workshop. Will you please call the role? >> Dr. Morardi >> here. >> Mrs. Roberts. >> Mrs. Powers >> here. >> Mrs. Russell >> here. >> Mrs. Pritchette >> here. >> We'll start off the meeting with board
information share. Anyone have anything? >> Um, not yet, but I will. So, I'm working on something that um does the FTE estimates for both the
Florida empowerment scholarships and our traditional and charter schools for the last three years, which I'll share at the next meeting. So, you can have that if you need to explain that to someone, the estimate and then what the actual is. Okay. Thanks. Anyone else?
Moving on. We will now have Dr. Greg Laws give us a school grades presentation. Thank you, Dr. Laws. >> Public comment. >> Oh, just one second. Is there anyone in the audience who would like to make a public
comment? Seeing none, Dr. Law, go ahead. >> Okay. Thank you, Madam Chair, school board members, Superintendent Mr. Maine. Thank you for allowing me to be here this evening to share school grade calculation information with you and
hopefully provide some clarification on some points. First piece being is the raw data versus accountability measured data. A lot of times when we're looking at school grade data, we have to understand that it is placed upon the accountability measures
in regards to who counts for school grades. Essentially, students that are in survey 2 and survey three match for the school andor the district count in the school grade components and the accountability measures. This is the most important and this is where we make
our informed decisions from looking at the accountability measures and the school grade data. This next piece is just a general overview of the school and district grading system. Achievement, learning gains, middle school acceleration, high school graduation rate, high school
career and acceleration provide the foundation for overall district grade. I'll go into more detail as we progress through the sides. I just wanted to give you an overview as to what we're looking at. First up is the elementary school grades model
has eight components. Four components in ELA, three in math, and one in science. A further breakdown by component includes ELA and math achievement in grades three and five. Three through five. ELA and math learning gains, grades four through five. ELA and math
learning gains of the lowest cortile, grades four through five. A special note, ELA for grade three has a separate achievement component. Therefore, it essentially counts twice and science achievement in grade five. Additionally, I've provided an example
of the percentage points for all components combining for a 61.5, which rounds 62, which essentially is the percentage necessary to earn an A for elementary schools. In each component, there must be at least 10 students
tested in order to be counted. The middle school grades model contains nine components. Three components in ELA, three in math, one in science, one in social studies, and one in middle school acceleration. The further breakdown includes ELA and
math, which math includes algebra and geometry at the middle school level, achievement in grades six through eight. ELA and math including algebra and geometry as well, learning gains six through eight and ELA and math including algebra 1 and geometry, learning gains of the lowest cortile and six through
eight. science and I've added including biology here achievement in grade eight social studies achievement and grade eight for civics and middle school acceleration which includes EOCC achievement and industry certifications.
Also I've added um the percentages there for each component combining for 63.5 which rounds 64 which essentially is what middle schools need to earn an A. Again, 10 students in each component
must be tested in order for to be counted. The high school grades model has 10 components, three in ELA, three in math, one in science, one in social studies, one in college and career acceleration, and one in graduation
rate. The breakdown includes ELA achievement in grades 9 through 10, ELA learning gains 9 through 10, ELA learning gains of the lowest cortile in grades 9 and 10, math which consists of algebra and geometry achievement,
math um algebra and geometry learning gains and math algebra and geometry learning gains of the lowest cortile. Science which is biology achievement and social studies which is US history achievement. There's two additional components at the high schools. Both are lagging, meaning they are from the
previous year's cohort. So for example, 23 24 cohort data is the metrics used to derive the components for the 2425 school grade. Those are career college and career acceleration which includes advanced placement, Cambridge ACE,
international balora dual enrollment, industry certifications and clock hour dual enrollment and the ASVAB test. Also the piece there is the four years four year graduation rate which also is lagging provide an example of the percentage of
points um combining for 64.5 which rounds to 65 which is what is needed to earn an A for high schools this year again 10 students have to be tested in each component and to the district grades model there
are 12 components that include include all the different components from the elementary, middle, and high school. As you take a look, you'll notice that third grade achievement from elementary is there, which is doubled. Middle school acceleration is there, and from
the high school's college and career acceleration along with graduation rate are there in addition to the achievement and learning gains from ELA and math. In the example provided, I included our current district grade um components. Even on the new grading scale, which
I'll go into a little bit more deeper as we get through these slides, DOE has enacted this year um that we will still be an A um if everything stay the same. So, we're at 65% and that is what will be needed moving forward to earn an A
for the district. As our esteemed superintendent has reiterated frequently, we are unstoppable and those scores will continue to rise. Areas of focus. Taking a look, I've mentioned the third grade ELA achievement, which counts twice, which you can see how important
that is. We will obviously need to focus on that. Additionally, we need to continually raise the bar on ELA achievement across the board for all grades four through 10. Also, grades five and eight science will be targeted for growth. Special note,
this year, most middle schools will be offering one section of biology honors, which will support the middle school acceleration and their overall science achievement. Our comprehensive high schools have implemented courses and pathways to ensure we continually
increase our college and career acceleration percentages, which is a huge piece when it comes to the high school school grade. In order to earn a letter grade, schools must test 95% of their students.
And those that count for participation are there for survey three. and also the first day of the window that opens May 1st this year. Looking at achievement um a lot of times um we have to ensure that we know the
students that belong to each one of these categories. So obviously survey two and three students who scored a level three or higher in ELA math, science, and social studies. Students taking what was used to be
referred to as the FSAA, the Florida standards alternate assessment is now called the Florida Alternate Assessment. Those students are also included in school and district achievement percentages. Additionally, ELLL students are included
in the achievement components after they have been enrolled in school for two years based upon their due date, which is the date entered United States School. My apologies for the copious amount of text on the slide. However, when looking
at learning gains and the learning gains of the lowest quartortile, they're the two most challenging components to discern and determine how they're calculated. For time sake, I'll give you a quick version. Learning gains is based upon year-to-year growth in ELA and math. Learning gains of the lowest
cortile is based upon students including in the learning gains denominator for ELA and math. The students in the lowest cortile are determined by a ranking system. Whereas the students who rank 25.5% or lower based upon their test scores are
considered to be in the lowest cortile. This ranking is done for each ELA and math assessment by grade level. Then the DOE combines those for an overall lowest cortile for each related subject. That's pretty complicated. So I put up a graphic here for you guys. Hopefully you
can see my highlighting. The first piece is there are a few options to earn a learning gain. The first one is increase at least one achievement level. Hopefully you can see where I've highlighted the yellow where a student in grade three scored level two last
year and this year need to score a level three in grade four. Second, second option is maintain a level one or two and move from one lower subcategory to a higher subcategory with the same achievement level. This is the
green highlight where a grade five student scored in lowlevel one last year and then they must score in midle one this year in grade six. The third option is maintain a level three or four and increase the scale score by at least one point. This
is the blue highlight where a seventh grade student scored a level three for example a 237 last year and this year they must score a level three also which they have to go up one point which would be a 238 in grade eight. The final
option is maintain a level five. This option is highlighted in purple where a grade nine student scored a level five last year and this year they must score a level five in grade 10 as well. Math is very similar to ELA. There is one loan difference where students going
from fast math to algebra 1 EOCC or the algebra 1 AC to the geometry EOCC. Students need to maintain a level three, four or five. In addition to the other criteria mentioned, middle school acceleration. The key to middle school acceleration is scheduling
all eighth graders who earned a level three on the seventh grade math assessment in algebra 1. Additionally, any students earn a level three or higher on a high school ERC included. This is important piece where adding the
biology one will play a role in this component. Consequently, students only count once. So, if they earn a level three in algebra and biology one, they only count for one point. Also, we currently do not have any high school industry certifications being
offered at the middles. High school graduation. The four-year graduation rate includes all students have met graduation requirements including including passing the graduation assessments in ELA and math. This component, as mentioned before, lags by one year. So the 25 26
school and district grade graduation rate component will utilize the graduation cohort from 2425. For the graduation assessments, students must pass the grade 10 ELA assessment or the and the algebra one assessment by earning a level three or higher.
However, students can meet this graduation assessment requirement by earning a concordinate or comparative score on one of the following tests: SAT, PSAT, NMSQT, PSAT 10, ACT, PREACT, CLT, CLT10, and
the Geometry EOC. Some of these were just recently added by the state board. The PSA 10, the PERACT, and the CLT10 were just recently added as concordinate and comparative scores. High school and college and career
acceleration. This includes all students who have graduated with the necessary requirements during their Florida high school career, have earned one of the items listed. I'm not going to read those to you, but it's pretty self-explanatory in regards to what they
need to do in order to earn a college and career acceleration point. Again, this lags by one year. So, summit to graduation rate, the 2526 school and district grade for the high school college and career acceleration component will utilize the cohort from
2425. As I mentioned before, DOE has updated the grading scales for high schools and districts. Um, they don't like us standing on our laurels. So, they have moved up the grading scales accordingly. The school the state board rule says if
75% or more schools with a particular school type earn a A or B, then grading scales will be adjusted to higher percentage. 82% of high schools in Florida earned an A or B this this year. and high schools and districts because districts go along with the high schools
will need to earn a 65% rating for an A. This is just a breakdown so you can see how it works. Elementary and middle school will stay the same, but the high schools and the district will be raised from 64 to 65 as you see there for to
earn an A. Again, we're taking collective responsibility to ensure our scores continue to raise increase based upon the strategic focus and the necessary work being implemented to support all of our students toward success. We are very fortunate here in Martin County to have
amazing students in addition to an amazing staff that puts all these pieces together for our rating. And now that we have maintain earned the A back, it will be challenge to maintain the A. They say it's a lot easier to get the A back
versus maintaining it, but I know we have the right folks in the right positions and we got amazing kids that will continue this process. The last slide is just some resources that I put here for you. You the first piece is the guide on calculating school and district
grades. DOE puts this out when they put out the school grades. They do this every year in case anything changes. they want to make sure it's correct. So, that is there for you. In addition, um parents always have a lot of questions when it comes to school grades and the scores.
So, I have some additional links for parents in regards to how their child's scores work and how the fast and best assessments are administered. Hopefully that was succinct and brief and clarifying and please let me know if there's any questions and if there's
anything else I can do to help >> powers. >> Yes. Thank you very much. I am curious. Did I hear you say we don't have any middle school industry certifications? >> That's correct. Do we know? I mean, why why wouldn't we
are we going to think about adding something as since we're trying to brand our middle schools like is there an industry certification that is age appropriate for them to take in middle school? I'm thinking about the points, >> right?
>> And then I'm just curious about the bottom um 25%. >> Yes, ma'am. >> So, do we know how many students are in the bottom 25% in third grade? how many get to a three or higher and maintain it
like how how are we tracking our success moving them not not just the points um but do they get by the 10th grade are do they get to level three or how are we tracking their
success? So what we do is every year we share with the schools the potential students who will be in their lowest cortile. So they know at the beginning of the year what group of students that would be and usually we say 25% but it's
usually about 30% of students that we take a look at so we don't miss the bar. In addition to that so they know exactly what they need to do in order to make a learning gain as they metriculate and get to high school from elementary. you know, in third grade they need to get a level two, whereas in high school they
need to get a level three. So, the bar is raised. Um, but we do have additional components and support mechanisms to ensure um a lot of students that do not pass the 10th grade ELA, those are all those other additional pieces that we work toward in regards to that
concordant and comparative score to get them across the stage. And the majority of our students um that do graduate obviously um are within that realm of of making that grade whether it be on the ELA 10th grade and algebra 1 andor on
the comparative comportive score. >> Is that answering your question? >> And just to be fair, not every child that doesn't pass the 10th grade ELA is not necessarily in the bottom 25%. >> No, that's correct. So, there's that.
But, um, yeah, I would just be I would just be nice to see how we're tracking, but and I know students change every year. Um, but if they're in the bottom 25% in third grade, I'd like to know how how are they finishing high school?
Like, where are they finishing? How have they grown over the years? Are we just seeing incremental growth? Are we actually seeing them? At what point do the majority of students reach grade level? Um is it you know in ninth grade or 10th grade or where where is that
change the bulk of the change happening? Because I think it would also help us um identify where the resources are needed. So if we're seeing the most impact between third and fifth grade, then we would know to target those areas
to really beef it up. And then they continue on the track or are there dips? Are there ups and downs? Like kind of what what that looks like? I don't know. I know that's a lot of data and um data analytics, but it would be really great if we kind of knew what was happening.
>> So, we we know in in third grade they have to get a level two, which doesn't mean that they're a proficient reader at that point. So, um those students are still struggling struggling. We provide remediation across the way. Um essentially, it doesn't actually manifest itself until they get to high school because that's the stop gap. will
they graduate without passing those tests? And so that is the key um when when we're talking about when you see that number jump. >> And so I would say it's it's pretty straightforward across the board. And once they get to that high school, when they have to get that level three um in
order to pass andor meet a comparative or concordant score, I think that is where we see the most jump. >> Yeah. I'm just curious about like, okay, the kids that are level one or two, what if they did have what if they did
jump in fifth grade? Like, what does that mean? Like, I just kind of like to see their progression, >> right? >> To see >> where they're going up, when they're going down, and then how are they getting to a level three for graduation, right?
>> Because if we're seeing dips in, you know, because that it should look like this. I mean, all things perfect. All things perfect, it would look like that, right? >> But I'm just curious how what it looks like. >> Yeah. >> Just because I love data and I love to
see that and if there are things that we can identify from it to to put resources toward um I think that would be good to know. >> Yeah, absolutely agree. Um the the deal is that the state gives us two stop gaps, third grade and 10th grade. And
unfortunately, that's where we see the the largest growth. And so, I agree with you. It can't just be in those two grade levels. It's got to be elsewhere in order to be impactful. So, I completely agree. >> Thank you. >> Yes, ma'am. >> Thank you, Dr. Law. We really appreciate
it. >> Yes, ma'am. Thank you so much. >> Thank you. >> Okay. Uh we are now going to uh Mr. George with social med media litigation. Everyone had a chance to look at the uh
questions that were asked and answered. And does anyone have any questions for Mr. George about it and whether or not we should pursue or not.
>> Can I make a motion? >> Of course. >> No, this is this is a workshop. >> We can't. >> Sorry about that. >> We're just going to discuss it. So discuss >> discuss. Okay. I would like to reaffirm my point that I think that this is a good idea.
Um I appreciate Mr. George and his uh thoughtful answers. It just reaffirms why I think that we should be a part of this and uh I just wanted to express my support for that. Thanks. >> Anyone else?
>> No. When it comes to the board for a vote, I'd like to see kind of what we would plan to do. What would our initiatives be as a board on spending? Oh, did I must have missed that one. Did you? Is it in the packet? Sorry, I missed that one.
>> It's in the packet under a um a thing that says plan for allocation of fund should Martin County School District join social media harm litigation. And the very last page has estimated low and high. >> Oh, here we go. That's in the second
attachment. Okay. Thank you. >> So, I I guess my my question is, do we want to bring this to a regular board meeting to vote on or do we want to not? I think that's what what today was about. Go ahead,
Miss Russell. I would say yes. Put it on. Okay. All right, then. Diane, let's put this on the uh August regular meeting for a vote because I believe September would be too late because I think we have to join by
September. So, we'll put it on for a vote at that time. >> Thank you. Appreciate it. Mr. Serest, we have a pool update. So, good afternoon, Madam Chair, school board members, Superintendent Maine, Mark Secrets, Director of Facilities and
Planning. So before I jump into the pool discussion, I I have some other exciting news because we've been tracking other projects side by side with the pool. So as of today, Steuart Middle School cafeteria building is now fully um open for use. We got the certificate of
occupancy from the building officials, so everybody can move into that building now. And if you haven't been there, the old building is gone. New grass has been planted. Irrigation is in place. um all the existing buildings have been painted to match the existing campus. So it's it's exciting right now at that campus
and basically all the staff are moving into that cafeteria building right now. So next I will move to the pool update. Um since our last regular scheduled board meeting as of um 7:25 which is July 25th all of the items under the
option one were completed. The only item that was still outstanding at that date was an additional item where we where it was approved to replace the filters. Those filters were in process. They were being made and shipped to the school. On 729, we actually had our first health
department inspection since everything was completed on the 25th. Um the health department came up with five items that we could not open the pool until those items were addressed and they were reinspected. Now, keep in mind there is a grocery list of items that they put on their
inspection report that we have to address after the fact, but it doesn't prevent the pool from opening. And those items are in addition to whatever our assessment report um showed. So, they're additional items that we had no idea about.
So, as of today, we had the reinspection with the health department. They approved four items out of five. Right now there's a clarity issue with the pool water. So currently um we are addressing that but it was a perfect
time because right now as of 1:00 the new filter system was installed. So the pool had to be drained down after the health inspection and then had to be refilled. So, it's being refilled right now and it's going to be test and balanced over the next 24 to 48 hours
with a goal of um having it reinspected between probably Thursday or Friday of this week. And the health department's on call and they said they would come whenever we are ready. So, they're basically waiting waiting for us to get that water at the at the critical point where it's test and balance. Um as it
was previously planned, the opening day of the pool was going to be the first day of school. So it was 81125. So we're still in that range as long as the health department doesn't surprise us with this last final inspection. But I will take any questions if anybody
has any. >> So basically up until then the swim teams can go to Selfish Splash and still practice correct for swim season which is coming up and then hopefully it would then open that first week of school or close to that.
>> Yes. and what we were told by the swim team um that they were planning on using it after 811. >> Great. Thanks. >> Thank you. >> Thank you. >> Hey, the next item is the
superintendence evaluation tool. I'm going to open it up for discussion. Um I just had a couple of things. One is um I want to be clear on how we're how we're all evaluating because the last tool was I felt like it was like you
could give a one, two, or three. >> So I didn't give like a 2.5 or 2.8. >> So we just need to have common like what can we give? What do we want to give a 3.0, a 2.5 and a 2.0? like that type of
range or are we going to go anywhere between you know zero to nine so that we're all doing it consistently how and I do think two and a half the indicator below a two and a half I think
a two and a half is really good I think a two which is effective I think it should be a two where it says two and a half um >> so you're looking at a scoring rubric and you're saying that
>> a 2.1 to 2.5 shouldn't be affected. It should be higher. >> No, I think a um a 3.0 to a, you know, I would say like to a 2.5 is highly effective.
>> So if you if you go down on the page, >> right, I'm looking at that >> the scoring rubric a 2.6 6 to a 3.0 is highly effective. >> Yes. >> A 2.1 to 2.5 is effective. Are you saying those should be changed?
>> Well, I think it should be a half point range, not a >> So, I I see what you're saying. So, make 2.5 to 3.0 highly effective. >> Yes. >> And make 2.0 to 2.4 effective.
>> Yes. >> Okay. So, we're gonna we're going to step we would step it down to accommodate that. And then in the actual scoring itself, you can put any decimal number you want
between one. >> Okay. I just want to be clear because that's not how it was on the I just wanted us to all be consistent on how we do it. >> Yes. So that the understanding would be that anywhere in the realm of one to
three as the scoring you have the option to choose 2.7 right >> okay >> does everyone agree with that >> I like whole numbers personally it was it's zero to three though right now you said one to three is
>> I meant zero to three >> I'm a whole number person too like I think it's kind of like how do you evaluate 2.8 or 2.9 like how you know it's that it's really hard. I'm like I don't know.
>> Well, I kind of look at it like 98 out of 100. It's an A. >> Yeah. >> So, a whole number if they're a two, they're just effective. But if they're
almost a three, not quite but very close, you have a little wiggle room. That's how I look at it. I I don't Whole numbers are wonderful, but I think there's kind of nuances that have to be taken into consideration. That's just
how I feel about it. But I'd like to hear what everyone else says. >> Lee's got her thing up. >> Oh, thank you. Um I think where it says rating scale, it should say scoring. So that's the rating scale for scoring. And I think it should be
>> before we I apologize, but I'm sorry. >> We're talking about this whole number issue. So >> I am talking about the whole number issue. >> Okay. Okay. It sounded like you were you went above and >> I can talk about the bottom part first if you want to talk about the rubric first, but
>> I can do it either way. >> Okay. Um in the rubric I think that unsatisfactory should be 0 to 0.9 needs improvement should be 1.0 to 1.9
so that the 1.0 matches the one in the area above it that says needs improvement in the rating scale. I think the effective should be 2.0 to 2.4 so that the 2.0 0 matches the two above
it where it says effective and I think that highly effective should be 2.5 to three and that would be so that scoring rubric would be what you would get when you add and divide your totals you would end up
in those in that decimal area like we did this time where you ended up with a 2.7 or 2.8 eight or whatever the number was. I think in the area above it, which is the rating scale, which is the scoring piece, instead of trying to decide what the difference between a 2.3
and a 2.4 is, I think we should be using no decimals, only halves. So that we could say, if I think you're halfway between effective and highly effective, I can give you a 2.5. If I think you're a halfway between needs improvement and effective, I can
give you a 1.5. If I think you're not unsatisfactory, but you're not at just needs improvement, I can give you a 0.5. So, I would be adding three additional numbers I could be using in my numbers for the
rubric. That's just what I think. >> Okay, Dr. Mari. >> And then the only other thing is with decimals. But like let's say that he scored a 2.05. >> No, it wouldn't it it would it I don't
think it could calculate to that. If you if you're using 2.8 or 2.7, >> you could get any number, but if it was a 2.05, it would be between categories. So, >> has that ever happened? >> If you're saying we could put any number
in there, it can certainly happen. or just round it. If we want to put that we're rounding the numbers. >> I I think it's I still think I think we should stay with whole numbers. Honestly, I just can't imagine like and then we just change the highly effective
effective needs improvement unsatisfactory. Like if you're below a one obviously you're unsatisfactory. If you're a uh below a 1.9 to whatever it's to a one you're
uh needs improvement in that way because I don't know I just think it's I think what the question came up when we were looking at how do you say like I because I did it all in whole numbers but still my average ended up being
almost a three. So I think the point was that we want to give credit because the majority of it was highly effective and there were some areas that were effective. So I don't know how you
measure with a 0.8 8 like okay well I'm going to give 08 because 80% of the time it was good but the 20% wasn't to be kind of
me I like whole numbers I think it's or we go with just 0.5 any other comments I mean, I agree as far as changing the scoring rubric to it just the way Roberts said.
Zero to.9 and then you've got your ones basically one.9. I agree with all of that. Um kind of torn on the rating scale. I understand both sides of it. Um, and
honestly, I'm good with either her score working out to be even after the fact just using whole numbers. That's good. I mean, I can get behind that if that's going to be easier for everyone. I just for myself this time, I
did use 2.7 or the two. That was because, you know, I felt like there's some things that weren't perfect. They were they were so close. That's why I gave that 2.7 or that 2.8. I couldn't be 100% on that that perfect score. So, I
felt like it gave me a little leeway doing it that way. But, um, if it's going to be easier for everyone to do the other, that's fine with me as well. I mean, if if the majority wants to do it that way, that that's fine. Um, but
will will um the scoring rubric should be um tweaked a little bit so that highly effective is 2.5 to 3.0. Does everybody
agree with that? And then 2.0 to 2.4 is effective. Um and what is it? 1.0 0 to
1.9 is needs improvement and then 0 to 0.9 is unsatisfactory that work any other qu any other comments regarding the rest of it
I think just that one um in the evaluator guidance and it talks about uh if if you're rating on a 2.5 because now that will be highly effective. Um I don't think that we need
to make a comment. I mean I made comments whether it was highly regardless of the score. already commented on every domain, but um I don't think it should just because it's a 2.5 which is highly effective that you should should mandate some sort of
evidence that why you rated it not a three. >> Gotcha. So I think we can we can comment as we feel is necessary. We we shouldn't be um we we shouldn't eliminate comments
if we feel like we want to comment on something. Is that >> Well, I think that if you are going to rate needs improvement or >> you should comment >> or unsatisfactory, then it's mandatory that you put a comment. >> Correct. Okay. Right.
Anyone else? >> I was just going to make a comment saying that if I feel like it's a good idea for each board member to individually meet, regardless of the scores that are given, whether they're low or high, just to kind of give him feedback on what we're looking for and have that personal one
with him or we can kind of how we feel or things we'd like to see. I I absolutely agree with that. Um every board member should meet individually before we speak um on it publicly so
there aren't any apprises. You know, I think it's good to keep the open dialogue. So I I agree with that. Is there any other um Roberts? So, are we doing the decimals or the halves? >> We're doing whole numbers for the rating
scale, and the rubric is going to reflect uh 0 to 0.9 as unsatisfactory. I was okay with the r with the scoring rubric. Um, I'm still advocating for the halves because if he's more than effective, but
hasn't quite reached the highly effective and what that's going to push me to, it's going to push me down to a two instead of allowing me a 2.5. I can understand the not wanting to deal with a 2.7 as opposed to a 2.8 or a 2.6 or that type of thing. But I think if
you're halfway in between those two and if you're not necessarily needing an improvement plan, but you just need a little bit more to be effective, I think that's like a 1.5. Otherwise, if I don't think you're quite effective in one
measure, instead of giving you a two, my only choice then is to push you down to a needs improvement, which it it might not be a needs improvement. I'm at the 2 point. I'm at the 1.5. So, I just think that adding the halves helps, but whatever the board decides.
>> I'm fine with the half. I don't >> I could that I could I can support the half. >> Sure. >> Yeah. I just think we need to be consistent. >> Yes. Whatever we do, it should be consistent. So, we will incorporate
halves into the equation if that makes sense. >> I get a 2.05. I'm not calling you. >> You can't You can't have a 2.0. 5. You'll be breaking the rules. It's a 2.5, a 3.5, a 1.5. >> I will calculate it. You'll see.
>> You got it. >> I got it. >> Any any other comments about this? Hey, this can go on the um >> Yes, if I could just say one thing. I appreciate all of that dialogue. Domain seven will be uh is being worked on
right now. So, what you see on here is just a sample. Uh, I'll meet with each individual board member to go through what I'm personally going to work on, and then if there's anything you would like for me to work on, I'll put that into domain 7. You will see that for the final vote, okay? >> Uh, on the instrument.
>> And I I want to thank uh Mr. Shazo for helping me with this. She Well, she did the heavy lifting. I did a little bit of research to find a tool that I thought incorporated what everyone was asking about. Um, and I also like the addition
of getting points for our A school rating and our district rating. I think it adds another component that reflects what is going on in the district. So, I want to thank you, Jen. I appreciate it.
>> And Madam Chair, this is much better than what we had last year. So, kudos to you and Mr. Shazo. >> Oh, well, thank you. Appreciate. Okay. So, that's that'll be on the August for approval and then we'll forge
ahead. Thank you everyone. I appreciate the dialogue. We're going to go on to um school board policies 6.01. This is suspension or dismissal of administrators. Do I have any any
comments from the board regarding this policy? Okay. So 6.02. Wait, am I do I have to I can just keep going. Okay, I get so confused. 6.02.
Um, this is physical examination. Are there any comments from the board regarding this policy? Okay. 6.03, fitness for duty. Any comments about this one? No. 6.04,
evaluation of administrative personnel. Miss Roberts, >> um, I would like a sentence added into that policy that says, "Unless written exemption is given by the superintendent, an employee can only
receive an effective or highly effective designation with successful completion of all components of the published job description." I think that when we have employees that have 10 items on their job description that they're supposed to do and they're
doing um six of them, seven of them, eight of them or there's not doing one of the components on their job description. I don't I think that by definition means that they are not effective. Effective means that you're covering all the components of your job
description. So, I can understand if the superintendent says, "Hey, I understand your workload and I want to take number four off and you don't need to be doing that right now. I want you to focus on these other things." I think the superintendent could do that, but I think in the meantime, um, we should be
expecting our administrators to do their job description. So I I I don't disagree with that, but I do think that you can have as from an HR standpoint, you kind of need to cover a lot of areas that a person
may not be doing um consistently as part of their job because then if you otherwise they're going to be bringing back job descriptions like, "Oh my goodness, we have a need for this. So, we better amend the job description and their evaluation and bring that back to
the board to be approved. I just think when you encompass a lot of things, that's why you put um other duties as assigned or whatever that you're going to you're it's I think that that should be up to the
supervisor to determine if the person is doing their job or not and doing all the components and fulfilling the expectations. I don't think that we should be putting that kind of limit on it because something we could get a tool that takes
away a major component of someone's job and so their supervisor may not evaluate them on that piece because we that duty was taken away or it was absorbed by another department or we had a reorg or whatever
it is. Otherwise, they're going to be bringing job descriptions back and forth. I think that can be ownor too ownorous and I think we should leave that to the administrator unless you convince me otherwise. I would just like to weigh in a little
bit. It's a it's a good suggestion. I think history shows that evaluations can become complacent. They've been there for 10 years. They're
doing a good job. We'll let it slide. I mean, I've been in that situation. I think we all have. I think what the the important piece is to make sure that we're fully and honestly evaluating
employees in a thorough way and not letting things slide. So I would say I think it's incumbent upon the evaluators to do a good job and not just run
through the numbers, check check the box and be done with it. So I like what you're saying. I just think we find another place to make sure that evaluations
rise to rise to what they're supposed to be. They're not checking the box. They are talking. They are relaying what can be better, what's ex what's excellent instead of just running through and
saying, "Okay, another year, another evaluation." So that's kind of where I am with it, but it takes into consideration exactly what you're saying, but in a different way. So maybe we can look at
wording that brings forth that it is incumbent upon each evaluator to really dig their teeth in and do the best job possible when they evaluate. Thank you. So, I I don't disagree with that. And I
think um for those of us that do evaluations, it's a gift to be able to really dig in and do a really good evaluation. It and it takes practice. And I don't I think that this is a good opportunity for professional development
for our administrators because there are um you know, there are good ways to do evaluations and bad ways like what you were saying is just checking boxes. But um you know, I think that this I think our administrators need to be trained on really how to do an evaluation. That
includes improvement plans. Uh improvement plans are very ownorous and a lot of work, but we a lot of times let things go until it's renewal time and we just non-renew someone instead of like really addressing the issue early on in
a in the contract year. So, I I agree with all of that. And I think it's an excellent opportunity when you do the evaluation to review the job description at the same time. So, they're not just signing off on what I do. They're not just signing off on their evaluation,
but they're signing off on their job description and acknowledging. But that's a good time also for the administrator to have that back and forth conversation. You can say, "Well, I'm not really doing that. That's not part of my job." or you know that type
of thing. So I I just I just think we have to give I don't want to get into the um practice of amending job applications multiple times or job descriptions
multiple times throughout the year. >> Superintendent. >> Uh yes, Madam Chair. So uh I appreciate all of that dialogue. I think it's all very valid and uh we are with you 100%. We did take a lot of time in a breakout
session uh during the leadership days to go through proper evaluations with Heather and her team with every administrator as well as our district office staff because this has been an area of of concern. Um I will tell you
that I like the idea of the job description becoming a component of review. uh during the evaluation uh pre-mid and post because I do believe that there are many times where the
employee doesn't know what is even in their job description. Uh so I do think we can make it part of our practice where we're where the administrator is sitting to do the review with the employee that they are actively reviewing the job description at the same time. Uh, that is also a great way
for us to identify areas where a job description needs to be updated. Not that we want to bring them all forward, but to Mrs. P's point, there might be something that the employee tells us that we were unaware of. The job description hasn't been updated in a long time, and that is one that needs to
go forward for review and change. So, um, I think we can bridge both. Um, and I think we can do it in a way where maybe we bring language, we can pull this right now, we can bring language back forward for the board to review
that allows us to uh encompass that it has to be part of the process review of the job description has to be part of the process. >> I just have one other question. Do when when are when do you conduct the is it anniversary date
when those reviews are conducted? Yeah, they're they're different for everybody, but um if director plaque can come forward to the microphone because there there's a set there's there's a schedule. >> Hello everyone. Heather Platt, director of professional learning. So for school
administrators, which is the policy that's up right now, um they are it's paced out throughout the year. So there are certain dates where their supervisor now u Miss Gford will be meeting with them. So they have to submit a deliberate practice plan that happens in
September. That's the first review. They're required to do a midpoint review which happens around January. And then they have a final review which happens in May. And then there's another review once we get student growth scores back. So that's for school administrators. Um
it's the same for teachers. And then for district staff, very similar. We are actually going to um work to rewrite our district administrative evaluation system. This year we have worked on the teacher evaluation system as a result of statute and the school administrator and
now it's time for our district administrator. So as Superintendent Maine shared, we did a breakout session with them at leadership days and we'll be coming back to you with review of what that will look like for your feedback. But we do have specific dates. Um, and it's not necessarily based on
the date of hire. Only if they were like a late hire, might they have a different timeline, but that's all articulated in our um system documents. >> Thank you. >> You're welcome. >> We should probably put that in the policy, I think. >> Yeah.
>> Put the put the um the four >> the four times of the year that it's being evaluated. >> Not the dates, but >> right like September. It doesn't have to be September 30th or the timeline. Yes. Mhm. Absolutely. >> Okay. Thank you.
>> Yes. No problem. >> Appreciate it. >> Any other comments? >> Okay. Thank you for that. That was good dialogue. >> Okay. 6.05 school improvement. Any comments on that policy?
No. Okay. We are um program of instruction was pulled for the time being. So, we're moving on to 6.07, physical education. Any comments about that policy? 6.08,
field and other school sponsored trips. Roberts. Um, on page three where it the first green paragraph full paragraph where it says the board shall approve those field trips and other
school sponsored trips which take students more than 75 miles from the this district. I think that should say or are planned to keep students out of the district overnight. um
or longer or out of the state. So that because the way it's written right now, we would only approve a 75 mile trip away from the district if they were staying overnight. And then on the back page where it says
an instructional staff member shall not change a planned itinerary while the trip is in progress except where the health, safety or welfare of the students in his her change is imperiled. I think it should have the superintendent or design shall be notified as soon as reasonably possible
of the change. >> Thank you. Um, Madam Chair, can we just the physical fitness piece? Are we going to um do we want to hold off on this one because they're adding the presidential physical fitness um test back in to our
>> 6.07? You mean pull it back? >> I don't know if we're going to have language that we need to add for that, but I would hate for us to go through the process and then have to bring it right back. >> That that makes sense. >> Unless there's something >> I wasn't thinking of that. We were just discussing that it's it's going to happen. It's going to have to
happen anyways. Um, but we could we could do either. We could approve this one as is, but if you're not that far along and it's a workshop and we're not approving it anyways, we certainly can wait for Niola to add the >> Okay. All right.
6.09 educational options. Any discussion? 6.10 Virtual Instruction 6.11 Hope Scholarships. 6.12 has been pulled for the time being.
Tutoring for credit 6.13 Career and Technical Education 6.14 has been pulled for the time being. Career and technical education work-based opportunities. 6.15 physical examination of student
athletes. This is being rescended. 6.16 Dropout Prevention and Academic Intervention Programs. 6.17 Exceptional Student Education. 6.18
Selection of adoption of in selection and adoption of instructional materials. 6.19 evaluation of instructional personnel. Would that fall under the same type of
um conversation that we had previously with the with the um okay that's negotiated. So um okay
so we are finished with the policies we are now open to the board. We have Miss Russell. >> Yes. Just wanted to remind everybody about a back to school event that Kowanas is doing joint with YMCA of Indiantown. Um we at YMCA of Indiantown
on the 16th from 10 to 1 we have free food, face painting, all kinds of things. So love for everybody to come out. Okay. What's the date again? The 16th. >> 10 to 1. >> 10 to 1. Okay. You're all invited. >> My husband will be cooking.
>> Who will? >> My husband will be >> Oh, cool. all the more reason to go. >> Come on out. >> Come on, Kevin. >> I'm sorry, Dr. Morardi. >> Yes. Hi. Speaking of policies, I had brought up a a policy change for these uh highly caffeinated drinks um being on
campus several months ago. I just wanted to know if there was any kind of an update on them because I have not seen that any progress there. Um maybe the superintendent or I'm not sure who I would follow up with that. >> Okay. Where Yes. So I believe um Laura
Hamadal Food Nutrition was reviewing those. They they are in the hopper. So we have several policies that that are in the hopper to kind of roll forward uh through the board. The last I had seen them we had a couple of questions uh by for director Homodol after her
presentation she reviewed those and so we will make sure that we roll those forward in the next in the next round. >> Great. Thank you Mr. Superintendent. Um, also are we bringing back the our we we had a discussion on our committee
appointments. Are we bringing that back to the full board or how what are we doing on that? >> Um, so it's an interesting question because we're in the midst of committees right
now. I was under the impression that the discussion would take place when the new committee appointments are ready to be uh delivered out. If we want to speak about it sooner, we can absolutely do that. Well, I thought we had talked
about shifting from >> a November start to like a like a school year kind of >> year start >> start so that um especially for issues like you know there's a lot of issues that just naturally follow the school
year like the head start council you know getting someone new for that and then the district um >> advisory >> advisory committee um insurance committee once we start negotiations, there will be a lot of talk around that.
And so there's things that naturally follow the school year that I think we should should consider um sooner rather than later. >> So it it's very valid. I'm just thinking in terms of are there any committees
right now that would need to be um starting with someone else? That's the part that I'm not following. >> I think it would act just like, you know, as far as November, you've got people that are on and they ship. Like
you might have one, say, Mrs. Roberts is on it on deck and October November rolls around, we choose someone new, that new person switches and you just take over for the remainder. So, do we want to do this in October?
Make the changes in October. I was just throwing a you know a month out there but what she was saying is starting it with our school year so that we would be on you know in August every August we would be so do you want to bring something in
August and make changes I'm trying to get to a month where you want to make changes >> do you want to make them in August >> yeah I'm f I mean we had the we already had the workshop about it I'm fine doing that talking about So what we need to
give to Diane is um what committees need to change in August? Do all of them need to change in August or just some of them? That's the part that is a mystery to me.
>> Go ahead. Um I thought that it was coming back to us with a listing of which committees for instance say the calendar committee that we might be eliminating as a committee and which committees would naturally fall. I mean
so take the arts council committee as to knowing whether we are statutoily required to have the committee. Does this ring a bell with anyone? whether we're statutoily required to have it and if we have it is it in their bylaws is it in our piece um and what their year
is and how their year falls so that we would then that's what I thought we were waiting get back does that >> anybody remember that >> Mrs. Falls has been working on that pretty extensively and she's close to being done. Um but but she has gone
through every committee that we have in the district has looked up policy or whether it's in the um wherever it's at and we will be able to present that forward to you so that you could give direction on which ones you no longer need to have exist and which ones you need to fill.
>> So maybe we could have that at the se September workshop, do you think or October? Is it going to be a another workshop or will we have to deal with the policy piece? >> She that's what she just said. We'll have to advertise the policies after the
changes are made. So, um it's just the pleasure of the board as to which which meeting or which workshop you want. >> Well, the sooner the better. Obviously, this is pressing. >> So, we'll do it at the September
workshop. But in the meantime, do we have to make changes to existing members and where they need to go? I think it's two separate items. >> I think we have the statutory piece what
what can be eliminated and then we have the piece of are we changing the guard to follow the calendar of each of those committees for the year. So, so obviously the the ones that are in our policy will take
>> three months to change which you know I so we've been talking about this for a while. So now we wouldn't be starting a new cycle until next August. So we would be changing in November and then
changing again in August or so then it would be there's always the what I call the the time of discomfort where we're we're we're switching over and doing something new. So it could be
bumpy for the next couple of months. But if we want to get it done and we want to put our foot down and say let's just do this. Let's try to embrace the discomfort and get people what they want, where they want in a way that
everyone is comfortable with in the discomfort and make sure that we're eliminating committees, etc. that aren't necessary and focus on the ones that are necessary. So, I have no problem
um doing a September workshop and then in September regular meeting making those changes that we have to main the policy that needs to change will be for the committees that we no longer are
going to have. Correct? >> So we can we can put a put a stop gap in until those committees are phased out but in the meantime get people on the committees or this next year as soon as
possible. So, I think we could do it by September, October. Does that is that too challenging or am I making >> I mean, I don't think that's aggressive at all. I was thinking like August. >> Well, we're in August. So we could
>> I mean I was thinking that the next meeting >> we could at the next meeting identify the committees that need to be changed that are mandatory. The August meeting will have on the
regular agenda the discussion about changing people to the calendar year. then we'll tackle over the course of the next few months and it's there'll be a change of the policies that guide us now for
committees that we may not want to but let's I if you could bring to the to that meeting all the committees that are a must that's what we'll focus on first if that's okay >> that are not in policy >> that are yes yes that are ma that are
I'll call it mandated for lack of a a better word. We'll have that. We'll take care of that and then we'll work on the ones that we might be phasing out. How's that sound? >> So, would we be looking for a first read in an advertising approval in September
then? You have enough time to advertise for that, right? September for the advertising approval and then October for a final approval. Is that what you would be doing >> for the ones that are >> in policy now? >> In policy that we um
>> are getting rid of >> are getting rid of. >> Yeah. >> But the ones that are like the statutoily required ones and that's in statute. So >> yeah. Thank you. >> Thank you everybody.
Okay. Um I'd like to take a short recess before we go into our trim meeting. Thank you. Good afternoon again. I'd like to call this meeting to order. Um, Miss Falls,
will you call the role, please? >> Dr. Morardi, >> here. >> Mrs. Roberts. >> Mrs. Powers, >> here. >> Mrs. Russell, >> here. >> Mrs. Pritchette >> here. >> Okay, I'm going to um ask for an approval of
the agenda. >> I move to approve the agenda. >> All those in favor? >> I >> I >> motion carries unanimously. Discussion items. Purpose of the hearing, Carter Morrison.
>> Thank you. Um I believe that should be Mr. Maine. I apolog. One, the purpose of today's meeting is for the board to adopt the tenative millage rates and budget for the 2526 fiscal year after receiving public input. Trim or truth and millage
advertisements have been placed according to the specifications of the law. Trim requires that the first issue we discuss at the public hearing is the proposed millage rates for the fiscal year. By law, the budget is required to be adopted after the adoption of the millage rates and after public input.
Madame Chair, I will ask Mr. Morrison to review the 2526 proposed millage rates followed by any public input. Then the board will adopt the tenative millage rates contained in the accompanying resolution 2026-01. I'll then ask Mr. Morrison to review the
tenative budget followed by input from the public. Then the board will adopt the tenative budget contained in the accompanying resolution 2026-02. Thank you, Madam Chair. Okay.
So, agenda item 4.01. We will now conduct the public hearing as advertised. The public hearing is now in session. Mr. Maine, are there any written responses to the advertised public hearing to be read at this time? >> Not at this time, Madam Chair.
>> At this time, I will turn it over to Carter Morrison to conduct a discussion of the millage and roll back rates. >> Thank you, Madam Chair. board members, Mr. Superintendent, um those of us in attendance this afternoon and those who may be watching us over the internet, um at your places, board members, you
should have a copy of the tenative budget book as well as the um the presentation for this afternoon's proceedings. Um pursuant to do that, Mr. Maine's um response, the budget and the tenative mill rates were placed in the
newspaper according to the specifications of law. So, we do have that um and we'll be turning that those into the department of revenue. Um as we like to do, we always like to compare the proposed U millage rate in comparison to the adopted millage rate
for the prior year. And the proposed millage rate for 2526 is 5.720 mills in comparison to 5.75 mills in the prior year. Um the millage is about a quarter percent lower than the adopted mill rate
in 2425. Um this year in 2526 our proposed millage rate is 5.7270 mills which comprises of the required local effort discretionary operating the additional voted millage at 425 and the
capital outlay mill um the 2526 mill rate is about 9% higher than the roll back rate. At this time, I just want to talk point out a quick scrivener's error in the resolution that we're being asked to pro to um approve. Uh there was an error on there that says 2.41% but it is
actually about 9%. Um, we always always like to look at a potential scenario on a uh residential home scenario one where there is no increase in the assessed valuation of about $378,000.
In 2425, taxes would be about $2,6.60 compared to the current year um taxes of 1998.57 or there would be a tax decrease of 8.038 $8.3 or 0.4 40 less. Again, the millage
rate is year-toear. When you look at comparison, it's it's about a quarter% lower. However, um we assume a 3% increase in the assessed valuation. As everyone is aware, the there's a constitutional amendment for save our homes which caps
the increase at 3%. Um so therefore, uh the 2425 taxes, as we mentioned, is $2,660. 2526 taxes would be 263.69 or $579. Um that is due to we are seeing property
values on the average in the um FEFP in particular going up by 10.86%. However, the taxes are only levied at the 3% level because of the cap. Uh at this time, Madame Chair, um we'd like to sound the halls for any public input on the proposed 2526 tenative
mill. I believe you we you may have someone here to speak. >> Do we have >> Oh, okay. >> public comment. >> You put me on the spot. >> I did not expect to be the only one here. Obviously, I read the paper maybe better than anybody else. But anyway, um
I'm just concerned about the taxes and I noticed my school portion of my taxes are like in the 36%. We didn't educate our kids here. We and we've had the same property for 50 years in the in the same family, but maybe
different names. But anyway, I'm just expressing that I'd like to keep the taxes as low as I can. maybe the millage as low as I can. I don't know what you can do about it, but it just seems like something should
be done. Thank you. >> Thank you. >> So, agenda item 4.02. Uh, Mr. Have you documented that this public hearing was properly advertised in accordance with state law?
>> Yes, Madam Chair. >> Are there any written responses to the advertised public hearing to be read at this time? >> Not at this time, Madam Chair. >> The public is now invited to address, which I think they've already done.
>> So, we're a little out of order, but that is okay. The the chair concludes that this public hearing on August 5th has been conducted pursuant to notice and that ample opportunity to address these issues have been provided to all board members. Is
there a motion to approve resolution 2026-01 tenative millage rates? Motion to approve. So Carter, we're not approving the millage rate right now. We're just approving up to
We're not appro We're going to talk about the roll back rate, right? Like we're not approving the rate that gives us a $15 million increase. Um you you are in essence approving the rates that
will be mailed out on the tax bills um come next month by the property appraiser and the rates that you will be approving tonight will set the cap based on what was advertised. >> It sets the cap but it's not we can go
lower. We can't go higher. >> Yes, you can go lower but you cannot go higher based on what was advertised. Yes. because I want to talk about I do want to talk about the roll back rate and >> um because we did see such a significant
increase in property values that even though if we maintain at this current rate that we're charging everyone is still going to get a tax increase. So I and I don't know with declining enrollment if that's even something that
we we as a group need to we need to talk about that because our while our enrollment is going down. We are asking our taxpayers to give us another $15 million almost 16 million um because of increase in property
values. And then and the next we're attending and um participating as community leaders on why our children can't come back here and afford to own a home. So I I think that we should consider um a roll back rate. Madam, Madam Chair,
if I may just a moment just to it is at your discretion, but I just wanted to remind the board that the components of the mill rate such as the required local effort um that is required by law that you have to levy that based on the FEFP
formula that is statutoily driven. The discretionary operating mill of 748 is is an assumption that the board will levy that full amount to fund the FEF FEFP formula to the maximum that the
state has allocated those funds in the general appropriations act. the additional voted mill at 0425. Uh we're keeping that same mill rate the miller rate the same as it was in the prior year so we could fund those priorities that we've identified in the
proform um financials that we brought forward at the budget workshops and and finally the capital outlay millage is worded in such a way that it's up to the 1.5 mil. So you do have some discretion there. So I'm going to um
try to summarize that two of the components of this are not in our control and two of them are >> yes the required local effort is for better or for worse required the discretionary operating is a a
significant comportion portion of the FFP formula the additional voted mill of 425 we're keeping the same as it was in the prior year and the capital millage we're obviously keeping the same based on the needs to um renovate our our
infrastructure etc in the that's contained within the five-year plan. >> Okay, thank you. So, Miss Roberts, >> so Mr. Morrison, um, could you please
give us information? So, we know that based on the second calculation, our traditional and charter schools have an unweighted FTE of about 17, uh, 497 or 460 depending on whether I'm using your estimated numbers or whether I'm
using the state numbers, but I'll use the state numbers. 17,497. So at 17,497 um with the with all the pieces added to it, including the class size reduction,
including the discretionary piece, including all of that, the state formula for the funding for that, the total funding for that 17,497 is $171 million.
Can you give me last year's? So, you should be able to figure a dollar amount per unweighted FTE >> and then you should be able to give me an a dollar amount for unweighted FTE last year. So the information that I
have based on the third FEFP calculation which is the October count because we have not received a February count is 168,560,659 this year is 171,795250. That's $250. That's just the local portion. The whole
together state and local together. >> Correct. So that's everything that does not include what's going what that's that's our total bucket of money to fund 17,497 the 171 million is to fund the 17,497
>> traditional plus charters. Yes. Because they have taken out out of the formula the deduction for the fees. Yes. So the 1685 560 695 659 was to fund how many students
>> at the time was 19,841.84 >> unweighted >> unweighted >> and then that number includes um the Florida empowerment number of >> 223 >> 2231.75.
So if I subtract the 2231 from that, it means that 17,610 students were funded at with a price of 16856059 which is how much per Can you do the math for that? >> Sure. Um, it was 17,
>> 61, >> 841 761 >> 1761 >> 160 >> 17411 >> 611 >> excuse me that's about 9,571.32
per per unweighted FTE. >> Okay. And if you do the same math on the 171795250 with the 17,497 states projections 17497 my denominator >> uh
>> that's 9818.55. >> Okay. So the the actual increase per student is the difference between the 9818.55 and the 9571.32 which is $24723. Correct?
>> Yes. And then if I take the number of students, I take the difference in the number of students, 17,611 minus the 17,497, right? >> That's 114 students.
>> Correct. So for us, so instead of instead I don't want to call it roll back because roll back means something different, but if we funded at the same rate we did last
year, if we funded at the same $9,571.32 per student and if I used that number 9571.32 times this This year's number of students 17497 >> I get 167469
384 >> 167469 >> 384 386 excuse me 386 >> 386 >> So theoretically for us to spend the same amount per student as we did last
year um means that we would reduce these taxes by $4,300 or 4,300 4 million4 million $300,000. The difference between those two
numbers, the 171 and the 167 million, right? It's about $4 million. >> Just double check that. >> Okay. >> 4,325864. >> Okay. Um And if we did that, um, I think
there's two components. So, first of all, I'm interested in what the millage rate would be if we reduce the millage rate so that we funded at the same dollar per student rate as we did last year. But also knowing that I have to
pull the charter students out of that because the charter students are entitled to their pieces at the rate that was posted. Correct. >> Yes. the charter students. So, so my explanation is that even though we're
saying the state has computed us at 17,497 students for a price tag of 171 million. So, I need to take the 1,600 charter students out of that number
about let's call it 10%. And 10% I have to fund at that higher rate, but 10% I could fund at a $4 million less rate. um in order for us to be living on the same
per student budget that we lived on last year. And I think and I would be interested in knowing what that number is. I think it's fair to explain to the person who spoke earlier that these rates are given to us by
Tallahassee and we and the rate is computed and they have figured in their calculation that their total piece would be 171 million to take care of 17,497
students. But that is a higher number than what it was last year. But so you you would even though you may see some relief off of us saving $4 million because I think the total that we're supposed to be charging this year is 155
million if I'm >> Yes. 1556. >> So 155 million. So you're at about less than it would be a less than 3% reduction would be what it would come out to be. So, whatever your taxes are,
if you just figured you would have a 3% reduction, so your your taxes may still look higher, but the reason they're still looking higher is because we have to do what the um state number comes out to in those pieces. But I would be interested in knowing what that number is and what
that millage piece looks like. Thank you. So, do we >> Well, it wouldn't wouldn't be higher if we use the roll back rate. It would be the same as it was last year.
>> If we use the roll back rate though, the problem of using the roll back rate is that using the roll back rate doesn't fund us. I don't think the roll back
rate saves us just $4 million. I think it saves us a higher number than 4 million because our portion of the equation this year is 155. Last year it was not 155. Last year it was a a lesser number than 155. So our piece So imagine
if last year our piece was 140 million >> and this year it's 155. It means our piece went up by 10%. >> Well, our property values went up by like 14% I think on average, right? But overall in the state, different
districts are are taking it the state is pushing that piece back through. So even if we went to the roll back rate of the 140, for example, we can't do the 15 million because then we would be paying money back to the state.
>> Well, we wouldn't. So what is the I guess you're right. What because we are at whatever it is 105%. >> Yeah. But so that so take the 15 million. So the state piece of what they're giving us for the class size
reduction and the um discretionary is about 17 million. Right? If we take that 17 million and we try to push a roll back and say we're not going to collect 15 million, the 17 million that we get for those pieces would disappear.
and the 17 million disappearing. Reducing the 17 million by 15 million but to get us to the roll back rate would get us down to $2 million that we're picking up from the state. So, we would be funding everything except for $2 million of it, which per student puts
us at less dollars per student for roll back because the portion that's coming that that we're contributing to the pot to pay for our own students is a higher percentage this year than it was last year. That make
but I'm I'm willing to see what it looks like. If we know that the number last year was 9,571, I'm interested in knowing what that looks like to keep us capped at the 9,571. If we educated charter and traditional
students at 9,571, what would it look like? What is the millage rate savings if we save that? If we stay at that rate instead of making that rate go up. But in doing that, we also have to peel back and set aside the 10% that's the
charter students because they have to be paid at the higher rate as required by law. But I am interested to see what that looks like. But just going to roll back doesn't get us to >> doesn't solve the problem. doesn't solve
the problem because that would push us if you figure four million gets us to here. Um saves us 247. Um it would be three times that. So it would be mean that we have about
$800 less per student than what we have this year. If we went to roll back the amount per student doesn't stay the same. It would re be reduced by about $800. >> What was our student count? Our projected
17497 for next year. >> Unweed >> unweed >> and 17175 250 for the total. It's just um when when you take our
entire tenative budget of 598662 for 2526 and you divide it by the number of students that we have, it's like $34,215 per student. I mean that's
>> right. And and I'm thinking so in addition to this I'm thinking that at the same time the piece that we might be sorry Mark but the piece that we might be able to save some on is the capital piece. Sorry Mark
because that that is a true piece that gets pushed through you know I mean that's a true percentage of what our property values are and that number just grows. So, if we grew by 20%, that number just grew by 20%. >> So, if so, even if we went to roll back
um I'm curious to what a capital budget would look like if we went to roll back on the capital piece, like even if we didn't do it here, didn't do it on the operating piece, if we pushed it through on the capital piece, what that looks like. It's going to be a really complicated
motion. >> Yes. But if Carter can get us the information on what the millage I guess it would be the 748 we would save the 4 million 300,000 325,000 on that's the piece that we
would adjust >> the 748 if you went to roll back >> no not thinking if we went to roll back 748 generates how much money? Oh, the 748 generates around 31,820,000.
Going to roll back. >> Oh, sorry. Okay. >> Not going to roll back because you can't do it from going to roll back. If I wanted to make if I do the ratio of the 31 million 31,820,000 right >> to the 4,300,000
>> I would know how much I need to save >> how much I need to peel off of my roll back off of my 748 number. I just think we're going to have to >> you would not >> we have to look at this holistically because we have to consider our entire
budget of what it costs to educate one child >> and that at 34,000 over $34,000 that is crazy. >> Yeah. But so but you but in looking at it that way you still have to look at it
from the operating piece and from the um capital piece. And I think >> Oh, absolutely. And I think the easier place to make that adjustment is on the capital end. >> If you were at 100% you would raise on the capital 63.8
million. You were to go to roll back rate which I know you're not you would drop to 58.3 million which is about 5.5 million give or take. >> Okay. So, um,
>> so if if the superintendent can look at the capital budget and see what that the difference between 63.8 million and 58.3, if we can save that off of the capital budget, that pushes the capital budget back to roll back. And then if Carter
can figure out what that looks like to save the 4,325,000, what the 748 needs to be? >> If I know 748 raises me 31,820,000 and I want to raise $4,300,000 less, what does my point 748 need to be?
I'm just thinking that the point keep in mind that the FFP has the 748 in it as a portion that is funding your weight your weighted students in order not to run a foul of potentially running a foul of anything
in the FFP formula capital I agree with you that the capital might be the place to make that adjustment to save that 4 million as opposed to operating side just uh my recommendation on
So if you're looking to save 4.3 million on capital, >> I have to take some time to crunch the numbers for you. Board me, >> I'm really looking at saving 5.5 on the capital side. >> Yeah, you would if you went to roll back rate, you would save 5.5. No question.
>> Okay. Thank you. Sorry. Oh, don't be. So, tell me, esteemed board, are we making a motion here or are we waiting for additional? >> Oh, no. I think we're making the motion.
>> Okay. So, I'm I'm going to ask board members, is there a motion to approve the resolution 2026.01 tentative millage rates with several components to it?
>> M Russell made a motion. >> Okay. So, >> not specific to >> Okay. So, so would would you like Do we withdraw and amend or do you make a motion with an amendment? >> I don't think you need to because we can always come down.
>> Yes. >> So if you make this motion and approve this, >> we can always come down. >> Yeah, >> we can adjust the budget from here. So we can't go up. >> We can't go up. We can go down. Okay. So Miss >> Okay, >> I'll second that motion.
>> So Miss Russell made the motion. Dr. Marity second. All those in favor? I >> I motion carries unanimously. >> So madam chair just for clarity the board has approved the tentative rates which are just tentative correct
>> which sets the cap on final when we come back in September we can lower the rates to make sure we Okay. >> Okay. Thank you Carter. So now we are >> so the just so the public knows this is the worst case scenario that you'll see advertised
not the not the one that will be pro hopefully adopted in September. >> Okay. So now we are moving to I lost my place here we are public
hearing proposed budget 5.01 01 discussion of the 202526 proposed budget. The public is now invited to address the board regarding the proposed tenative
budget 2526. At this time, is there any individual or organization or anyone with a personal public interest who wishes to speak? Seeing none, Carter, are you >> Yes, ma'am. Yes, madam chair. The before
you on the screen is the um resol and resolution 20226-02 to adopt the tenative 2526 tenative budget at 598,662,312. A reduction in the general operating
fund of about $4 million. Um what we were seeing there also was the um decrease in the projection for um unweighted FTE in the schools as well as um adjustments that the superintendent and his team and our team have made to
reduce our budget. Um the debt service fund is essentially the same. Um just a um point of information that in October of this year will be our final payment on the 2021 A COP that funded Jensen Beach Elementary and Palm City
Elementary. We will be paying paying that off this year. capital projects. Um there's an coming in at 298,340 $340,445 an increase of 31 million 805018
which is primarily due to a fixed capital rate which we've guys have discussed as um levied against a increasing um tax value of 10.86% increase. The food service um budget comes in at 17,688,227,
a reduction of two and a half million. Um they have been strategically trying to lower their fund balance um in the food service fund um to meet certain federal requirements. Federal funds coming at 10,605,54
or reduction of $7.9 million. um that is primarily due to the expiration of the ARP dollars in the prior year. Um in addition when the bud the tenative budget was prepared um there were funds that were frozen by the office of
management and budget um in Washington DC. So those funds were taken out of the budget out of the tenative budget. Since that time those funds have been unfrozen. So when we come back for final, those funds will be restored in the final budget. And in the final
enterprise fund um of $2.9 million, a reduction of $1.9 million for a total of $598,6623 662,312. >> Thank you. >> Can I ask a question? Carter, one more time just about the
capital projects, why that went up over 32 almost 32 million. Can you just explain that just really clearly? >> Sure. Um the capital budget um as I mentioned essentially when you look at the math the numerator is increasing the denominator is the same. So your 1.5 is
levied one point maximum of 1.5 mills is levied against that tax value. So as that tax value is increasing you have a fixed number. So you will be raising more revenues. It also is a fun is also a function of whether or not you're spending the funds in from the prior
year that are rolling forward into the budget or what you're projected to spend. So for example, we know we have some major projects coming on board um for 2526. The primary one being the rebuild of Murray Middle School. Um and those funds pretty much should be
exhausted based on our five-year capital plan projection for next year. Anyone? So, this public hearing on August 5th, 2025 has been conducted pursuant to notice and that ample opportunity to address
these issues have been provided to all board members. Is there a motion to approve resolution 2026-02 tentative budget >> second have a motion by Miss Roberts second by Miss Russell. All those in favor
>> I motion carries unanimously. Okay. I believe that ends this meeting. Do we have any public comment? No, no more. You don't want to come up again.
>> Maybe someone can >> come up to the deis, please, and please tell us who you are. >> My name is Margaret Rhodess. I'm sorry. If student enrollment is down and our property values are going up and with
all the building we have, why are our taxes not going down? That's what I want to know. >> Can you explain? >> Thank you. >> Oh, he's going to get me. Am I is my assumption right? Student
enrollment is down. Property values are up. >> The cost The cost of things continues to rise and as you can hear from the presentation the states numbers have
risen as well so we are bounded by them >> I understand that that was explained to me because I thought this all state in Martin County it doesn't the state requires to to fund other schools I understand that but >> but we are trying to mitigate this as as
best as we can without um harming the education of the students. So, we have to be very very careful, but we are definitely sympathetic because we're all homeowners here and we all understand how you're feeling and I appreciate your comments
and Carter will we'll educate you. I promise. >> Well, I didn't I thought there'd be more people here obviously. I don't know. >> They might be for the for the actual adoption. It's right now it's tentative and we're still working the numbers.
>> That's what I That's when I thought they should be input. If you're inputting the numbers, >> thank you. >> You're welcome. >> Hey, uh Miss Roberts, >> I I just wanted to clarify that we are
not sending money to Tallahassee or to other school districts, right? >> So, there is a pot of money to educate our students here. We get we have some locally and we get some from Tallahassee. The amount that we get from Tallahassee is dependent on how much we
raise here. >> Send money. Correct. >> We do not send money. >> We don't send any money. So every penny of tax that's charged in Martin County stays in Martin County. It just means that in the overall formula, the amount
that's coming from the state is not as much as it was the prior year. So when our property values go up and we're able to charge more in Martin County and collect a larger amount in Martin County, then what happens is the state
sends us less money. Okay. >> Yeah. So the and the counties that are in more impoverished areas are obviously getting more money from Tallahassee and are collecting less in taxes. >> Yes. >> Thank you for coming. Have a good night. Hey, open to the
board. >> We did. Okay. So seeing no extra comments, this meeting is adjourned. Thank you everyone. Cute.