the
cap. Each one individually would not exceed 10%. So, if one is at a 58% loss ratio, it it makes zero sense to me that they would suffer and pay more because another
group had a higher loss ratio. It just doesn't make sense to me. I understand they're trying to recoup their money and and I get business, but it it just it doesn't sit well with me. So, not to pile on to Sigma, but I will. And I think I did uh plenty of that last
meeting. Um this again is disappointing. I'm I'm I'm ready. I wish we could go out to bid now because I feel like this is not what we signed up for. Um we signed up to silo the plans and now we're here we are and um we have a one
of our plans that's performing very well and people take on that risk. Our employees are taking on the risk that they're not going to have a catastrophic loss in the high deductible plan and they're but they're choosing that because it's affordable and now we're
going to spread that amongst all of our plans because they're they're saving a little but they're also paying out of pocket more. I um I feel like Sigma needs to do better. I don't think that this is right. I think we should have a
cap at 10% and the a high deductible plan should be rated on its merits um as a high perform our most high performing plan. So um that's my my comments. I I don't know what else to say. I don't
know that we're ready as a board to say that we're going to accept anything or I just I think they need to do better. Miss Roberts. So, I feel like um it's the small print that's like really getting to us now.
And so then I ask I guess my question is as you go out to bid, maybe we should be bidding the high deductible plan all by itself. Like that should be a standalone plan and then the other plan should be wherever they fall. So that if we end up
with this, well, that's just the way that insurance companies do it. If we're going to do a a cap, we're going to do a cap across the board. and you're going to average out to your 10%. I don't I and I don't even know if it's the weighted average. I mean, I didn't I look at you, Gabrielle, because I'm
wondering if when you do that if that's the weighted average comes out or whether that you know what I mean or whether >> it's the weighted >> it is the weighted average. Um, so then I kind of feel like, well, okay, let me take my let me just yank my high deductible completely away. Let me let
everybody bid the other plans and let me bid my high deductible over on the other side and I'm never going to have this problem with a high deductible then because if I bring you a high deductible if that was the only plan we had and we had a 58% loss ratio, we would not even be having this discussion. So we would
be having two discussions. Let's talk about the high deductible where we don't have anything and now let's talk about the plans that have a cap. But it's um it's I feel like it's not even just disappointing. It's it's more than
disappointing. It's kind of like um somebody found the loophole and is using the loophole to their benefit and not to our benefit. And it doesn't it doesn't it makes you really kind of wonder because I was all
in with the great relationship with Sigma. Loved the package, loved the thing, loved the roll out, loved everything else. And now I feel like, you know, you just took my cookies away from me and you're telling me I I can't eat anything here. Eat oatmeal. You
know, I mean, I just feel like it's Thank you. Um, I guess I'm just curious too if we could self-insure our high deductible plan ourselves. I want to like because the loss ratio is
so great, it would be less of a risk for us and then we just bid out the other um as an option. Just something I don't know what the how that works out. Um but we've got we have to do something
something differently because our the other two plans the lowest for an employee only is $830 a month. That's crazy. I mean, I guess that's minus it would be
minus the >> board contributes 54167, >> but still with if you have a family, it's $1,400 a month, right? >> When it when you take out your 6,500, which
>> the cost for the employees based on the 6,500 is in the blue. >> Um, and those are per pay >> per pay. So, a$1,000 or yeah, $1,500 a month for a family.
>> I'm looking at the bottom. Employee plus family over $1,500 per month because it's per pay. So, two per month. Two pays per month. So, $1,500 Uh, are there any other questions from
the board? >> Okay. Did you have something, Mr. >> I like the idea of the self-insured for the high deductible? I think we're going to have a meeting in the future where we're going to talk about uh additional options including
the PEO self-insured where we are with that what are where we are um you know with our our level of risk as a school board um to hopefully try to start tackling some of
this because this is what Miss Roberts >> so I know that um normally you would be having your meeting on the 23rd and then you're bringing us back something at the next workshop. Um even though we're having a meeting right after your meeting on the 23rd. I think our meeting is on the 24th. Yeah.
>> Um I would wonder whether you can express to Sigma and have a discussion with Sigma about our um dismay etc. and come to that board meeting on the 24th to at least share with us. So that and and just I mean look at it right now
just from what the numbers are right now with the the um the usage that you see. So we don't have the next usage, we don't have any of that other stuff, but just just when they hear what we're saying, right? What their response is to that, whether they're just like digging
themselves into the sand and just figuring, well, I guess it was a short-term relationship, nice date, but we're not going any further than that. or if they want to try to get engaged and married. I mean, I think that's a that's a fair assumption to have somebody come back and say something to
us just I mean, not even going through all these numbers, but just to kind of so they understand where we're coming from and what we're saying. >> There's a representative from Sigma here, so I can guarantee you that they are hearing you. >> Um, but
we'll we'll bring it back. Yes. So anticipating um that this is where the conversation would most likely go when we got Sigma's um response um since the last workshop um if you could turn to page 14. I did ask um Garen Group to
go back and see if we did make some plan design changes on the OAPIN which is the HMO plan or the OAP plan with keeping um some of the uh keeping that 0% high deductible health plan um option um what
that would look like. So for for time purposes um page 14 to 15 you you guys already saw last month. We're not interested in that. Um, so if you can turn to page 16, you'll see alternate renewal number three, which includes that 0%
increase to the high deductible health plan, not making any plan design changes to the high deductible health plan, and what it would look like if we did make some changes to the OAPI and OAP. Can you just kind of go over what we asked? >> Yep. So, page 16, um, you'll see that
the red, uh, benefits are plan changes. So, you'll see on the HMO um by increasing the deductible from 2,000 to 3,000. And to clarify where that deductible kicks in is if you go down the line of benefits, anywhere you see a
CYD, calendar year deductible, the member would have to satisfy that deductible first. So you'll you'll notice that the deductible only applies on the HMO to the benefits we're showing inpatient, outpatient, hospital.
Everything else is a co-ay, meaning member goes to the primary care, they pay a $40 co-pay. There's no deductible, right? So just wanted to make that clear. Although it is an increase, a deductible, it only applies here to those hospital services. Um, it also
looks at increasing the out-ofpocket max from 5,000 to 7,000. That is how much an employee will pay out of pocket amongst deductible co insurance and co-pays in a given year. That brings you'll see it was a 13%
keeping the high deductible at a 0% that brings it down to a 10. So, it kind of just shows you what would be needed to bring it down to that 10%. I will go to the next page. Um, which just deepens the plan design changes. It
increases the deductible a little bit more. Um, and that brings the increase from a 10 down to a 7.9%. So, just a few more options to consider. I have a feeling there's there's not an appetite here, but we just wanted to >> to again show some some other options.
Well, and my only comment on this is that the burden once again just falls on the employee to cover an extra $1,000 in expenses before their insurance really even kicks in. Well, I guess there are our negotiated rates and our
set amounts for certain things that are negotiated through the contract like medicine, doctor's appointments, those types of things at at a more discounted rate. Um, but I think people are tapped out right now
and I that burden falls on them and I'm not really interested in that. >> I don't know how you guys feel. >> Yeah. To add on an extra thousand to that deductible and increase the plan 7.7%. Uh, I'll never sign off on that. I'll just tell you right now that's horrible.
Someone has to go to the hospital. I I understand it doesn't cut I see the co-pays. I get that. But say you have to go to the hospital and now they're going to either 50% increase on the deductible or 100%. And their plan is going up.
I I have no appetite for that at all. Yeah. So, um I just wanted to state that that was kind of the insurance committee's thoughts too is that um they felt like because we have close to 1,200 employees on the OAPI and the HMO plan
that they didn't feel like um it was right to make plan design changes for those plans that when I go to the hospital and I'm going to pay more and I'm also paying more every time I get a paycheck out of my deduction. So that was kind of their reasoning why um they
wanted to stick with the option A. >> And for the next page um for the board's consideration, we did supply some options for a um health savings account um should the board want to continue offering a funded health savings account for those high deductible health plan
enrolles. Um, we give you a few different options and based on the current enrollment, you'll see that it would cost the board from zero, obviously not offering anything to around 545,000 if you were to offer $1,000 per year into the HSA. So, just a
few options to consider. Um, we'll also bring this back at the next board meeting because I'm sure that will have to be, you know, lumped into a broader conversation. >> What did we offer last year? >> $750. Okay. And was there migration to
the high deductible plan because of that? >> I I would say the continued support of the board uh contribution to the health savings account combined with the fact that the high deductible health plan did not have any increase at all. That is
moving people over. And um also when we see our new hires come on board um it is an attractive plan on having a zero, a zero cost deduction for um medical plan. And then also the board is contributing
the $750. And another thing that the board does that is um advantageous to the employee is that they get that $750 at the start of the plan year or um if they join in the middle of the plan year, they get it when their benefits go into effect. So a
lot of employers um typically contribute to the health savings account, but it's per paycheck. So, you know, I get $25 a paycheck. Okay. Well, when I go to the doctor, that's not going to get me far. So, the fact that the board frontloads it at the beginning of the plan years is a huge plus. Um, and I know it's
appreciated by the employees. So, that's that's all we had for the um the renewal options. Um, I did present um and prepare some slides on the wellness program participation if anybody's interested in going over that. I could go into more detail or it's
there for your um your consideration, whatever the board's desire is. Guess I chair if you first >> um yeah, under the wellness program utilization doesn't look like it's being utilized that much. Am I reading these graphs
wrong? got the Pelaton and there's 110 people utilizing it per month out of 2500. Well, so what we did was um we highlighted the um
the most um heavily utilized programs that we we u partner with our building healthy lifestyles wellness program on. So I've highlighted just part of it. Um when we moved over from Florida Blue to Sigma, um we received more wellness
dollars. Um so we get $200,000 in wellness dollars each year. Um and and that is an reimbursement type. Um so what we did was we kind of broke down what our most heavily po popular um programs are. We do a lot of other
things throughout the year um through the building healthy lifestyles wellness program that um does eat up some of this money and um we do basically use all of the the funds that we get each year. Um one thing I did want to share with you is that we've and I' I've shared this at
a couple of the workshops, but we've been in talks with Sigma over the past couple months about changing the wellness program. Um, we just had our one really big meeting with them last week. Um, so I could come back in March and tell you all the details about that, but we're going to be kind of
transitioning out of the districtrun wellness program under the building healthy lifestyles wellness program and going towards Sigma's well-being solution, which will allow more employees to um take control of their health and they'll be able to put an extra $350 in their pocket.
>> So, we're we're excited about that. Well, back to my question. It's 110 out of 2500. Why is that not being utilized? The Mada thing 40 out of 1700. >> Those are month monthly those are
monthly numbers. Um there's we pay per um per utilization for that. Um so that is part of the overall $150,000 when we were with Florida Blue. We also have wellness ambassadors. I mean, there's biometric screenings there. There's
there's a lot that the wellness program does each year. Um, I I kind of focused on programs that we would like to kind of continue moving forward with that are utilized um for the 26 27 year. >> Is there any kind of nutritional
counseling or education on nutrition anywhere in there? >> Um, yeah, for for those that are enrolled in AMA um 100% yes. Um, Pelaton has um on all of their programs I I've used Pelaton for many years. Um, they
give you tips on nutrition. Um, we've done challenges over the years like um water challenges, healthy eating challenges. Um, we've done exercise goals. So, we've we've done a lot over the years. I just I want to make sure
that you know we've got a lot of money that we got toward this that we're utilizing this and from some of this data it just doesn't look like it's being utilized as much as it should. I mean if you look at our losses I mean and some of those conditions we're very sick bunch of people. So, I would really
love to see this more heavily utilized and especially in things like exercise, nutrition, um, where where employees can learn about healthier eating habits and things like that that that they can utilize more prevalently.
Yep. Any other questions or comments, feedback? Okay. All right. Well, the um the signal representative is here. Um I'm I'm sure they've heard everything you're stating. So um we're going to have Garing Group
go back to them um between now and March 23rd and then we'll be back here on March 24th and um we will provide the information to the board. um with any updates on their um renewal offers.
>> Thank you. >> Thank you. >> I'll give you guys a minute. And next up, we have our school improvement and leadership updates for priority schools, uh Lauren Gford and uh Daniel Moore.
your mic microphone. There we go. There we go. Can you hear me? Okay. Thank you. >> So, good afternoon, Madame Chair, members of the board, superintendent Maine, Lauren Gford, executive director of school improvement and leadership. Today, along with my colleagues, I am
presenting a midyear progress update on three of our six priority schools, Hope Sound, Seawind, and Port Solerno Elementary School. This presentation provides a transparent highle overview of each school's
performance based on prior year school data, a look at current performance data, targeted supports that have been deployed, and how we are adjusting those supports in response to PM2 results and ongoing formative data.
While the data reflects both areas of progress and continued need, the work remains active, responsive, and focused on improving outcomes for students. This has been a continued sense of urgency around this work, and I look
forward to walking you through the data, the strategies currently in place, and what we anticipate as we move forward toward the PM3 state assessment window. Following the presentation, there will be an opportunity for the board to ask
any clarifying questions. And I would also like to thank and acknowledge our school-based leaders who are sitting behind us who are in in attendance today and thank them for their continued leadership and commitment to this work. Before we begin today with the first
highlighted school, executive director Moore will lay the foundation by reviewing the elementary school grade model and the data used for reporting progress and setting future expectations. >> Thank you, executive director Gford,
Madam Chair, members of the board, thank you for having us here today for our midyear update. So, we are presenting three schools tonight. For each school, we'll give you an overview of their school grade journey over the last few years, how they got where they are now as these schools, and then we'll lead
into an overview of their school grade components. So, as you know, there are eight components for a total of 800 points in the elementary school school grade model. And so, we'll talk through each of those components, which ones we're focusing on specifically this year to drive that improvement. We will
provide a highle overview of what we put in place for semester one both school site and district site um to highlight what we did moving into the school year to remediate those areas we identified over the summer. And then we will shift to semester 2 action items um and
strategies responsive to data that we collected through PM2L unit assessments um to get the best possible outcomes for our students. And then we will finish with our expectation of where each school will land. It is not a school grade projection. We are in the first
week of March. It would be like trying to predict the score of a football game in the third quarter. And so there is a lot of time left on the clock. But given the adjustments we made mid year, what our trend analysis um from December, January through February is looking like if those trends continue, we do feel
confident that we can provide an expectation of about where they would land. Um and so we will present that to you tonight. And then if you have questions, we're happy to answer them. We have brought some uh supplemental data to help inform some of those expectations if you have questions. With
that being said, it is my honor and privilege to introduce Dr. Dr. Paige McMahon, our coordinator of curriculum and instruction to present our first school. >> Good evening, Madam Chair, members of the board, and superintendent Maine. My name is Paige McMahon, and I am proud to
present our first priority school tonight, Hope Sound Elementary. So, as you can see in this graphic, um, in the 2324 school year, Hopesound was a B. And more recently, at the end of last year, they ended up at a score of 414,
which lands them in the C range. However, they are not too far away from the be which is why we are very excited to present our projections or not projections rather expectations for this school year and share the work that the school has been doing to meet those
expectations or possibly even exceed them. This is a snapshot of the school grade components that landed them at their current score of a 414. You can see in red they took dips in the areas of ELA achievement, ELA learning
gains, ELA bottom cortile learning gains, math achievement, math learning gains, and science achievement. Uh the three areas highlighted in blue are identified as their focus areas because they had the greatest drops. They did experience two uh gains actually from the prior school year in ELA third grade
achievement in particular as well as learning gains of the bottom cile in math. So they currently sit at 414 which is only 14 points away from a B. Based on those three focus areas with the highest drops, we identified actions
to implement from the beginning of the school year in semester 1 targeting the bottom quartile learning gains for ELA, the learning gains for math, as well as science achievement overall. Some of the highlights include professional learning sessions from our state regional literacy director, Mandy Roland. She's
been working specifically with our teachers of grades three through five on the science of reading and the use of scaffolds and instruction. We've done a lot of professional learning around and using the various reporting uh reporting analytics
available to us to monitor progress especially of our bottom cortile students. We do want to make sure those learning gains are attainable and students are on track to meet those. Uh we did implement building thinking classrooms training for the staff on campus. That's been a gamecher
specifically in math. So we hope that will increase those math learning gains. And this year we also added an elementary uh science coach to our curriculum and instruction team who's been helping those school that school all of the schools actually and hope's fifth grade team in particular on
delivering benchmark aligned instruction and science. In semester 2, after we receive PM2 data, we triangulate that with our common assessment data and our monthly snapshot data to further adjust and add to our supports as we do want to help
maintain and exceed our expectations in those three focus areas. Um, some of the new supports we have implemented within semester 2 include student goal setting and student data tracking. Students are becoming much more aware of where they are and where they need to be. help them
get that motivation and that drive to achieve their goals. We are increasing our expectations of our monthly snapshots in EXL. That way, the more students who complete those monthly snapshots, the more accurate of a picture we have each month as we get
closer and closer to PM3. And that way we can continue to adjust our instruction and provide small groupoup support to the students who are not meeting those gains that we expect to see each month. And then in science, uh, Hope Sound implemented a new structure with EXL science in particular to target
that focus area for them. So in addition to their science teachers already using science to supplement their instruction, they have now added that into their rotation during computer lab time. So students get a little extra boost of science instruction.
Our current expectations again this is the first week of March based at this point in time we do expect that hope sound will land in the B range. Um total points expected should be somewhere around a 446. Uh based on that current
PM2 data we have u in particular their ELA achievement in third grade has been very strong. They have already achieved 59%. So we have them at a 60% on there but they could be well above that. Um, and if they are on track as far as all the other things, as I said, we do
expect them to land in the B range. >> All right, I have the pleasure of highlighting Seind Elementary School and I'm proudly wearing their Seawin blue tonight. Um although Seawwin has earned a C school grade over the last four years, Sewin is
a little bit unique to the two schools that you'll hear about this afternoon in terms of their recent school grade history. Sewin's 2425 data did put them into the C school range, earning 4004 of
the 800 points total. However, unlike the other two schools, they did increase their points from the prior year by 11 points. You'll see that indicated with the arrow moving to the right. Despite this increase, there is still a
24 point gap between the low end of the B school range. Next, as you look across the 2425 school grade snapshot, you can very easily see the increases that Seawind Elementary School made last school year as indicated with green font. So out of the
eight total reporting categories, they had five increases with three of those increases in the ELA domain, two in math domain with achievement and learning gains. And then you'll see highlighted in blue the three areas um that really
needed the targeted focus. First one being their overall ELA achievement which stayed at 52% with no upward movement. Bottom quartile learning gains for math had a decline of 9% as well as science
overall achievement declining for 9%. As we move into school improvement supports for semester 1, um it's important to note of course as Dr. McMahon had shared that this is not a comprehensive list of all of the supports and things that have been
taking place on this campus since day one, but these are some highle overviews and some critical highlights that I'll focus on for this evening. It's also important too just to uh communicate that seaw subgroups with
ELLL and ESC also had targeted focus within these three domains as well. So when we look at ELA achievement, one of the things that Principal Michaels um took charge of was ensuring that her staff and her community understood the
school grade model and how that school grade is calculated. And that's been ongoing learning that's been taking place on her campus. Uh which is extremely important for all stakeholders to see any missed opportunities and also areas to accelerate moving forward.
There's also been critical work around their professional learning communities and really reentering back to the four essential questions, the four wise of the PLC's. They have had on-site coaching support from the district level, helping facilitate the PLC's as
well as assisting with planning um really keeping it tight on the standards as well as engagement structures and scaffolds for subgroups. Uh Seawind also experienced a few vacancies in the fall in some of their critical tested grade areas, third grade
and fifth grade specifically. Um curriculum and instruction and um professional learning were able to deploy coaches to ensure that these students had certified teachers temporarily until those vacancies could be filled.
Moving into math bonile learning gains, um similar to what Dr. McMahon had shared um professional learning was provided for all of the staff and also a lot of hands-on training to go through the many different reports that are
available to school sites and teachers specifically highlighting ways to pinpoint bottom quartile students as well as pairing that with um instructional routines and activities that can be assigned for those particular students. Um, in addition, um, this really led
into on-site coaching support from different departments, um, visits from the ELLL department, ESC department, um, really going through targeting specific students and looking at instructional strategies to help plan and implement
small groupoup instruction. And then for science, um, again, onsite coaching support, really leveraging lesson planning and looking at the curricular resources that are available. Um, modeling hands-on demonstrations for
science, particularly for the related arts teacher and grade five team to help build background knowledge for students. Also, um, bring the engagement to life and support um, vocabulary concepts and development for students. Moving
into supports for semester two. Um obviously the PM data was very informative and provides um really evidence of things that were impactful as well as maybe areas where we needed to pivot. Um just a few highlights I'd
like to share is that Seawin's third grade team overall in cohort is trending very strong, very well um with the largest impact being seen there in their data. Um the percentage of students scoring level three or above for third
grade ELA has increased 18% and math and third grade up 19%. Fourth grade has also shown an increase in both areas as well, roughly about half the percentage as third grade has performed. And then fifth grade has made
some strides with some small percentage increases up to 6% for student scoring level three and above. Um, however, their ELA performance did take a decline by 3% and their science PMT went down 2%.
So with that being said, just some critical moves and pivots for semester two. Um regarding ELA, um Principal Michaels and her team have implemented a lesson study model which is researchbased where grade level teams
will look at some um problematic standards or critical standards that um are assessed and the teams plan around those standards. um looking very closely at um engagement structures and impact. They then implement that um plan.
Teachers observe, they debrief um and then provide kind of a round two of the lesson planning to take back and then implement for students across the rest of the grade. So their grade four and five teachers have been utilizing this lesson st lesson study model has been
quite impactful. Also, a big shout out to our HR department for assisting and really elevating um to fill all of the critical vacancies uh that were on campus semester 1. And I'm proud and excited to share that se beginning of semester 2, we had all the third, the
fifth, and also an interventionist position staff that is currently supporting fifth grade ELA. um math again similar to what Hope Sound is doing a lot of work with the leader in me where students are um tracking and
setting goals um based on their data through EXL and their PMS um and also studentled conferences. So really having awareness of their journey and their learning where they started where they need to get to and how they're going to get there.
And then finally just some key areas in science um implementation of science in the computer lab for that extra um support and review. Their science lab teacher has been pushing in providing small group small group instruction that
is flexible based on changing needs of students with formative data. Um and that's happening daily pushing into intervention blocks into fifth grade. So those are a few of the highle overview for semester two
and then looking at sewin school grade expectations. U building off of the performance from last year where they were making some small increments of change in the right direction and also looking at uh progression of of data at
this point in time this year. We are looking to see and it will be important to have every single domain for CWIN show improvement to get to what we're anticipating or expecting cautiously
around a 428 that low end range of a B. All right. >> Thank you. So Port Salerno is a slightly different story from Seawind. In our last school, we saw a school on the rise. And so
between 2324 and 2425 at least saw a steady increase. As you know, Port Serno had very strong performance in 2324, scoring a 444, landing them well into the B category B range. Last year they saw significant dips um pushing them
down into the C range. So, of the three schools we're looking at tonight, Portano does have the furthest way to go to get to the 428 required for a B. So, here is how it panned out. 42425, we saw significant dips in science at
19% down from the previous year. Learning gains at the bottom quartile for math, down 28% from the previous year. And then in ELA, learning gains dropped 9% for the bottom quartile students. And so with such a a sharp
drop, there's a lot of ground to cover. They do need 35 points to get to the B range. And so looking at what we put in place to make sure that we got there this year, we did do specific targeted coaching cycles focused on tier 2 and
tier three instruction specific to ELLL and ESC subgroups. because two of their focus areas are bottom cortile, a large portion of that bottom cortile is ELLL and ESC students. And so focusing on scaffolds, appropriate instruction, making sure that teachers were trained
and that school leadership and support staff knew how to best support those kids has been a focus all year. Starting in semester 1, we have also introduced after school tutoring at all of our priority schools, but it is a system at Port Soleno specifically targeting those bottom
cortile students, which are the focus across both ELA and math. Port Seno has also implemented some individual learning plans for all students in the bottom quartile as a way to make sure they're getting what they need um and that teachers are monitoring that data.
In addition to our district coaches and sitebased support staff at Port Soleno, they're also working closely with their state regional literacy director, focusing on that explicit instruction, tier three intervention, and providing modeling and um resource support
throughout semester 1. In math, we have some of the same focus being bottom quartile, specifically strategies for ESE and ELLL students to make sure that they are making their gains across that bottom quartile. With the addition of a accelerated math course in grade three,
we are seeing stronger results from students both in bottom quartile and in overall achievement. Ports did hire an additional math interventionist to target that bottom bottom quartile responsive to the data we received over the summer. To increase engagement for our students, we have been deploying
building thinking classrooms districtwide with additional support at Port Saluno to implement that inquiry and exploration model for learning. There's been a strong focus on MTSS throughout semester 1 across the campus for tier 2 and tier three students. In
previous years at Port Serno, explicit instruction has been a focus, which is what landed them at that 444B in 2324 and a 2425 trying to build into a focus on small group instruction. Some of those pieces for tier 2 and tier three
um were just missed. And so as we provide targeted learning, professional learning for intervention, scaffold, remediation, we are kind of backtracking to make sure that kids get what they need the first time and then providing more targeted intervention to get them there as the year progresses. In
science, knowing that that was an area that had a large drop, the district provided additional curricular resources and training from a dedicated elementary instructional coach for science. um specifically targeting students that we call bubble students, students that based on a reading score have the
potential to achieve proficiency on the science assessment um and beyond grade level at the end of the year. So making sure that the right kids are getting the right supports from the right people and then extended classroom learning through a science lab alignment to provide extra science instruction and
time on task for those kids. So with those things in place, we moved into semester two and reviewed some of our data to make some some adjustments to our instructional plan or action plan. So moving into semester 2, reviewing our EXL data, unit data, and PM2 results. We
deployed um instructional coaches to assist with targeted facilitated planning sessions for the grade four and five teachers. Um as we shift from quarter three to quarter four, our instructional coaches have been deployed to provide direct student support. So moving from coaching teachers to doing
direct intervention with students to make sure that every student is following that success plan and getting the the instruction they need. Continuing our facilitated lesson study focused on that explicit instruction engagement and scaffolding is a continuation from semester 1, but we
have seen good results from that work and so we're continuing to layer that in. And then additional small groupoup instruction three times a week facilitated by on-site staff members supported by our SDO coaches specifically for the bottom cile and the ELA
in math. Similarly, we are increasing our focus and presence at Port Soleno to provide additional support for bottom quartile students and teachers that provide their instruction. We are currently working to support student goal setting through our ex platform
which helps students really navigate through their learning and know where they're at and where they need to be. With science, uh we still are deploying our science coach to provide additional support. The science lab teacher has shifted to daily science remediation and so students are getting extra attention
as we move into quarter 4 and getting ready for the Florida science assessment. And then spiral review has been sent out to our priority schools developed by our SDO team implemented five days a week to ensure that in that science assessment which captures both
third, fourth, and fifth grade standards that the things that they learned in years previous to this year are at the forefront and ready to be demonstrated on our end of year assessment. So given that Port Seno has the longest way to go of the other schools we looked
at tonight, 35 points, we are seeing some positive trends looking at our uh student achievement data, PM2 and most recently our January and February data. We're seeing trends and we do expect growth in most categories. the third
grade ELA cohort for achievement. They're a little lower than they were the previous year. And so we are predicting a or expecting a slight drop there even with intervention. We think that that's probably about where they'll land with third grade achievement. But in every
other school grade component, we are expecting growth based on the trajectory interventions deployed, supports provided. We are expecting porcelain to come in very close to the B at a 427. Um again this is a very early expectation. I wouldn't call it a projection or a
prediction. Um it could we could gain a few we could lose a few. Um but with the data we have available best estimate right now is at a 427 right on the borderline of a BNC. >> That concludes our presentation and we certainly appreciate the opportunity to
share this work with you. Thank you. Um, and at this time we're happy to open up the floor to questions and we're happy to clarify. >> No, Miss Bridgetette, do you have any questions? >> Okay, Miss Roberts.
>> Sure. So, I just wanted to be sure I captured this correctly. So, let me do each school independently. So, Hobound Elementary, the prior year was 445 and they dropped 31 points to get to
414, which is what pushed them into the sea. They needed a 428 to come back and they look like they're gaining 32 points. The expectation is 32 points, which would put them at 446, which would make them a solid B. Correct. Um, and I I
want to make a note that they have learning a gates for the low 25% in ELA. Just like back that one away. And Seawind um is a continuous growth school. Let's look at it that way. You had 393, you
went up 11 points, you got to a 404. Now we're going up 24 points. They're going to be at 4. The expectation is 428, which puts them right on the cusp, right? And their low their learning gain focus area is for math the low 25 for math.
Right. >> Then Port Solerno was 444 went down 51 points and the biggest hits were the the learning the 25% for ELA and the 25% for math which was a huge
down 28%. Right. Um, so that landed you at 393. We're expecting 34 points, which is the largest number of points for any of the three of these. Correct. And even at the 427, that's right on the cusp, too,
knowing that the 428 is the is the magic number. Um, so and I and I appreciate that even though you gave me the percentages, the two that don't have points that correspond with them are the achievement and the third grade achievement for ELA.
I mean, those are the ones that the percentages don't reflect the points. So that makes it a little bit more complicated. Um, and they have low 25 issues in both ELA and in math, right? which and and correct me with if I'm
wrong, but I'm thinking that the best one of the best ways to address those low 25s is with the small groups and the pullouts. Is that correct? >> Okay. So, so then my question is has um and and I appreciate all the work of the school-based administrators and I appreciate you all looking at these
numbers, drilling down, knowing your students, and knowing what you have to do. I really think that that makes a huge difference and that's kind of showing to show um what those numbers are. I mean, I look at the LL um charts that are upstairs in the district office and I can really tell what the work
that's being done there. That all being said, is there any has anybody looked at um which of these take the low 25s are in extended day and if there's the potential to do pullouts from extended
day to to add additional support to those students. Sure. I do believe that um through some of the raise tutoring program that's programming that's happening in conjunction with the education
foundation that those students have been priority targeted because they're already there on campus. Um yeah. So I I I think I would I I don't want to be too much in your weeds and up in your all's business, but but I would kind of be interested in numbers
if you know that you know 95% of your low 25 is in an extended day. Um how many of those are actually getting some pull out or some small group in that setting knowing that you're getting everything else at the same time. But I think that would be kind of um
interesting to note >> well in comparing their um growth compared to students that are not getting that. >> Yeah. >> Um after school I think we have that data. >> Yeah. Thank you. Appreciate it. But thank you very much for an
understandable presentation. >> Thank you. >> Any other Miss Pritchette? Not a question, but I'm amazed at how you pulled out everything into into this
because this is very difficult stuff to deal with on a regular basis and it's so clear and so easy to understand. I just really appreciate how you did it and and how all of the principles are helping
and and it's working. So, praise to all of you as well for the work that you're doing to get to get your kids what they need. So, thank you to all of you. >> And I would just echo what u Miss Pritchette said and you know it's
amazing to look at the data that you presented to us and I want the public to know that the school grades are very deceiving because there is so much you can see in the data the gains that students are making that the grade doesn't necessarily reflect the
hard work that's happening in school by teachers and students. So, um, but this you really see it on paper and knowing that Port Solerno has the most work to do. They're also the highest in the low
25% in learning gains. So, that's that's a huge um undertaking and success I as far as I'm concerned. So, thank you all very very much. >> Thank you. We'll look forward to seeing you with the remaining three schools very soon. >> Perfect. Thank you.
>> Thank you. >> All right. We'll transition now to Dr. Miller and Tyson Waters to talk about um a sale of property process. And um that was um brought back at the request of the board. We had several properties
that we are looking at um that we are doing um appraisals and we're in that process and then this is just educational for the board to understand what that process looks like. >> All right, Dr. >> Thank you, Madam Chair. Tracy Miller,
deputy superintendent. U Madam Chair, members of the board, Superintendent Maine, we're happy to have a familiar face at the table this evening to share with you some information as requested by the board about appraisals and what might what uh sales of property might
look like and to be able to answer any questions that you might have around that. So, I have Tyson Waters here for you this evening. Thank you for being here. >> So, good good evening, Madam Chair, board member, superintendent. um happy to answer any questions that you have. I
think I'll start with kind of the three categories that I've been looking at as it relates to um disposing or acquiring of real property. So the first one would be the acquisition of real property and what those statutory requirements are. Um first and foremost, everything must
be in writing. So your appraisal, your offers, your counter offers, all must be in writing and those are exempt from chapter 119 in the public records requirements for a defined period of time. So during the negotiations for the potential acquisition, those written
communications, those appra appraisals are exempt from the public records. And as part of an acquisition, if the value of the land is between 100,000 and 500,000, one appraisal is required. If it is over $500,000, then two appraisals
would be required as part as as part of your evaluation and offer. Um the second element would be leasing of school property and that's found in section 1013.15 subp part one. uh and the school board has the power to lease the lease a
property to any person or entity for such term for such rent and upon sub such terms and conditions as the school board determines in its best interest. Um and it may provide for the optional or binding purchase of the land. What's
different about the le leases compared to um the outright disposal of land is a determination of the property being unnecessary for educational purposes is not a prerequisite for leasing. Um and then again it must be approved at a board meeting. The lease must be
approved at a board meeting and that final lease must be available for the public to inspect. So the last element would be the disposal of real property. So the sale or conveyance of real property and that's found in section 1013.28. 28. Um, and this is subject to
the rules of the state board of education, but over time it appears that the the the board of education's really pulled back on some of their requirements. So now it almost mirrors what the state statute is. Um, and that is a school district may dispose of land
or real property by resolution of the board. And this is the the two kind of key components based on a determination that the property is unnecessary for educational purposes. and it is recommended as part of your educational
plan survey and then it can be disposed only in the best interest of the public and then appraisals may be obtained prior to or simultaneously with the receipt of those bids or offers to purchase. So those are the very generic
requirements for state statutes that set forth both the acquisition and then the disposal of real property. That's kind of a a quick overview and certainly happy to try and answer whatever questions you may have now or or come back and answer them in the future.
>> Thank you very much. Does are there any questions from the board? >> Roberts, >> I just had one clarification. Um Tyson, so you said for disposal um it needs to be unnecessary for educational purposes. because it needs to be in the best interest of the public
and appraisals may be obtained but are not required to be obtained for disposal. >> Yes, ma'am. The the state statute says that they're that they may be obtained prior to or simultaneously with the receipt of the bids. The the uh board of education used to have rules a number of
years ago that kind of broke disposal into three categories. One is the sale to governmental entities that you could just do. Another one was a trade where you could exchange real property. And then the third one would be where you outright convey it to a third party
setting forth those similar appraisal requirements that we saw in the acquisition where one was required for property between 100 and 500 and then two were required for 500,000. But those rules have been eliminated based on the most recent and this most recent being
2014 um standard requirements for educational facilities. >> Okay. Thank you. >> Any other questions? I'm sure if we get to that point that we will have questions as it's presented to us
by the superintendent. So, thank you very much. We appreciate it. >> All right. Next up we have Next up we have again Dr. Miller and Mark Serest to talk about um the K8 concept again more
information on that. >> Thank you madam madam chair. We're going to ask Dan Moore if he would like to join us and also Angie Gilbride we may have questions for prek. We are definitely planning on this potential
prek8 conversion in Indiantown to include pre kindergarten. So, we have everyone here that as questions arise, we really want the workshop to be an opportunity to for you to ask questions as you have them and for us to not only
be able to share information that we have prepared for you, but also to respond to questions that you might have. So Tracy Miller, deputy superintendent. >> Tyson Waters from the law firm of Fox McCluskey. >> Mark Seas, director of facilities,
>> Angie Gilbride, principal prek, >> Dan Moore, executive director of curriculum and instruction. Okay, we do like to start our facilities workshops with this visual. You've seen it many times, but for the public, I think it's important to see where our school properties are located. And you
can see Mr. Serest has identified them as elementary, middle, high school. We have some alternative sites and also our other district properties such as the building that we're in now and purchasing, maintenance, transportation.
So this evening's presentation really focuses on a proposed prek28 conversion that we spoke about a few weeks ago in Indiantown on the current location, the current property of Indiantown Middle School. So the plan in simple terms is
to reallocate the planned already planned and budgeted Warfield new construction project and instead of continuing with that project that was in the five-year capital plan to instead turn that into a K prek to8 school at the current and Indiantown
middle school campus. The what's nice about this in terms of being able to create a a combination school like this that is unique is that we currently have capacity at both of our schools, Warfield and Indiantown. So
through the entire building process, we would be able to leave those schools in their current state throughout the process. So we wouldn't be shuffling kids around. There wouldn't be confusion for families. We would be able to move in once the new construction is complete. So that is unique and we're
very fortunate to be in a position to be able to look at something like that. And we did um hear Mrs. Roberts at the last workshop. She had asked for the enrollment to include preK. So that's why you see numbers at Warfield being higher than we presented before. Those are including their current enrollment
numbers for pre kindergarten. And then projected enrollment, that would be what we're expecting to walk in the door in August. And then of course school school capacity which is what the department of education tells us is the available seat capacity at each of our locations.
So good afternoon Mark director of facilities and planning. I'm excited to show you this concept plan. Uh what this leads to um if the board desires is the the actual master planning which would be approved at the next board meeting. But this gives you a diagram of what the
possibilities may be at Indian Town Middle School. Um you see the upper right. We actually own that land. I I highlighted it in green because we've got to decide um well you have to decide as the board and the superintendent how you want to move forward with this, but
it could be a family learning center. We actually have an adult learning building there highlighting the red rectangle. And then the blue rectangle um up above is um I guess it's like a Head Start federal program. Um but we
actually leased that. So we got to have that discussion of how you want to move forward with that building. Um and then essentially where you see the arrow, there's a field located there. that may be part of the um sports complex renovation where we could actually do a te-ball field or something in that area
because currently now it's it's an open field where we used to grow landscaping across the district for use. Um so then as we move south or or down on the page, this blue area is our current sports complex. We are proposing um a sports
complex renovation which could include a concession stand, possible restrooms similar to what we have at Hidden Oaks. Um but we do currently have a full track there with a full soccer field and football field. And we do have two courts there located at the bottom near
the chiller plant. As part of this K or this preK8 moves forward, we're going to have to do an addition to the chiller plant. So, there's going to be some kind of a building addition to take on that additional load to the campus. And then as we move to the left of the page, you'll see we have the existing building
four and five. And what I'm proposing, which I don't graphically show, is we're probably going to propose outside dining between the two buildings. So, as we go to elementary and middle school, we would have an area outside the buildings for outside dining. And then as we move
to the left, you have the existing gym. That gym was actually proposed to be renovated. it would now be part of the major project um and be part of this conversion. We would go in and start renovating that gym similar to what we did at Steuart Middle and we're actually doing this at Murray Middle, which will
happen here in the next 18 months or so. Um and then we moved to the building that nobody has yet, which is the preK to five building. Um this is just a conceptual diagram of where we could place it. Um the location actually helps
protect the area to the I guess south or or actually it's east if you want to be um geographically correct. Um right there where building two is. If building two is removed then that whole area would actually become the play field and the play court and
the three playgrounds for the prek to five new building. Um, again, that building's probably going to be similar in size to Palm City Elementary or Jensen Beach Elementary and the admin area because we already have an admin building one for IMS. So,
those functions wouldn't be part of the building, but it'd be a similar building, probably twotory in nature. Um, and we will integrate prek similar to like what we have at Jensen Beach Elementary now. Um, and then I'm proposing to the I guess that's called called Farm Road. Farm Avenue.
>> Farm Road. >> Farm Road. >> Farm Road. Yeah. >> Um, that would actually become extended car lane parking and and staff parking. And I think that's a nice buffer between the building and the street. Um, so it gives an added protection to the kids
that are in those in those um elementary buildings. Um and then you know as we move forward in the discussion I think we got to discuss what to do with building two. We're at that teetering point where it's almost outlived its aged and the more money we put into this building now will extend its life with
DOE. So I think as part of the master planning um plan that we bring forward we would have the architect look at what a custody looks like and if it's if it if it's feasible for that building. Um, we are actually holding $1.7 million of HBAC
renovation to that building depending on what the board decides they want to do with that renovation. But I would be cautious because it did it did come up at Jensen Beach Elementary even though the project was probably seven or eight years ago. But when we re- roofed that
um complex and made those exterior hallways interior hallways, DOE looked at that conversion pretty heavily in the dollar amount and it was teetering on whether they were going to give us a consult on those buildings or not. So we do have to be cautious. I I think it's going to be wise to go through the
master planning concept phase to see what those buildings what that building can look like in a custody process and go through that diagram. Um but that's that's the highlighted picture. I can take questions now on that diagram. Um, but here again, it's exciting because it's just a conceptual plan. It gives
you kind of a graphic idea of what we can move forward with and how to master plan it. >> Roberts, >> um, so knowing that the the new build the green L the new building prek to five and knowing that we have some
issues in Jensen Beach with the younger um prek to two which have to be downstairs. >> Correct. >> I'm looking at that thinking that would be a twostory building, but is there a way to make sure that we can have enough downstairs? So, I'm thinking maybe it
needs to be something different than just a traditional twotory. Maybe we need to have more downstairs, >> right? >> So that we would be able to use it. We we don't get into those >> the box that we end up in. Does that >> So, conceptually, that's why I've made it an L. So there's a possibility that
maybe that that left side L is only a one-story building but contains all the >> preK through two grades. So we don't have the issue upstairs like we do when we get over over capacity. >> Yeah. Um and if you did remove the
building two Okay. So let me back up again. So, the new building prek to five, if you take out the admin and you take out the um the media piece of it, and knowing that the other schools cost 32,
um you're you'll save some. I mean, I know costs have gone up, but you'll save some because you're not having to add that back in >> theory. I'm hoping. >> Okay. Um, and then is it possible if you take out the building too, you put a playground there, you structure it in such a way so that if we have to, I know
it's a a sore subject that why would you want to talk about adding portables at the same time that you're building a new school, but if we do end up in a situation where we need to put portables in that we have an area that we could put the portables in, >> correct? >> So that we're not um behind the
eightball and we can't do something. So I mean, I think the worst nightmare would be that here we have a, you know, a wide influx of prek kids that want to come. Even though we planned ahead with the downstairs piece, we're now kind of boxed in and and even though we put
everybody else three to five upstairs, we don't have enough space downstairs. I think if we were thinking ahead and thinking, well, okay, they could go over here, you know, and that's how we would be able to do it. I think that that has some um merit to it. Yeah, I think conceptually we would look at when we
master plan it where that would be and and more than likely it's going to be where building two is located somewhere in that area so that you can protect that interior courtyard for playing and playgrounds, >> right? >> Um but it would be in that general area. >> Thank you,
>> Mark. Who owns that property that's next to the sports composed the blue? >> So the green area we actually own. >> Yeah, we own that. And then what about to the That's the north. >> That's the YMCA. >> Well, no, the YMCA is in front of it.
And I mean, that's closer to Farm Road, but I'm talking about that back by the proposed blue area where the sports complex is. >> I can I can look into that. I didn't actually look at that. >> Yeah. I don't know exactly who owns that because there's just that one building.
It's some kind of a storied warehouse building, but I can look into that and let you know. I'm just just be curious. >> Um, go ahead, Brian. >> Um, Mark, can you tell me more about the proposed sports complex renovation? Is
that outdoor sports and any that you're considering just so the public might have a little better idea of what might be going there? So conceptually right now it would be it would be we would try to do probably some kind of teball um little league baseball and then it
would be because we have a fullsize field you could do flag football um any you could do lacrosse too if you wanted to but any of those types of sports because you have a fullsize football field and then you have the track so then you can have any kind of track component you want um it would be
very similar to Jensen Beach Elementary that we have now because county used to do football and they used to do soccer and they've used the track too. So it would and then it would be um because you have that fullsize field you can have full basically full events.
>> Thank you. >> Well and um so uh Dr. Miller we have been and Mark we've been really looking at the specifically in Indian town taking the inventory of what's already there in the community but ba fieldwise
and also then looking at where are the gaps and hope hoping that they can we as a school district as we make this renovation can fill some of those gaps for the community while also um creating a really nice athletic facility for Indiantown Middle School as
And um you know because Indiantown High School is also building a new sports facility. Um we just don't know what that is yet. So hoping that everybody comes together plans well so we fill the gaps that um the community needs the
most for the plans for their sports program in the future. Well, I think in theory you could do like you said, you could do an interlocal like we do with Jenza Beach Elementary and and basically the village would use it >> when they need to. >> Yeah, that's the plan.
Will there be a part in this timeline where the community can kind of weigh in and because they are anxious about this to begin with and I I think we we really need to hear from them as well. And I'm
sure that we all want them to feel really comfortable before we forge ahead. So, I would take um Mr. Maine's lead and we we will >> Thank you. >> We will cooperate with everybody and try
to figure that out. >> Yes. Yes. And yes. Um we we absolutely do. We did not want to get too far out ahead. We wanted to be able to allow the board to take a look at the conceptual drawings. Um it is very important to me as I know it is the board and our team
that we have something they can actually visualize and see. So once we're able to get a hold of that, we can move it forward and start to begin to set up some town hall meetings where we give the community the opportunity to give us feedback into what is being proposed,
tweaks that they would like to see, if we've left anything out, um get them really excited about what the board uh intends to provide for the Indiantown community. Uh I am meeting with a couple of representatives from Indiantown uh next week uh and we'll continue to So,
as they request those meetings, u but this is the first step and once you all give your blessing, um then Renee will get involved and we'll begin to get those drawings in place and set those town hall meetings up uh and include board members as well if like to be
there. >> Um I think it's going to be really important to um to like the town hall piece of it, but also to have that conceptual plan so that the community can see and while I think that the buildings and the sports complex are
nice. I think the most important thing is to talk about the educational opportunities for students in Indiantown and how that will be enhanced. Um because in my mind that's what sells me on the K8 model. So I think it's going
to be really prek8. Um it's really important to um you know really let the community know what the what the educational benefits are and how students thrive in that setting um more so than I I mean the buildings are nice
and I think it's going to be um what is being proposed is going to be a focal point for Indiantown and for the community and I I had shared with Dr. Miller and many others that when I was at middle school and at Indiantown Middle, like Indiantown Middle School
was on Saturdays, it was packed with families and kids and football games and soccer games that were going on in the community. It was really the hub for the community to come together on Saturday nights for Pop Warner football and the
whole community came and that's I think that's what uh kind of a missing link that is in Indiantown right now and the sports programs are currently being developed which is really exciting. Um and I'm excited for the school district to be a part of that too but let's focus
on education I think is really important. >> We agree Mrs. powers and that's why you'll always see the instructional team with us when we present. We feel like it's really important for that those two connections to always be made. >> Yes. >> And Mr. Waters did some quick research
for you. This piece of property here is a 6.6 acre parcel that is owned by WW Prefabricators Incorporated. >> So that is the owner of that piece and it is just under seven acres. >> Thank you. So before we leave this
slide, um I also wanted to mention because of this location of the sports complex, we can actually use the green area, there's a major parking area right next to that red outline building um that can actually be used for parking for that sports complex instead of
having to park all the way near Farm Road, right, and walk through the campus. So there is opportunities there to create access um where they have direct access to parking. So we brought this slide to you before.
It's kind of our I want to call it an estimate. It's a guesstimate until we actually fine-tune the master plan. It's a little difficult to figure out where these numbers are going to go. Um but currently what this slide shows is we're funding the instructional side of this.
So, it's the K8 the preK8 buildings and whatever it takes to to um secure that building and build it. Um where we have opportunity now with the with the village and and and public people, donations, whatever would
be with the sports complex. And we actually have opportunity in adult education if we can find um beneficiaries for that to give us funds or whatever. But um what this slide show is is is kind of how we would build the actual building and and the HBAC and all
that for the prek8 building that I showed on the previous slide. Um it does give you the breakdown if we try to keep building 2. Like I said, it's still a lot of money to renovate that building. Um but in a sense, we're trying to
propose a new 38 classroom building um for this prek to 8. And you know, we're estimating now 30 34 million5. Um, we're just going to have to fine-tune that as we get master plan and be able to figure out what the actual square footage of this and and kind of work those numbers
out. I will tell you inflation hasn't decreased. So, every six months it seems to go up. Um, right now, knock on wood, Murray Middle's staying in budget. So, but it has gone up compared to our other four projects. Um, so I just I want to keep
that in the back of your mind and we do have that $1.7 million that we would have to spend on building two renovation if we decide to custo it. So the next steps and they're exciting because once once the board gives us directions and decides um it would be
that master plan generation. Um currently right now that item is on the March school board meeting for your approval. So once that would be approved and and you guys want to move that direction, we would start that process with Renee. Now this this master plan
doesn't just involve IMS, it actually involves um Jensen Beach High School looking at that land and what's buildable on that land. And then there's a major document on there for master planning which we have to do as a district. Um and it's conversations with me and the board and and how we develop.
So, it's going to it's going to show all the things we've discussed in the past six months, even though we took no action on, but we did do planning with it. Um, as a board, you can decide to do no activity on something or you can decide to do all of it. Um, but that document will contain everything we've
discussed and it'll be something that'll come back to you for approval. But then we go through the custody process and then we go through the RFQ process and then get schoolboard approval for the A&E and then we have the RFQ process for the CM atR and then get schoolboard approval and then we have the A&E design
which takes almost six to nine months and then we have the uh CM at risk through the GMP in the construction phase and that's like a 24 to 36 month process and I'm just basing that on what we've experienced over the last five years and those have been pretty tight schedules.
Any questions? >> Oh, Robert. >> Um, so I'm a little concerned about getting too far ahead of ourselves. I can understand that you're having this you're bringing us something in March, but I really kind of feel like whether
it means that we do a meeting in a board meeting in Indian Town, whether we do something, but I mean I I don't want um the the residents of Indian Town to feel like all these decisions were made. they were decided and now here's the grand reveal where we're going to show you
what it is we're doing. So, I mean, I know that we've um even though it's an imposition for the technology people to um have a board meeting that's somewhere else, I mean, I think that it my personal feeling is it warrants that so that it's a more formal.
So, I um I really think my my first thing is that I really feel like the superintendent and the staff should go out and educate um the community on actually what this is and what it means um before we have a
board meeting because the only difference between that is that we could vote on something at a board meeting. Um I think that there is a lot of information that needs to be shared. Um I think that we should um we meaning the school district, the superintendent and
um staff mostly is participating in um presenting to the chambers um presenting to PTA groups um any any a town hall if that's what it takes um to bring everyone together that has questions and
making sure that those are answered before the board makes it makes a decision like we we already have all that information. So now we need to share that with the public and let them kind of let them see what the vision is,
but also um get their feedback on how that's going to affect their families. >> So what would be up for approval in in the at the March board meeting, you know, in three weeks? Because while this looks good, you know, I'm apprehensive
about, you know, just jumping all in with this. So I'm just curious like what ex you said the master plan is what we're voting on just >> correct it would be the proposal from the architect to do the master plan which includes the the prek8
it includes Jensen Beach High School and then it includes the long range plan which is the 5 10 20-year plan >> just >> right and so what we would be approving for the public is not we are not
approving a K a preK8 at Indian Town Middle. We will not be approving anything until we get input from the public and you know and hear feedback. What we are approving is only
conceptually so that the architect can be able to formulate something that can be presented to the community so they can see what it's going to look could potentially look like. Um, so we're not voting on anything. We're not voting
that it's a done deal. It is just um conceptually this is what it could look like and these are the things that could be in the community and that it is all subject to change based on input from the community. >> Correct. So just to just to add a little
bit of clarity, the master plan is a little bit deeper dive than my diagram, but it actually reviews um the size of the school and things like that. But the actual design of the school would have to come back at a later point when we do the RFQ process and then we would actually hire an
architect to actually do the K8, the preK8 design. This is strictly a conceptual master plan, but it gets a little more detailed and a little more answers to everything, a little more clarity. Um, but it's just strictly a master plan. You guys decide to act on
it or not act on it or revise it or whatever you want to do to it. >> It's important for people to actually see it because sometimes it's hard to imagine >> and um so I think I think that's important. Mr. Russell, >> I was going to say that, you know, I've had quite a few people ask me when I'm
out in town in Warfield or out in Indian Town um that what's going on? Are we going to have a town hall? when is the town hall going to be? But I did ask our parent liaison at Warfield on Friday afternoon to please compile a list of all the concerns that you're hearing from our parents that you speak with
daily. And so she is doing that. Um and she I know she's she's got a list. So she'd be happy to share it whenever you would like to talk to her. >> Yes, that that would help um staff as well because we can to put together
answers uh for those questions and gives us a great starting point especially if it addresses the the concerns coming right out of the community. >> Well, and I know we'll be we're hosting a parent event next week. I think it's
next week. So, um anything that we can share at that point in time, too. um any opportunities in the community. I think we should all um be letting the superintendent and staff know when those opportunities are, even if it's five parents, because the ones that show up
at those meetings are typically the ones that are the most engaged and they have the voice with the rest of the community. So, I really think it's important. So, as we I'll send um some dates. We're having some family events coming up. So, we'll let the
superintendent know when those are and Hopefully someone from the staff can come and you know talk about the benefits. Any other questions or comments? All right, perfect. Thank you all very much.
>> We have a few We have a few more slides if that's okay. I just want to push >> Brian's pushing me along here. >> I'll talk fast. Just a little more detail. We had been asked about the the feeder pattern. So the feeder pattern for Indiantown would be that in prek and
head start that would be at the Indiantown prek um 8 building not at a separate location. The K8 would be at the Indiantown prek to 8 and then grades 9 through 12 would be at South Fork High School. So under this plan that we're speaking of the proposal that would be
the feeder pattern and then of course that allows time for us to see what's happening Indian Town. It's really exciting. Every time I go out there, there's more growth, there's more going on. And so that gives the opportunity for us to see what we might want to do with the the property at that point. And
then transportation, we were asked about that as well. So, Director Spyers put together some information and we would consolidate bus routes for Warfield and Indiantown into a total of five routes. There are currently eight uh routes in Indian Town. we would be able to because
of the proximity to the schools and the fact that we're going at one time, we would be able to be a little more efficient with our bus routes. Uh the model that she would propose ensures full K8 student coverage while reducing duplicate runs. In other words, we make the run for the Warfield run and then we
tend to make the similar run for the middle school run. uh the elimination of three routes. You can see the cost savings that would be with the driver hours and maintenance costs and then of course transportation would uh maintain the appropriate staffing, the ride times
and bus availability for that. >> So I just have one comment about that. One of the big concerns is elementary school students crossing uh State Road 710. Um, for people that don't know,
State Road 710 is one of two SIS roads in Martin County and the other one is I95. So that tells you a little bit about the traffic on State Road 710. So, I think it's really important that while the
two-mile rule is in place, I think we're going to have to can, you know, really talk about how students are going to get from Indiantown across like it's called Uptown, Uptown across
to uh to that campus safely. And my in my mind, it should be on a bus. Um there are crossing guards at one point where you cross 710 um and that's it. So um I think that we that we're going to have
to I don't know if that cost savings took that into account, but that is a major concern um for me and I'm sure that that will come up um as we get out in the public and educate the public. >> Oh, Miss Robert, sorry. Um, so your your
annual savings of 55,90678 is pretty precise. Did um our CFO have any input in that? That just that just seems like if you're reducing three routes to just be saving 55. So we would keep all the drivers and just get rid of
three. I mean, that just doesn't make any Morrison, did you have any input in any of this? The savings for transportation? I believe um they worked with the transportation department to get those numbers. >> Yes. So I can share with you it was um a full route eliminated at seven hours.
>> So rather so rather than doing that, if we could just have Mr. Morrison at some point look at that to kind of give us an updated thing since he is our >> CFO rather than having our transportation person come. >> And I think that's a very cursory
approach and this is good. This is great for the first shot at it, but we're going to get a lot of feedback and input. So, I think, you know, as we we can get a lot more detailed as that um as the questions and all that come up.
>> Thank you. >> Thank you. And we will transition to Jensen Beach High School. We know that we have had this is our most requested school for school choice. They have been running over capacity, so over 100% fish
capacity for quite some time and we anticipate that to continue based upon the current choice numbers and the weight list that they maintain right now at Jensen Beach High School. As of the date that this presentation was put together, we had
124 students. I believe that has risen to 136 if I have that number correct. students 137 um students who have applied for school choice for next year for Jensen. And so when you look at the number of students metriculating up through the grade levels, those students
who are zoned for Jensen and then those students who've applied for choice, we will have a very um over capacity Jensen Beach High School. And so one of the goals through that you just heard Mr. Serris mention is through the work with Mr. Triscilla is to take a look at what
is available at Jensen Beach High School and I'll turn it over to Mark to share. So currently we would have um Rene Tel look at this site and basically look at South Florida water management, what those requirements are. Um and then the
challenge we well the opportunity we have with this site is um it's one of our smallest high school sites. And so um we are trying to protect all the practice fields, all the play fields. So, there's going to be a minimal amount of land left that we could put actually
classrooms andor portables in. Um, so we've got to get a handle on that and Renee will be able to review all the permitting and all that through South Florida to see what we are allowed to build on because everything to the right of that diagram is a huge retention pond. So, that's unbiddable land. So,
the the schools actually on the left side of that whole retention area is mapped around that area. So, um it is a challenge and like I said, it's one of our um um littlest areas for for high school because the other two high
schools are a lot bigger as far as land and real estate. So, it's going to be it'll be a challenge that um he can take on and help help me walk through that, but we will report back to the board what we find and what's available. >> Mr. Roberts. >> Yeah. Um, so your 124 weight list that's
gone to 137 now. Have you been contacting them to see if any of them want to move like change to their second choice or to go to Martin County High School? That's question number one. Question number two is I understand you have two classrooms that you're looking at opening up which will alleviate some
of that. Is that correct? You're looking at me like that's not correct. >> We were talking about moving two portables there to create two additional classrooms. That would be dependent on what Mr. Tercilla comes up with.
>> So, is Mr. Tercella going to come up with something before school starts next year? >> That's what we're trying to do. >> Thank you. >> So, that'll be temporary until the new construction till we get get to a point to do the
permanent stations that are not portables. Yeah. >> And and that will be Yes. certainly a a challenge for the architect because looking at this this area down here is what we believe to be the buildable area
and you see it's comparison to the buildings here it's a very tiny space. So all of this is the detention pond and then this could be buildable space which is not very large and if we put portables here then we run into the
challenge of you now have portables in a space that you'd be building some kind of a permanent if you're looking to build something permanent. So that's why we're we're looking to the architect to bring us back that information as quickly as possible. And that was mentioned as part of the work that is before the board next week, next in two
weeks at the board meeting. >> And so can we please look at vacant spaces, vacant classrooms by period? So I know that it's there are there's a lot of vacant space especially in our high
schools because those kids a lot of kids leave in the afternoons. So how can we utilize when a classroom is empty? How do we utilize that? So, how do we create something that the teachers moving and
the kids are just going to a classrooms sort of like in college but their technology if whatever they need is there to kind of move into that. I I we have so much and when I when we talk about it makes me a little crazy when we
talk about the need for extra parking at Martin County High School and I drive by in the middle of the day at 11 o'clock in the morning and the parking lot is half full. So we don't really need more parking. We need more parking at one point of the day, but the rest of the
day it's not full. So I think that's the same with our classroom. So, how do we better utilize that empty space though? We don't necessarily, but it may mean that a teacher doesn't have their own classroom all day long. They may have to
move to another classroom or another class. So, I'm just thinking of it more like a college kind of campus complex concept so that we're utilizing that without building more buildings that are very expensive to build.
Miss Bridget, >> the word portables gives me a chill because they're they're temporary and then they become they become permanent. And if we need more space, we need we need a building that's larger.
I don't think portables are the answer because they become permanent and then you don't do anything. it it just stays that way. And it I don't want to be portable dependent. I guess that's
the best way to put it. If we could try to steer clear of portables, unless it's an emergency situation, if a if a building is deteriorating and you need a portable to move kids, but to put portables in to accommodate more
students, that I don't think is the answer. That's just my personal opinion. Okay, thank you. >> Okay, and then just to sum up the property appraisals, I believe you've all seen the four sites that have been appraised and we would recommend if
you're going to look at based on what you heard this evening, if there are additional appraisals recommended so that you have a a an idea of what things um properties are worth. The two that would be recommended next would be the Head Start Perkins Center and the lot
across from Warfield which is currently the migrant center. That may be a little ways down the road because those services we would anticipate all of those services that are currently held there would move into the PK8 that hub that you mentioned where all those services would be located. So those
would be two additional properties that people might be um interested in. Are there any other questions from the board? >> Thank you. Thank you. >> All right. Moving right along uh to
schoolboard policies. Um, is there anyone from the public who would like to comment on any of the school board policies that are advertised for today's meeting? Okay, seeing none, we will go right into 6.01,
which is policy 1124, 3124, and 4124, drug-free workplace. Any questions from the board? Okay. Uh, 6.02, 2 1129 3129 4129 conflict of
interest. All right. And just so the public knows, these are uh this is our first look at these policies. They will come back to the board again and um there will be additional uh times for the public to comment on these if you see something in
them that u concerns you. All right. 6.04 and 6.05 5 were both removed. Um item 6.06 which is policy 2266 non-discrimination on the basis of sex and education and activities.
Any questions? 6.07 is policy 2410 school health services. Any questions? 6.08 is policy 2431 uh.06 6 name, image, and likeness in
athletics. This is a new policy. Any questions? 6.09 is policy 2455, dropout prevention and academic intervention programs. Any questions? Um, item 6.10, policy 5200, attendance,
Miss Roberts. And so I see that we changed from the initial spreadsheet for page four, we're going to change the local police to local law enforcement. Correct. Thank you. Thank you.
All right. Next is.12 6.12 which is policy we already saw policy 60 6.11 which is policy 5514 and 7514 which is the personal transportation devices.
Um 6.12 drug prevention 5530 questions. 6.13 is student discipline um policy 5600. Any questions? 6.147544 use of social media. That's a new policy. Miss Roberts.
>> Um yes. So I think the thing that's missing is on page four of five after we've selected option five and nine. We need to check at the bottom um the review period which I'm presuming is
as necessary. >> Correct. >> Yes, that should be option nine. >> No, it's uh you selected five and nine and then you skipped 10 in the end of the options and then underneath that right above the statute reference it
talks about it will be reviewed and updated. >> Yes. As needed. >> As needed. Correct. Thank you. >> Thank you. >> Okay. Um 6.15 which is policy 8407 safe school officers. Any questions?
And item 6.16 8800 religious ceremonies and observances. Any questions or comments? All right. Seeing none. Um open to the board. Miss Russell. I was just going to
say congratulations to the six teams advancing to the Florida Odyssey of the Minds state tournament. We had Jensen Beach Elementary, Martin County High School, Jensen Beach High School, Felix A. Williams Elementary, Crystal Lake Elementary, and Hidden Oaks Middle School. So, congratulations. Great job.
>> Perfect. Miss Roberts, >> I'd really like to thank Dan and Lauren and Paige for their presentation that they made. I think that was very understandable. I think it's understandable to both the public and to the board members and I think it it provides a great deal of transparency.
So, I appreciate it. Thank you. >> Thank you, Dr. Morardi. >> I just want to thank the Boys and Girls Club of Morton County for uh hosting their youth of the year celebration. It was a wonderful event and celebrated some wonderful uh students and uh it was
a pleasure to be in attendance. uh and many of us were there as well and uh kudos to them for putting on another fantastic event, >> Miss Pritchette. >> All right. Um thank you very much. This was um a great informative meeting. Lots
of really great stuff. We covered a lot. And with that, go home and enjoy your families. This meeting is adjourned.