[snorts] Good afternoon. We are going to call this July 7th workshop of the Martin County School Board to order. If you would like to please rise for the pledge of allegiance. Ice to the flag of the United States of
America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Miss Helvy, would you call the role, please? Good afternoon. Mrs. Powers here.
>> Dr. Morardi, >> here. >> Mrs. Pritchette here, Mrs. Roberts here, and Mrs. Russell here. Thank you. >> Perfect. Thank you. Uh, is there any the board a board member would like to share at this time? Seeing none, uh, is there
anyone from the public who would like to speak? No. Seeing none, we move on to district presentations and updates. Uh, the PAR to per to paracher program update. Mr.
Raymond. [snorts] >> You need to turn your mic. >> Good. >> You might want to put it a little closer to you so that you can >> Sure. Do we like start over? >> There we go. >> You want the whole greetings and salutations?
>> Um, >> don't listen to him. [snorts] >> Well, it is good to be back. And let me see if I could find my presentation on here. Let's see. Go first. I don't know if that's an advantage. Is this where ET comes to save me? >> Where Heather Plant?
>> Well, I have two things up top. I don't know how to do >> I don't know what it looks like on your screen, but mine is uh >> Yeah, it's currently sideways. I don't know if this is a test because this is on YouTube live. [clears throat]
>> Ah, thank you. All right, I think we're in business. >> So, thank you for the tech support and the rest of the crew should have an easy night. Um, so following the June workshop, um, you you gave me some feedback as to maybe what you'd like to
see in our next roll out of the PAR toteer program. So, for the purpose of tonight, I'll do just a little recap in case um, participants missed the June workshop. Um, But really I wanted to take your feedback and give you a proposal that
hopefully we can bring before you at the regular board meeting in July. Um so again the purpose of today's presentation is to try to build an additional pipeline tapping into par profofessionals in our district um affording them the opportunity to become
teachers in the Martin County School District. So this was the recap overview. Um if you recall previous Previously the board um partnered with a company called Bloomboard. It afforded us the opportunity to have up to 15
paraprofessionals become teachers. Um this new opportunity could afford us the opportunity to create a pipeline for up to 30 um future teachers here in the Martin County School District. strategically looking at ESSE and
elementary certified teachers which historically are our number one vacancy. So that's that's the group we're targeting um under the grow your own philosophy. Um and the in terms of like eligibility just as a recap these were
current paras who have at least 60 college credits or an associates degree. And what I will prepare to share with you tonight is a different model where we work with IRSC um which would be more cost-effective
and produce more future teachers. So some of the new so I'm not just repeating last month's presentation um where you see new on the slide just means new different than Bloomboard. So the first new item is the cost
differential. With IRSC partnership per we're investing up to $7,500 per parro with Bloomboard it was $1,700. Um by doing so the goal is we have
future disruptions in the classroom and we're gaining more prepared educators. Another new item on here is from the board. We wanted to prepay, if you will, by semester, one semester in advance of their work. Under Bloomboard, we
basically signed off on a two-year investment and hope that they made it to the finish line. So, um, taking into account what you asked for, um, this would be a semesterbased approach. On that final bullet, just an update for
Mr. Morardi. Dr. Um, we were able to get better than a cruise credit um from our prior company and they will pay. We have two remaining paras that could go to Lake Erie College under our old um contract, but I did want to give you that update and um
thank you for asking. They said yes. In terms of the eligibility, the new part here, it's still you need 60 college credits to be eligible for this program, but what will be new is you're going to have to interview for this opportunity. Um, we're going to have
principal references and we're also going to ask that you commit to hire them. So, I sat before you in June told you 12 people finished, but not all 12 had jobs yet. And in the new proposed model, if the principal is going to put
this candidate forward, the principal better be prepared to hire them or someone in the district so we're not waiting. Um, so that is a new aspect of the new roll out. Um the other new features would be um under this program our paras will finish the program with
their ESOL and their reading endorsements. So fewer teachers on our out of field list. Great for our ESOL and um students in need of reading intervention. So that's a a thing um an added benefit. From your feedback, I
heard we wanted this program to give them two to three years to complete. So that would be part of the proposal. If they um go down this pathway, they'll have two to three years to earn their bachelor's degree. Um the strategic partnership which is new is IRSC versus
a private online college. Um and it is contract free. What I am asking of the board to consider is just the investment of money there. There is no contract. We could do this for up to 30. We could choose to do it for 15 year one. start
another cohort year two so there's not a a gap in time where we don't have a pipeline. So um it's at the discretion of the board how we pursue um this possible roll out. Um the funding model again the new parts
would be the structure being different. We're going to prepay um one semester at a time. Um we're also going to say that the funding is contingent. This is new. um that the that the student is performing the par is performing their expectations
uh meeting expectations of IRSC. Um if someone is not performing, we're not going to continue to invest in par professional. Um the other items do remain the same. I had hoped to show you a draft of anou but we will make sure you see it. We had
anou with Bloomboard um which talks about um the PAR is going to make a five-year commitment to stay and teach in the Martin County School District. So a recruitment and retention strategy would be in theou. But we also want to
think about in thatou um what if the parah has a military commitment. um we want to make sure we could defer um to them or what if by some chance um we had to eliminate a position. So we just want to tweak
thisou to be employee friendly and also um fiscally responsible for the school district. So we will present theou um the next time this comes before you. Uh the shared responsibility model stays the same.
So the projected outcomes again this pathway could up to 30 um future teachers for the Martin County School District versus 15, they would be fully certified. Um the investment the last time was 255,000.
Um the number we were considering asking you for was 30,000 less um to get double the amount of paras. And my reminder is IRSC already has an option on the table that if you're an ES parah in the Martin
County School District, you can get your bachelors for free. So we're just talking on top of that. So um that would be different and new from the last option. Um and just not to go too much
of repeating, but such a pipeline would um reduce our reliance on substitute teachers. It can absolutely be a recruitment and retention strategy. If we can say, "Hey, come work in the Martin County School District as a parah, we can help you become a
teacher." And um if this if this um proposal does get approved at the next meeting, that will be the marketing campaign that I will start launching to try to fill our paras and also build our pipeline. So for board consideration
um coming soon to a agenda near you, we'll be um approving up to up to it's really should say 225,000 if we opted to go that high for the up to 30. Um the partnership with IRS and I call it a
partnership not a contract. Um, and that will be for you to u give further thought to. But I hope that I took your thoughts and feedback and gave you some more information as to what this new
venture could look like with IRS. >> What questions do you have? >> Are there any questions from the board? Miss Pritchette, >> do you have any idea how many paras you think we could um recruit for this in
the coming year if we were to approve it >> from a recruitment perspective? >> No, from from the current >> from who's in who's in the district that might be interested. >> I would be ballparking this, but [clears throat] I will since you asked. I will tell you throughout the last year because we were not taking any more
Paris easily over 15 have written me or the HR team asking when's the next opportunity. Um, so there is great interest. Um, and sometimes we get folks who are like a media assistant um, who is interested and and so that could be
something for the board to consider also like does it really have to be parro to teacher or is it someone in the system who has 60 college credits and would have the flexibility in their schedule to be in classrooms because that is the key.
>> The parah obviously is getting a firsthand experience. They're getting mentoring from a teacher on the job training. So, um that could be something to consider. But to answer your question, the interest is there and I keep telling them, well, that cohort ended, but don't worry, I'm going to the
board to share a wonderful opportunity. >> And you mentioned that all 12 have not yet been hired in the district. >> Um, no, I think we finally did. There was two waiting on certification. But >> what I would have liked to have seen is at the last meeting I told you all 12
like a little bit to help on a recruitment effort >> when someone else had already committed on their behalf. Like, you shouldn't be in the program if we're not going to hire you, right? >> We're investing you as a future team teacher. >> And my last comment is converting to
dollars since they would be doing this on the district's um dime, so to speak, >> over the course of two to three years at $7500 a year. No, $7,500 was for both years.
>> For both years, >> two years credits credits with text. >> If they had had to pay that themselves, that would be $7,500 out of their pocket. >> Correct. >> So added to what their salary is, that's
quite a significant amount of money that we are investing. >> Yeah. I just wanted to point that out. >> Look at that in our campaign of recruitment. >> Yeah. That that's and and they're doing something for free as well. IRSC, correct?
>> They are. If you're currently an ESC parah in in our neighboring districts, too. It's not Martin exclusive, but for our ESC paras who were writing me, hey, when's the next program? I said, hey, IRSC already has something. I send them the information. So, those folks are
already on their way, >> but they're not in our >> We're not tracking them as a cohort, per se. >> Okay. But um but the opportunity is there. >> So we could get 30 additional nonse par profofessionals to earn a teaching
degree. >> Okay. Thank you. >> So Jeeoff, I want to say thank you. I I love this program. I think that it's a great investment that we can make into employees. I would love to see it expanded into career changers, people
that maybe have a different degree that are in our system that would like to become a classroom teacher. There's so many opportunities and making that investment. But I I love the um interview process because you really have to know that they're committed and
what the obstacles are and all the things because I think being upfront and honest about it's really hard to have a family and work all day and then go to school in your spare time whether it's online or in person. It's a huge
commitment. So I think it's really important that employees understand what that commitment is going into it. Um, but I would like I would love to see it expanded in other opportunities and give honestly give the flexibility so that other employees could take advantage of
that. like you said, it could be a VPK teacher. It could be someone um you know in other um aspects of our district that I don't want to pigeon hole just the parah um as you mentioned that it could be even someone already with a
bachelor's degree that might not be an education that could you know really benefit from even just the certification courses that you have to take. So, I would just want that to be considered as well to give the flexibility because I think it's a huge draw
>> for um recruiting. So, >> um Dr. Morardi. >> Yeah, Jeff, great presentation. Thanks for taking our uh comments and and updating this. Uh I think you did a great job. Love the program. Big fan of
it. Love uh the partnership with IRSC. I love the safeguards and the accountability out of it. I love workforce development because uh the more we can do in that space, the better. So, um I hope this gets I don't love you not silencing your cell
phone during the meeting or the fumble at the beginning, but >> at least you didn't answer it. >> I [laughter] was just going to give all compliments until that. It had to ring while I was saying something. No. Anyway, great job, Jeff. Uh sky's is the limit for me on this program. Hope we see it very soon at a upcoming board
meeting. >> Thank you. >> All right. Thank you. Any other questions? >> Thank you. >> I was just going to say um thank you for your presentation and on top of that I also concur. I would like to see it expanded outside of the paras. I think
there's other people that we can grab from that and give them an opportunity. So I am fully on board with that. >> Noted that that would be the approach if approved. We would have the flexibility >> um Perfect. Thank you.
All right. Next up is our end ofear impact report, Heather Platt. Sorry, madam chair, superintendent main and school board members. Um, my name is Heather Platt and I serve as the director of organizational excellence and strategic alignment. It is my
pleasure to share the Martin County School District's end of year impact report with you which marks the culmination of the 2526 school year. So all of you have a copy of the report printed today in front of you. You have the binder. Inside you will find the end
of your impact report as well as the superintendent evaluation evidence matrix. Both of those have been printed for you. Right. So at the midpoint of the year, Chief Dazo and I had the opportunity to
present the midyear impact report which provided a snapshot of our district progress over time at that time. The end of year impact report builds upon that work by summarizing the progress made throughout the entirety of the 2526 school year. The purpose of this report
is not simply to highlight accomplishments, but to demonstrate how our school district departments use data reflection and align next steps to move our system forward. Across this report, each department identified key initiatives connected to our strategic
plan, Superintendent Maine's evaluation domains, and Superintendent Maine's vision and priorities while also reflecting on what worked well, lessons learned and priorities for 2627. As I shared, in addition to the report itself, you will find a companion matrix
that explicitly maps out each department's initiative to Superintendent Maine's evaluation domains. This c crosswalk is intended to provide a clear line of sight between the work that we have accomplished in the 2526 school year, the district strategic priorities, and the
performance measures used to evaluate leadership and organizational effectiveness. As you review this report, you will notice a consistent theme. Our greatest progress occurs when departments move beyond isolated tasks and focus on
building coherent systems. systems that improve student outcomes, strengthen our service excellence, increase operational efficiency, and support more informed decision making. The work reflected here demonstrates a continued commitment to deliberate datadriven use of resources,
stronger alignment across departments, and continuous improvement. You will notice that some of the data that is included in this report represents baseline measures. As we continue to strengthen our focus on impact reporting and performance measurement, establishing these
baselines will allow us to return next year and demonstrate growth over time, which will provide a clearer picture of sustained improvement and organizational progress. This afternoon, I will be highlighting just a few examples from the report. I would however like to
recognize that our department leaders are all present here in the boardroom today and they are all available to answer questions that relate to their work. So to begin I would like to start by highlighting an initiative that was
previously shared at the midpoint by Dr. McMahon and the curriculum and instruction team. So in your binder in your report if you um could please turn to page 12. So on page 12, you will see the
initiative that focused on strengthening instructional consistency across schools. This work aligned professional learning, instructional coaching, and progress monitoring supports to provide schools with clearer expectations and
more consistent instructional support. As a result, we are all proud to say the district has not only maintained its A rating. Congratulations. Um, but we've also increased in total accountability points and demonstrated improvement
across all eight achievement components. This initiative is a strong example of how classroom practice, leadership support, data use, and student outcomes are interconnected and how progress is measured from the end of one school year to the beginning, middle, and end of the
next school year. The second initiative that I would like to highlight for you is the facilities and planning department's work around centralized project management and capital planning which will be located on page 42.
Turn to page 42. This year, the department expanded a centralized project management system beyond summer capital projects to include all facilities projects. This created visibility into 69 active
projects districtwide. Through this process, they were able to strengthen coordination, accountability, and readiness for major capital work, including four major capital projects that were completed this year and three additional major projects that are
planned for 2627. This initiative demonstrates how implementation of stronger operational systems improves both day-to-day execution and also long-term strategic planning. And then the final initiative that I would like to highlight for you, we're
going to go real far. It's all the way on page 132. It's almost the last page is our district-wide focus on service excellence. So on page 132, you will find our district services survey
results. In partnership with student education, we administered our first district services survey at the conclusion of the 2425 school year to gather feedback from school and district leaders regarding the areas that you see here. So the five
areas are accessibility, accuracy, attitude, operations, and timeliness. Using that feedback as our guide, departments reviewed their results, developed targeted action plans, and implemented improvement strategies based on both the scores that they received
and also the um stakeholder comments. Because operations and timeliness emerged as our lowest performing areas, we intentionally identified them as a focus for improvement this year. As part of that effort effort, every district administrator included the development
of standard operating procedures as a component of their deliberate practice work. Additionally, we developed and delivered service focused professional learning to front-facing personnel across the district, including school and district office staff, secretaries, registars,
and administrative assistants. As a result of those efforts and the action taken across departments, I'm proud to say that all six service measures improved from 2025 to 2026 and our overall district service rating
increased from a 4.08 to a 4.37, which exceeded our strategic plan targets for this year. This work reflects not only our superintendent's expectations for district departments to execute excellence at every level consistently,
but it also our collective commitment to continuous improvement and exceptional service to our schools, families, employees, and community. Across the examples I have shared today and throughout this entire end ofear impact report, the common thread is
system building. Departments are increasingly using data not simply to report what is happening but to make better decisions, reduce variability, strengthen implementation, and identify future opportunities for improvement. Ultimately, the purpose of this report
is to provide a clear picture of progress, evidence of impact, and a foundation for informed decision-making as we continue advancing our work into the new school year. This report reflects the collective efforts of leaders and teams across the school district and demonstrates our
shared commitment to improving outcomes for students, families, staff, and schools. I would like to personally thank our department directors, our division leaders, and their teams for the thoughtful work represented in this report, and for their continued dedication to serving the students and
family of Martin County School District. Before I conclude, I would also like to recognize our digital learning specialists, Kelsey Mulvannerton and Patrick Serino. Their creativity, design expertise, and commitment to excellence helped bring this vision to life by transforming the department data and
impact stories into the engaging visuals and graphics that are featured throughout this report. Madame Chair, this concludes my this part of my presentation and I would be happy to answer any questions that the school board may have. Do board members
have any questions? M. Roberts? >> Thank you. Um, I appreciate the layout and the way that it's done with the um, consistency in the boxes, but I did have a couple specific questions. So on page 66, when you're talking about maintenance,
operations, proactive communication, and the backlog, and we're we started with a backlog of 4,969 projects. And we completed 4,658 of them,
leaving a backlog, leaving 311 on the table. So the do we have a um do we have an idea of those 311 how long they've been backlogged and I don't expect you to have an answer for this but just if you
can make a note how long those ones the 311 have been sitting and whether we've added to the backlog list. So this is just addressing the 469 at a point in time that was backlogged. How many of those we worked through and how many are still remaining to be backlogged. but
it's not addressing if there's anything that we added to the backlog list or how long these have been on there. So, that's question number one. Question number two is when you started speaking, you talked about um that this work is also helping define what needs to be
done in 2627. Is is there a summary list for 2627 that you can provide to the board so we could get some idea of um what we're looking at for adding on to in 2627?
Thank you, >> M. Pritchette. This is a question for uh Jeff Raymond. Um, looking at the HR, you've reduced from 13 days to 11 days
for the onboarding process. Is that where we're going to sit or are we looking to and I'm not a trick question. Do you have an end goal in mind for how many days you feel the process should
take to onboard a new employee? >> Yeah, absolutely. Um there are plenty of cases where we're onboarding an employee in six or seven days. That that really would be the target because we know it's possible. The variables depend on the new hire. So
for example, I'm hiring um Dan and so I say, "Dan, here's your code to go to Quest to make an appointment to do the drug screen. Here's your appointment to go do the fingerprints." So I'm now relying upon how quick Dan is to get it done. Um, but I do know that if in my
next example with Jim, he did it in six days and it's because Jim was eager and things of that nature. But one of the things we're doing from the HR side is we are giving constant reminders to our new applicants. Um, as to where they're at, hey, did you make your appointment
yet? Um, things of that nature. And then the the other things that we found was we have candidates being recommended for hire that aren't eligible for hire. And so now we're waiting and it's it's it's hurting our time on the clock, if you will, because an employee lands in the
HR world and they're on the clock to on board and one of our steps was certification review or JD review and um oh by the way you haven't applied for your certificate in Florida but you told the lovely principal that you did and
that hurts our numbers. So what we have done is we've moved this status code up ahead of the game. Like after the interview is done, if that school is thinking about recommending for hire, you got to go through our customs department and we have to clear you. So
that's that's slowing down. It's shrinking the number, if you will. Um so yeah, like 11's not good. Like I don't know companies that take that long. I'll tell you it's taking that long because not every employee is as eager as the other. >> Um so the number's not good enough. U
Mr. Mine makes it that very clear. Um so 11's not good enough. >> It's going down. I mean I'm >> It's going down. Yeah. >> And um and he writes us about it frequently to see it continue to go down. >> Dear Jeff, [laughter] >> sometimes.
>> So as a followup to that, are we losing possible new employees as a result of the one you're trying to onboard dragging their feet? just it's a something to think about. >> Is it possible? Yes. I mean, you're
making you're you're hedging your bets when you extend an offer of an employment. It's a commitment. It's a relationship. You're going to come through for me. So, sometimes you do. Sometimes you take the chance on someone and they drag their feet and they take too long and you missed out on the other
person. Um, we we run into that as well. So, our goal is to be as efficient as possible and not let that happen. U but also educating our hiring managers. Don't interview someone that's not going to make it to the finish line. Um those
things all play a part. >> Thank you. >> Thank you. So Jeeoff, I I I feel your pain because anytime you're you are relying on someone to complete tasks, we have it
all the time with fingerprinting, scheduling an appointment, like all of the things that you're talking about. I don't know. I But I don't think it's fair to ding you for that. I mean, my the metric should be did you follow up
when you said you were going to follow up? Did you follow up at three days? Did you whatever the whatever the customary practice is, did you do your part to be dinged because someone isn't um doing? So, we need to figure out how to measure
better. So once they do have their drug screen and their back they clear their background check and you've checked their references like those are things the reference check the um the well the background screen that we
do those internal well they have to be fingerprinted and then so that's if they don't come in you know it shouldn't to me it shouldn't shouldn't be a metric that you because you can't control it. So, I think we
need to look at the controllables and that that's how you should be measured. So, I'm glad you brought that up, Amy. >> And just one other thing I would share just so people understand what happens in that on the clock time. Um, required
trainings are important. And so, we we we are accomplishing that for late hires, anyone who's going to start after the school year has begun. we were requiring that they complete the required trainings before they're in front of children. So that's is a part
of the on the clock time as well. Um so I'm glad that you actually called upon me because the number 11 does not sound great in a company like why would it take that long but there are things that happen. We're waiting for the clearing house to clear them and there's things.
So I appreciate your um context to the to the challenge that is >> Yeah. I think I just think this needs to be looked at a little bit more so that the metric really reflects the work that you're doing in that department because this doesn't I don't think the 11 days
reflects that. Any other questions, comments? Okay, great. Thank you. >> Thank you. I do have one more >> thing to share with you. Oops.
Okay. So, before I um head out, I just would like to briefly share where we're headed for 2627. Um so, the end of year impact report gave us that picture of where we've made progress, where we've strengthened systems, and where a continued focus is needed. It helps us move from reflection to action, but as
we close out this year, our next step is to take what we've learned and use that information to guide our work forward. So, the priorities that I'm about to introduce to you represent the the school district's next stage of continuous improvement. They're not separate from the work that I just shared with you. They are a direct
extension of it. Many of the 2627 priorities that you're about to see build on the systems findings and next steps that have been identified throughout the impact report. Um, and you will see those come to life in just a minute. As we transition from reflection to planning, think of this as
a road mapap for the year ahead. They represent our commitment to moving beyond those individual initiatives and really look at a more coherent, aligned, and systemwide approach to improvement. Just as importantly, they ensure that the work we undertake continues to align with our strategic plan, Superintendent
Maine's evaluation domains, and Superintendent Maine's vision priorities while providing measurable outcomes that will allow us to monitor progress, evaluate impact, and demonstrate progress over time. So, Superintendent Maine's vision for 2627 is to build a K12 system that
delivers deeper learning, expands access through choice and flexibility, and earns community confidence through visible results. This vision connects directly to the work that you just saw reflected in our end ofear impact report because it emphasizes system building, access, measurable outcomes, and public
confidence. In other words, the work ahead is not just about identifying priority areas. It's about ensuring that those priorities are implemented in ways that are visible, measurable, and connected to improved outcomes for students, families, staff, and the broader community.
As a reminder, our strategic plan continues to be organized around the major themes that you see here. Deliberate datadriven use of resources, stakeholder communication, and community collaboration, building a community of adult learners who support student outcomes, positive learning and working
environment, and future readiness. These themes were evident throughout our endofear impact report and they remain the foundation of our priorities moving into 2627. This is important to note because it keeps our work connected. The priorities for next year are not isolated. They're organized around the same strategic
themes that help our departments reflect on impact, identify next steps, and strengthen alignment. For the 2627 school year, there are 10 identified priority areas which you can see here.
These include the Warfield Indiantown Middle Shared Campus conversion, Stuart Learning Center as a flex tech, a department restructure for ESOL, the buildout of a multilingual framework and program, designing and monitoring a preK to 12 coherent instructional system,
advancing our operational data dashboards through PowerBI, the business and local government investment in our schools, improving literacy, the expansion of the co-e model, to our elementary raise schools and restructuring our elementary gifted
programs looking at yearround raise I'm sorry yearround school at RA designated schools and workforce development through pathways expansion in health marine and aviation several of these priorities connect directly to the themes that we just saw in our end of
year impact report for example the focus on the buildout of the coherent prek to2 instructional system builds on the instructional consistency work that I shared from curriculum and instruction The focus on operational PowerBI dashboards builds on our district-wide
movement towards the real-time data and more transparent decision making. And the focus on literacy acceleration, multilingual learner programming, co-eing, and race schools connects directly to the district's continued focus on strengthening core instruction and targeted support for students.
So by June 2027, the district has identified several measurable goals that are connected to these priorities. The ones I'm going to share with you today include having 90% of our graduates leave with college credit or industry recognized credentials.
Ensuring that 100% of our schools implement a consistent support system for our multilingual learners. Having 100% of our operational divisions run on PowerBI dashboards. Implementing our standardized code teaching model in all elementary RA
schools with 100% fidelity. increasing our graduation rate from 94% to 95%, systematically tracking business and local government investment in our schools, and decreasing the percentage of students in tiers two and three by strengthening tier one core instruction.
What's important about this is that they continue the shift that we were discussing in the impact report. They're measurable, they establish clear expectations, and they allow us to monitor our progress over time. This final visual here brings several of the priorities into focus. And I wanted
to share with you that these are the specific areas that I'm talking about with our community partners. We're talking about, you know, our our four is kind of how I'm phrasing it, but essentially we are working to improve literacy achievement, close the gap for our ESOL students, increase work for
work workforce development through our pathways expansion, and we're always focused on the safety and security to ensure that we have students success. This slide also reinforces the broader message of the presentation, which is that we're learning, we're using what we learned from last year to sharpen our
priorities, define those measurable goals, and ensure that next year's work is connected to visible impact. Taken together, these priorities represent the district's next step in continuous improvement. The 2627 priorities give us clear direction for
what comes next. deeper learning, stronger systems, greater access, measurable goals, and continued accountability for results. As we move into the new school year, this alignment will allow us to monitor our progress more intentionally, communicate those results more clearly, and continue to build public confidence through visible
evidence of improvement. So, thank you for your time today. I appreciate it. >> Thank you. Of course, Miss Bridgetette. >> So, I will defer to coordinator Burrows because I do not want to mess up that number
although I'm like 99% sure I know. Sure. Does this work? Hello. Good evening. Um to answer that question, our current data is lagging, but for this last school year, I just did the calculation
sitting here and we're at 82.6, so 83%. So it would be an expected increase of 7%. But when you see next year's data, it'll say the 83, give or take, right? That's not the Florida Department of Eds number yet. Um
so it would be the the next year, but we'd work towards 90%. microphone, please. >> I have a big mouth anyway. [clears throat] It's valuable to us, but it's valuable for people to see all the work that's gone in. So, I commend all
of you and thank you for all of your hard work in this. And thank you. >> Thank you, M. >> Roberts. Um I have a couple comments. So on your priority areas, priority areas um one
through 10. In eight and nine, you're talking about the raise schools and work at the RA schools. And I I think we need to address whether this last year our raise schools became our focus schools. I don't know what the
intent is. is I've talked to the superintendent about whether we're we're focusing on different ones, whether those focus schools that we had um are in a tiered system where year two some of those graduate to a different type of focus and we change maybe add a school
etc. So my concern is that if we have six designated raise schools, if we are adding focus schools to that, imagine if one graduates and is in a tier, a different tier, so it's not necessarily a primary focus and we have six that are
and we've added one to that, then I'm concerned that um the co- teach model, will it just stay to the raise schools because of the additional assistance that a raise school gets or is that is the intent of Number eight, the
expansion of a co-e model because it was a focus school or because there were additional assets because it was a raised school. So I'm I'm kind of this year the two things were equal. I'm not sure whether in next year's universe the two things are going to be equal, but I
think that needs to be um addressed here since we we can only use raise interchangeably with focus this current year. So that's >> Can I just add a little context? Um I think we can absolutely clean up the
wording because I see where what you mean by that. I think uh the intention if if I could just remind the board uh we were not at a co-e model in all of our high schools and middle schools until fully this past school year. We started with high schools, moved to
middle schools. The intention now is to move that very successful co-e model into our elementary schools. were not able to uh Pinewood piloted was the first elementary school last year to pilot. We weren't able to financially
make the lift to all 12 elementary schools for the co-e. So, we made the uh determination to start with our um what we probably should say our neediest schools, focus schools for 26 27 because
some of those schools have rolled off or have dropped or were raised in a tier. Um what I think we promised the board and is forthcoming is a menu option for you all to look at as far as here are our five now priority schools focused
schools. We'll we'll get consistent on what we're calling them so that there's not confusion and here are the tiers of service services that are being provided at each of those schools. We have not done that yet. Uh that that needs to come before you. Uh but I absolutely understand where you're going with that.
>> All right. And then my other comment is on your annual goals. Um we need to somehow and probably you're working on this is to translate these into the evaluation domains for 2627. So as we complete the 2526
um superintendent evaluation and we come up with the tool for what we're looking at for next year, these annual goals need to be incorporated into that document. Um so that happens. Okay. Thank you. Any
other questions or comments? Okay, moving right along. Do we have any discussion items from the board members? Seeing none, uh we'll move into schoolboard policies. Um we'll take these I'll read it off. If you have questions or comments, you let me know.
Uh 6.01 U just and just for the public that these are the first read of our these policies. They will be back. um before the board. This is our opport our first opportunity to review them and
suggest any changes and talk about that. Item 6.01 is policy 1215 3215 4215 smoking and tobaccof free environment. Any questions or comments changes? >> Dr. Morardi.
>> So why do we have three different policies for this and they're all identical? Are they for different sections? >> Yes. And then we have two for the professional meetings, one after that. >> The the 10,00s are administrative, the 3000s are for instructional personnel,
and the 4,000s are non-instructional. >> Perfect. Thank you. >> All right. Uh, item 6.0 Oh, Miss Roberts, sorry. >> Oh, no. I'm sorry. That's okay. >> No worries. 6.02, uh, policy 1243 and
3243, professional meetings. This is a new policy. >> Any questions or comments, changes? Miss Roberts? >> Um I think so these are talking about professional meetings. I think both policies need a sentence on them about who is um responsible, who's approving
it, who is coordinating it, etc. So instead of it just looking I said something to the superintendent earlier today, instead of just saying a professional meeting for an administrator is important, so therefore they need to be traveling to Orlando or going to Tallahassee, etc. there needs to be some statement in there so that
people understand that that gets approved by somebody and it isn't just a but your policy says I should be going. So, um if that could be added, I'd appreciate it. Thank you. >> So, some sort of with approval, >> just a last sentence that just has a for both of those things.
>> Okay. Um 6.03 policy 7230 gifts to the school district. Questions, comments? Seeing none, we'll move on. 6.04 is
policy 7540 technology. Questions, comments. All right, moving on. 6.05 is 7540.02, digital content and accessibility, Miss Roberts. Um
7502 on page five of seven. In number four where it's talking about regular audits, the recommendation coming from the superintendent says on page five, it says to select quarterly.
Um and I don't know whether we are saying that there will be an audit quarterly with no monitoring etc or whether you really wanted to do annually with quarterly monitoring. So I'm asking the
superintendent that question. >> We are uh after a closer look we're going to go um with the uh annually with quarter quarterly monitoring. I think that would be uh a lot um less on staff
um to just continue to monitor it quarterly and do the annual audit. >> Well, and I think audit is a very um that you think about like it's the end of the year >> kind of thing, >> but I know that you could do daily
auditing, you could do a selection of files. That's so whatever we however we want to do. I think that's important to understand what is it's still an audit. It's just more internal. You're not having someone external come in and take a look. But I think that's important
too. So I think that should be but that's a procedure not necessarily um shouldn't be part of the policy. So also further down under section D um it says select option one. Nola's notes
say select option one or two, but there's only one option. So, I think we need to check with Nola and see whether there's supposed to be a second option or not. It just seems that
when they say select one or two, there there should be a second one. That makes Is that it? >> That's all I have now. >> Okay. We'll we'll bring that one back forward um because I need to review
which make sure we got that one right. >> That one's coming back. >> Well, I guess they're all coming back. I guess they're all coming back. >> They're all coming back to a meeting. Um >> make sure that that's corrected. Yeah, make sure it's corrected and then because we don't want to get to the next meeting and then have to readvertise and
do the whole thing again. >> Okay. Item 6.06 is policy 7540.08 artificial intelligence. Miss Roberts uh page one. So your notes say
um let me see first paragraph select superintendent and enter designate. So, did you want the SA statement to say the superintendent or the superintendent's design is responsible for overseeing? >> That is correct. Yes, >> that's what you wanted to say, right?
>> Yes. >> Okay. So, that one would be superintendent or superintendent design. And then questions or concerns at the very end of the policy you wanted to select and enter district sta questions or concerns. Staff members
or members of the public who have questions or concerns regarding this policy or the use of AI in the district should contact the superintendent or district meaning I don't understand what that means. The district isn't a person. So,
um, would you want the superintendent just to leave it as the superintendent or would you want a department or you I don't know what your >> No, we will we will look at that one as well. >> Okay. >> Thank you. >> All right. Uh, polic uh item 6.07 7 policy 8280
nursing mothers. This is a new policy. Dr. Morardi. >> Um, so I guess we got this from the Yola. So it says nursing mothers, but the way it's phrased, it says employees who choose to express breast milk all throughout. So, I've always known that
as breastfeeding, but is that like the industry term express breast milk or >> Well, it doesn't necessarily have to be that you're nursing a child. It could be you're expressing and pumping. And so, I think that's the thing I know you can go
into, you have that time to go into a room, express milk, not like with your not necessarily bring your baby to work with you and you know, nursing like so that's yeah I think that's what they're
trying to differentiate >> and Miss Roberts um on the first page next to the last paragraph the note said um select minimum required by law and enter two years. The drafting note said that the minimum required by law is one
calendar year. The drafting note says some professional medical organizations recommend um supplementing until the age of two. So I'm not sure what which we're picking. I'm not sure whether we're saying um the responsibilities in this policy are for one year or whether we're
saying one calendar year and two years or what we're >> It should be two years. >> It should be two years. >> Yes, ma'am. >> Okay. And at the very end of the policy,
the last sentence that this pol this this policy does not apply to students. The students who is expressing bad milk following the birth of a child should contact student services director. You have student service director and principal. Is that >> should be
>> how did you want that? and or we could do and or um is is how that should Okay, how we have it notated. >> Okay, thank you. >> Okay, moving on to
um policy 6.08 which is or sorry item 6.08 policy 8431 preparedness for toxic hazard and as asbests hazard. This is a new policy. Any questions or comments? Seeing none,
moving on to item 6.09 has been removed. Item 6.10 is policy 8500.02, foods brought on campus. This is being rescended. Item 6.11.
>> Oh, on being rescended. >> Yeah. >> Okay. >> I just was >> Vice Chair Morardi. >> Yes. Thank you, Madam Chair. I'm just wondering why this is being rescended. It says, "The principal may encourage parents to forego commercially prepared foods in favor of those prepared by the food and nutrition services department
on school grounds. >> Madam Chair, if I could make a clarification." >> Sure. >> The um the items the item 85 850 0.02 2 and 8531 and uh the following the 8540 are only recommended to be rescended
with the passage of the changes that are recommended in 8500 that was removed. >> So those okay so let's remove 6.1011 and one two and those will come back with 8500 under this food service
program. Yes ma'am. >> Okay. Thank you. >> Thank you. Madam Chair, >> um, member Roberts. >> Yes. Thank you, Madam Chair. Um, whichever number 8531 is that's listed as a rescended policy, the one that's in
our book has green and red in it. So, um, I think Nicole's going to check and make sure that it's supposed to be rescended with all red, so we don't have something that looks like we're trying to correct it. Thank you. Perfect. Um
item 6.13 policy 9140 citizen advisory committees. This is a new policy. Are there questions? Member Roberts. Uh first page on the first page that you didn't
indicate whether you wanted bottom of page one you said select at the next meeting. Did you want it to be with the advice of the chair to not select that or to select that? Uh, I'm going to need to get clarification, ma'am.
>> Okay. >> On that one, I I want to I want to check. I have may but um >> let's um do you want to just bring that one back to a workshop again? Okay. So, we'll remove that one.
>> When we say remove, they're all just they'll all just be pulled and they will come back. >> Um All right. Item 6.14, policy 9215, school support organizations. This is a replacement
of an existing policy. Member Roberts on page one, two, three, on page four, the recordkeeping requirements. So, is the intent that the SSO would
maintain no records that they're just out there doing whatever they're doing without any records? >> Wait, which tell me tell me support organizations, >> right? >> What page? >> So, it's the fourth page. >> Fourth page. Okay. Um and we have the
thing that says um before that the annual requirements before the beginning of school year they'll submit documentation to the district verifying its continued existence as a nonprofit in the paragraph before they have goals and objectives they have telephone number a statement of revenues and dispersements by the end of the year
digital record their insurance etc. Um, we'll post a list of organizations annually on the website, but we're not requiring them to have any recordkeeping requirements. So, they have That just seems a little
>> No, I'm going to um I model to and expect district staff um to own extreme ownership. And I'm going to take the opportunity to uh be be a model to that. I'm going to have to accept
some ownership here. I I honestly in looking at all of these because there are so many um that do not have selections and this is a little bit of a problem today. I'm beginning to wonder if staff has um have the opportunity to
really go through these and and and have the information. So, I'm going to own that. Uh today, uh what I would like to do, Madam Chair, is is pull all of these. Um I'd like to make sure that my staff had an opportunity to get eyes on them and so that we're bringing forward
to the board clear recommendations. I don't want to guess. I don't I I I can't answer those questions for you and I appreciate you bringing them forward. Uh but we need to bring this back to you to you all. So, I apologize. >> Well, I wouldn't say we need to bring all of them back [laughter]
>> because I'm confused, >> but I think I think one through eight is fine. Yeah, I think that you have um we had the digital content but that again was a simple change. >> We can we can fix that one.
>> I think yeah one 6.01 through 6.08 and then 6.09 to 6.14 I think would come back after it's reviewed again. >> Yeah, that's why. Okay. And because most of us have looked at we've all looked at
these policies, we can bring these back to we don't have to wait until the next month, right? >> We can do it at our regular board meeting if they're >> since we've all reviewed them and this will be just be an update. >> Are you guys okay with that? So we don't waste another >> I appreciate
>> 30 days. Okay. >> Okay. Open to the board. Anybody have anything they want to talk about? >> Doc, Vice Chair Morardi. >> Thank you, Madam Chair. Uh, I just want to say I had a great tour of Bessie
Creek Elementary today and I want to give kudos to Principal Atkinson and her team for having me and my wife and daughter. My daughter will be starting there in the fall. Um, I guess next month, not even the fall. Um, they have
some really exciting changes going there. They have been working round the clock and kudos to Gilbert and their team over there. They are painting, they are laying floor, they are moving stuff around and I think it's going to be really an incredible update to that
campus. Um it's a beautiful campus and um Principal Atkinson and her team made us feel incredibly welcome. So I just want to give kudos to them and uh my daughter's very excited to be uh attending there in uh next month. Thank you. Perfect. Thank you. Any other comments
from the board? All right. Seeing none, this meeting is adjourned.