[0:58] Thank you. Welcome to today's

[0:59] school board workshop. This

[1:00] workshop at the School Board of

[1:01] Broward County, Florida, is now

[1:03] called to order to ensure a

[1:04] safe and productive environment.

[1:06] Please note that clearly marked

[1:07] emergency exits do not block

[1:09] exit doors, and all attendees

[1:10] must be seated except for media.

[1:12] Once the room reaches capacity,

[1:13] attendees will be directed to

[1:16] the overflow area. If the fire

[1:17] alarm sounds, exit the room

[1:18] calmly continue outside the

[1:20] building and remain there until

[1:21] authorities give clearance to

[1:23] return. Thank you for your

[1:24] cooperation. All please rise

[1:26] for the Pledge of Allegiance to

[1:27] the flag of the United States

[1:32] of America. I pledge allegiance.

[1:33] >> To the flag of the United

[1:36] States of America and to the

[1:37] Republic for wch it stands.

[1:40] One nation under GOD,

[1:42] indivisible, with liberty and

[1:48] justice for all.

[1:50] >> As we begin, we reaffirm our

[1:52] strategic plan goal 100%

[1:54] proficiency for all students.

[1:55] Guided by our vision. Educating

[1:57] today's students to succeed in

[1:59] tomorrow's world. As an a-rated

[2:00] district, we remain committed

[2:01] to sustaining this achievement

[2:03] while empowering every student

[2:04] to reach their highest

[2:06] potential. Our theme this year

[2:08] is believe, empower, achieve

[2:10] one Broward. We e llll soon hear

[2:11] from our registered public

[2:12] speakekersWe ask thaha decorumum

[2:14] bebe maiainene I iivivility a

[2:16] respect b behohown dingg public

[2:18] comment. Our General Counsel

[2:19] will assist the chair in

[2:21] maintaining decorum during this

[2:22] period. We also want to remind

[2:23] our public speakers of the

[2:24] rules and expectations

[2:26] regarding the agenda, public

[2:27] comment portion of this

[2:29] workshop, as well as board

[2:30] policy attorney Dupree Bruno,

[2:31] please explain the rules of

[2:33] public comment.

[2:33] >> Good morning and thank you,

[2:35] MADAM Chair. Public comment is

[2:37] governed by School Board Policy

[2:39] 1020 and is intended to provide

[2:40] input on the board's duties,

[2:41] decisions and the overall

[2:43] operation of the school

[2:44] district. The school board is

[2:46] viewpoint neutral during public

[2:48] comment per school board policy.

[2:50] 1020. The procedures are as

[2:51] follows. Speakers must state

[2:53] their name, city of residence

[2:55] and whether they are a lobbyist

[2:56] before beginning their remarks.

[2:58] All remarks must be directed to

[3:00] the board as a whole. The board

[3:01] will not respond to or engage

[3:03] with speakers during public

[3:05] comment, and no action will be

[3:06] taken unless the item is on the

[3:09] agenda. This is a workshop, so

[3:11] public comment will be in

[3:12] relation to the agenda. During

[3:14] the agenda speaking time,

[3:15] speakers will have up to three

[3:20] minutes per item. A visible

[3:21] timer will be used in the

[3:22] microphone MAY be turned off

[3:25] when time expires. Speakers

[3:26] must limit their comments to

[3:28] matters related to school board

[3:29] business and for agenda items

[3:31] must remain relevant to

[3:33] specific item. Comments MAY not

[3:34] address matters that are

[3:36] pending litigation, quasi

[3:38] judicial proceedings or active

[3:39] investigations, or

[3:40] administrative hearings.

[3:41] Solicitation and lobbying

[3:43] activities must comply with

[3:44] applicable school board

[3:47] policies. Abusive language

[3:48] defined as profanity

[3:49] threatening or name calling is

[3:51] prohibited. In addition,

[3:52] clapping, hissing, booing,

[3:53] shouting, yelling or other

[3:54] disruptions from the audience

[3:56] are not allowed. Speakers who

[3:58] fail to follow proper decorum

[3:59] in the chambers will be ruled

[4:01] out of order by the board chair.

[4:02] Failure to comply MAY result in

[4:04] the microphone being turned off

[4:06] or recess being called after a

[4:07] warning. The chair MAY also

[4:09] direct removal from the meeting

[4:11] or removal from the building by

[4:13] law enforcement or the Sergeant

[4:15] at Arms. Thank you, MADAM Chair.

[4:17] >> Thank you. Attorney Bruno,

[4:19] the board wants to hear from

[4:20] you, and we appreciate your

[4:22] cooperation in maintaining a

[4:23] respectful, orderly and

[4:25] productive meeting environment.

[4:27] We will now proceed with the

[4:28] agenda. Today's workshop will

[4:29] operate in accordance with

[4:31] School Board Policy 1020, and

[4:33] the board will review the items

[4:34] as advertised and presented by

[4:36] the superintendent. Our first

[4:37] item is committee reports, and

[4:38] I know there are some people

[4:41] running late, so if I call them

[4:42] and they're not here right now,

[4:44] I'll come back as they walk

[4:46] into the room. So I don't see

[4:48] audit. Broward County

[4:49] Association of Student Councils

[4:52] and Student advisor to the

[4:55] board.

[4:58] >> Okay, sorry. Hello, everyone.

[4:59] First of all, Michael and I are

[5:00] very excited. This is our first

[5:03] official committee report. So

[5:04] obviously we're still kind of

[5:06] stepping into this role. So we

[5:07] don't have too much to report

[5:09] on. But we did just get back

[5:10] from something called Swfl tc,

[5:11] which is the South Florida

[5:13] leadership training camp and is

[5:15] partially sponsored by bcc. And

[5:16] let me tell you, we had an

[5:18] amazing time there. I'm sure

[5:19] almost every single student who

[5:21] went there also agrees with us.

[5:22] We truly learned so much about

[5:24] what it means to be a leader

[5:25] and to really prepare for this

[5:26] role further. Additionally,

[5:28] we're kind of just setting up

[5:29] all of our meetings, getting to

[5:30] formally introduce ourselves to

[5:32] everyone and have a deeper

[5:36] understanding of this role.

[5:38] >> As the lease said, the sf

[5:40] ltc training camp was something

[5:42] truly amazing. You know,

[5:43] students really did have a

[5:45] great time. Students came in

[5:47] not wanting to be there and

[5:50] left in tears. So in a good way.

[5:51] [Laughter]

[5:53] So it was truly amazing to see

[5:56] students having fun and also

[5:58] learning and learning how to

[6:00] become a leader. The Bcac new

[6:02] new Executive Board is very

[6:04] excited to start working for

[6:06] the next school year. They're

[6:09] very, very eager and excited to

[6:15] start working and planning.

[6:17] >> Thank you so much. District

[6:25] Advisory Council. North area.

[6:28] Central area.

[6:31] >> Good morning to all. My name

[6:33] is Brooke and I'm here to give

[6:35] the Central area report.

[6:37] Central met on MAY 21st. We

[6:38] held elections and discussed

[6:40] several topics. One of those

[6:42] topics was elementary specials.

[6:44] The board's emphasis on

[6:46] prioritizing pe, music and art

[6:48] as elementary specials has been

[6:51] really warmly received within

[6:53] the community, there was a

[6:54] board follow up document that

[6:56] showed the anticipated

[6:57] anticipated specials for all of

[6:58] the elementary schools for next

[7:01] year. And we did notice that

[7:02] there are several schools that

[7:04] still do not have art or music,

[7:06] but do have a core special. So

[7:07] we think some follow up at

[7:09] those schools would be

[7:10] appropriate to ensure that's,

[7:12] in fact, what the stakeholders

[7:14] desire. Our staff chairs are

[7:15] deeply concerned about class

[7:17] sizes at all grade levels for

[7:19] next year k to 12. We're

[7:20] hearing that schools will have

[7:23] to wait until OCTOBER to hire

[7:25] more teachers above the budget

[7:27] that they currently have. We

[7:28] were initially under the

[7:29] impression that they would be

[7:31] able to hire teachers over the

[7:33] summer, and I don't know if

[7:34] it's a point of confusion, but

[7:36] I think we should have some

[7:37] clarification as to whether

[7:39] principals will be able to post

[7:42] jobs as their schools get

[7:43] enrollment over that 10%

[7:46] reduction. If we wait till

[7:47] OCTOBER, then we would have

[7:49] students in class for over

[7:51] seven weeks that are

[7:52] overcrowded, and it will also

[7:53] disrupt student learning when

[7:56] they're reshuffled. I'd also

[7:58] like to get some clarification

[7:59] on whether the district intends

[8:01] to adhere to state statutory

[8:04] class size limits, which are 18

[8:07] for k to two, 22 for grades 3

[8:12] to 8, and 25 for high school.

[8:14] We also discussed edtech screen

[8:16] time, 1 to 1 devices and the

[8:19] district's ai initiative. The

[8:20] stakeholders have continued to

[8:22] express concern about

[8:22] supplemental software,

[8:24] including I-ready and the plan

[8:27] to implement a district wide.

[8:29] At the time of our meeting,

[8:30] most parents were not aware of

[8:31] the details of the initiative,

[8:33] but responded negatively to the

[8:35] prioritization of edtech over

[8:36] foundational academic skills.

[8:38] Hand on hands on manipulatives,

[8:40] group interactions, original

[8:41] composition, critical thinking,

[8:43] and project based learning.

[8:45] There were some concerns about

[8:49] the ai symposium registration

[8:50] closing and that it was

[8:51] supposedly full, but when

[8:52] parents arrived, there was a

[8:54] lot of open space. We also

[8:56] learned that the q and a

[8:58] session at the end was not held,

[9:00] so stakeholders were not able

[9:03] to ask questions at the end.

[9:04] The dac elementary subcommittee

[9:06] has continued its work and

[9:07] would like to reiterate an

[9:08] alternative alternative path

[9:10] for the district that more

[9:11] closely aligns to the budget

[9:13] reality, protect student

[9:14] privacy and prioritizes

[9:16] effective teaching methods. The

[9:18] district has a massive 1 to 1

[9:20] device program and well over 50

[9:21] supplemental software programs.

[9:23] Switching to a computer, lab,

[9:25] or device cart model model

[9:27] while aggressively sunsetting

[9:29] non-critical software licenses

[9:31] could save an estimated $40

[9:33] million each year. We also

[9:36] suggest creating a bcc data

[9:38] Bill of rights for our students,

[9:39] and to direct staff to bring

[9:41] the district into compliance

[9:44] with laws such as Sopa, Florida

[9:45] Parental Rights and Education,

[9:47] Florida Digital Bill of rights,

[9:49] Florida Technology and k to 12

[9:52] bill. The Florida Objection to

[9:54] Digital Materials, Coppa and

[9:57] ferpa. These results can can

[9:59] result in a loss of funds,

[10:00] administrative salaries and

[10:02] directed corrective action for

[10:07] the district. But the lack of

[10:08] compliance also erodes the

[10:10] public trust and perception of

[10:14] transparency. I see I'm running

[10:16] out of time. We'd like the

[10:19] district to take action to

[10:20] protect the cognitive core and

[10:22] teacher autonomy. We don't want

[10:24] to see teachers have

[10:26] consequences for choosing paper

[10:28] based methods that are highly

[10:31] effective, and we hope to see a

[10:32] genuine recommitment

[10:33] recommitment to student

[10:35] well-being. One of the specific

[10:36] suggestions we have is to

[10:38] prohibit the use of YouTube and

[10:40] to move approved digital

[10:42] content to district servers to

[10:43] protect our children from

[10:45] addictive and predatory

[10:48] algorithms. See, I'm almost out

[10:50] of time. Given that the policy

[10:52] review of the board procedures

[10:53] and public participation

[10:54] policies happened after our

[10:56] last meeting, Central Area was

[10:58] unable to weigh in on that item.

[10:59] To that point, it's

[11:00] fundamentally problematic to

[11:02] scale back public participation

[11:04] at a time when advisories are

[11:05] not meeting, and your

[11:07] stakeholders are not here to

[11:08] comment. Having attended the

[11:10] meeting, I can say it was

[11:11] insufficient in this board

[11:12] should direct that an actual

[11:13] rural development hearing be

[11:15] held where the public has

[11:16] sufficient time to ask

[11:18] questions about the 31 proposed

[11:19] policies. Not doing so would

[11:21] open up any new policy that

[11:23] comes from that rulemaking

[11:25] procedure to a legal challenge.

[11:26] Central advisories next meeting

[11:28] will be AUGUST 20th at Indian

[11:30] Ridge Middle School. We welcome

[11:32] any board requests to gather

[11:34] stakeholder feedback. Thank you.

[11:42] >> Thank you. South area.

[11:43] >> Good morning. I'm Anthony

[11:45] Bailey, South area chair. On

[11:47] our final meeting of the 2025

[11:49] 2026 school year was held on

[11:51] MAY 18th. During this meeting,

[11:52] we conducted election of

[11:54] officers position for the

[11:55] upcoming school year. We have.

[11:57] We were honored to welcome

[11:58] Doctor Dr Fulton, who shared

[11:59] her appreciation for the work

[12:01] of the Council and provided

[12:03] important district updates,

[12:06] including important information

[12:07] regarding delays in the budget

[12:09] approval affecting many schools

[12:11] throughout the district.

[12:12] Representative from the

[12:13] Children's Service Council of

[12:15] Broward County also joined us

[12:17] to provide valuable information

[12:18] about summer program resources

[12:20] and services available to

[12:21] students and families

[12:23] throughout the community. We

[12:24] engaged in discussion on

[12:26] several important topics,

[12:28] including school budget, the

[12:29] organizational chart, the

[12:31] referendum, the ai policy

[12:33] review, meal prices increased k

[12:36] through eight updates, policy

[12:40] 5090 and policy 5100 suspension

[12:42] and expulsion. One of the

[12:44] primary concerns expressed by

[12:46] parents centered on student

[12:47] testing requirements and the

[12:48] implementation of the district.

[12:50] New ai policy. Parents voiced

[12:52] interest in having greater

[12:53] input during the policy

[12:55] development process, and sought

[12:56] clarification regarding whether

[12:58] the use of ai would result in

[12:59] increased screen time for

[13:01] students. I'd like to extend my

[13:03] sincere appreciation to our

[13:05] South Area Regional

[13:07] Superintendent, MISS Acott at

[13:08] Pines Collegiate, her

[13:10] leadership team, and all our

[13:11] school stakeholders,

[13:12] stakeholders from the South

[13:14] Area who attended and

[13:15] participated in our meeting

[13:16] throughout the year. I also

[13:17] want to thank the school board

[13:19] for providing me the

[13:20] opportunity to present monthly

[13:22] reports and share the

[13:23] perspective and concerns of our

[13:25] families and community members.

[13:26] On behalf of the South Area

[13:28] Advisory Council, I wish

[13:29] everyone a safe and enjoyable

[13:30] and restful summer. We look

[13:33] forward to continuing our work

[13:35] throughout the upcoming school

[13:38] year. Thank you.

[13:39] >> Thank you. Diversity

[13:48] Committee. Esq Advisory Council.

[13:50] >> Good morning. I also have

[13:52] North areas report just texted

[13:54] to me. I'll do that afterwards.

[13:56] Or do you want it before?

[13:57] >> I'll. I'll go back to all

[13:59] the ones that aren't here. So

[14:00] I'll come back around to that.

[14:02] If you could deliver Esq

[14:03] advisory, that would be great.

[14:05] >> Thank you. I'd like to give

[14:06] a shout out, first of all to

[14:07] our Down Syndrome subcommittee,

[14:09] led by Chair Bach Todero and

[14:11] Andrea Thomas, the curriculum

[14:13] supervisor in the department

[14:14] who co-organized the eighth

[14:16] Annual Exceptional Educators

[14:17] Training on JUNE the 9th. This

[14:20] was a full day training open to

[14:22] all Esq teachers in Broward to

[14:23] learn about interacting with

[14:24] students with Down Syndrome and

[14:26] other disabilities. Sessions

[14:28] included behavior strategies,

[14:30] assistive technology, modified

[14:31] curriculum, managing student

[14:32] mental health, and more. There

[14:34] were partners and sponsors who

[14:35] were valuable, and

[14:36] participating. Teachers

[14:38] received a $90 stipend and

[14:41] eight s in service points. This

[14:42] was an outstanding effort by

[14:44] both organizers and the

[14:45] participants, and I'm proud of

[14:47] our ds ds committee for being

[14:49] at the head of this for the

[14:51] eighth year in a row. At our

[14:52] last Esq advisory meeting in

[14:54] MAY, we passed a recommendation

[14:55] that I did actually submit last

[14:57] week for inclusion on today's

[14:59] agenda. It was 20 words, but

[15:00] because it wasn't in a pdf,

[15:02] because I was traveling and I

[15:03] couldn't, it hasn't been placed

[15:05] on here. The motion called for

[15:07] the restoration of the s

[15:08] compliance director position to

[15:10] the org chart, which you voted

[15:12] to remove after just two

[15:15] minutes and 43 seconds of

[15:16] deliberation at the MAY 12th

[15:18] school board meeting. To recap,

[15:19] the superintendent's proposal

[15:22] had been removed. S executive

[15:23] director role on the basis that

[15:25] the Chief of Student Support

[15:26] Services could cover that role,

[15:28] and then to add an assistant

[15:29] director for s compliance,

[15:31] which he said was needed to

[15:33] support and supplement the work

[15:35] of the existing s compliance

[15:37] director. A critical caseload

[15:39] that needed more, not less,

[15:41] human capital. That shuffle

[15:42] would have ensured that no

[15:44] bodies would be lost from the s

[15:46] department leadership, and the

[15:47] wisdom you had in that

[15:49] department would be protected.

[15:51] However, a majority of you,

[15:52] having determined at a previous

[15:54] meeting that that made sense.

[15:56] You then voted on MAY the 12th

[15:57] to dismantle the plan,

[15:58] reinstate the executive

[16:00] director position, and instead

[16:02] of them eliminating the

[16:03] assistant director role you had

[16:05] agreed to add, you voted to

[16:07] eliminate the existing

[16:09] compliance director the very

[16:10] position you had agreed

[16:11] previously needed supplementing,

[16:14] not removing. It's a critical

[16:15] position. It provides dedicated

[16:17] oversight and compliance with

[16:19] special ed law helps ensure

[16:20] students receive their services

[16:22] and reduces the risk of

[16:24] systemic failures that harm

[16:25] students and expose the

[16:28] district to liability. We

[16:29] discussed it at advisory how

[16:30] framing the elimination of the

[16:33] s compliance Director position

[16:36] as a. Is this on as a cost

[16:38] saving measure is a fallacy,

[16:39] and the board's claims that you

[16:41] are making this move to help.

[16:42] Students rang hollow in a large

[16:44] school district serving

[16:45] thousands of students with

[16:47] disabilities. Compliance with

[16:48] special ed cannot be treated as

[16:51] a secondary responsibility

[16:53] shared out among already

[16:54] overextended staff. The absence

[16:56] of this position will increase

[16:58] the risk of procedural

[17:00] violations, state complaints,

[17:02] compensatory education awards,

[17:03] corrective action, litigation

[17:05] and due process cases, which

[17:07] you were told by your student

[17:09] services chief on MAY the 12th,

[17:11] are on the rise. Given the

[17:12] complexity and scale of s, the

[17:14] question is not whether the

[17:16] district can afford an s

[17:17] compliance director, but

[17:19] whether it canfford the risks

[17:21] associated with not. Our

[17:23] recommendation is no, you can't.

[17:25] Let me tell you also about

[17:26] pre-k s evaluations. I heard

[17:28] from a parent the week before

[17:29] last that while they have an

[17:31] independent autism diagnosis

[17:33] for their five year old, who

[17:34] they were looking forward to

[17:36] starting pre-k in AUGUST,

[17:37] they've been told by cps that

[17:39] she cannot, and that she must

[17:41] likely wait until DECEMBER or

[17:43] later to start school, because

[17:44] now she must go through the

[17:46] child find evaluation process.

[17:47] And that's all backed up to

[17:50] Christmas and beyond. I thank

[17:52] MRS. Hixon for her inquiries

[17:54] about this. I have passed the

[17:57] matter on to actually the Esq

[17:59] Compliance Director, and have

[18:00] been told that the pre-k

[18:02] assessment team was downsized

[18:03] over the past couple of years

[18:05] due to the reduction of

[18:06] district level positions, and

[18:07] that that's what's caused the

[18:10] backup that child and every

[18:12] child in her position needs a

[18:13] commitment here today that they

[18:14] can start school with their

[18:17] peers on AUGUST the 10th, and

[18:18] that hold ups will not be

[18:19] tolerated, and that whatever

[18:21] resources your s department

[18:23] needs to make it happen will be

[18:24] allocated. Back in DECEMBER,

[18:26] there was an elopement from a

[18:27] school that prompted us to

[18:29] revise the the district wide

[18:31] elopement plan. 22 of our

[18:32] recommendations have actually

[18:34] been adopted in the new draft.

[18:35] I'm thrilled to see the

[18:36] collaboration, and I thank

[18:39] Thomas Deutsch from the Safety

[18:41] and Security Department for his

[18:43] collaboration with us on that

[18:45] customer service. Our report is

[18:46] still pending. We've had no

[18:47] response to it whatsoever,

[18:49] despite the superintendent

[18:50] saying he was delighted with

[18:51] some of our suggestions five

[18:53] months ago. I'm dismayed at the

[18:54] delays there, and I would echo

[18:56] what Brooke said about the

[18:57] policy review. There has been

[18:59] no engagement with the with the

[19:01] community about the policy

[19:03] review. I to request a rural

[19:04] development hearing to avoid

[19:06] further legal challenges and

[19:08] putting 31 policies in one item

[19:10] is not community engagement.

[19:11] Thank you.

[19:12] >> Thank you. Esol Leadership

[19:20] Council. Facilities Task force.

[19:22] Gifted. Advisory. Council.

[19:24] >> Linda Ferrara, facilities

[19:26] task force vice chair. We did

[19:29] not have a meeting for JUNE.

[19:32] >> Okay. Thank you. Gifted

[19:33] advisory Council.

[19:34] >> Good morning, Helen Bushkin

[19:37] gifted advisory. I'll start off

[19:38] with we already talked about

[19:39] our last gifted meeting, but we

[19:41] did have our steering meeting.

[19:42] And we're planning on our

[19:44] schedule and our possible

[19:47] locations coming up. This whole

[19:49] neola thing flabbergasts me

[19:51] with the amount of policies and

[19:55] the timing. Please revisit that.

[19:57] The this time of the year where

[19:59] you've got all of us volunteers

[20:01] who can provide so much more

[20:02] information aren't as available

[20:04] as we are during the year. So I

[20:06] think that's a mistake. I was

[20:08] looking briefly at the ai

[20:10] presentation that's coming up.

[20:13] And yes, there's a lot of

[20:14] information inside there, but

[20:15] I'd like you guys to think

[20:17] about a few questions when

[20:19] you're listening to this

[20:22] presentation. Think about the

[20:24] how. So when you see stuff

[20:26] about the roi and they talk

[20:28] about what they're going to

[20:29] measure, how are they going to

[20:31] measure it? Does that seem

[20:32] possible? Does it seem

[20:34] practical? The same thing with

[20:35] some of the programs. Some of

[20:36] the things that caught my

[20:38] attention was the use of ai for

[20:42] advanced academics. Okay, how I

[20:45] see a lot of theoretical items

[20:46] inside this list, but I don't

[20:49] see anything practical. No

[20:51] examples. As far as what

[20:52] specifically is going to be

[20:54] done. It's more the same

[20:55] information, more of the same

[20:57] talk, but it's lacking a little

[20:59] bit of substance for my taste.

[21:01] So I hope there's going to be

[21:02] something in the presentation

[21:03] that's going to expand upon

[21:05] what we've already been told.

[21:08] The next item is about some of

[21:12] our education, and I threatened,

[21:13] I think, the last meeting in a

[21:17] kind way, that there was some

[21:19] issues with handwriting. So I'm

[21:20] looking at some of this. I

[21:22] don't know if some of you could

[21:25] really read a lot of that. You

[21:27] feel free to come up during a

[21:28] break and take a quick look.

[21:31] But this was from my daughter's

[21:33] Seminole Middle School eighth

[21:36] grade year. Here are some

[21:37] letters that were handwritten

[21:44] by students. Some seem legible,

[21:53] some are not. Some are good.

[21:55] There are some things that we

[21:58] need to get back to working on.

[21:59] I also brought some of mine

[22:04] from 1986, which distinctly

[22:07] look different. I mean, in this

[22:09] my daughter first thing she

[22:12] said was legible, and there's

[22:14] use of cursive writing. So

[22:17] clearly there was a lot more

[22:21] thought process and a motor

[22:23] coordination going on back then.

[22:25] My daughter told me that there

[22:26] wasn't a whole lot of writing

[22:28] that she did this last year in

[22:29] eighth grade, which kind of

[22:31] concerns me. And I remember

[22:33] exercises when I was in school

[22:35] everyyriday innglish class,

[22:37] we wer given a a r random topopicnn

[22:39] the st,urur p pencil and paper

[22:41] in our journal. We'd write

[22:44] about it for about 15 minutes.

[22:47] I don't think I've ever seen

[22:48] anything like that. My daughter

[22:49] hasn't even told me anything

[22:51] like that. Not on a computer,

[22:53] but just a student. Given a

[22:54] topic that they know nothing

[22:56] about to write about it. And

[22:58] the teachers took that, wrote

[23:00] comments on it every week, we

[23:02] did that. So I think that's

[23:04] something that we need to think

[23:05] about more of. Instead of

[23:07] trying to use ai to help us

[23:10] with things. And since I've

[23:12] talked about my daughter enough,

[23:13] I think I'll give her a chance

[23:17] to defend herself.

[23:18] [Laughter]

[23:19] This is my daughter, Allison.

[23:21] She's an incoming freshman at

[23:22] Western High School.

[23:25] >> And what am I supposed to

[23:26] say?

[23:27] >> Talk about the handwriting.

[23:28] Talk about the stuff you talked

[23:29] about. Go ahead. This is your

[23:31] time. You got a minute?

[23:32] >> Well, I want to start with

[23:34] the writing thing in. I

[23:35] remember in third grade, it was

[23:38] Covid year and the writing we

[23:40] wrote an essay, I think like

[23:42] every two weeks. And that set

[23:44] me up because then in fourth

[23:45] grade, we barely wrote and we

[23:47] were all unprepared for our

[23:48] fourth grade writing fast. And

[23:50] I'm pretty sure I got a perfect

[23:51] score that year on writing, so

[23:53] i'm proud of that. And then

[23:54] fifth grade, we wrote a lot,

[23:56] and then in sixth grade we did

[23:57] some writing, and then in

[23:58] seventh grade, we didn't really

[24:00] write that much until the fast,

[24:01] and then we wrote essays from

[24:03] then until the end of the year.

[24:05] And then this year we only

[24:07] wrote one essay to prep for the

[24:08] fast, and then after that, we

[24:10] just forgot about writing. And

[24:11] we haven't done anything like

[24:13] with handwriting at all. Like,

[24:15] I don't think I remember doing

[24:16] that except in fourth grade.

[24:18] This one time we had a week for

[24:20] cursive, and I could barely

[24:21] read half of my yearbook

[24:23] signatures. And also with the

[24:25] ai thing I know how to use like

[24:26] semi-colons and Em dashes and

[24:28] like when to use them. And I've

[24:30] gotten marked for ai multiple

[24:31] times on every assignment, and

[24:32] I've gotten zeros on that

[24:36] before. Yeah. Thank you.

[24:40] >> Thank you very much.

[24:43] >> Human Relations Committee.

[24:44] >> Good morning everyone. Tough

[24:47] to follow that. Nancy Frye,

[24:49] Human Relations Committee chair.

[24:53] We first of all, a happy pride.

[24:54] Happy early Juneteenth and

[24:56] happy summer for everyone. We

[24:58] had our final meeting for the

[25:01] year on Wednesday, MAY 20th,

[25:04] and I find it my duty to

[25:05] profusely thank our staff that

[25:07] we've worked with during the

[25:08] school year Kalisha Russell,

[25:11] Marion Williams, Tom Albano and

[25:12] Latricia Latour. We could not

[25:14] do what we do without them.

[25:17] They are a gold star for the

[25:18] district. They are wonderful

[25:20] staff and we are very happy

[25:22] that we get to work with them.

[25:24] With that, we briefly discussed

[25:26] at our last meeting some

[25:27] concerns that we have coming up

[25:29] that will kind of feed into our

[25:31] report, wrap up report for the

[25:33] year. But one thing that was

[25:34] brought up was some concerns

[25:36] about the effects of stress on

[25:38] staff as of late, and how that

[25:41] then impacts our students and

[25:42] also prospective families that

[25:44] are looking to come into the

[25:46] district. No solutions or

[25:46] anything. That was just

[25:49] something that was flagged. We

[25:51] also discussed the survey that

[25:53] had come out from the office of

[25:55] the student Advisor this past

[25:57] year, the one that Landon

[25:58] Spellberg had put together and

[26:01] with his team. And we really

[26:03] loved the feedback. And it's a

[26:05] great instrument. And we want

[26:08] to emphasize that it's

[26:10] important to continue on with

[26:11] that, because a lot of students

[26:13] don't necessarily feel safe

[26:14] giving verbal feedback or

[26:16] giving feedback on campus and

[26:19] having this alternate method to

[26:20] give feedback to the district

[26:24] is very important. We have some

[26:25] we have an impact summary that

[26:27] was generated for the year that

[26:29] I'll just delve into really

[26:30] quickly about how our human

[26:32] relations councils in the

[26:33] schools operated, what they've

[26:36] done, and so forth. So starting

[26:37] off looking at the

[26:39] participation, we had 466

[26:41] students between grades six and

[26:43] 12 that participated with the

[26:45] Human Relations Council this

[26:47] year, and that was across 63

[26:48] schools. So we're really happy

[26:49] to see that engagement, and

[26:52] we're hoping to grow it moving

[26:54] forward in the coming school

[26:56] years. As far as activities

[26:57] they do, these aren't just

[26:58] clubs exist for the sake of

[27:00] existing. These were very

[27:03] active councils. They

[27:03] participate in community

[27:06] service projects that students

[27:08] organized to benefit both their

[27:09] schools and in the local

[27:12] community. They led advocacy

[27:13] campaigns and awareness events

[27:15] around mental health, bullying,

[27:17] prevention and equity. They

[27:18] held open dialog, forums and

[27:20] peer discussions. They really

[27:24] focused on youth advocacy. They.

[27:25] Their meetings were safe spaces

[27:27] for students to discuss social

[27:28] issues and collaborate on

[27:30] solutions. They also had

[27:32] surveys and feedback campaigns

[27:33] that they initiated in their

[27:35] schools, and they went through

[27:36] leadership training and

[27:37] development. They had their

[27:40] college tours and a student

[27:41] advocacy through capital days.

[27:43] They worked on their public

[27:45] speaking, teamwork and civic

[27:46] engagement skills, and they had

[27:48] a number of structured

[27:49] leadership activities to do

[27:51] that. Some of the key

[27:53] challenges they see facing our

[27:55] students are mental health

[27:58] concerns was the top one, and

[27:59] they're asking for awareness,

[28:00] resources and a more emotional

[28:02] support in the schools. They

[28:04] spoke about social media issues

[28:05] with online bullying and

[28:08] negative self-image, substance

[28:10] use and violence, vaping, drug

[28:11] use, bullying, dating, violence

[28:13] and general school violence.

[28:15] And the one thing that I

[28:17] thought was very astute was

[28:19] they talked about the need for

[28:20] supportive interventions. And

[28:22] students are asking for open

[28:24] conversations and preventative

[28:25] education and supportive, not

[28:27] punitive responses. When

[28:30] students make less than ideal

[28:34] choices, a number of our

[28:35] advisors and students helped

[28:37] their schools achieve no Place

[28:38] for hate designation. We're up

[28:41] to in the district 106 schools

[28:42] that are designated no Place

[28:45] for hate. From the advisors

[28:47] side, we received a lot of

[28:49] feedback about students had

[28:51] increased confidence and

[28:53] leadership growth through

[28:54] participating with hrc and No

[28:57] Place for Hate. Students were

[28:58] active in planning events, were

[29:00] engaged in their community

[29:01] service, and represented their

[29:04] peers in meetings. And again,

[29:06] the hrc meetings were a safe

[29:07] space for students to share

[29:09] concerns and propose solutions

[29:12] openly. And a couple of quotes

[29:14] that we had from both students

[29:15] and advisors. One high school

[29:18] student stated, hrc gave me my

[29:19] first real opportunity to feel

[29:20] heard in my school. I learned

[29:22] to speak up for myself and

[29:24] others, and a middle school

[29:25] student said being part of hrc

[29:26] helped me understand people

[29:27] from different backgrounds. It

[29:30] changed how I see the world

[29:32] from two of the advisors, one

[29:33] said. I watched students who

[29:34] were once shy become confident

[29:35] leaders who organized events

[29:37] and spoke at forums, and

[29:38] another said hrc meetings

[29:39] became a safe space where

[29:41] students could share real

[29:43] concerns and work together on

[29:45] solutions. So moving forward,

[29:46] we're looking at better

[29:48] collecting data, increasing

[29:50] student participation and

[29:53] expanding feedback initiatives.

[29:56] Thank you.

[29:57] >> Thank you. Multilingual

[30:01] advisory committee.

[30:03] >> Hi. Good morning. School

[30:06] board chair and superintendent.

[30:09] Thank you, as usual, for this

[30:10] opportunity to report directly

[30:13] to you this morning. The

[30:14] multilingual Advisory committee

[30:18] met for the last time this year,

[30:21] MAY 13th. At that meeting, I'm

[30:23] happy to report that all of the

[30:25] positions that were open to be

[30:27] filled for next year have been

[30:29] filled, and the one remaining

[30:31] position is the superintendent

[30:35] designee, and the district

[30:36] liaison is aware of our

[30:37] recommendation for who that

[30:43] should be. At that meeting, two

[30:46] motions were passed of

[30:48] recommendations to you all. The

[30:53] first one was to set a minimum

[30:54] number of kindergarten

[30:55] classrooms for any dual

[30:59] language program. Currently, it

[31:02] varies between schools. Our

[31:03] recommendation is that the

[31:06] minimum be two, so that one

[31:08] side of a full classroom of,

[31:11] say, 24 students would be with

[31:12] an English speaking homeroom

[31:13] teacher. One side would be with

[31:15] a Spanish speaking homeroom

[31:17] teacher, and they would switch

[31:18] either in the afternoon or

[31:22] every other day. The other

[31:23] option, which some schools are

[31:25] taking, is to have one

[31:27] classroom of a self-contained

[31:29] teacher who switches back and

[31:30] forth between Spanish and

[31:35] English. Our recommendation was

[31:38] made, and the motion was passed

[31:41] unanimously. Based on a few

[31:44] things anecdotally, with

[31:45] members of the committee that

[31:48] we've noticed that when you

[31:50] even when you start out with

[31:51] two classrooms, which would be

[31:53] like 44 kids in kindergarten,

[31:55] it's possible to make it to

[31:57] eighth grade and have only five

[31:59] students of that original class

[32:01] still in that dual language

[32:04] track. So if that can happen

[32:06] with 44 students, what then

[32:08] will happen if a school decides

[32:12] to start only with 24? The

[32:17] motion was passed based on the

[32:18] experience of our teachers on

[32:20] the committee, who say that

[32:21] they've done both the

[32:22] self-contained classroom and

[32:24] the switching back and forth

[32:25] and being a dual language

[32:28] teacher comes with additional

[32:29] responsibilities. That much is

[32:31] known, but it's so much harder

[32:33] to do it yourself and to have

[32:35] to switch back and forth

[32:37] between Spanish and English and

[32:39] carry that whole load without a

[32:42] teacher partner. It was brought

[32:46] up by people who participated

[32:47] in the public comment portion

[32:49] of our meetings. We always have

[32:50] a public comment portion of our

[32:51] meetings, and that's where we

[32:53] get a lot of feedback as well.

[32:55] In addition to school visits

[32:57] that was very stridently

[32:59] brought forth at our last

[33:01] meeting. And finally, what I

[33:03] wish I could say is that the

[33:05] recommendation was based on

[33:08] statistics. I did as chair

[33:10] request and worked with the

[33:14] district statistician to try to

[33:15] understand how many of our

[33:16] middle school dual language

[33:18] students actually started in

[33:20] the program in kindergarten or

[33:23] first grade. I didn't ever get

[33:25] those statistics. This year,

[33:27] the district doesn't know how

[33:28] many of its eighth graders

[33:29] started in kindergarten or

[33:31] first grade. They don't know

[33:32] how many of its finishing fifth

[33:34] graders started in kindergarten

[33:35] or first grade. And I really

[33:37] hope that moving forward with

[33:40] the district, revamping the

[33:42] program and taking more control

[33:44] over it, that they will start

[33:47] to track those very important

[33:51] questions. The second motion

[33:53] that we passed was a

[33:56] recommendation that across all

[33:57] elementary schools that have

[34:01] the dual language program, that

[34:05] they perform assessments of

[34:07] students, Spanish language

[34:08] ability, but that the results

[34:10] of those assessments do not

[34:13] then turn into grades or things

[34:15] that affect students.

[34:17] Eligibility for principal honor

[34:18] roll or advancement into the

[34:21] next grade. And the reason is

[34:22] that at the elementary level,

[34:23] there's still a big disparity,

[34:25] of course, in Spanish language

[34:27] ability between students who

[34:28] are coming from Spanish

[34:29] speaking households and

[34:30] students coming from

[34:32] non-Spanish speaking households.

[34:33] And we want to do everything in

[34:36] our power to keep students

[34:37] together through elementary

[34:39] school and not dissuade

[34:41] students and families from

[34:43] staying in the program because

[34:45] it might be adversely affecting

[34:48] their grade. And so the final

[34:50] thing I'll say is that I hope

[34:53] that the district next year

[34:54] takes advantage of the

[34:56] multilingual advisory committee

[34:58] and keeps it in the loop with

[35:03] their plans to revamp the dual

[35:07] language program next year.

[35:08] >> Thank you. Parent Community

[35:10] Involvement Task Force.

[35:12] >> Good morning. During our

[35:15] final task force meeting of the

[35:16] school year on JUNE 1st, we

[35:17] discussed several important

[35:19] topics that reflect both

[35:21] opportunities and concerns

[35:22] being raised by families and

[35:25] community members. One area of

[35:27] significant concern was the

[35:28] experience of using

[35:29] facilitation for reserving

[35:31] school and other district

[35:33] facilities. Task force members

[35:35] shared multiple recent

[35:36] experiences involving

[35:38] complicated processes,

[35:40] unexpected costs, communication

[35:41] challenges, and barriers to

[35:43] hosting school events. And

[35:45] while the system was designed

[35:46] to streamline facility

[35:47] utilization in a fair and

[35:50] compliant manner, many, many

[35:51] stakeholders have reported that

[35:52] it is creating obstacles,

[35:54] delays, and frustration rather

[35:56] than enabling access, and I

[35:58] recognize that this topic was

[35:59] discussed earlier in the year,

[36:00] and that efforts were made to

[36:02] address some of those concerns.

[36:04] However, I can tell you that

[36:06] challenges remain, and what MAY

[36:07] appear to be an operational

[36:10] issue is really an engagement

[36:12] issue. When PTAs, booster clubs

[36:14] and other school affiliated

[36:15] organizations encounter

[36:17] unnecessary barriers, it

[36:18] becomes more difficult to

[36:20] create the very events and

[36:21] opportunities that bring

[36:23] families into our schools and

[36:25] strengthen our communities. The

[36:26] task force believes it is

[36:28] important to continue

[36:29] evaluating whether current

[36:31] practices are meeting the needs

[36:33] of both schools and community

[36:35] users. We encourage the

[36:37] district to gather feedback

[36:39] from internal and external

[36:40] stakeholders to better

[36:42] understand their experiences

[36:45] and identify opportunities for

[36:47] improvement. A large portion of

[36:49] our conversation focused on the

[36:50] district's implementation of

[36:53] artificial intelligence. The

[36:55] parent, our task force, was

[36:57] grateful for the opportunity to

[36:59] participate in the recent ai

[37:01] symposium, and we hosted our

[37:03] first ever in-person parent

[37:06] university session. As families

[37:08] continue learning about ai and

[37:10] its role in education, they are

[37:12] asking thoughtful and important

[37:14] questions about data privacy,

[37:16] student safety, and the

[37:17] development of critical

[37:18] thinking and writing skills,

[37:21] and how ai will be introduced

[37:23] across grade levels. Task force

[37:25] Members members emphasized the

[37:26] importance of communicating

[37:28] with clarity, creating

[37:29] opportunities for ongoing

[37:31] dialog, and ensuring that

[37:33] families are partners in this

[37:35] work. As this technology

[37:38] continues to evolve, we must be

[37:39] willing not only to share

[37:41] information, but also to listen,

[37:43] learn and adapt based on

[37:44] feedback from students,

[37:47] families, and educators. We

[37:48] hope the conversation the board

[37:49] will hold today at today's

[37:51] workshop will be continued at

[37:53] every level of the district on

[37:56] a regular basis and with

[37:57] preemptive transparency,

[37:59] authentic collaboration, and

[38:02] respect for all perspectives.

[38:03] Finally, members shared

[38:05] concerns about potential

[38:06] changes to policies around

[38:08] community participation and

[38:09] barriers that MAY

[38:11] unintentionally limit

[38:13] participation. The task Force

[38:14] remains committed to ensuring

[38:16] that engagement opportunities

[38:18] remain accessible and welcoming

[38:20] to the diverse families and

[38:22] community. Community members we

[38:25] serve. As the district begins

[38:26] planning for next school year,

[38:28] I would encourage all of us to

[38:30] keep families and community

[38:32] members at the forefront of our

[38:34] thinking. Strong schools are

[38:35] built through strong

[38:37] partnerships, whether we are

[38:39] discussing technology,

[38:41] communications, volunteering,

[38:43] facility use or student

[38:44] supports. Our greatest success

[38:46] will come when families,

[38:47] educators, community partners,

[38:49] district staff and the school

[38:51] board work together toward a

[38:53] shared vision for students. As

[38:54] we conclude this year, I would

[38:56] like to thank Superintendent

[38:57] Hepburn, the school board,

[38:59] district staff and my fellow

[39:01] task Force members for their

[39:03] partnership. A special thank

[39:05] you to Doctor Lori Canning,

[39:07] Nadia Clark, Naviance Joseph

[39:09] and the entire face team for

[39:11] their incredible support of

[39:12] family and community engagement

[39:14] throughout the district. We

[39:16] look forward to continuing the

[39:18] important work of supporting

[39:19] Broward County students,

[39:21] families and the community next

[39:24] year. Thank you.

[39:26] >> Thank you. Small Business

[39:28] Advisory Committee, Technology

[39:32] Advisory Committee.

[39:35] >> Good morning chair, board

[39:37] members. Superintendent Linda

[39:39] Ferrara, chair, Technology

[39:41] Advisory Committee. We started.

[39:43] We discussed the ongoing

[39:44] development of the district's

[39:47] ai policy, focusing on parental

[39:49] opt out provisions,

[39:51] environmental considerations,

[39:52] and the process for board

[39:54] review, with input from the tac

[39:55] and other stakeholders being

[39:59] incorporated into the draft. An

[40:01] update on the erp system

[40:03] selection process was given,

[40:05] outlining the current rfp phase.

[40:07] Upcoming software

[40:08] demonstrations, evaluation

[40:10] criteria, and the timeline for

[40:11] board approval and

[40:12] implementation, with Plant

[40:14] Moran advising the district

[40:17] throughout presentation from

[40:19] the recent Microsoft Build

[40:21] conference highlighting new ai

[40:22] models, customization

[40:23] capabilities, and the

[40:25] district's approach to ai agent

[40:26] development, security testing,

[40:29] and governance within Microsoft

[40:32] ecosystem was discussed. We

[40:33] discussed ongoing concerns

[40:35] about tax roll in district

[40:37] technology decisions, the need

[40:39] for improved communication

[40:41] pathways, early agenda item

[40:42] distribution and formal

[40:44] inclusion in ai related

[40:47] committees, and task force. An

[40:48] update was provided on the

[40:50] Maximo system rollout,

[40:52] detailing progress on mobile

[40:54] client deployment assessment,

[40:55] data entry training efforts,

[40:57] and the transition away from

[41:00] the paper based work orders.

[41:01] Members addressed the

[41:04] transition from Raptor to

[41:07] Syngenta for visitor management,

[41:08] noting that the contract was

[41:10] approved without tac or it

[41:12] input, highlighting ongoing

[41:14] communication issues between

[41:15] departments. One of the

[41:18] concerns, not only that was

[41:20] focused on by tac, but has been

[41:21] brought up a number of times,

[41:23] was our Raptor system.

[41:24] Evidently, this system is also

[41:26] a visitor management system,

[41:28] and I haven't looked through

[41:29] the entire contract yet, but it

[41:30] doesn't appear that it

[41:32] addressed the issues that

[41:33] parents have brought up with

[41:35] the system. Some of the follow

[41:37] up tasks we have are ai policy,

[41:39] environmental impact. Add

[41:41] language to the policy,

[41:42] addressing the environmental

[41:43] impact and sustainability

[41:45] considerations of ai usage in

[41:48] the district. Parent education

[41:50] on ai develop and distribute

[41:52] parent facing educational

[41:54] materials or a handbook about

[41:56] ai use in the district,

[41:57] ensuring collaboration with tac

[41:59] and addressing parent concerns

[42:02] and questions. Parent questions

[42:06] on ai collect top ten questions

[42:08] from the dac Educational

[42:09] Subcommittee and provide

[42:10] written answers to address

[42:14] parent concerns about ai

[42:15] communication of board agenda

[42:17] items. Establish a process to

[42:19] inform tac of technology

[42:21] related items before they are

[42:22] brought to the school board for

[42:25] approval. I would like to thank

[42:27] our committee and all who

[42:28] participate, and every time I

[42:30] come across somebody who has

[42:33] any input, any opinion or

[42:35] anything I have invited to the

[42:36] meeting they've attended and

[42:39] they have provided really great

[42:40] information, especially at our

[42:43] last meeting by Doctor Piper.

[42:44] At our next meeting, I

[42:46] recommend we have a

[42:47] conversation on school board

[42:49] and committee expectations for

[42:52] the next year in order to

[42:53] clarify both of our purposes

[42:57] and our agendas moving forward.

[43:00] Thank you.

[43:07] >> Thank you, audit Committee.

[43:08] >> Good morning sir. I was a

[43:10] few minutes late. I did MISS

[43:12] You all last month as I was ill

[43:14] and figured you probably did

[43:17] not want to share, so I'm just

[43:20] going to catch up. I'm just

[43:22] going to just just mention a

[43:24] couple things. I know those

[43:25] things have. You've probably

[43:27] seen what we did and just, you

[43:30] know, we do have a court

[43:30] reporter at our meetings and we

[43:32] do have very comprehensive

[43:34] minutes, which I know you

[43:36] >> Get, but I'll just wanted to

[43:37] highlight a couple of things

[43:40] from our MAY 7th meeting. We

[43:41] spent an extraordinary amount

[43:44] of time on internal funds,

[43:45] probably more than our agenda

[43:48] had anticipated. So we actually

[43:50] set up a special meeting the

[43:53] following. But I just took a

[43:54] couple things I wanted to

[43:56] highlight in there. There was

[43:57] concern about the number of

[43:59] exceptions in high schools. And

[44:02] we were and we've, you know,

[44:04] we're focused on that. Some of

[44:06] them dealt with yearbooks. And

[44:07] that's a whole nother topic.

[44:10] And one which actually was, was

[44:12] very informative as far as

[44:14] what's as trends with yearbooks

[44:15] now and some of the things that

[44:18] are going on. But I just wanted

[44:21] to say that the, our audit, our

[44:23] chief auditor's office is so

[44:25] efficient that they let us know

[44:26] that we actually had fewer

[44:28] exceptions this year than last

[44:30] year. But the bottom line on

[44:32] that is that we just wanted to

[44:33] emphasize how important

[44:35] training is for everybody, not

[44:37] just the people at the top, but

[44:38] the people through. Everybody

[44:40] needs to receive training on

[44:43] how to account for whatever

[44:45] they're working with. So I

[44:46] wanted to mention that we did

[44:47] set a special meeting because

[44:49] as you know, we're coming up

[44:50] with the audit plan for next

[44:54] year. And we had a wonderful

[44:56] conversation on both the 7th of

[44:58] MAY and the 13th of MAY. And

[44:59] then we're following up again

[45:01] tomorrow. And in the interim,

[45:02] you all have talked about it.

[45:04] One thing I just want to tell

[45:06] you that when we would bring

[45:07] these topics up and Mark would

[45:10] so calmly say, and that is why

[45:14] I have this on here. But the

[45:15] conversations in this room this

[45:17] year that we've had at these

[45:19] monthly meetings with with

[45:21] chairs from other groups, we

[45:23] have been very helpful and also

[45:25] talking about things that we

[45:26] feel maybe should be looked at

[45:28] and that Mark has incorporated

[45:31] in the plan for next year. And

[45:33] I know it's not finalized.

[45:35] We'll know more on Thursday,

[45:38] which is our next meeting on

[45:39] JUNE 18th. And then we've set a

[45:44] special meeting on the 16th of

[45:45] JULY, anticipating an audit

[45:47] that will be coming in. We

[45:48] don't typically meet in JULY,

[45:50] as you know, but we will be. So

[45:52] hopefully you will have all of

[45:54] that by the beginning of AUGUST.

[45:56] I want to thank Doctor Hepburn

[45:58] and for joining us and all of

[45:59] the staff who work really hard

[46:01] to put together the information

[46:03] we have added at every meeting,

[46:05] a conversation on the general

[46:09] fund balance. And there's much

[46:11] more we've talked about as this

[46:13] is our special meeting, as you

[46:16] can see. But I want to thank

[46:18] you again for the people you're

[46:19] appointing to this committee.

[46:20] This is an outstanding

[46:21] committee with just such great

[46:23] input from so many different

[46:25] people. And so thank you for

[46:29] that. And we will be meeting on

[46:30] Thursday if anybody wants to

[46:34] tune in. Thank you.

[46:36] >> Thanks.

[46:37] >> Thank you. District Advisory

[46:44] Council.

[46:46] >> All right. Good morning,

[46:48] chair, board members,

[46:49] superintendent and staff, and

[46:51] fellow advisory chairs. My name

[46:53] is Cynthia Dominique. I am a

[46:55] parent and chair of the

[46:57] District Advisory Council. Our

[46:58] last and final meeting of the

[47:00] school year was on MAY 12th. I

[47:04] want to thank MR. Strauss, MR.

[47:06] Sullivan, MR. Hill, as well as

[47:07] Doctor Holness for coming out

[47:09] to that meeting. I'd also like

[47:11] to thank our liaison, Shelly

[47:13] Winter, our cabinet liaison,

[47:17] Vida Hodge, our previous

[47:18] student advisors, Landon and

[47:19] Josiah, for their tireless,

[47:21] tireless advocacy and

[47:23] dedication to District Advisory

[47:24] Council and the students of

[47:25] Broward County Public Schools.

[47:28] And I'd be remiss if I didn't

[47:30] think our parents and community

[47:33] members who sit on our council

[47:36] and show up every month to

[47:38] discuss important issues and

[47:41] move our district forward. We

[47:42] continue to have conversations

[47:43] about facilities, and during

[47:45] the summer, we hope that much

[47:47] of the maintenance and

[47:48] facilities work that needs to

[47:50] be done across the district is

[47:51] implemented so that come day

[47:54] one, kids are ready to go into

[47:55] buildings that are ready for

[47:58] them. We've had conversations

[47:59] about elevator servicing. I

[48:02] know we forwarded this issue to

[48:04] Esq Advisory Council to ensure

[48:07] that there is a plan to that,

[48:10] to make our schools compliant

[48:11] with Ada, and I know MR.

[48:13] Dorsett is on it. Thank you for

[48:16] always being responsive. We did

[48:17] not discuss the upcoming

[48:19] policies in detail, as we were

[48:21] told that with this new neola

[48:23] process, we would be made aware

[48:25] of the timelines and the

[48:26] community would be fully

[48:28] engaged on policies of this

[48:29] magnitude that you all saw last

[48:31] week, should comply with rural

[48:33] development and maximize public

[48:35] input. We had unanimous support

[48:37] from the district advisory

[48:38] Steering, which consists of

[48:40] many of the people sitting here,

[48:42] as well as many members of the

[48:44] community, to ensure that any

[48:46] changes to these policies would

[48:48] preserve public speaking time

[48:49] and committee reports to the

[48:51] school board. We continue to

[48:53] have conversations about

[48:54] testing. The board did give the

[48:57] academic team directions to

[48:59] decrease or eliminate, but

[49:01] really look at modifying the

[49:02] amount of tests that are

[49:04] provided to students. And we

[49:07] hope that the conversation will

[49:08] continue throughout the summer

[49:10] and be ready ahead of the next

[49:12] school year so that we can

[49:13] identify those assessments that

[49:14] are most statistically

[49:15] significant and provide

[49:17] actionable data that helps us

[49:19] maintain accountability while

[49:22] also preserving the ability for

[49:25] teachers to modify instruction,

[49:26] timelines, and testing to best

[49:28] meet the needs of students. We

[49:30] hope that dac will be continued

[49:31] to be included in these

[49:32] conversations and have a seat

[49:35] at the table. We also discussed

[49:36] student activities at our last

[49:37] meeting, and it revealed

[49:39] several opportunities.

[49:40] Overwhelmingly, members shared

[49:41] a need to enhance communication

[49:42] about clubs that are available

[49:44] at schools. The disparity in

[49:45] the amount of clubs and

[49:46] activities that are available

[49:48] at schools. As we know, this is

[49:50] a key attraction for many

[49:52] parents to stay in the school

[49:54] that they're in. But also we

[49:57] know that it's dependent on

[49:58] sponsors. One of the things

[50:01] that we learned was that people

[50:04] who provide services on Broward

[50:07] schools activities are not

[50:08] required to go through the same

[50:11] level of background screening

[50:14] as club sponsors or maybe

[50:16] volunteers who are providing

[50:18] that club. So that that is

[50:19] certainly a recommendation we

[50:24] gave to MR. Strauss to remedy,

[50:26] and we do support the volunteer

[50:28] in level one background check

[50:30] of every single volunteer. And

[50:32] we when we have trainings with

[50:33] our school advisory forum

[50:34] chairs, that is something that

[50:36] we request that they do along

[50:38] with their ethics training. I'm

[50:39] not going to talk about edtech

[50:43] and ai. Brooke said it all so

[50:44] eloquently, but what I would

[50:46] ask is that dac has a seat on

[50:49] that ai task force and that as

[50:52] we prepare for next school year,

[50:55] we really prioritize the opt

[50:57] out of educational technology

[50:59] for those who want it, as well

[51:04] as providing for data privacy,

[51:06] explicit consent, so that they

[51:08] can be included on the back to

[51:10] school forms. And while we

[51:11] understand and chair, I'm going

[51:13] to ask you for just maybe a

[51:16] minute more, we understand that

[51:17] education is our primary

[51:19] mission, and we know that this

[51:20] cannot happen unless students

[51:21] are physically, emotionally,

[51:23] and mentally prepared to learn.

[51:24] Students face stressors every

[51:26] day, and they encounter unique

[51:27] challenges associated with the

[51:29] current state of our society

[51:31] access to technology, social,

[51:32] social, media, and at times

[51:34] harmful, harmful content and

[51:36] algorithms. The instant access

[51:39] prevents them to be able to

[51:41] isolate from those issues, and

[51:42] a lack of safeguards or

[51:45] inability to safeguard them

[51:47] from potential dangers is also

[51:49] a risk. I just learned that two

[51:52] of our students completed

[51:56] suicide in the last week. Since

[51:58] 2003, suicide ideation and

[52:02] planning has increased. The cdc

[52:04] estimates that 20% of youth

[52:07] have contemplated suicide. 9%

[52:09] of high schoolers have made a

[52:12] plan or an attempt. And in the

[52:14] lgbtq community that jumps to

[52:19] 12%, one is too many. Every

[52:21] parent, student, or adult that

[52:23] interacts with children should

[52:25] know the warning signs. Be

[52:27] courageous enough to ask

[52:28] someone if they are having

[52:31] thoughts of suicide. I promise

[52:33] you, asking does not lead to

[52:35] suicide, but it possibly saves

[52:39] a life. We've previously talked

[52:40] about the surveys administered

[52:42] in the schools, one of which is

[52:45] the Youth Risk Behavior Survey.

[52:48] I'm asking the district that we

[52:52] use that data to create really

[52:54] clear strategies and

[52:56] implementation plans that focus

[53:00] on prevention, early

[53:04] intervention, and provide our

[53:05] community with the resources

[53:07] that already exist in Broward

[53:09] County public schools, as well

[53:10] as the partnerships that we

[53:12] have in the community. And I

[53:13] hope that everyone remembers

[53:16] the number 988. If you are

[53:18] having thoughts of hurting

[53:19] yourself or you just need to

[53:21] talk to someone, remember nine,

[53:22] eight, eight, there is someone

[53:24] on that other line that is able

[53:27] to speak to you and help. As we

[53:28] look forward to district

[53:29] advisory next year, we will be

[53:31] requesting meetings with all

[53:32] board members and the

[53:33] superintendent to identify

[53:35] priorities that we would like,

[53:36] that you would like our

[53:37] feedback on, and to better

[53:39] understand and collaborate on

[53:41] solutions to community concerns,

[53:42] it is imperative that the

[53:44] message that is being

[53:45] communicated is heard beyond

[53:47] the message, how the message is

[53:49] delivered so that we prioritize

[53:51] student well-being and academic

[53:52] achievement. We look forward to

[53:54] working with the new student

[53:55] advisors, engaging and

[53:58] empowering more parents. As we

[54:00] know that this is key to

[54:02] student success, we also look

[54:05] forward to enhancing our parent

[54:08] and community community

[54:10] engagement with the legislative

[54:11] process, so that we could

[54:13] advocate on behalf of the bcc

[54:16] legislative platform and

[54:18] protect public education. Those

[54:19] conversations have already

[54:20] started with the communications

[54:23] team, and we look forward to

[54:24] continuing them. Our first

[54:25] meeting of the school year will

[54:28] be on AUGUST 12th at 615, and

[54:29] we'll be having a leadership

[54:30] and advocacy training for our

[54:33] School advisory Forum chairs on

[54:34] AUGUST 30th. Thank you, board

[54:36] for allowing us to have these

[54:37] conversations with you

[54:39] throughout this year.

[54:42] >> North area.

[54:44] >> Yeah, I'm I'm reporting on

[54:47] behalf of of.

[54:49] >> Nicole, the outgoing chair,

[54:52] and Mario, the incoming chair.

[54:53] I'm just going to go quickly

[54:57] over some of the. Minutes.

[55:01] Sorry. So North area last

[55:06] meeting made the 21st. Lisa

[55:09] Maxwell, PRESIDENT Of Broward

[55:10] Principals and Assistant

[55:11] Principals Association,

[55:12] explained process previously

[55:15] used to fund schools and how it

[55:16] involved principals looking at

[55:17] enrollment with the

[55:18] demographics Department and

[55:20] then being funded based on

[55:22] their fte and seeing funds in

[55:23] their accounts, and being able

[55:25] to hire and fund staff

[55:27] accordingly. There's been a lot

[55:29] of concern out at Sacs and

[55:31] staffs, as parents have seen

[55:33] principals struggling to hire

[55:35] staff for next year based on

[55:37] figures that appear to be under

[55:39] projections in some cases. Of

[55:40] the number of students that are

[55:42] going to be coming into schools,

[55:44] and also the removal of their

[55:46] accelerated funding. So

[55:48] Cambridge and cte funding,

[55:49] which has hobbled them from

[55:51] being able to hire staff.

[55:53] Therefore, somewhere along the

[55:55] line they are having to drop

[55:56] staff. I can tell you certainly

[55:59] at my school, which is in the

[56:02] north, there has been a

[56:04] weakening of support for the

[56:08] Esq students in the srv classes

[56:11] because of the funding stretch,

[56:13] and they cannot be the most

[56:14] being the most vulnerable

[56:15] students in the district. They

[56:18] cannot be the ones who have

[56:20] those around them dropped from

[56:23] the staffing next year. There

[56:25] was a lot of concern about how

[56:26] the district is no longer

[56:27] showing schools the money

[56:28] available based on fte, and

[56:30] instead of showing units and

[56:32] stating that a set number of

[56:34] units equals staffing,

[56:35] enrollment numbers are coming

[56:37] from an alternate source than

[56:38] demographics, and there's no

[56:39] confirmation of where the

[56:41] enrollment numbers are coming

[56:43] from or how they were derived.

[56:45] Principals have reported

[56:46] discrepancies, with some

[56:48] schools not expecting a drop in

[56:49] enrollment being projected for

[56:51] unexplained drops, resulting in

[56:54] principals having to cut staff.

[56:55] There was also a lot of

[56:56] discussion about alternate ways

[56:58] we can save money as a district

[57:00] in order to better directly

[57:03] fund schools. One suggestion

[57:05] that North felt warranted

[57:07] further research is the

[57:10] academics department that MISS

[57:12] Maxwell said was has an $80

[57:14] million annual budget, with 25

[57:16] million allocated for materials.

[57:18] Members had questions about

[57:19] formulas for budgeting schools,

[57:24] and we passed a motion at North

[57:28] which went like this. If I can

[57:31] just find it. My apologies. I'm

[57:35] new to this document. Okay. The

[57:41] motion was to. We move that the

[57:43] district. We recommend that the

[57:44] district allow principals to

[57:46] make instructional staffing

[57:48] allocations based on funds

[57:49] generated by their schools

[57:51] through the Cambridge and cte

[57:54] programs, moved, seconded and

[57:55] passed with just one opposing

[57:57] vote from a gentleman who said

[57:59] he didn't quite understand the

[58:01] ins and outs of it. But the ins

[58:03] and outs of it are. If you have

[58:05] a school that had 400 zero zero

[58:06] $0 in accelerated funding that

[58:08] its kids and its staff had

[58:10] earned in order to help swell

[58:12] services and supports in that

[58:15] school and staffing and to

[58:17] strengthen programs. And then

[58:19] that money is taken away and

[58:23] you can no longer code your

[58:25] staffing salaries accordingly.

[58:26] And there just isn't money

[58:28] there. Your school is going to

[58:30] shrink and not only shrink in

[58:32] its in terms of what it can

[58:33] offer the community, but shrink

[58:34] in terms of the community

[58:37] coming to that school. So the

[58:39] motion was made in the hope

[58:41] that although Cambridge and cte

[58:43] money, I think, is not going to

[58:44] be taken away next year, the

[58:46] money that has been taken this

[58:48] year is affecting schools

[58:50] ability to staff and then

[58:52] finally North as as with all

[58:54] the other areas, has had

[58:56] feedback on this issue of of

[58:57] your wishes regarding or some

[59:00] of your wishes regarding public

[59:02] engagement and, and the

[59:04] decision or the decision you're

[59:06] moving towards to eliminate

[59:09] public engagement, almost about

[59:10] three minutes in the course of

[59:12] an entire school board agenda

[59:14] meeting, placing 31 policies in

[59:17] one agenda item for review does

[59:21] not constitute rulemaking with

[59:25] integrity. The Neola platform.

[59:27] Maybe you folks had a nice

[59:28] demonstration of of how funky

[59:29] and nice that's going to look,

[59:31] but nobody out here did. And

[59:33] you MAY not be aware that all

[59:36] the areas and dac and other

[59:37] advisories had all been working

[59:40] really hard at your request on

[59:42] reviewing policy. 1020 there

[59:43] have been no courtesy of

[59:45] reference to us when this Neola

[59:47] thing came along. Everybody's

[59:49] very concerned about processes

[59:50] and what you're doing to public

[59:54] engagement. Thank you.

[59:55] >> Okay. Thank you to our

[59:56] committees. I'll go to board

[59:58] member discussion. And just as

[1:00:00] a reminder, it is up to the

[1:00:02] board member who has the floor

[1:00:04] to call on the various chairs

[1:00:06] that they'd like to hear from

[1:00:08] before I go to board members.

[1:00:09] Attorney Dupree Bruno, did you

[1:00:11] want to respond to anything?

[1:00:13] >> Yes, just to make sure

[1:00:16] there's a there's some response

[1:00:17] to some of the concerns that

[1:00:18] have been raised with regards

[1:00:20] to the policies in Neola and

[1:00:22] the process, as well as to make

[1:00:23] sure that we have some things

[1:00:25] on the record. The first thing

[1:00:27] that I think is very important

[1:00:30] to understand the policy

[1:00:32] conversion is a major project.

[1:00:35] It is utilizing the templates

[1:00:38] that are legally vetted through

[1:00:41] Neola, and then incorporating

[1:00:42] some of the things that we want

[1:00:44] to incorporate that are Broward

[1:00:47] specific. First and foremost,

[1:00:49] the direction was to review

[1:00:53] policy 1020. Policy 1020 has

[1:00:54] multiple different subjects in

[1:00:57] that policy. When you are doing

[1:00:58] a rule, you're really only

[1:01:01] supposed to have one topic per

[1:01:03] policy, unless the statute has

[1:01:04] a bunch of different things and

[1:01:06] there are statutes that do that.

[1:01:07] So that's why we have

[1:01:09] individual policies for an

[1:01:10] address or a seal and those

[1:01:12] types of different things. The

[1:01:15] second thing is the board is

[1:01:17] going to be reviewing policy

[1:01:19] 1070. That's going to come in

[1:01:22] AUGUST or SEPTEMBER. Policy

[1:01:24] 1070 is the one that actually

[1:01:26] discusses board advisory

[1:01:28] committees. So the reporting

[1:01:30] from the board advisory

[1:01:31] committees will be addressed in

[1:01:33] that policy, because that's the

[1:01:35] policy that addresses board

[1:01:38] advisory committees. The other

[1:01:39] thing that's really important

[1:01:42] to understand the school

[1:01:43] district, and I want to make

[1:01:45] sure this is very clear. The

[1:01:46] school board, the school

[1:01:48] district, followed the

[1:01:49] appropriate laws with regards

[1:01:51] to notice and what is required

[1:01:54] for rulemaking. There is no

[1:01:55] violation in terms of the

[1:01:57] rulemaking process that was

[1:01:59] utilized by the school district.

[1:02:01] It is controlled by the

[1:02:03] Administrative Procedures Act,

[1:02:06] Florida Statute 120.54. And we

[1:02:09] followed that process with the

[1:02:11] legal notices that were

[1:02:14] provided. We hear from the

[1:02:16] constituents when there is a

[1:02:17] concern that is raised, and we

[1:02:19] feel that it is something that

[1:02:22] we can address, we will address

[1:02:26] it. We do not have to put rule

[1:02:27] development on the website

[1:02:29] because it's already put on the

[1:02:31] website with the legal notice,

[1:02:32] but a constituent raised it, so

[1:02:34] we added it and we will

[1:02:36] continue to add it. I also want

[1:02:38] to make it very clear that we

[1:02:40] are not eliminating public

[1:02:42] comment. There is no

[1:02:44] elimination of public comment.

[1:02:46] The formatting of public

[1:02:47] comment is going to be changed

[1:02:50] to be more in line with best

[1:02:51] practices, not only in the

[1:02:52] state of Florida, but across

[1:02:54] the country, in terms of how

[1:02:57] public comment is given, it is

[1:02:58] extremely important that the

[1:03:00] public understands this is a

[1:03:02] governing body, and they have

[1:03:05] work to do. They are supposed

[1:03:06] to listen to your comments, and

[1:03:08] I can assure you that they do

[1:03:10] listen to your comments. How

[1:03:12] that is done is what the

[1:03:13] question is and what they're

[1:03:14] resolving, so that they can

[1:03:17] continue to do their work as a

[1:03:20] governing body. The other thing

[1:03:21] i want to make sure that's very

[1:03:23] clear is you are actually

[1:03:25] getting an hour and a half of

[1:03:27] public comment based on the

[1:03:29] board's discussion. You're

[1:03:31] getting public comment in the a

[1:03:33] m meetings,s,ououe getting

[1:03:34] blicic commeme inn t p pm

[1:03:36] meetinings, a as youave now,nd

[1:03:39] then you're given another 60

[1:03:41] minutes on agenda items. That

[1:03:43] is what is in the proposed

[1:03:48] policy. 0169.1 in addition, you

[1:03:50] have the right to send comments

[1:03:52] via communication, written

[1:03:53] communication. That's the same

[1:03:55] thing. That's in 1020. Feel

[1:03:58] free to send emails and written

[1:03:59] communication to the board

[1:04:00] because they are read and

[1:04:02] anything that deals with

[1:04:03] policies I'm aware of and I

[1:04:06] read them. So you are not

[1:04:07] losing public comment. It's

[1:04:10] just being restructured. On how

[1:04:11] public comment is provided to

[1:04:14] the board. You are also able to

[1:04:16] comment on workshops and

[1:04:18] special meetings as you have

[1:04:20] this the same rules that you

[1:04:23] had in 1020, except it's all at

[1:04:24] the beginning of the meeting.

[1:04:26] So the board can then do their

[1:04:29] work as a governing body. The

[1:04:31] other thing that I wanted to

[1:04:34] make sure that was very clear

[1:04:37] is during the rulemaking

[1:04:41] process. 120.54 believe it or

[1:04:43] not, does not require a

[1:04:46] rulemaking workshop unless it

[1:04:50] is requested. What most boards

[1:04:52] do to be preemptive and

[1:04:54] proactive. They have a rule

[1:04:56] making workshop. And this board

[1:04:58] did that and had a rulemaking

[1:05:02] workshop. In addition, it is up

[1:05:06] to the to the the the Chair If

[1:05:07] there's going to be any

[1:05:09] additional workshops. And in

[1:05:10] this case, because of the fact

[1:05:12] that you are able to send in

[1:05:14] written communication, you are

[1:05:17] able to provide comment at the

[1:05:18] rulemaking workshop, and you

[1:05:20] will be able to provide

[1:05:22] comments during the public

[1:05:24] hearing. There is no need for

[1:05:26] an additional workshop. The

[1:05:28] other thing that I want to make

[1:05:30] sure that it's very clear,

[1:05:34] because of how Neola is set up,

[1:05:37] you're going to have multiple

[1:05:39] batches of policies coming

[1:05:41] forward. It's not going to be

[1:05:43] one policy. It's not going to

[1:05:45] be ten policies. It's going to

[1:05:47] be large batches of policies.

[1:05:49] That's just the way the

[1:05:50] conversion operates and that's

[1:05:53] how it works. When we go to

[1:05:55] public hearing, what I have

[1:05:56] done is to make sure that the

[1:05:58] public hearing is set up by

[1:06:00] chapter, because Neola has

[1:06:04] multiple chapters, 1000 is for

[1:06:05] administration, 2000 students,

[1:06:08] and so on and so forth. The

[1:06:09] zero zeros that you've been

[1:06:11] seeing, those are considered

[1:06:13] the bylaws or the board's

[1:06:15] policies. That's why they're

[1:06:16] there group like that, because

[1:06:18] they actually belong in one

[1:06:19] chapter. And when you see the

[1:06:21] public hearing, you'll see that

[1:06:24] as well. So I'm available to

[1:06:25] answer any questions that

[1:06:27] anybody has. Some people have

[1:06:28] reached out and asked me

[1:06:30] questions. I'm very happy to

[1:06:31] answer those questions. But the

[1:06:34] board has given a directive. We

[1:06:35] have so many hours that we have

[1:06:38] paid for for Neola assistance,

[1:06:40] and we have a one year timeline

[1:06:41] to do these conversions of

[1:06:43] these policies. So we're going

[1:06:47] to do it as applicable to the

[1:06:50] law and compliance with law and

[1:06:51] but with the process so that we

[1:06:54] can conclude this policy in by

[1:06:58] JUNE or MAY of 2027. Thank you,

[1:06:59] MADAM Chair.

[1:07:03] >> Thank you, MISS Thompson.

[1:07:07] >> Any question about that?

[1:07:08] >> Yeah, I can MISS MISS

[1:07:12] Thompson has.

[1:07:15] >> Do you online. No, no.

[1:07:17] >> Okay. I just I was unable to

[1:07:19] come to the workshop last week

[1:07:21] and in fact, I read the policy

[1:07:22] and I don't know how many

[1:07:24] people had a chance to read the

[1:07:29] new policy for ten, 20. So I

[1:07:30] think part of your confusion as

[1:07:33] you go forward, just as a

[1:07:34] something that might be helpful,

[1:07:36] is when you're labeling that

[1:07:38] you might put formerly known as

[1:07:39] because I think it's very

[1:07:41] confusing to people, but I do

[1:07:42] want to make the comment as

[1:07:44] you're planning what you're

[1:07:45] doing with these policies. And

[1:07:46] there are others besides that.

[1:07:48] Like, I'm very curious as to

[1:07:50] what current policy 4.9 is

[1:07:52] going to be renumbered. Having

[1:07:53] spent many hours on that over

[1:07:56] the years. But the point I

[1:07:58] wanted to make was that as

[1:08:03] you're doing these policies, I

[1:08:03] think you have to not only

[1:08:05] consider what potentially is in

[1:08:06] your state statute, but what

[1:08:09] the traditions of this district

[1:08:11] and the district and what this

[1:08:13] district has come to, to be.

[1:08:16] And so you have nearly 200,000

[1:08:17] students in traditional schools.

[1:08:20] Is that correct, Doctor Hepburn?

[1:08:23] Probably, maybe. But let's just

[1:08:26] say it is okay, 200 000

[1:08:27] students. I don't know how many

[1:08:28] parents that is, but okay,

[1:08:30] let's say that's 100,000

[1:08:32] parents. As you're planning how

[1:08:35] you want to hear from those

[1:08:37] parents, I would tell you, it's

[1:08:38] great you're giving us 60

[1:08:40] minutes, I don't think 60

[1:08:43] minutes for 100,000 people is

[1:08:45] good. And my major concern for

[1:08:46] all of you as you're redoing

[1:08:48] these policies, as we cannot

[1:08:51] afford to lose any more people.

[1:08:52] And if people feel they are not

[1:08:54] heard, they will vote with

[1:08:56] their feet. We know that. So I

[1:08:59] think that this is a larger

[1:09:01] conversation. I I'm glad you're

[1:09:02] getting everything so organized,

[1:09:05] but in doing that, I think

[1:09:06] there has to be another way to

[1:09:08] work with these different

[1:09:11] committees to get some input

[1:09:13] before you come to the point

[1:09:15] where you did last week. So.

[1:09:17] And but thank you for your

[1:09:21] explanation.

[1:09:22] >> Good.

[1:09:27] >> Okay. Good morning. So I, of

[1:09:32] course. I, I hear the concerns

[1:09:33] about public comment. And I'm

[1:09:35] only going to mention this very

[1:09:36] briefly because I think there's

[1:09:37] other things that people

[1:09:39] brought up that I would like to

[1:09:41] spend my time on. I think one

[1:09:43] of the things that DR. Holness

[1:09:45] item last week about community

[1:09:48] surveys and in that discussion,

[1:09:50] there are multiple ways to get

[1:09:52] public comment. And for example,

[1:09:54] in my district, district two,

[1:09:55] which is about an hour from

[1:09:59] this building, very rarely will

[1:10:00] anybody come to a meeting

[1:10:02] unless you are closing their

[1:10:03] school, which is why I, as a

[1:10:06] board member. And even then,

[1:10:07] there was not a lot of people.

[1:10:09] So that's why I, as a board

[1:10:10] member, took initiative to go

[1:10:12] out to my community and have

[1:10:13] community meetings there. So I

[1:10:14] think when we have this

[1:10:16] conversation about public

[1:10:17] comment, we need to look at it

[1:10:20] in the the ecosystem of there

[1:10:21] are multiple ways to be

[1:10:23] connecting with our community.

[1:10:25] And this is one component of it

[1:10:27] that we are trying to make our

[1:10:29] our meetings a little bit more

[1:10:30] efficient, more understandable

[1:10:32] for people who watch. Because I

[1:10:34] think when personally, when

[1:10:35] there are public comments on

[1:10:37] motions and if the motion is

[1:10:39] just, hey, we should change

[1:10:42] this word to that word, then

[1:10:44] multiple people will speak. And

[1:10:48] then the, the relevance of that

[1:10:50] motion is lost. And then the

[1:10:52] public gets confused and we get

[1:10:55] confused again, I think there

[1:10:56] are multiple ways. And I think

[1:10:58] as individual board members, we

[1:11:00] need to be more engaged in our

[1:11:02] end of our. I won't comment on

[1:11:04] anyone else's engagement, but

[1:11:06] my plan is to be more engaged

[1:11:07] in my community because that's

[1:11:09] where I think public comment is

[1:11:11] more accessible for who I

[1:11:15] represent going forward. I did

[1:11:19] want some clarity about job

[1:11:20] hiring because that is

[1:11:21] something in class size

[1:11:23] concerns. That's something that

[1:11:25] we have gotten emails about.

[1:11:26] That's something that

[1:11:27] principals have reached out to

[1:11:31] me about. So what is that

[1:11:32] process going to look like?

[1:11:34] When can they hire more

[1:11:36] teachers? Can we expand on why

[1:11:38] we switched to units instead of

[1:11:43] fte? And I think the the

[1:11:45] overwhelming thing I keep

[1:11:47] hearing is the concern that in

[1:11:48] AUGUST, we're going to have a

[1:11:50] bunch of high schoolers or a

[1:11:52] bunch of kids in a room with

[1:11:53] one teacher because they can't

[1:11:55] hire until OCTOBER. So I guess

[1:11:57] if I could get walk through a

[1:12:00] timeline on hiring and address

[1:12:02] the class size concerns, and

[1:12:04] then also an excellent

[1:12:05] explanation on the units

[1:12:07] instead of fte.

[1:12:08] >> Yep, absolutely. Thanks for

[1:12:10] the question, MISS Thompson. So

[1:12:12] I'll turn it over to Ernie in a

[1:12:13] minute. But there's no

[1:12:14] moratorium on hiring teachers.

[1:12:16] And I'll let Doctor Lozano go

[1:12:17] through what hr is doing to

[1:12:21] support that in a minute. Also,

[1:12:23] for class size, we do follow

[1:12:25] state statute when it comes to

[1:12:26] class size. Do we want them

[1:12:28] smaller. Yes. That's the part

[1:12:30] of the process. That one

[1:12:32] initiative that we kind of

[1:12:34] sunsetted in DECEMBER, we're

[1:12:36] going to have to start that

[1:12:38] back up this summer because we

[1:12:39] are a little high school

[1:12:42] centric when it comes to

[1:12:44] funding, and that impacts class

[1:12:46] sizes for elementary school

[1:12:49] grades. Also, it was three

[1:12:52] things. Oh, the units versus.

[1:12:54] >> Yeah, the units versus fte.

[1:12:57] >> Yeah. So units isn't a new

[1:12:59] concept everywhere I've been.

[1:13:01] And in other large districts we

[1:13:03] utilize units. It actually

[1:13:05] helps to ensure that the

[1:13:07] dollars are being spent on the

[1:13:09] units, instructional personnel,

[1:13:10] or even non-instructional

[1:13:13] personnel on that campus. And

[1:13:17] if principals or school leaders

[1:13:19] want to spend the money

[1:13:22] allocated for a position, be it

[1:13:22] non-instructional instructional

[1:13:24] on something else, they just

[1:13:25] need to converse with the

[1:13:27] regional office and and see if

[1:13:29] it's adequate to trade that

[1:13:32] offer things instead of an

[1:13:33] instructional person or a

[1:13:35] non-instructional person as

[1:13:37] well. Go ahead Doctor Lozano.

[1:13:39] >> Thank you, Doctor Hepburn.

[1:13:40] Ernie Lozano Chief Human

[1:13:43] Resources Officer So the hr

[1:13:45] team has been working fast and

[1:13:47] furious these past few weeks.

[1:13:48] We just finished placing all

[1:13:51] our surplus teachers into

[1:13:52] positions, and we're able to

[1:13:54] find all our surplus teachers

[1:13:56] positions. As of this morning,

[1:13:59] the district is fully hiring.

[1:14:01] Teachers and principals are

[1:14:04] able to create their

[1:14:06] requisitions and put in their

[1:14:08] ads. The early transfer window

[1:14:10] also opened this morning for

[1:14:12] principals and schools, so

[1:14:14] schools are moving full steam

[1:14:16] ahead to ensure by the opening

[1:14:18] day of school and that first

[1:14:21] day of pre planning, they have

[1:14:23] as full of staff as possible to

[1:14:25] meet the needs of of their

[1:14:28] students. When you look at

[1:14:30] throughout the summer, we don't

[1:14:33] we don't wait as as students

[1:14:35] continue to register. So we

[1:14:37] don't officially count students

[1:14:39] until they register at the

[1:14:42] school physically. And then as

[1:14:45] numbers go up, we have a

[1:14:46] comprehensive team with

[1:14:47] demographics, teaching and

[1:14:50] learning and hr that monitor

[1:14:52] the increase and decrease of

[1:14:53] student enrollment because at

[1:14:55] the same time, some students

[1:14:57] are registering, some students

[1:14:59] are withdrawing to other

[1:15:01] schools based on magnet. So we

[1:15:03] don't wait till OCTOBER.

[1:15:05] Throughout the summer, we're

[1:15:06] monitoring the enrollment at

[1:15:07] each school. We work with our

[1:15:09] school principals, and as we

[1:15:13] see the need to add teachers,

[1:15:14] we begin that process because

[1:15:16] again, we know the importance

[1:15:18] of students meeting their

[1:15:20] teacher on day one and having a

[1:15:22] successful year with a teacher

[1:15:24] 180 days out of the school year.

[1:15:27] >> And if I can add to one of

[1:15:30] the comments I heard was about

[1:15:31] enrollment projections and

[1:15:33] using the demographers numbers,

[1:15:34] we don't get funded based on

[1:15:35] the enrollment projections of

[1:15:37] our demographer. We get funded

[1:15:39] based on enrollment projections

[1:15:41] by the state, and they've been

[1:15:43] pretty spot on in my career in

[1:15:45] education. And so demographers

[1:15:45] numbers could be totally

[1:15:46] different because they're using

[1:15:48] different variables, gathering

[1:15:50] data from municipalities and

[1:15:52] also the county as far as

[1:15:53] growth in the area or the lack

[1:15:56] thereof, the the state uses

[1:15:57] projection numbers based on

[1:16:00] what they see as the trends of

[1:16:02] students entering and exiting

[1:16:04] the county, versus also

[1:16:05] enrolling in the charter

[1:16:07] schools, voucher systems and

[1:16:09] things like that. And they are

[1:16:11] very whatever methodology they

[1:16:14] use, they keep tight. It is

[1:16:16] very close to the numbers that

[1:16:18] they project every year, at

[1:16:20] least for the past 20 plus

[1:16:21] years I've been in education.

[1:16:23] So that's how we are actually

[1:16:25] funded. So we could build our

[1:16:26] budget for the upcoming school

[1:16:28] year. So if we're if folks are

[1:16:30] paying attention to

[1:16:32] demographers numbers here, it's

[1:16:34] going to be off. We we fund, we

[1:16:37] get we receive funding based on

[1:16:38] projections from the state for

[1:16:40] the upcoming school year.

[1:16:42] >> And I just want to dive a

[1:16:44] little bit more into class size

[1:16:45] because like my second grader

[1:16:49] had 26 kids in his class. And

[1:16:51] yeah, that is what it is. But I

[1:16:52] think when parents hear the

[1:16:54] recommendation of 18 in

[1:16:57] elementary and, and 20 and then

[1:16:58] 25, and then we say we're

[1:17:00] following class sizes, but they

[1:17:02] walk into a school and it's not

[1:17:03] happening. Like, can you just

[1:17:06] expand on what the perception

[1:17:07] of following that is?

[1:17:09] >> Yeah, absolutely. So for the,

[1:17:11] in a nutshell, it's based off

[1:17:12] of school average per that

[1:17:14] grade level, right? For k

[1:17:17] through two, the k through two,

[1:17:19] three through five. And then

[1:17:21] for middle school and high

[1:17:22] schools based on the actual

[1:17:24] school average, not so, so much

[1:17:26] specifically from class to

[1:17:28] class. One of the things that

[1:17:31] we have to embark on, because

[1:17:32] it just hasn't been done is,

[1:17:34] like I said, the high school

[1:17:38] schedule, a lot of funding is

[1:17:39] garnered on the high school

[1:17:41] schedule to make that work. A

[1:17:43] block schedule is very

[1:17:44] expensive versus a straight

[1:17:46] seven and all those other

[1:17:48] components to actually pour

[1:17:49] money back into elementary

[1:17:50] schools so we can actually

[1:17:52] lower our class sizes, you know,

[1:17:53] to what we see as the best

[1:17:55] class size for Broward County

[1:17:55] public schools.

[1:17:56] >> And is that standard

[1:17:58] practice to take the average?

[1:17:59] >> Yes.

[1:18:03] >> And is that. So that's how

[1:18:05] we're staying in compliance is

[1:18:06] taking the average. And that's

[1:18:08] what every district does.

[1:18:10] >> Yep. Correct.

[1:18:12] >> I would I think all of us

[1:18:13] would agree that class sizes

[1:18:14] would be better, smaller. But I

[1:18:16] know that that's something that

[1:18:19] we are, we are working on. I

[1:18:20] think there's also something to,

[1:18:22] to say when it's like a gifting

[1:18:23] or high achieving class, they

[1:18:26] want to have as many kids able

[1:18:27] to access that curriculum. So

[1:18:29] maybe those classes are higher

[1:18:31] because of, of that reason.

[1:18:33] >> Correct. So you will have

[1:18:35] certain I would call them

[1:18:36] specialty classes gifted in

[1:18:38] classes like that, that usually

[1:18:41] are typically smaller than your

[1:18:43] regular ed classes.

[1:18:44] >> All right.

[1:18:48] >> And then I wanted to touch a

[1:18:51] little bit on the writing and

[1:18:53] thank our student for speaking

[1:18:54] up and, and finding something

[1:18:56] to say. I know we can be a

[1:19:01] little intimidating. I do think

[1:19:03] it, it might be teacher

[1:19:05] specific as well, because again,

[1:19:07] my second grader does, I see

[1:19:10] his little writing notebook,

[1:19:12] but having making sure we're

[1:19:14] emphasizing those skills like

[1:19:16] holding a pencil and holding a

[1:19:17] pen, because I think that's

[1:19:20] kind of a lost art. And I think

[1:19:23] with the addition to cursive

[1:19:27] writing that's now mandated,

[1:19:28] some of those skills will come

[1:19:30] back. But I think it's, it's

[1:19:32] good to give teachers support

[1:19:35] to do that. And then I did want

[1:19:37] to talk about the mental health

[1:19:39] concerns that the chair brought

[1:19:41] up. One of our chairs brought

[1:19:44] up, I had asked for when we

[1:19:48] were changing the the structure

[1:19:50] of our mental health department

[1:19:52] for them to bring back kind of

[1:19:54] what the plan is to deliver

[1:19:56] services. And I just want one,

[1:19:57] to make sure that we're

[1:19:59] including suicide prevention

[1:20:01] and tier one level

[1:20:02] interventions across the

[1:20:04] district, but I wanted to see

[1:20:05] when that presentation will

[1:20:06] come back.

[1:20:07] >> Yeah, we can follow up

[1:20:09] because we're presenting and

[1:20:10] going over all of that in

[1:20:11] cabinetirst just to give.

[1:20:13] >> That was my yeah, I know

[1:20:15] it's going to take just so they

[1:20:16] know that we're hearing this

[1:20:18] concern. So by AUGUST or

[1:20:18] SEPTEMBER.

[1:20:19] >> Oh, absolutely. Before

[1:20:20] AUGUST. Yes.

[1:20:24] >> All right. And then that's

[1:20:28] all. Thank you.

[1:20:30] >> Thank you. Our student

[1:20:32] advisor would like to speak.

[1:20:35] >> Okay. Thank you. So I did

[1:20:36] actually have a question. First

[1:20:37] of all, Allison. Hi. I heard

[1:20:39] you're going to Western. I'm

[1:20:40] from Western, so I welcome you

[1:20:42] in advance. And then second of

[1:20:44] all to our gifted advisory

[1:20:45] council. This is a genuine

[1:20:47] question because I know a lot

[1:20:49] of times people will ask to try

[1:20:50] and like, trip someone up. I'm

[1:20:51] asking genuinely, what do you

[1:20:53] think would be the best way?

[1:20:54] Because with the ai, you had

[1:20:55] mentioned that you didn't

[1:20:57] really see any true

[1:20:58] implementation plans. It's just

[1:20:59] kind of like, oh, ai is good,

[1:21:01] but you didn't see any real

[1:21:03] depth there. So I wanted to ask

[1:21:05] you if you had any idea of what

[1:21:07] you would need to see to kind

[1:21:08] of show you, because obviously

[1:21:09] if you're thinking it, that

[1:21:11] means a lot of other people are

[1:21:12] as well. Yeah. I see people

[1:21:14] shaking their heads. Yes, or

[1:21:15] nodding their heads. So do you

[1:21:17] have any ideas as to what you

[1:21:18] would need to see to kind of

[1:21:20] prove to you that it's good?

[1:21:21] >> It's not really proof, but

[1:21:23] it's more like, here's a lesson

[1:21:24] plan. This is what we're going

[1:21:26] to talk about as far as science.

[1:21:27] This is the teaching

[1:21:28] methodology that that's going

[1:21:30] to be used. And it doesn't have

[1:21:31] to be an extreme detail, but

[1:21:33] have there been any careful

[1:21:34] thought out examples of how

[1:21:35] it's going to be used,

[1:21:37] especially with advanced

[1:21:38] academics? Okay. That that's a

[1:21:40] broad topic that covers gifted,

[1:21:41] that covers high achieving,

[1:21:43] that covers a lot of other

[1:21:44] advisories that are here as

[1:21:46] well. So something a little bit

[1:21:49] more down to home, down to

[1:21:50] earth that people can consume

[1:21:52] and recognize, you know, that's

[1:21:54] a really good idea. Something

[1:21:56] that brings a little light bulb

[1:21:57] moment. And it's like, you know,

[1:21:59] that's kind of cool. Not

[1:22:02] something like vr head glasses

[1:22:06] for certain topics that not so

[1:22:08] much. That's kind of like what

[1:22:09] I think our parents are looking

[1:22:11] for as far as what's going to

[1:22:13] be used. Yes, we know what's

[1:22:14] here. We know what's going to

[1:22:16] be used how. Give us some good

[1:22:19] examples, some genius examples,

[1:22:23] that type of thing.

[1:22:27] >> Thank you.

[1:22:29] >> That's it.

[1:22:31] >> Oh, no. Okay. All right,

[1:22:41] MRS. Alhadeff.

[1:22:43] >> Question for Doctor Hepburn

[1:22:48] is how are we con filtering out

[1:22:51] inappropriate content? If one

[1:22:53] of our students access a

[1:22:56] restricted YouTube website or a

[1:23:04] YouTube video on YouTube.

[1:23:06] >> Pitch that over to MR.

[1:23:08] Bradford so he can get a little

[1:23:10] bit technical about how we

[1:23:14] actually deal with those issues.

[1:23:15] >> Thank you, doctor. Matthew

[1:23:16] Bradford, Executive Director of

[1:23:19] Technology operations if I if I

[1:23:22] MAY. MR. Alhadeff, can you

[1:23:23] clarify a little bit more when

[1:23:24] it comes to your question

[1:23:28] regarding YouTube?

[1:23:31] >> Yes. So student goes on to

[1:23:34] YouTube and class and goes to

[1:23:38] an inappropriate video. How are

[1:23:40] we what is our line of defense

[1:23:43] to make sure they don't have

[1:23:46] access to that video?

[1:23:47] >> Thank thank you for the

[1:23:49] clarification. We have a tool

[1:23:51] called line Wise that we use

[1:23:54] that monitors when it comes to

[1:23:56] any activity, when it comeseso

[1:23:57] our s studes fro an inintern

[1:23:59] peperspecte. Andnd we can, uu

[1:24:03] know, throw out as many attacks

[1:24:04] when it comes to that, if, if

[1:24:06] at all possible. So what we're

[1:24:07] using now from a line wise

[1:24:09] perspective allows us to

[1:24:10] monitor, it allows us to look

[1:24:12] at activity when it comes to

[1:24:14] students and those types of

[1:24:15] situations we can address. And

[1:24:18] if by chance we, the tool that

[1:24:20] we're using misses that

[1:24:22] particular site, we can

[1:24:24] definitely get that site and

[1:24:26] make certain it's prohibited

[1:24:29] moving forward.

[1:24:31] >> So when the student goes to

[1:24:32] that inappropriate video, will

[1:24:34] it block them from being able

[1:24:37] to watch the video?

[1:24:40] >> Absolutely.

[1:24:43] >> Okay, great. And my next

[1:24:46] comment is on the cursive.

[1:24:47] Obviously, I'm a big proponent

[1:24:50] of our, our students learning

[1:24:54] how to write cursive. And it

[1:24:56] really helps with their brain

[1:24:59] development and making those

[1:25:02] learning connections. So Doctor

[1:25:03] Hepburn, are our students

[1:25:04] learning cursive and if so,

[1:25:06] what grade are they learning it

[1:25:07] in?

[1:25:09] >> Yes, I do know it's part of

[1:25:10] one of the grade levels

[1:25:12] elementary curriculum. I know

[1:25:13] Doctor Cohen, if you know

[1:25:17] specifically what grade level

[1:25:19] it's in third grade. Third

[1:25:20] grade. MISS Alhadeff, have you

[1:25:22] heard that?

[1:25:25] >> Okay, so are are they so did

[1:25:27] they learn cursive this year in

[1:25:29] third grade, or is it starting

[1:25:31] next year?

[1:25:33] >> It. Go ahead doctor, it is.

[1:25:35] It's this year and we're also

[1:25:37] it's embedded in the ifc as

[1:25:39] well in MISS Alhadeff. That's

[1:25:41] also why since hearing from the

[1:25:43] public during the org chart,

[1:25:46] there is a specific position

[1:25:47] that we created specifically

[1:25:49] that focuses on writing not

[1:25:50] only just cursive writing, but

[1:25:52] integrating writing across

[1:25:53] curriculum in there. And so

[1:25:56] there is a content expert that

[1:25:58] is emphasizing that we also

[1:25:59] have Writeable, which is

[1:26:01] infused within the curriculum,

[1:26:02] which should have some daily

[1:26:03] lessons for teachers to

[1:26:05] implement writing within the

[1:26:06] curriculum. But we obviously

[1:26:07] are hearing those are some

[1:26:09] things we're working on to make

[1:26:10] sure that teachers are using

[1:26:11] that time to be able to

[1:26:13] implement writing within the

[1:26:16] instructional day.

[1:26:18] >> What happens, or could there

[1:26:21] be something for students in

[1:26:23] high school who did not learn

[1:26:26] cursive to, you know, have some

[1:26:29] type of course that they can

[1:26:32] take something through our ai?

[1:26:34] I don't know if there's an

[1:26:37] ability for them to even go

[1:26:40] back and self, you know, teach

[1:26:43] themselves, you know, how to

[1:26:44] learn cursive or are we, are we

[1:26:47] giving them any tools? Because

[1:26:48] obviously it's a really

[1:26:50] important skill to have. And I

[1:26:52] want to make sure that when our

[1:26:53] students graduate, that they

[1:26:55] can do some minimum things,

[1:26:57] these life skills, like signing

[1:26:59] their name in cursive, for

[1:27:01] example.

[1:27:02] >> So that's something we can

[1:27:04] obviously look at when we do

[1:27:05] things like course recovery.

[1:27:06] That is one thing that

[1:27:09] obviously we can do as far as a

[1:27:11] summer camp or an acceleration

[1:27:12] camp, we can kind of take a

[1:27:14] look at some programing and

[1:27:16] scheduling that offer something

[1:27:17] like that with an intervention.

[1:27:21] So absolutely, we can do that.

[1:27:23] >> Okay. And then also is are

[1:27:25] we teaching keyboarding typing

[1:27:29] skills for our students?

[1:27:30] >> It's embedded in some of the

[1:27:32] course content. It's not

[1:27:33] necessarily required. One of

[1:27:35] the after action items that

[1:27:36] we're looking at, obviously, as

[1:27:38] we reduce our footprint of

[1:27:39] assessment in the earlier

[1:27:41] grades, we did talk about the

[1:27:42] potential of making sure

[1:27:46] students take typing skills to

[1:27:47] ensure that when they are

[1:27:49] taking this state assessment

[1:27:51] test, that they are ready to

[1:27:52] perform and utilize the keys in

[1:27:54] an appropriate way that makes

[1:27:55] them successful in taking those.

[1:27:57] So we are implementing some

[1:27:59] aspects of keyboarding at the

[1:28:01] earlier grades to where the

[1:28:02] reduction of assessments are

[1:28:05] happening.

[1:28:07] >> Okay, so do we have an

[1:28:10] actual plan to, to make sure

[1:28:13] that every student has these

[1:28:14] keyboarding typing skills?

[1:28:16] >> Yes we do. That plan has

[1:28:17] been developed currently for

[1:28:18] the summer and being rolled out

[1:28:21] for next year.

[1:28:23] >> Okay. Could you send a

[1:28:26] follow up with the plan?

[1:28:29] >> Absolutely.

[1:28:30] >> Thank you. Thank you, MADAM

[1:28:32] Chair.

[1:28:38] >> Thank you, MR. Cervera.

[1:28:41] >> Thank you. Chair, a couple

[1:28:43] questions for me, but I do want

[1:28:45] to first start off by

[1:28:49] acknowledging the ladies and

[1:28:51] gentlemen who came in and gave

[1:28:52] the reports. We always

[1:28:53] appreciate you guys, appreciate

[1:28:54] your efforts and appreciate the

[1:28:58] feedback that we get from you

[1:29:00] on a monthly basis. And to our

[1:29:02] rising freshman at Western High

[1:29:06] School. Welcome. Glad to have

[1:29:07] you in district six. And I'm

[1:29:09] sure as as Lily can vouch for,

[1:29:10] you're a tremendous high school.

[1:29:12] So all the best as you start

[1:29:16] your high school journey, MR.

[1:29:18] Superintendent, I've got some

[1:29:20] questions about the state

[1:29:24] statutory limits on class sizes.

[1:29:25] I've had some conversations

[1:29:28] with some folks, both in this

[1:29:32] district as well as folks up in

[1:29:34] Tallahassee. And I can never

[1:29:37] really get a clear answer on

[1:29:39] this. So I'm hoping maybe today

[1:29:40] you can provide some some

[1:29:43] further insight that will help

[1:29:45] close some of these ongoing

[1:29:47] questions. I understand what

[1:29:49] the numbers are. I understand

[1:29:51] that the gauge is given and in

[1:29:53] in certain classes they have to

[1:29:55] have x amount of students.

[1:29:57] However, my question is what

[1:29:59] happens if those numbers are

[1:30:02] not being met? Do parents have

[1:30:04] recourse? Do they have an

[1:30:06] opportunity to go to some

[1:30:07] administrative body? Is there

[1:30:10] an agency up north or maybe in

[1:30:12] Broward County, that they can

[1:30:14] file a formal complaint with?

[1:30:17] What can my parents do if their

[1:30:19] children are in classes that

[1:30:22] are vastly over enrolled for

[1:30:24] whatever reason, and they are,

[1:30:26] quite frankly, just not happy

[1:30:29] with the student teacher ratio.

[1:30:30] >> That part as far as what

[1:30:32] opportunities for parents,

[1:30:34] beyond talking to principals

[1:30:35] and regional leaders and

[1:30:37] district leaders. Beyond that,

[1:30:38] I have to provide a follow up

[1:30:40] and do some research. But there

[1:30:41] is a moment in time after I

[1:30:43] want to say, like OCTOBER, when

[1:30:45] students are still enrolling in

[1:30:47] schools, that there is after

[1:30:49] that, after that date. I want

[1:30:51] to say it's OCTOBER, right?

[1:30:53] There's really no recourse

[1:30:54] because that's out of the

[1:30:56] control of the school and the

[1:30:58] district. If additional

[1:30:59] students are continuing to come

[1:31:00] into that class, if you have

[1:31:02] one or 2 or 3 students continue

[1:31:04] to come into that class at that

[1:31:07] time, you can usually

[1:31:08] principals would look at the

[1:31:09] whole makeup of their school,

[1:31:11] see if there's class size

[1:31:12] classes where they can

[1:31:13] redistribute the students to

[1:31:15] get the class sizes at a

[1:31:18] certain point, or we MAY even

[1:31:19] award them an additional

[1:31:21] teacher as a as a strategy to

[1:31:22] lower class sizes if that

[1:31:24] happens. But other than that,

[1:31:26] there's really not any recourse

[1:31:27] after OCTOBER besides

[1:31:28] leveraging whatever strategy

[1:31:30] possible to level out classes.

[1:31:32] But before that, it's usually

[1:31:34] talk to your principal, talk to

[1:31:35] the regional leadership

[1:31:37] district leadership so we can

[1:31:38] analyze and see what the

[1:31:40] situation is and react

[1:31:41] appropriately. But beyond that,

[1:31:42] I'll have to do research and

[1:31:42] get.

[1:31:44] >> I would very much appreciate

[1:31:45] a follow up and. Well, of

[1:31:46] course, I love our great

[1:31:48] principals. I don't think

[1:31:49] respectfully, sir, that that

[1:31:50] can just be the answer. Just go

[1:31:52] talk to the principal. If these

[1:31:54] are laws in the books coming

[1:31:56] from either state, Doe or the

[1:31:57] legislature or however, we got

[1:32:00] to this threshold of what our

[1:32:02] student to teacher ratio

[1:32:04] numbers are, and we are not

[1:32:05] complying with that. For

[1:32:07] whatever reason, parents need

[1:32:09] to have recourse. They need to

[1:32:11] be able to do something. If I'm

[1:32:13] not complying with a kid's iep,

[1:32:16] we know what can happen, right?

[1:32:18] So and I'm not I'm not

[1:32:20] suggesting that this is apples

[1:32:22] to apples comparison, but

[1:32:23] parents need to have recourse

[1:32:26] if their kids are sitting in a

[1:32:27] class with 28 kindergartners

[1:32:30] and one teacher, because to me,

[1:32:32] that is really, quite frankly,

[1:32:34] not acceptable. So I'm very

[1:32:35] much looking forward to that

[1:32:36] follow up. MR. Superintendent,

[1:32:37] I appreciate you willing to

[1:32:40] take the lead on that next, if

[1:32:45] I MAY. I believe it was Central

[1:32:49] Area brought up a comment about

[1:32:52] paper based instruction. I'm

[1:32:55] going to reserve some of my

[1:32:57] concerns with this. All this

[1:32:58] tech that's going on for the

[1:33:01] next portion of the agenda here.

[1:33:05] But I did hear a concern that

[1:33:07] teachers are possibly being

[1:33:09] punished or disciplined if they

[1:33:11] are requesting or moving away

[1:33:14] from the tech ed and pushing

[1:33:16] more for paper based methods of

[1:33:17] instruction, which,

[1:33:19] incidentally, I happen to be a

[1:33:22] fan of. Is there any validity

[1:33:23] to that comment? Have we heard

[1:33:25] of any instances in which a

[1:33:27] teacher has said, you know what?

[1:33:28] This is too much screen time

[1:33:30] for my kids. Let's get the

[1:33:31] notebooks out. Let's get the

[1:33:32] pencils out. Let's go old

[1:33:34] school on this, for lack of

[1:33:35] better terms, and let's start

[1:33:36] doing more paper based

[1:33:37] instruction. Are you aware of

[1:33:39] any teachers being disciplined

[1:33:41] for making such a decision?

[1:33:42] >> No, we wouldn't discipline

[1:33:44] teacher for anything like that.

[1:33:46] A teacher has a lot of autonomy

[1:33:48] in the classroom of how they

[1:33:50] actually provide instruction to

[1:33:51] students, as long as they are

[1:33:54] following the standard and the

[1:33:55] intended rigor of that standard.

[1:33:56] So the students are learning

[1:33:58] what they're supposed to learn.

[1:33:59] We're fine.

[1:34:01] >> Brooke.

[1:34:03] >> I do know I did not mean

[1:34:05] that it is happening. It was a

[1:34:07] policy suggestion. So as we go

[1:34:09] forward and we adopt more

[1:34:10] technology or ai, we're

[1:34:12] suggesting that the district

[1:34:14] have a policy to protect

[1:34:15] teachers from potentially

[1:34:18] having discipline. I will say

[1:34:19] there MAY not be formal

[1:34:22] discipline. There is incredible

[1:34:24] pressure on teachers to get

[1:34:26] their I ready minutes in to the

[1:34:28] point that if they get to the

[1:34:29] end of the week and they don't

[1:34:31] have enough, those laptops are

[1:34:32] coming out, whether it's part

[1:34:34] of what they need to teach or

[1:34:35] not. So formal discipline. I'm.

[1:34:37] I did not make that accusation.

[1:34:39] But we would like to see a

[1:34:41] policy that protects our

[1:34:43] educators and their autonomy in

[1:34:44] the classroom to choose the

[1:34:47] best methods they see for their

[1:34:49] class. And we would like to

[1:34:53] reduce the informal, incredible

[1:34:56] pressure there is to do

[1:34:57] internet based testing, where

[1:34:59] the district and the principal

[1:35:00] gets those results, as well as

[1:35:03] the Iready and other

[1:35:04] supplemental software.

[1:35:05] >> Thank you for that. Thank

[1:35:08] you for the clarification.

[1:35:14] Doctor Cohn, are you at. If I

[1:35:17] am a history teacher and I

[1:35:19] teach sixth grade history and I

[1:35:21] say, you know what? I'm tired

[1:35:22] of these things and I don't

[1:35:24] want to do the laptops anymore.

[1:35:26] I want to go back to the way we

[1:35:28] did it when you and I were in

[1:35:31] school. And I make this

[1:35:34] decision as an educator, what

[1:35:36] for the teachers out there

[1:35:38] listening, can you explain the

[1:35:39] process that that teacher needs

[1:35:40] to go through with her

[1:35:41] individual school when she

[1:35:45] makes a decision like that?

[1:35:47] >> So I would say that that is

[1:35:48] still teacher discretion. It's

[1:35:49] in the collective bargaining

[1:35:51] agreement that teachers do have

[1:35:53] autonomy to determine which

[1:35:55] teacher preference that they,

[1:35:56] they choose to do and the

[1:35:58] modality that they choose to do

[1:36:00] it in.

[1:36:01] >> So is that something I just

[1:36:03] wake up and decide, do I need

[1:36:05] to put my principal on notice?

[1:36:07] Do I need to call the regional

[1:36:09] supe? Do I need to do I need to

[1:36:10] text Hepburn? Like, what do I

[1:36:12] got to do if I'm a teacher and

[1:36:14] I've made that decision?

[1:36:16] >> That's a that's a teacher

[1:36:17] choice.

[1:36:19] >> I can tell you in a, in a,

[1:36:21] in a world of a teacher, of

[1:36:22] course, usually groups of

[1:36:24] teachers plan. If I'm a history

[1:36:25] teacher, I'm planning with my

[1:36:26] group of history teachers. And

[1:36:28] we came up with this plan

[1:36:29] together about how what we're

[1:36:31] going to do and how we're going

[1:36:33] to compare apples to apples at

[1:36:35] the end of our lesson. So I

[1:36:36] would suggest that teacher

[1:36:39] talks with her teacher

[1:36:41] curriculum group, right? So

[1:36:43] they make sure that

[1:36:44] instructional strategies are

[1:36:45] going to change. And I'm going

[1:36:47] to do it this way because

[1:36:48] usually it's a high level of

[1:36:50] collaboration. When it comes to

[1:36:51] secondary teachers within a

[1:36:51] department.

[1:36:53] >> I understand that, and I'm

[1:36:54] really not getting the answer

[1:36:56] that I'm looking for. So I'm

[1:36:59] going to ask the question again.

[1:37:01] And maybe history was a bad

[1:37:03] example. Okay, so whatever

[1:37:04] class instruction you want to

[1:37:06] put in this hypothetical, if

[1:37:09] I'm a teacher and I'm at, oh, I

[1:37:11] don't know, Western High School

[1:37:14] and I decide I don't want the

[1:37:15] computers in my classroom

[1:37:17] anymore, I want to go back to

[1:37:19] paper based methods of

[1:37:22] instruction. What do I need to

[1:37:23] do as a teacher to make that

[1:37:25] happen? Do I have complete

[1:37:27] autonomy to just walk into my

[1:37:28] classroom and do that? Do I

[1:37:30] need to call print in this

[1:37:31] hypothetical? Do I need to call

[1:37:32] Dora and put her on notice

[1:37:34] about what I plan to do? What

[1:37:35] is the process?

[1:37:37] >> You have autonomy. You are

[1:37:39] the teacher in that classroom.

[1:37:41] You have autonomy. As long as

[1:37:42] you are teaching the standard,

[1:37:44] you have autonomy and you can

[1:37:45] walk classrooms. At the

[1:37:46] beginning of the school year,

[1:37:48] you're going to see teachers

[1:37:49] teaching using different

[1:37:51] methods, different strategies.

[1:37:53] Some leverage computers part of

[1:37:54] the time,

[1:37:55] >> Some leveraged computers

[1:37:56] probably once a week to

[1:37:57] supplement instruction.

[1:38:00] Teachers are doing it different

[1:38:01] across the board, so you won't

[1:38:02] find one teacher teaching the

[1:38:04] same way as a as another

[1:38:04] teacher.

[1:38:06] >> Okay, fantastic. And again,

[1:38:07] just to, to tie the ribbon on

[1:38:08] this and make sure that

[1:38:11] everyone's 100% clear in my

[1:38:12] hypothetical, I don't need to

[1:38:14] go to the, I don't need to talk

[1:38:16] to tumor and I don't need to

[1:38:18] talk to you. If I'm a teacher

[1:38:19] and I make this decision about

[1:38:20] how I want to teach my

[1:38:21] classroom, correct.

[1:38:23] >> You, you have autonomy for

[1:38:24] instructional strategies.

[1:38:26] >> Excellent. Thank you for the

[1:38:33] clarification. MADAM General

[1:38:38] Counsel. I think if I was

[1:38:39] taking down accurate notes when

[1:38:42] you were speaking, we've

[1:38:43] certainly heard a lot of

[1:38:46] pushback on some of this new

[1:38:48] stuff and some of the greatest

[1:38:50] concerns that I've heard in the

[1:38:52] past weeks on this, since this

[1:38:53] was first really introduced to

[1:38:57] the public, is, number one, the

[1:39:00] potential reduction in public

[1:39:01] comment and how our

[1:39:02] constituents feel as though

[1:39:04] they're being cheated of their

[1:39:05] opportunity to come and

[1:39:07] properly in address this board

[1:39:10] in a timely manner and in a

[1:39:11] manner that they have become

[1:39:12] used to and accustomed to over

[1:39:17] the years. That being said, I

[1:39:20] believe I heard from you in

[1:39:22] response to a request to have a

[1:39:25] rule development workshop that

[1:39:29] on the new process, especially

[1:39:31] these these 31 policies that we

[1:39:32] kind of lumped into one agenda

[1:39:35] item at the last meeting, that

[1:39:36] in order to have a rule

[1:39:39] development workshop on Neola

[1:39:41] to address these concerns, we

[1:39:43] would need to have approval

[1:39:45] from chair Leonardi. Did I

[1:39:47] understand that correctly?

[1:39:49] >> No. We've already had a rule

[1:39:51] development workshop, and the

[1:39:54] next step is the public hearing,

[1:39:55] which will also allow

[1:39:58] individuals to have make public

[1:40:00] comment on the different rules.

[1:40:02] >> If I MAY. And again, I don't

[1:40:03] want to put words in people's

[1:40:06] mouths. I believe it was s who

[1:40:07] had made the request. Jackie

[1:40:10] and my accurate with that.

[1:40:12] >> I think Doctor Lynch Walsh

[1:40:13] put in a formal request for a

[1:40:14] rule development hearing. I

[1:40:16] think we need to clarify what

[1:40:17] we're talking about. Rule

[1:40:19] development workshop you had.

[1:40:22] It wasn't run in conformity

[1:40:24] with how they have been run

[1:40:26] previously. Secondly, if we're

[1:40:30] talking about about a hearing, not clear what the hearing

[1:40:31] is. I've got some other points

[1:40:33] I'd like to reply to in a

[1:40:35] minute, but can you clarify

[1:40:36] what this hearing is that

[1:40:37] you're talking about?

[1:40:39] >> Thank you. Okay, so Florida

[1:40:43] Statute 120.54 is the rule

[1:40:45] making statute, right? So it

[1:40:47] dictates and provides how rules

[1:40:49] are created. Now you have to

[1:40:51] remember that we are considered

[1:40:53] an educational unit per

[1:40:55] definition in that statute. So

[1:40:57] there's certain things in that

[1:40:59] statute that is not applicable

[1:41:01] to a school district. It's run

[1:41:03] by one of them, for example,

[1:41:05] Florida Statute 120.81, which

[1:41:07] talks about the legal notices.

[1:41:10] Now rule development. The

[1:41:13] statute says unless there's a

[1:41:16] cost, the district MAY have a.

[1:41:18] Even if there is a cost, the

[1:41:19] district MAY have what they

[1:41:22] call a rule development

[1:41:23] workshop. What does that mean?

[1:41:25] That is an opportunity for the

[1:41:27] board to have a discussion of a

[1:41:28] proposed rule. We'll call that

[1:41:30] a policy. They're

[1:41:32] interchangeable. Those words.

[1:41:34] And the public has an

[1:41:36] opportunity to make a comment.

[1:41:37] That's that's what a rule.

[1:41:38] That's in essence, what a rule

[1:41:42] development workshop is because

[1:41:44] of the fact in most districts

[1:41:47] do this normally have a rule

[1:41:48] development workshop without

[1:41:51] the public even asking for it.

[1:41:53] The statute doesn't require it.

[1:41:55] If the public asks for it,

[1:41:56] you're supposed to have it

[1:41:58] unless there's a good reason as

[1:42:00] to why it's not necessary. In

[1:42:03] our case, we move forward and

[1:42:04] we will continue to move

[1:42:07] forward with rule development

[1:42:08] workshops so that the public

[1:42:10] has an opportunity to make a

[1:42:11] comment on the rules, and the

[1:42:13] board has an opportunity to

[1:42:15] have discussion on the rule

[1:42:17] before we go to the next step,

[1:42:19] which is the public hearing.

[1:42:21] The public hearing is when the

[1:42:23] policies are then also brought

[1:42:25] forward. The public then has

[1:42:26] the opportunity to make

[1:42:28] comments, and the board will

[1:42:30] vote on whether or not to adopt

[1:42:33] the rule as revised. That's

[1:42:36] what the public hearing is.

[1:42:37] That's proper rule development.

[1:42:39] >> I'm sorry. My friend to the

[1:42:40] left here is whispering exactly

[1:42:42] what was in my head. If I could

[1:42:43] just ask, are you talking about

[1:42:45] a school board meeting or are

[1:42:47] you talking about a separate

[1:42:48] hearing?

[1:42:50] >> Okay. Good question. So a

[1:42:52] lot of times it is a school

[1:42:54] board meeting, but that portion

[1:42:56] of the meeting is is considered

[1:42:58] a public hearing. So normally

[1:43:00] what will happen is that the

[1:43:02] school board will recess the

[1:43:04] regular meeting, go into the

[1:43:06] public hearing, have the public

[1:43:07] comment, and then go back to

[1:43:09] the meeting. So that's normally

[1:43:12] how it occurs. But it does

[1:43:14] happen in most districts in a

[1:43:17] meeting.

[1:43:21] >> Was the ask for an

[1:43:22] additional rule development

[1:43:23] workshop, which I agree, MADAM

[1:43:24] General Counsel. That's that

[1:43:25] was the last go around. That

[1:43:27] was what that qualified as.

[1:43:28] >> That was a rule development.

[1:43:33] >> So I what I'm wondering is.

[1:43:35] I feel like a lot of members of

[1:43:37] the public didn't really have a

[1:43:39] good handle or understanding

[1:43:42] about what was going on prior

[1:43:44] to the last workshop. Now that

[1:43:46] we've had that workshop, things

[1:43:47] have have come out, there's

[1:43:50] been discussions, there's been

[1:43:51] internet posts and

[1:43:53] conversations about this. I

[1:43:54] fielded phone calls, I fielded

[1:43:56] text messages on this. I feel

[1:43:57] like there's a better

[1:43:58] understanding of what's

[1:44:00] happening in light of that. And

[1:44:01] I'm going to ask I'm going to

[1:44:03] ask is again, is there a

[1:44:06] request for an additional rule

[1:44:08] development workshop, or is it

[1:44:09] just you want confirmation that

[1:44:11] the public will be able to

[1:44:13] participate in the hearing, aka

[1:44:15] school board meeting, in which

[1:44:16] these things with Neil are

[1:44:18] formally voted on?

[1:44:19] >>>> k kno whaha t the Thahankou

[1:44:21] for t t queueioio I I kw whaha

[1:44:22] ththe resnsnse will b b s so let's

[1:44:24] not waste our time. But. But

[1:44:27] really, I think it's clear that

[1:44:30] telling us that, well, a board,

[1:44:33] a workshop was was held and it

[1:44:35] was advertised. Nobody has said

[1:44:37] it wasn't advertised properly.

[1:44:39] It was advertised on an obscure

[1:44:40] website that the public hasn't

[1:44:41] even been told. That's the

[1:44:43] place you need to go to if you

[1:44:45] want to see what we're actually

[1:44:46] doing, as opposed to what we're

[1:44:48] putting on our agenda and our

[1:44:50] own board meetings website, to

[1:44:52] say we advertised it in this

[1:44:54] obscure place that none of you

[1:44:55] look at, and half of you, even

[1:44:57] when you try it, can't get on

[1:44:59] it. But so we met, we met

[1:45:02] statute that. But you know, and

[1:45:04] we don't you actually said, MR.

[1:45:06] Bruno, we don't have to put it

[1:45:08] on the website. Well, why

[1:45:09] wouldn't you. And that's a

[1:45:11] genuine question. Why on earth

[1:45:13] would you. I take shorthand, we

[1:45:14] don't have to put it on the

[1:45:17] website. Why on earth would you

[1:45:19] not? It wasn't even on your own

[1:45:20] agenda that that was a rule

[1:45:22] making workshop. There wasn't a

[1:45:24] covering document that even

[1:45:26] said what all these policies

[1:45:28] were. There wasn't as, as Mary

[1:45:31] said, any comparison of, right.

[1:45:33] This proposed new policy

[1:45:34] replaces that one. Not one of

[1:45:36] you got out policy 1020 during

[1:45:38] the course of that workshop and

[1:45:40] did a side by side. We work

[1:45:41] really professionally in

[1:45:43] committee. When we're looking

[1:45:46] at policies, we do side by side

[1:45:47] matrices, and we do read lines.

[1:45:49] You have done read lines before,

[1:45:50] not so much the matrices, even

[1:45:52] though I know board members

[1:45:54] have asked for for a more

[1:45:57] visually friendly format. There

[1:45:58] was no red lines. It was so.

[1:46:01] And I think the crux of this is

[1:46:02] that this is a policy

[1:46:04] conversion versus a review. And

[1:46:06] I'm not sure, actually, that

[1:46:08] all board members even knew

[1:46:09] that was the case when they

[1:46:12] voted on it. If it's a straight

[1:46:13] replacement, there was no

[1:46:15] comparison. There are other

[1:46:16] policies. Take ai, for example,

[1:46:18] that are just they're gagging

[1:46:20] to be passed because you've got

[1:46:21] public outcry is going to creep

[1:46:23] up on you and overwhelm you.

[1:46:25] Our cameras in classrooms

[1:46:27] policy for Esq that actually I

[1:46:29] and others at ease advisory

[1:46:31] helped very helpfully and

[1:46:32] collaboratively to craft with

[1:46:33] you. GOD knows what's now going

[1:46:35] to happen with that. I'm not

[1:46:36] clear whether that calling that

[1:46:38] a rule development workshop,

[1:46:40] but not even putting it on your

[1:46:42] own agenda that it was that is

[1:46:43] actually reprehensible. That's

[1:46:45] not just, well, we, we, we

[1:46:47] advertised it somewhere else

[1:46:50] quietly. So we meet statute to

[1:46:51] say that there is no

[1:46:52] elimination of public comment.

[1:46:54] You're right. There's no

[1:46:56] elimination. But we have 12

[1:46:57] minutes as members of the

[1:46:59] public spread across a whole

[1:47:01] board meeting. So to say that

[1:47:03] you're just restructuring it

[1:47:04] actually isn't correct. You

[1:47:06] said you are not losing public

[1:47:08] comment. It's just being

[1:47:09] restructured. There are two

[1:47:10] different things. There's

[1:47:12] public speaking, which is five

[1:47:13] speakers in the morning, five

[1:47:15] speakers in the afternoon. And

[1:47:17] then there is public comment,

[1:47:19] which is where everybody had 12

[1:47:20] minutes. You've now proposed

[1:47:22] reducing that to just three,

[1:47:23] that people had to just gobble

[1:47:24] it at the beginning of the

[1:47:26] board meeting. There would only

[1:47:27] be limited space for that,

[1:47:28] which would be one hour. So

[1:47:30] let's face it, if PRESIDENT

[1:47:31] Fusco brings a bunch of her

[1:47:32] teachers, nobody else is

[1:47:35] getting a look in to say it's

[1:47:37] just being restructured just is

[1:47:40] not an accurate reflection.

[1:47:42] It's not clear when this public

[1:47:44] hearing would be and when, but

[1:47:45] I'm glad to see it's now ceded

[1:47:47] that it does need to be

[1:47:48] separately, at least tagged as

[1:47:51] a public hearing, but I hope it

[1:47:52] will be advertised accordingly

[1:47:55] on board websites and its own

[1:47:57] agenda. And I think crucially,

[1:48:00] now we're in the summer when

[1:48:02] honestly, I'm afraid to leave

[1:48:03] Broward because I fear what's

[1:48:04] going to happen when we're not

[1:48:07] here to voice about things.

[1:48:08] Because this was sneaked out,

[1:48:10] things are being sneaked out at

[1:48:12] times of year and in ways that

[1:48:14] that are not collaborative.

[1:48:16] Anybody could have come to the

[1:48:17] advisories beforehand and said,

[1:48:18] hey, listen, we're looking at

[1:48:20] this new platform. What do you

[1:48:21] think? Or does it matter what

[1:48:22] you think? But here's what

[1:48:24] we're doing anyway. Or here's a

[1:48:25] demonstration of what the

[1:48:26] platform will be. I'm sure the

[1:48:28] platform looks great, but the

[1:48:30] process was not described or

[1:48:32] considered at a board meeting

[1:48:35] for $138,000 a year. When we

[1:48:36] can't get a pre-k evaluation

[1:48:38] for a kid with a disability to

[1:48:39] start school in AUGUST, and

[1:48:41] she's got to wait beyond

[1:48:42] Christmas. I think priorities

[1:48:45] are really poor. And the optics

[1:48:46] of this and what the result

[1:48:49] will be is incredibly bad. At a

[1:48:50] time when on one hand you're

[1:48:51] saying, hey, let's look at

[1:48:53] customer service, and on the

[1:48:54] other you're saying, we don't

[1:48:55] want to hear from our customers

[1:48:58] much.

[1:49:00] >> So thank you so much for the

[1:49:01] comment. I appreciate that. And

[1:49:03] again, we do listen to what

[1:49:06] your concerns are and try to

[1:49:07] address them the best that we

[1:49:09] can. First and foremost, I will

[1:49:11] say this, once the neola

[1:49:14] process is completed, you're

[1:49:16] going to like the end result. I

[1:49:17] have done this conversion

[1:49:20] before and I know what it looks

[1:49:22] like, and the public likes it

[1:49:24] because they can find the

[1:49:26] policies very easily. It's much

[1:49:28] easier to understand. The

[1:49:30] second thing I want you to know

[1:49:32] is that these policies, 90% of

[1:49:35] the policies are based on law.

[1:49:36] That's what policies are

[1:49:39] supposed to be. The processes,

[1:49:41] the operations, the protocols,

[1:49:43] how you do something are not

[1:49:44] policies. And that's part of

[1:49:46] the cleanup that we're doing. I

[1:49:48] think a lot of times we're

[1:49:49] concerned about how something

[1:49:52] ends up happening versus the

[1:49:53] direction that the governing

[1:49:54] body is giving to make

[1:49:57] something happen. We're working

[1:49:58] on both of those things at the

[1:50:00] same time, which is something

[1:50:03] that is very unique to Broward

[1:50:04] that we were able to negotiate

[1:50:06] with Neola. So that's the first

[1:50:09] thing. Second, we're not paying

[1:50:13] $138,000 per year. We're paying

[1:50:15] 138,000 for this conversion.

[1:50:17] And it is a complete conversion

[1:50:19] of the policies. The reason the

[1:50:20] policies are not redlined is

[1:50:22] because they're not old

[1:50:25] policies. These are brand new

[1:50:26] policies that are coming before

[1:50:28] the board. When the when you

[1:50:30] see the public hearing, you

[1:50:33] will see the red lines that are

[1:50:34] based on what the board's

[1:50:36] discussion was, including some

[1:50:37] of the comments that were made

[1:50:39] at the workshop, are included

[1:50:41] in some of those red lines that

[1:50:43] will be coming on the 23rd. So

[1:50:45] you're never going to see red

[1:50:46] lines at the onset, because

[1:50:47] they're not all policies that

[1:50:49] we're revising their new

[1:50:51] policies. The other the other

[1:50:52] thing that I think is really,

[1:50:56] really important to understand

[1:50:59] the law prescribes how certain

[1:51:02] things are supposed to be done.

[1:51:06] Florida statute 120.81 for

[1:51:09] educational units says that we

[1:51:13] publish on the county's website.

[1:51:14] And I understand what your

[1:51:15] point is. Wait. Hold on, hold

[1:51:17] on, hold on. I understand your

[1:51:19] point. Your point is that you

[1:51:21] want to see it on our website

[1:51:23] to to be legally compliant. We

[1:51:25] legally published it on that.

[1:51:27] And I will tell you on our

[1:51:29] website, if you go to the front

[1:51:30] page, anybody who wants to know

[1:51:32] and follow this, you can go to

[1:51:34] the front page on our website,

[1:51:35] scroll all the way down and it

[1:51:37] says Legal Notices. You click

[1:51:38] that and it takes you to the

[1:51:41] county's website. So I, I want

[1:51:42] to make sure that it's on the

[1:51:44] record because the district is

[1:51:45] legally compliant. Hold on one

[1:51:47] second. Hold on, hold on, hold

[1:51:51] on, please. Number two, when it

[1:51:53] is advertised because the the

[1:51:55] law requires us to do this, it

[1:51:58] is advertised 28 days prior to

[1:51:59] the adoption. That includes the

[1:52:00] workshop that includes what I

[1:52:02] call the public hearing, which

[1:52:04] is what the statute refers to.

[1:52:06] Both dates were on. There are

[1:52:08] two parts over there. They have

[1:52:10] both dates for the legal

[1:52:13] notices. So it was already said

[1:52:15] way back at the end of MAY that

[1:52:17] on JUNE 23rd there's going to

[1:52:19] be a public hearing on these

[1:52:20] policies. So we're not sneaking

[1:52:21] we're not trying to be

[1:52:23] deceitful. It's all there for

[1:52:27] the public to consume. Hold on.

[1:52:29] Let me let me finish. The

[1:52:31] second thing, to go directly to

[1:52:32] your point in terms of what is

[1:52:36] advertised on our website,

[1:52:37] normally what is advertised is

[1:52:41] a workshop. And within that

[1:52:42] workshop there are multiple

[1:52:44] things. And one of those things

[1:52:47] could be a review of policy.

[1:52:49] Now, because we got feedback

[1:52:51] from the public and because of

[1:52:52] the fact that we're going

[1:52:54] through a full policy

[1:52:56] conversion, we went ahead and

[1:52:58] said, okay, we're going to

[1:52:59] advertise this. We're going to

[1:53:01] make sure it's clear that this

[1:53:04] is a rule development workshop

[1:53:06] from now on. That's what we're

[1:53:08] going to do to make sure that

[1:53:09] the public understands. But I

[1:53:11] will also tell you that there's

[1:53:13] been discussions at the dais in

[1:53:15] terms of board. Are we going to

[1:53:17] have one workshop a month that

[1:53:19] is specifically for policies?

[1:53:20] Yes, we're going to do that.

[1:53:22] And the reason that 1020 came

[1:53:23] is because there was

[1:53:25] instructions. This is not a

[1:53:26] surprise if you're following

[1:53:28] the meetings. This is

[1:53:31] discussion with the board. 1020

[1:53:32] Dupuy Bruno, please go and

[1:53:34] review that and come back with

[1:53:35] some policies for us to

[1:53:37] consider. So I understand the

[1:53:39] comments and the frustration.

[1:53:41] We're going to make sure that

[1:53:43] it is as transparent because

[1:53:44] there's nothing that we want to

[1:53:47] do to to be nontransparent. We

[1:53:49] want the public to participate,

[1:53:51] to have a voice. And you can

[1:53:53] also send written requests. We

[1:53:54] will make sure that it's

[1:53:56] highlighted. So, you know, this

[1:53:57] is a rule development, even

[1:53:59] though it's not required by law.

[1:54:01] >> Thank you. And my comments

[1:54:03] were to the board and I would

[1:54:05] like to hear from the board as

[1:54:06] well saying if you're following

[1:54:08] meetings, I feel might come

[1:54:10] across as well in that let's

[1:54:11] put that in the column of like

[1:54:15] not feeling too public friendly.

[1:54:16] Those of us at this table are

[1:54:18] probably among the people who

[1:54:19] follow meetings as closely as,

[1:54:21] as, as anybody is going to. And

[1:54:23] sometimes even we can MISS

[1:54:24] Things because do you know what?

[1:54:25] We have full time jobs. I'm

[1:54:27] doing mine at three, four, five

[1:54:28] in the morning. I'm afraid to

[1:54:31] even go on vacation because all

[1:54:32] these things that are happening,

[1:54:34] and I'm afraid that what you

[1:54:37] MAY not be aware of, MR. Bruno,

[1:54:39] is that the manner in which

[1:54:41] things are done sometimes comes

[1:54:43] from staff. Who are the staff

[1:54:45] that then actually laugh when

[1:54:46] we become distressed about it?

[1:54:48] It's just happened again right

[1:54:49] now in the last three minutes.

[1:54:52] So please understand that our

[1:54:54] frustration, nobody has said

[1:54:56] you did not advertise it in

[1:54:57] accordance with statute that

[1:54:59] doesn't even need discussing

[1:55:01] and taking up time. We haven't

[1:55:04] said that. But why on earth

[1:55:05] would you not put it on your

[1:55:07] own websites and your own

[1:55:08] agenda? And I think it would be

[1:55:10] nice to say, you know what? You

[1:55:12] folks are right to be agitated

[1:55:14] about this. You're right. That

[1:55:15] wasn't okay. And we need to be

[1:55:17] more transparent. We can't be

[1:55:19] saying we're transparent and

[1:55:21] being transparent just by

[1:55:26] saying it. We have to do it to.

[1:55:28] >> But I, I just want to make

[1:55:30] sure it's clear. When the

[1:55:32] public advised us that there

[1:55:33] was a concern, we immediately

[1:55:36] added rule development to the

[1:55:38] website. It's there, and we

[1:55:39] added it to the agenda. And I

[1:55:41] understand what you're saying.

[1:55:41] >> Yes.

[1:55:43] >> Because we heard from the

[1:55:44] public and we took action. And

[1:55:46] the other thing I just wanted

[1:55:49] to make sure also with regards

[1:55:51] to public comment, because

[1:55:53] there was a question about 60

[1:55:55] minutes and that's it. I want

[1:55:56] you to know that the board, in

[1:55:58] their discussions, gave

[1:55:59] directive that the chair can

[1:56:01] extend public comment if it

[1:56:03] requires more than 60 minutes,

[1:56:05] more than an hour. So that's

[1:56:06] also in the policy.

[1:56:07] >> I think.

[1:56:08] >> Part of it concerns me.

[1:56:09] Right.

[1:56:11] >> I specifically asked when I

[1:56:13] could come now, could not come.

[1:56:16] Last week, I asked a board

[1:56:18] member when and I'm not going

[1:56:20] to say who when this would be

[1:56:21] coming forward for a vote so

[1:56:23] that people could speak to the

[1:56:25] policy itself. My understanding

[1:56:27] was that a certain amount of

[1:56:29] time was required between the

[1:56:30] rule making workshop and the

[1:56:32] actual public hearing. I guess

[1:56:34] I was told the wrong time

[1:56:35] because I did not understand

[1:56:38] that to be next week, when a

[1:56:40] good number of people in the

[1:56:42] public will be out of this

[1:56:44] county. And so you're actually

[1:56:47] doing this, taking away their

[1:56:49] right to speak. And just just

[1:56:51] so you I know, I, you know, I,

[1:56:53] and I know you're just doing

[1:56:55] your job here, but let me just

[1:56:56] explain that at one time, there

[1:56:58] was no limit on how often a

[1:57:00] person from the public could

[1:57:01] address an issue. It was three

[1:57:04] minutes per item, but there was

[1:57:06] not a then it went to 15 and

[1:57:08] then it went to 12. And now in

[1:57:10] essence, you're taking it to

[1:57:14] three. And I think if you're

[1:57:15] going to do that, it would have

[1:57:17] been good to loop it through

[1:57:20] the advisories. Or as MISS

[1:57:22] Thompson pointed out, loop it

[1:57:24] through the sec's, loop it

[1:57:26] through your schools, do

[1:57:28] something. But you all are

[1:57:29] literally doing this at a time

[1:57:32] when you know people are out of

[1:57:33] town. I think that sends a

[1:57:35] terrible message. And I don't

[1:57:38] know that. I just I just think

[1:57:39] what you're doing with the

[1:57:41] policies, the organizational

[1:57:42] part that you're doing with

[1:57:45] them, that's great. You're

[1:57:46] going to make sure that they're

[1:57:48] legally compliant. I all of

[1:57:50] that. Okay. But how you do,

[1:57:52] you're picking one of the most

[1:57:53] important, which is the right

[1:57:55] of the public to address the

[1:57:57] board themselves in session.

[1:57:58] And that's the one you're

[1:58:01] choosing to do when the public

[1:58:04] MAY not be around. And really,

[1:58:06] I try to follow this stuff. I

[1:58:07] did ask because I want I

[1:58:08] couldn't come to the last

[1:58:10] meeting. I wanted to be aware.

[1:58:13] Obviously, I'm one person that

[1:58:16] doesn't matter, but I just I

[1:58:17] just think this is being

[1:58:19] handled very poorly as far as

[1:58:21] taking a policy like 1020,

[1:58:22] which was not even advertised

[1:58:24] as 1020 last week and doing it.

[1:58:26] So thank you. Thank you for

[1:58:27] your explanation. I know we're

[1:58:28] belaboring this and we're

[1:58:29] getting away from some other

[1:58:31] important issues, but I would

[1:58:33] just request of board members

[1:58:34] who are listening to this

[1:58:36] conversation that you might

[1:58:37] want to hold this off until

[1:58:39] AUGUST, when you can actually

[1:58:40] know that you're going to have

[1:58:42] people back in town because

[1:58:43] their kids are going to be in

[1:58:45] school.

[1:58:48] >> MAY I, MAY I ask a question?

[1:58:49] >> MR. Cervera has the floor.

[1:58:51] >> So very quick comment.

[1:58:53] >> The answer to your question

[1:58:54] about asking a question is yes.

[1:58:56] But if I MAY Esq, I don't think

[1:58:58] I got a response. Do you think

[1:59:00] it would be beneficial to have

[1:59:02] an additional rural development

[1:59:02] workshop?

[1:59:03] >> Yes I do.

[1:59:04] >> Okay, Cynthia, go ahead.

[1:59:06] >> So I think this is an

[1:59:07] important conversation, and I

[1:59:08] know that there are lots of

[1:59:09] board members who have

[1:59:11] questions about other topics,

[1:59:12] and I don't want it to

[1:59:13] monopolize the time. I think

[1:59:15] that it's so valuable, the

[1:59:17] information that you're giving

[1:59:20] MISS Dupuy, Bruno, and I think

[1:59:21] potentially we can create a

[1:59:23] landing page that has this

[1:59:25] policy project on it, with

[1:59:27] information about the process

[1:59:29] and how we will move forward.

[1:59:31] Additionally, maybe holding an

[1:59:32] information session virtually

[1:59:34] that the public can attend so

[1:59:36] that we can you can provide the

[1:59:38] information, the public can

[1:59:42] provide their concerns or

[1:59:44] opinions to you, as well as

[1:59:45] suggestions on what they would

[1:59:48] like to see to maintain this

[1:59:51] engagement so that we can move

[1:59:54] along. But I agree with

[1:59:58] everything that Maryann Jackie

[2:00:02] said. Thank you.

[2:00:06] >> MAY I chair? MISS Fertig, do

[2:00:08] you agree that a rural

[2:00:09] development workshop would be

[2:00:11] beneficial to the public?

[2:00:12] >> Yes.

[2:00:13] >> Sorry.

[2:00:14] >> Yes.

[2:00:15] >> Parent community task force,

[2:00:16] same question.

[2:00:17] >> Yes.

[2:00:20] >> Human relations.

[2:00:21] >> Apologies, I missed the

[2:00:22] question.

[2:00:23] >> Do you believe that an

[2:00:24] additional rule development

[2:00:26] workshop would be beneficial to

[2:00:26] the public?

[2:00:28] >> Yes.

[2:00:30] >> dac.

[2:00:32] >> Yes, but potentially in

[2:00:33] AUGUST.

[2:00:35] >> Technology.

[2:00:35] >> Yes.

[2:00:37] >> South area.

[2:00:37] >> Yes.

[2:00:38] >> Gifted.

[2:00:40] >> Absolutely. Yes.

[2:00:41] >> MADAM General Counsel, how

[2:00:42] does one go about obtaining an

[2:00:43] additional rural development

[2:00:45] workshop at this stage.

[2:00:46] >> So you're going to have to

[2:00:50] vote on that because right now,

[2:00:53] pursuant to your policy 1000,

[2:00:55] the chair makes the decision as

[2:00:57] to whether or not a second

[2:00:59] workshop is necessary. And the

[2:01:02] chair has already a request

[2:01:03] came in for that, and the chair

[2:01:06] has already responded that a

[2:01:07] second workshop is not

[2:01:08] necessary, and that's per

[2:01:09] policy that you have.

[2:01:11] >> Does the chair have the

[2:01:14] ability to order or require an

[2:01:16] additional rural development

[2:01:18] workshop without a formal vote

[2:01:19] at her discretion?

[2:01:21] >> Yes, that's what the policy

[2:01:21] says.

[2:01:23] >> Thank you, MADAM Chair.

[2:01:24] Leonardi having heard what

[2:01:26] you've heard from the public,

[2:01:27] and I'm assuming you've gotten

[2:01:29] the same emails that I'm

[2:01:32] getting, will you commit to

[2:01:33] grant the public what

[2:01:34] essentially they're asking for

[2:01:35] and allow an additional

[2:01:36] workshop for rural development?

[2:01:37] At this juncture?

[2:01:40] >> I'd like to put it up to the

[2:01:41] board. I'm happy to move

[2:01:42] forward with the will of the

[2:01:43] board.

[2:01:44] >> Chair. I believe it should

[2:01:45] be a formal vote.

[2:01:46] >> Okay.

[2:01:47] >> So if MR. Cervera would like

[2:01:49] to bring that item, then we can

[2:01:50] vote on it.

[2:01:52] >> All right.

[2:01:53] >> So just just so we're clear,

[2:01:54] you have the ability to do it

[2:01:56] without a vote, but you are

[2:01:58] asking to send it to a vote

[2:01:58] from the board.

[2:02:00] >> I would like to take the I

[2:02:02] would like to move forward with

[2:02:03] the will of the board.

[2:02:04] >> Understood. Thank you for

[2:02:05] the clarification. Last agenda

[2:02:07] item. Before I turn my mic off

[2:02:11] temporarily. MR. Superintendent,

[2:02:14] we have heard a lot about this

[2:02:16] opt out of technology over the

[2:02:19] last couple of meetings. I

[2:02:21] spoken to some parents who've

[2:02:24] expressed a great amount of

[2:02:25] difficulty in actually being

[2:02:29] able to do this. What I would

[2:02:30] like to see, and you tell me if

[2:02:32] this is possible, I would like

[2:02:34] a portion of our web page, the

[2:02:39] bcc web page to have a

[2:02:40] hyperlink or some sort of

[2:02:43] clickable item that gives a

[2:02:44] detailed instruction, whether

[2:02:46] it's you have to fill out a

[2:02:47] form or whether you have to

[2:02:49] call somebody. But detailed

[2:02:50] instructions on how a parent

[2:02:53] can opt out of technology

[2:02:54] should they make the decision

[2:02:55] that that's not what is in the

[2:02:57] best interest of their child?

[2:02:59] Can we get something on the

[2:03:00] Broward County Public Schools

[2:03:02] website? A very, very

[2:03:03] comprehensive set of

[2:03:05] instructions telling parents

[2:03:06] how they can opt out should

[2:03:10] they choose to do so?

[2:03:11] >> Yes. That's possible.

[2:03:12] >> Okay. How long will it take

[2:03:14] you to get that up?

[2:03:16] >> I have to check in with the

[2:03:16] team.

[2:03:18] >> Can we get that done before

[2:03:19] school starts in AUGUST?

[2:03:21] >> Yes, there's a yes we can,

[2:03:23] but there's a lot of additional

[2:03:25] things we need to do. Talk to

[2:03:27] principals, talk to teachers,

[2:03:29] figure out when we say opt out

[2:03:31] of technology, if it's not to

[2:03:32] the student's detriment that

[2:03:33] they're that they're opting out

[2:03:35] of, of said use of technology

[2:03:37] for specific purposes, you know,

[2:03:39] the, the spectrum of curriculum

[2:03:41] and resources and instruction

[2:03:43] is wide. So I don't want to,

[2:03:44] you know, make it be a

[2:03:45] detriment to a student's

[2:03:47] learning versus some of the

[2:03:49] tools that MAY be actually

[2:03:50] assisting them and helping them

[2:03:52] excel in the classroom. And so

[2:03:55] in, yeah, but what we could

[2:03:58] take a look at that. It's a lot

[2:04:00] more than just blanket opt in

[2:04:03] out of technology, though.

[2:04:04] >> Whatever the provision is,

[2:04:06] whatever the protocol is, I

[2:04:08] want a detailed portion of the

[2:04:09] web page to be able to explain

[2:04:11] this to parents. So there's not

[2:04:12] a thousand questions that they

[2:04:14] have to ask. Should they make

[2:04:15] the decision that it's not in

[2:04:17] the best interest of their

[2:04:21] child to use technology? You

[2:04:23] mentioned that we have to look

[2:04:24] at whether or not it's

[2:04:26] detrimental to the student.

[2:04:28] Respectfully, sir, I want to

[2:04:29] listen to what the parents

[2:04:30] think about what's detrimental

[2:04:32] to their child or not. And if

[2:04:33] they make that decision as a

[2:04:35] family or as a mom, as a dad

[2:04:37] collectively, as an aunt, as an

[2:04:38] uncle, whatever it is, they

[2:04:40] need to be ready to have the

[2:04:41] information, to do what they

[2:04:42] need to do to make that

[2:04:44] decision and make it a reality

[2:04:45] with us without having to call

[2:04:47] 17 people. So Iould like toto

[2:04:48] see thatt b befechooltartrt

[2:04:50] inugust. Ain, aaortition off

[2:04:51] the home page with

[2:04:53] comprehensive instructions on

[2:04:54] how a parent can opt out of

[2:04:55] technology should they make

[2:04:57] that decision. Thank you.

[2:04:58] >> Is there a consensus from

[2:05:00] the board on that? I just want

[2:05:01] to make sure before we move

[2:05:02] forward.

[2:05:05] >> I, I mean, for me, I wanted

[2:05:08] to talk about that with more

[2:05:10] nuance and in depth in the next

[2:05:12] workshop on ai, I think. So I

[2:05:15] I'm not ready to say yes or no.

[2:05:17] I mean, I, I think it deserves

[2:05:20] a much longer, more detailed

[2:05:21] discussion. And I know there's

[2:05:23] a lot of, there's still a lot

[2:05:24] of board members who would like

[2:05:26] to speak. So it was something I

[2:05:27] was planning on bringing up in

[2:05:28] the next workshop.

[2:05:30] >> Agreed. Because it is a

[2:05:32] heavily nuanced. Agreed. I can

[2:05:33] wait till the next workshop.

[2:05:34] >> Any other board members who.

[2:05:36] >> Wait wait wait wait a second.

[2:05:38] Let me, let me let me do

[2:05:39] something because I have a

[2:05:40] feeling I know where this is

[2:05:42] going. I want to follow up

[2:05:43] Hepburn with detailed

[2:05:44] instructions. You could address

[2:05:46] it to me. The district six

[2:05:48] board member from a to z. How?

[2:05:51] One as a parent opts out of all

[2:05:51] technology, should they make

[2:05:52] that decision? You don't have

[2:05:54] to put on the website for now.

[2:05:55] We can discuss it whenever you

[2:05:57] want, but I want a detailed

[2:06:00] follow up in memorandum style

[2:06:01] from a to z about how this is

[2:06:03] done, and I'd like this done

[2:06:04] within the next two weeks. Can

[2:06:07] you commit to that, sir?

[2:06:08] >> We'll provide a follow up.

[2:06:10] I'll get with the team. Okay.

[2:06:10] Yep.

[2:06:12] >> MISS Bulman.

[2:06:16] >> Thank you.

[2:06:20] >> So do we. Are we offering

[2:06:22] absolute full technology?

[2:06:23] >> No, we're.

[2:06:25] >> I guess my question is just,

[2:06:27] you know, at what point are we

[2:06:30] making an undue burden? And I

[2:06:31] think we again, I agree with

[2:06:33] the chair that we need to have

[2:06:35] a much longer discussion about

[2:06:39] how this can work. Yeah,

[2:06:42] reasonably. And I'm not against

[2:06:43] it. I just think that we need

[2:06:47] to be talking about that before.

[2:06:49] Before Doctor Hepburn has to

[2:06:51] create something that doesn't

[2:06:52] exist right now. And I believe

[2:06:55] in our policy. If we direct the

[2:06:57] if we direct the superintendent,

[2:06:58] we're allowed to do that unless

[2:07:00] it's going to create an undue

[2:07:01] burden, at which time we have

[2:07:03] to take it back to the board.

[2:07:05] >> Yeah. And that's why I asked

[2:07:06] for if there's board consensus,

[2:07:08] because it is a heavily nuanced.

[2:07:09] A classroom is just not totally

[2:07:11] technology. And the teachers in

[2:07:12] the room and the students in

[2:07:14] the room in can voice that also.

[2:07:16] So I just want to make sure

[2:07:18] that when you say opt out, a

[2:07:19] blanket opt out will be

[2:07:20] detrimental to students because

[2:07:22] there's a lot of components

[2:07:23] that help to accelerate. Go

[2:07:25] ahead. Go ahead. Lily.

[2:07:27] >> Okay. Sorry. I feel the need

[2:07:28] to speak on this. I would first

[2:07:30] of all like to point out that

[2:07:32] 92% of jobs in the us do

[2:07:33] require digital skills today. I

[2:07:35] think Broward County schools,

[2:07:37] it's important that, you know,

[2:07:40] we have around, what, 230,000

[2:07:41] students. It is important that

[2:07:43] we prepare our students

[2:07:45] properly for the up and coming

[2:07:46] world. We are in the digital

[2:07:48] age. I know not everyone's a

[2:07:50] fan of it and, you know, there

[2:07:52] are spectrums to it, and it's

[2:07:53] important to toe the line and

[2:07:54] make sure that, you know, it's

[2:07:56] not our students entire life. I

[2:07:57] know we spoke about the writing

[2:07:59] skills. It's so important to

[2:08:00] write guys. How do people not

[2:08:01] know cursive write, obviously.

[2:08:03] But at the same time, when

[2:08:04] someone goes to apply for a job,

[2:08:06] if they don't know how to use

[2:08:07] technology properly, someone's

[2:08:09] going to ask the same question.

[2:08:10] Someone's going to ask, how do

[2:08:12] you not know how to do this in

[2:08:13] in this day and age?

[2:08:15] Realistically, you cannot not

[2:08:17] know how to properly use a

[2:08:19] laptop and an iPhone. And I

[2:08:20] understand, right, that we

[2:08:21] don't want it to be overly used,

[2:08:23] but I think entirely opting out

[2:08:24] of it is extremely damaging to

[2:08:26] a student's future. Right? I'm

[2:08:27] sure Mikhail can say something

[2:08:29] along the same lines that we

[2:08:31] are at such an advantage, like

[2:08:33] in the job market compared to

[2:08:34] older generations, simply

[2:08:35] because we grew up with this.

[2:08:38] i've had an iPad for over ten

[2:08:39] years now. I have my computer,

[2:08:41] my phone, and because of that,

[2:08:43] I have so much access to

[2:08:44] knowledge. And when I come here,

[2:08:46] a student advisor, I didn't

[2:08:48] have to learn how to use my

[2:08:49] laptop. Day one. I already knew

[2:08:51] how to do everything. Think

[2:08:52] about all the emails we send

[2:08:54] each other, all the phone calls

[2:08:55] that have to get made, the

[2:08:57] meetings that get set up. We

[2:08:58] are in the digital era. Our

[2:08:59] students deserve to be properly

[2:09:01] prepared for that. I understand

[2:09:02] that there might be differences

[2:09:04] of, you know, beliefs at home.

[2:09:06] And if we want to speak about

[2:09:08] maybe opting out of the amount

[2:09:09] of digital education, I think

[2:09:10] that's a great conversation to

[2:09:12] have, but to give parents the

[2:09:14] option to completely take that

[2:09:15] away from their students and

[2:09:17] their children, I just don't

[2:09:22] think that's right at all.

[2:09:24] >> Sort of what Lily said. I

[2:09:26] just want to clarification how

[2:09:28] how would that look like,

[2:09:30] superintendent? How would them

[2:09:31] opting out?

[2:09:32] >> I, I can't tell you that

[2:09:33] right now because we're

[2:09:35] spinning in my head. I have

[2:09:37] kids too is. And I used to be a

[2:09:39] teacher and everything above is

[2:09:42] that the classroom is not a

[2:09:45] monolith of technology. It's

[2:09:46] variations of instructional

[2:09:47] practices that teachers provide

[2:09:50] to students. And as Lily said,

[2:09:52] very well, we are in a digital

[2:09:55] age and a large percentage of

[2:09:57] industries local and abroad

[2:10:00] require some technology

[2:10:03] literacy. And I do not want to

[2:10:05] create a huge detriment for

[2:10:07] students and and limiting their

[2:10:08] opportunities in the future. I

[2:10:10] understand the concerns of some

[2:10:11] parents when it comes to screen

[2:10:13] time and all of that, but

[2:10:14] that's why I say it's heavily

[2:10:16] nuanced and the team would have

[2:10:17] to go back, figure out what

[2:10:18] things are required, what

[2:10:19] things are required for schools

[2:10:21] that kids are going to for a

[2:10:23] magnet, a stem magnet. Okay.

[2:10:25] Right. These, these are all

[2:10:26] kind of components within our

[2:10:29] school district that we have to

[2:10:30] be able to educate the parents

[2:10:32] that I understand you want to

[2:10:33] opt out, but you know, your

[2:10:35] kids are in a stem magnet and

[2:10:36] they're using this technology

[2:10:37] for these specific purposes.

[2:10:38] What specifically do you want

[2:10:40] to opt out of? And so that's

[2:10:41] why I say it's a heavily

[2:10:43] nuanced conversation and just a

[2:10:44] blanket not opt out could be

[2:10:46] very detrimental to to students

[2:10:47] futures.

[2:10:49] >> So is there no policy set in

[2:10:51] place currently regarding

[2:10:53] opting out or any information

[2:10:54] on that?

[2:10:57] >> Not specifically. There are

[2:10:58] parental rights, right. Those

[2:11:01] are current laws and whatnot

[2:11:03] where parents do have options

[2:11:05] to opt out and to opt in into

[2:11:06] certain things, but we'll have

[2:11:08] to do some research and see how

[2:11:10] this is applicable to

[2:11:12] technology in the classroom.

[2:11:14] >> Okay.

[2:11:16] >> Chair, if I, if I MAY. And

[2:11:18] Hepburn, I'm glad you just said

[2:11:20] the last thing that you said,

[2:11:21] because my request is certainly

[2:11:22] in line with all requisite

[2:11:23] portions of Florida statutes

[2:11:25] and the parental rights

[2:11:27] statutes. That's what I want to

[2:11:29] know. I want a review done by

[2:11:32] the team of what rights are

[2:11:34] afforded to when it comes to

[2:11:35] technology opt outs for parents

[2:11:37] under state statute, because,

[2:11:38] as I've said a thousand times

[2:11:40] on this dais, we follow the law

[2:11:42] in Broward County and will

[2:11:43] continue to do something. And

[2:11:44] we're not going to do anything

[2:11:46] that's contrary to the law. So

[2:11:47] in accordance with state

[2:11:48] statute, I want to know what

[2:11:50] our policy is for opting out

[2:11:52] and what the parameters of that

[2:11:53] look like under statute.

[2:11:55] Research it with your team. Let

[2:11:57] me know, figure that out. And

[2:11:59] then I want to follow up as to

[2:12:01] how a parent can achieve that.

[2:12:02] Should they make the decision

[2:12:03] that that is in the best

[2:12:06] interest of their child? And I

[2:12:07] would like that within two

[2:12:14] weeks if possible.

[2:12:15] >> I know MRS. Alhadeff wanted

[2:12:17] to speak on this on one of MR.

[2:12:21] Cervera points.

[2:12:25] >> Yes. So MR. Cervera brought

[2:12:30] up that he wanted to get the

[2:12:34] opinion of the board members to

[2:12:38] weigh in on doing another

[2:12:39] session. I forgot what we were

[2:12:45] calling it and and then then

[2:12:46] someone said they wanted to

[2:12:50] make it as a vote. So I don't

[2:12:52] believe this necessarily has to

[2:12:54] be a vote. The board members

[2:12:58] can weigh in on MR. Cervera

[2:13:00] ideas. This one and the one he

[2:13:03] just spoke about. And then if

[2:13:05] Chair Leonardi, if you feel

[2:13:08] that you have board majority to

[2:13:10] move forward with another

[2:13:13] rulemaking session, then you

[2:13:14] can do that.

[2:13:16] >> Yeah, that's what I asked.

[2:13:17] >> We don't necessarily have to

[2:13:18] go to vote for it.

[2:13:20] >> Yeah, that's what I asked

[2:13:21] for. And it was proposed that

[2:13:23] it just be taken to a board

[2:13:25] vote. So again, I will move

[2:13:26] forward with the will of the

[2:13:28] board if that is taken right

[2:13:29] now or at a board vote next

[2:13:31] week. So is anyone objecting to

[2:13:33] a board vote next week besides

[2:13:35] MRS. Alhadeff and MR. Cervera?

[2:13:38] No. And MRS. Rupert no.

[2:13:39] >> I'm good.

[2:13:42] >> So that is three objections.

[2:13:44] So not a majority of the board.

[2:13:45] So we will move forward with a

[2:13:50] board vote next week.

[2:13:51] >> Okay.

[2:13:52] >> And I believe the

[2:13:53] information that MR. Cervera

[2:13:55] asked for with regards to

[2:13:59] opting out, I don't know that

[2:14:01] it was asking for a review. So

[2:14:03] I don't know that that's

[2:14:04] creating an undue burden.

[2:14:06] Doctor Hepburn.

[2:14:07] >> Oh no, the follow up isn't

[2:14:09] an undue burden typing it up

[2:14:11] right now so the team can get

[2:14:11] it.

[2:14:13] >> So everyone will get a copy

[2:14:14] of that follow up.

[2:14:15] >> Absolutely.

[2:14:16] >> MISS Leonardi, could you

[2:14:18] just clarify? I'm sorry, I I'm

[2:14:20] if I've missed this is the

[2:14:21] board vote next week on whether

[2:14:23] to have another rural

[2:14:24] development workshop or not. Is

[2:14:26] that it? So are you moving

[2:14:27] ahead with voting on the policy

[2:14:29] next week, or you're voting on

[2:14:31] whether to have a rural

[2:14:31] development?

[2:14:32] >> MISS Dupree? Bruno, I'm

[2:14:34] assuming there would be two

[2:14:36] item. Well, there is the public

[2:14:38] hearing next week, but if the

[2:14:40] board votes to do another rural

[2:14:41] development workshop, then that

[2:14:42] public hearing would be

[2:14:44] postponed, correct?

[2:14:45] >> Yes.

[2:14:47] >> Okay. Thanks. Sorry.

[2:14:49] >> MISS Thompson.

[2:14:51] >> So maybe I misunderstood. I

[2:14:53] thought to that the general

[2:14:54] counsel had said if we wanted

[2:14:56] to have another workshop, then

[2:14:58] there had to be a vote. And

[2:14:59] since we don't vote in

[2:15:01] workshops, which is why I said

[2:15:04] bring it to a vote. So I just

[2:15:06] need clarification because I

[2:15:07] feel like it's going to come

[2:15:09] back on me, that I demanded a

[2:15:10] vote. But that was my

[2:15:11] understanding of what the

[2:15:12] general counsel said.

[2:15:13] >> Attorney Dupree Bruno.

[2:15:15] >> Okay, so there's a couple

[2:15:18] things. We are currently in the

[2:15:20] statutorily required rule

[2:15:22] making process, of rule

[2:15:25] development workshop occurred

[2:15:27] on, I believe it was JUNE 8th.

[2:15:29] And then the next step would be

[2:15:31] the public hearing for adoption

[2:15:34] on JUNE 23rd, JUNE 8th. There

[2:15:37] was public comment. JUNE 23rd

[2:15:41] there will be public comment.

[2:15:43] The question that was posed was

[2:15:45] whether or not there could be

[2:15:47] another rule development

[2:15:48] workshop. And how does that

[2:15:52] occur per your policy policy

[2:15:55] 1000, it delegates to the chair

[2:15:57] the ability to make a decision

[2:15:59] as to whether or not a second

[2:16:01] rule development workshop can

[2:16:03] occur. And that basically means

[2:16:04] that you go through the rules

[2:16:06] again and then you have public

[2:16:07] comment again, which is similar

[2:16:09] to what's going to happen in

[2:16:12] the public hearing. The that's

[2:16:13] what you're that's what your

[2:16:16] policy currently says. And the

[2:16:18] chair has already made a

[2:16:20] decision that there would not

[2:16:22] be a second workshop because

[2:16:23] you're going to have your

[2:16:25] public hearing, and you also

[2:16:26] have the opportunity to submit

[2:16:28] comments and questions during

[2:16:31] this interim period. If the

[2:16:34] board wants to basically change

[2:16:35] that and have a rule

[2:16:38] development workshop, then my

[2:16:40] recommendation is that you have

[2:16:42] a vote because you're not in

[2:16:44] compliance with your policy,

[2:16:46] because your policy already

[2:16:48] dictates what happens in these

[2:16:49] scenarios. You've already

[2:16:51] delegated that responsibility

[2:16:54] to your chair per policy 1000.

[2:16:56] So if you want to change that,

[2:16:57] you can. But I don't you can't

[2:17:00] vote in a workshop. So you have

[2:17:02] to do that in a, in a regular

[2:17:04] school board meeting or special

[2:17:04] meeting.

[2:17:07] >> And just to add some

[2:17:10] additional context, and I think

[2:17:12] we've all received the emails,

[2:17:14] but I've been acting under

[2:17:15] advisement of our board

[2:17:17] attorney. She has provided

[2:17:19] clear guidance in email to us

[2:17:21] about this issue. But again,

[2:17:23] I'm I'm happy to move forward.

[2:17:24] And I've put it to the board.

[2:17:26] I'm happy to move forward, per

[2:17:27] the will of the board.

[2:17:30] >> So wait for clarification

[2:17:32] then. So could we do a

[2:17:34] consensus to see if there's

[2:17:35] interest and then an item come

[2:17:37] back to formally vote? If there

[2:17:39] is consensus for an additional

[2:17:42] workshop, because that way it

[2:17:43] wouldn't. If it does not pass,

[2:17:45] then it does not delay the rule

[2:17:47] making on the 23rd.

[2:17:48] >> Attorney Dupree Bruno.

[2:17:52] >> Yes, that that is correct.

[2:17:53] >> So can we get consensus?

[2:17:54] >> Yeah, that's what I

[2:17:55] originally asked for, MISS

[2:18:01] Rupert. Yes, MISS Thompson.

[2:18:08] MISS Bulman. DR. Holness. No.

[2:18:11] DR. Zeman. MR. Cervera.

[2:18:13] >> Yes. And I would renew my

[2:18:17] request for you to order the

[2:18:18] workshop pursuant to your

[2:18:19] authority as chair, which you

[2:18:21] have the right to do.

[2:18:24] >> And, MRS. Alhadeff.

[2:18:26] >> Yes.

[2:18:28] >> And I would like to move

[2:18:30] forward, per our general

[2:18:32] Counsel's guidance. So that

[2:18:33] means that the majority of the

[2:18:35] board will not does not desire

[2:18:38] to do another rural development

[2:18:39] workshop into the. In addition

[2:18:41] to the one that we did last

[2:18:44] week. You still have the floor,

[2:18:47] MR. Cervera.

[2:18:48] >> All in with this. Just so

[2:18:51] we're clear, the request.

[2:18:53] Doctor. Superintendent for the

[2:18:55] follow up serves as a

[2:18:57] rescission of my request for

[2:18:59] you to update the website. So

[2:19:01] let's do the follow up and I

[2:19:02] will revisit the website issue.

[2:19:04] I just don't want there to be

[2:19:06] any confusion. So the the ask

[2:19:09] of you right now is to just do

[2:19:11] the follow up with whatever our

[2:19:13] policy is based on the parental

[2:19:15] rights statutes that exist in

[2:19:16] this state. Get me that within

[2:19:18] two weeks, and we'll revisit

[2:19:19] how we're going to disseminate

[2:19:21] that information to the public.

[2:19:24] Is that clear? Thank you, sir.

[2:19:27] >> Thank you, MISS Rupert.

[2:19:30] >> Thank you. And thank you for

[2:19:32] all the the chairs here that

[2:19:34] spend so much time really

[2:19:35] working for our district and

[2:19:36] our family and our kids. Thank

[2:19:39] you so much. I know sometimes

[2:19:40] it MAY seem like we're not

[2:19:42] listening, but we we really are.

[2:19:45] And I, I try to listen, you

[2:19:46] know, even hurting my neck

[2:19:48] sometimes leaning all the way

[2:19:49] over because it's that

[2:19:51] important to have eye contact

[2:19:52] with the people that you

[2:19:57] respect. And I respect you. The

[2:19:58] first part I want to talk about

[2:20:01] is project based learning. I

[2:20:03] think the ai conversation,

[2:20:04] which we're going to be having

[2:20:08] later. Needs to be phased out

[2:20:10] as we talk. When we talk about

[2:20:12] this with our elementary school

[2:20:14] kids, middle and high school,

[2:20:15] big difference. You know, I

[2:20:17] think there's more opportunity

[2:20:19] and better learning. And I'm a

[2:20:21] reading teacher, language arts

[2:20:23] teacher. So, you know, that's,

[2:20:24] that's where I'm leaning with

[2:20:28] this. They need pencil and

[2:20:30] paper. They need the ability to

[2:20:32] do that. They need to be able

[2:20:33] to make margin notes. Those are

[2:20:35] really important things to get

[2:20:36] in the elementary level,

[2:20:38] because I can tell you as a

[2:20:39] ninth grade teacher and my

[2:20:41] students came in with third

[2:20:44] grade reading skills. How do

[2:20:46] you make that all up in one

[2:20:49] year? It's difficult, really

[2:20:51] difficult, and it's not fair

[2:20:53] for our kids. So I always

[2:20:55] taught them the basics and my

[2:20:57] kids did really well on the on

[2:20:59] their exams, and they were able

[2:21:02] to go on a few work for us,

[2:21:05] which is amazing. And I think

[2:21:07] that's an important aspect of

[2:21:09] that. Additionally, and I know

[2:21:11] I've mentioned this before,

[2:21:12] there's something called the

[2:21:15] Summer bridge series. It's a

[2:21:16] workbook. It's a fabulous

[2:21:18] workbook. I don't know how much

[2:21:20] it is, but I know it's still

[2:21:21] out there in paper. You know,

[2:21:23] it's a shiny little paper book.

[2:21:26] And what it is, is what it is,

[2:21:28] is sorry, sorry, mom. She would

[2:21:32] kill me with the grammar there.

[2:21:34] Is reviewing the year that you

[2:21:36] just came through. So like it's

[2:21:38] called a two three book. So

[2:21:39] you're reviewing the, the, the

[2:21:41] second grade year over the

[2:21:43] summer, trying to avoid that

[2:21:44] summer slump that we all know.

[2:21:47] And then previewing the

[2:21:48] following year, that one

[2:21:50] they're going to be moving into.

[2:21:52] So they're not overwhelmed by

[2:21:53] looking at third grade stuff

[2:21:54] right away. They're reviewing

[2:21:56] their second grade and they're

[2:21:57] keeping it fresh over the

[2:22:01] summer. Did my kids play play

[2:22:04] video games? Actually, only one

[2:22:06] of three did so much at that

[2:22:08] time. And but all of them had

[2:22:10] to finish their books before we

[2:22:12] got back from Canada. And each

[2:22:14] one of them did it differently

[2:22:15] because they're all different

[2:22:17] learners under the Esq umbrella.

[2:22:19] And I'm going to go back to

[2:22:21] gifted because one of the most

[2:22:23] difficult kids to be able to

[2:22:26] get across that finish line for

[2:22:28] whatever future they want to

[2:22:30] have, is our twice gifted,

[2:22:32] twice exceptional. So I'm going

[2:22:34] to come back to that when we

[2:22:36] talk about writing, I MAY as

[2:22:38] well just do it now before I

[2:22:40] forget. So it's extremely

[2:22:42] important, you know, and

[2:22:43] especially important to make

[2:22:46] sure that our students are

[2:22:48] tested. And I had to push to

[2:22:50] get them tested for gifted. So

[2:22:56] he was actually. In, I think it

[2:22:58] was first grade, end of first

[2:23:00] grade. He was in gifted. And if

[2:23:03] I hadn't had that done with him,

[2:23:05] we never would have caught the

[2:23:08] the sld that he have dysgraphia.

[2:23:09] So he had difficulty from the

[2:23:13] get go. But we were able to

[2:23:14] understand. And at that time in.

[2:23:16] He's 33 now doing well well

[2:23:19] well, super well happy. And

[2:23:22] it's difficult at that point to

[2:23:24] reach those minds of the gifted

[2:23:26] kids, keep them engaged in a

[2:23:28] fun, creative way that they're

[2:23:30] a part of. It's extremely

[2:23:32] important to do that. So why do

[2:23:36] I say that? Because I believe

[2:23:38] students work better when they

[2:23:40] have a teacher in the classroom.

[2:23:41] The most important thing that

[2:23:44] we could do. But besides having

[2:23:46] their minutes to do on I-ready

[2:23:48] and it is done in elementary

[2:23:49] school, you can hear whatever

[2:23:51] you want to hear. But when you

[2:23:53] know and you hear from teachers

[2:23:55] and you go visit your schools,

[2:23:57] the kids and the parents and

[2:24:00] the teachers complain about

[2:24:01] mandatory minutes for I-ready.

[2:24:04] And to say that that's not true

[2:24:07] is not true. It is happening.

[2:24:09] They do have I-ready minutes.

[2:24:10] That must be done in a weekly

[2:24:14] daily basis. If that were their

[2:24:17] only opportunity to do it,

[2:24:18] maybe we could be happier with

[2:24:21] it. But it's not. It's all the

[2:24:22] other things that we ask them

[2:24:24] to do as well. We need more

[2:24:26] autonomy on that. And I would

[2:24:27] push, especially for our

[2:24:31] elementary school teachers.

[2:24:35] It's incredibly important. And

[2:24:37] okay, the second part, Jackie,

[2:24:40] with the resolution for Esq

[2:24:44] executive role, I 100% agree.

[2:24:50] Yes, 100%. Three the preschool

[2:24:51] evaluation. It needs to be

[2:24:53] immediate and it needs to be

[2:24:54] done. So our kids are ready to

[2:24:56] start school. I don't care if

[2:24:58] we have to hire specials

[2:25:00] outside our system, whatever

[2:25:02] gets it done. So our kids

[2:25:04] aren't going to school in

[2:25:07] AUGUST and waiting all those

[2:25:11] months, which comes out to no

[2:25:14] accommodations, no extra help,

[2:25:15] no things to give them allllhe

[2:25:17] tools t that they deserve I in

[2:25:20] theiroolboxox. So extreme

[2:25:23] poportant, very important to do.

[2:25:24] So. I want to share that,

[2:25:25] especially with the

[2:25:28] superintendent and, and my, my

[2:25:29] colleagues. So that's

[2:25:35] incredibly important. I don't

[2:25:38] like hearing about the use of

[2:25:41] money being pulled back for

[2:25:42] Cambridge and some other stuff.

[2:25:43] We need more clarification on

[2:25:46] that. And, you know, I'll I'll

[2:25:47] say more later on that, but we

[2:25:52] need more clarification to the

[2:25:54] Human Relations Committee.

[2:25:59] Thank you so much. And 466

[2:26:01] participants for six through 12

[2:26:02] students. That's a lot. That's

[2:26:04] amazing. And good for you.

[2:26:06] Let's keep it going. 106

[2:26:08] schools can't wait to see way

[2:26:10] more that get them no place for

[2:26:17] hate. I was listening very

[2:26:21] closely to the multi-language

[2:26:25] and listening to the two

[2:26:27] teacher two teachers. So

[2:26:29] teaching one taught English,

[2:26:31] the other taught Spanish. Very

[2:26:33] similar to well, not similar

[2:26:35] because it wasn't language, but

[2:26:36] our fourth and fifth grade at

[2:26:38] the time, Coconut Creek

[2:26:40] Elementary, they had one team

[2:26:43] that had the English teacher

[2:26:45] and she had them for part of

[2:26:47] the day. And then the math and

[2:26:48] science teacher. So English and

[2:26:50] history, math and science and

[2:26:53] they were a fantastic duo

[2:26:55] together, but also one teacher

[2:26:57] switching back and forth could

[2:26:59] also work as well. Either one

[2:27:00] would be important to look

[2:27:02] forward and see exactly and

[2:27:05] listen to and read more, more

[2:27:06] material that you guys would

[2:27:13] have on that information. Okay.

[2:27:17] >> More.

[2:27:18] >> Parent Community Involvement

[2:27:21] task force. And it is a great

[2:27:23] force, a force to be reckoned

[2:27:24] with. That would be a t shirt

[2:27:26] I'd make for you guys,

[2:27:28] obstacles and concerns and

[2:27:30] challenges. I love that, you

[2:27:31] know, let's point out those

[2:27:34] obstacles and concerns and

[2:27:36] challenges and come up together

[2:27:37] with how we need to move

[2:27:41] forward. Talking about Raptor

[2:27:43] and concentric, I think it's

[2:27:47] called correct me if I'm wrong.

[2:27:49] Not being run through the tech

[2:27:51] tech committee, that's a

[2:27:53] problem. And I'm just going to

[2:27:54] say this because I only have a

[2:27:56] few more months anyway. And

[2:27:57] I've said it all along. So I'd

[2:27:59] be, you know, strange by not

[2:28:03] saying it. The what of the word,

[2:28:08] the marginalization of our

[2:28:11] advisory groups has been swift

[2:28:16] at times. And then very slowly

[2:28:19] eroding. And as a board member

[2:28:21] that's been here for 16 years

[2:28:24] now, or almost 16 years, I've

[2:28:27] seen that process. I didn't

[2:28:28] like it in the beginning and

[2:28:29] talked out about it. I didn't

[2:28:31] like it in the middle, and I

[2:28:32] certainly don't like it at this

[2:28:36] point. As a board member, it's

[2:28:37] incredibly important to hear

[2:28:41] all voices, and I 100,000%

[2:28:45] agree with Rebecca. I go out

[2:28:47] and have town halls for mental

[2:28:49] health. It's incredibly

[2:28:52] important to to have your town

[2:28:53] halls to get to your people, to

[2:28:55] go to the schools, go to the

[2:28:56] games. And that's where people

[2:28:58] reach out to you. They'll walk

[2:28:59] up to you and reach out to you

[2:29:01] and be open. And that's when

[2:29:03] you hear the stuff. So most

[2:29:05] parents in district seven don't

[2:29:07] usually call. And if it is,

[2:29:08] Ellen takes care of it like

[2:29:10] that and off she goes. But they

[2:29:12] don't do it. They wait to a

[2:29:14] football game. They wait till

[2:29:16] they see me out at soccer. So,

[2:29:18] you know, it's important. I

[2:29:20] know as a board we've talked

[2:29:24] about this, about having, you

[2:29:28] know, more kind of table talk

[2:29:29] conversations and throughout

[2:29:30] all districts during the next

[2:29:32] year. And that's incredibly

[2:29:35] important for me to.

[2:29:37] Congratulations to our, our

[2:29:39] school's tech textbook trends

[2:29:41] and exceptions are down. So

[2:29:46] that's incredibly important.

[2:29:47] Facilities maintenance,

[2:29:48] elevator service. I'm going to

[2:29:49] talk about that when we talk

[2:29:52] more about specific schools

[2:29:54] coming up in the same and the

[2:29:56] same answer. And if I'm not

[2:29:58] here because I this is taking

[2:29:59] long and it should take long

[2:30:01] because this is extremely

[2:30:02] important. I have to be in the

[2:30:04] hospital this afternoon. So I

[2:30:06] will be leaving at some point.

[2:30:08] But I want to be on the record

[2:30:13] for saying that. It would be a

[2:30:16] travesty to not build Margate

[2:30:19] Middle, a brand new school,

[2:30:22] instead of continually doing a

[2:30:26] very slow process like rip the

[2:30:29] band aid off, make it safe,

[2:30:32] make it less hazardous, make it

[2:30:34] comfortable, do not put more

[2:30:36] money into things that are just

[2:30:39] going to delay the process. It

[2:30:42] needs to be its own school. We

[2:30:45] do not want to disenfranchize

[2:30:48] people and I'm 100%. I know

[2:30:50] we're going to talk about it

[2:30:52] later, and I believe our some

[2:30:54] of our commissioners are in the

[2:30:57] the other waiting room and

[2:30:59] you'll hear from them later.

[2:31:01] But if I'm not if I'm not here,

[2:31:03] I'll hold on as long as I can

[2:31:05] before I get. I would be late

[2:31:10] getting there.

[2:31:14] >> Okay.

[2:31:16] >> We already talked about

[2:31:17] educational testing. All right.

[2:31:19] And then the last part was on

[2:31:22] suicide prevention. Like I said,

[2:31:24] I do town halls and we know in

[2:31:25] every board member should know.

[2:31:28] And we used to get a list of

[2:31:30] how many we would get

[2:31:32] notifications. I swear to you

[2:31:34] when they happened, it's

[2:31:35] important as a board member to

[2:31:36] know that just happened in your

[2:31:38] school. It's incredibly

[2:31:40] important, not just because of

[2:31:44] that student, but also suicide

[2:31:46] ideations. My colleague over

[2:31:48] here could talk way better than

[2:31:51] that. I, I didn't have all the

[2:31:53] tools to start those

[2:31:55] conversations, but felt it was

[2:31:56] important to start them. And

[2:31:57] we've had them for several

[2:32:00] years because district seven

[2:32:03] has one of the highest suicide

[2:32:08] rates, suicide rates. And as

[2:32:09] every board member should be

[2:32:12] able to ask our student

[2:32:14] services and our suicide

[2:32:17] prevention, they need to ask

[2:32:18] what how is this district doing?

[2:32:19] And then we need to take a look

[2:32:21] at what is our whole district

[2:32:24] look like? What are we doing to

[2:32:26] stop another one? And one thing

[2:32:30] that we do better now is not

[2:32:32] just considering that that

[2:32:37] child in isolation, but

[2:32:39] treating that whole school,

[2:32:42] that whole class and other

[2:32:44] schools, that child who was

[2:32:45] lost could have had a brother

[2:32:48] and a sister in different

[2:32:50] schools. So just talking to

[2:32:52] that school and giving them

[2:32:54] help, it, it's not a complete

[2:32:56] answer. And as a district, we

[2:32:59] do do that. And I really want

[2:33:02] to stress that that department

[2:33:04] does a remarkable job and we

[2:33:07] need to do more. And I hope

[2:33:10] whoever comes after me is able

[2:33:14] to continue that process and

[2:33:16] that mantle for the good of all,

[2:33:19] all districts. And for that, I

[2:33:20] thank you. And hopefully I will

[2:33:22] be here when we get to the

[2:33:24] other topics. But thank you so

[2:33:25] much.

[2:33:25] >> Thank you.

[2:33:29] >> DR. Zeman thank you, chair.

[2:33:30] Unfortunately, she either

[2:33:31] stepped out or left, but MISS

[2:33:34] Board brought up something

[2:33:34] >> That we've got some

[2:33:36] interesting data on, and we

[2:33:37] have an opportunity to do

[2:33:38] something which I think would

[2:33:40] be of universal value to

[2:33:41] Broward County Public Schools,

[2:33:43] which is to make a guarantee

[2:33:44] that every elementary school in

[2:33:47] Broward County have music, art,

[2:33:50] recess, and, excuse me, music,

[2:33:52] art, pe, and a full time

[2:33:54] librarian. Every elementary

[2:33:57] school we are 12 positions away.

[2:33:59] We are anxious to hear back

[2:34:03] from that. That line of inquiry.

[2:34:05] 12 when you have 24,000 staff

[2:34:07] positions is a small number,

[2:34:09] but it means a lot. You know,

[2:34:10] there's a lot of things in

[2:34:12] Broward County that we can say

[2:34:13] about all of our schools. We

[2:34:15] have 100% certified teachers.

[2:34:17] We comply with state law. We

[2:34:19] comply with Broward County

[2:34:21] policies. We offer students one

[2:34:23] on one laptop computers for

[2:34:25] those that want it. Not

[2:34:26] everyone. It doesn't get forced

[2:34:28] on people, but they're

[2:34:30] available. We operate in a

[2:34:32] system of Florida State

[2:34:33] standards, and we meet those

[2:34:36] state standards. So and they're

[2:34:37] going to go in a district that

[2:34:39] is making heroic gains in

[2:34:40] academic success. So there's a

[2:34:42] lot of things we can say about

[2:34:43] Broward County Public Schools

[2:34:44] right now. We can't say, though,

[2:34:45] that every elementary school

[2:34:47] child gets the specials that

[2:34:48] they deserve. Unfortunately,

[2:34:50] that is not something that gets

[2:34:51] reported up in our budget that

[2:34:52] the board reviews, but it's

[2:34:54] something now that the board is

[2:34:55] aware of, and I'm looking

[2:34:57] forward to hearing back in the

[2:34:59] next few weeks about whether or

[2:35:00] not we can meet that standard.

[2:35:03] But I'm confident that we will.

[2:35:04] The second issue, which is

[2:35:05] incredibly important, and I

[2:35:06] appreciate, Cynthia, you

[2:35:10] bringing this up. We have seen

[2:35:12] numbers in mental health in

[2:35:13] this country and in this

[2:35:14] district that are staggering.

[2:35:16] 40% of children have teenagers

[2:35:17] in the United States have

[2:35:19] mental health illness.

[2:35:20] >> Can you text.

[2:35:21] >> Sometime during their

[2:35:23] teenage years, 20% can tell you

[2:35:25] how they would take their life.

[2:35:27] And 10% of American teenagers

[2:35:28] in Broward, teenagers have

[2:35:31] tried to take their life. Not

[2:35:33] all suicides have suicide

[2:35:35] ideation, but that that level

[2:35:36] of numbers is staggering. We

[2:35:38] have done some great research

[2:35:41] as a school board on on what

[2:35:42] gaps we have in mental health.

[2:35:44] We have, over a year ago,

[2:35:46] fenced all mental health

[2:35:47] professionals and said all you

[2:35:49] can be asked to do is mental

[2:35:50] health. So you're not doing the

[2:35:51] car line, you're not doing

[2:35:53] lunch duty, you're not doing

[2:35:54] assessment tests. You are

[2:35:56] allowed full time to do mental

[2:35:58] health. But we've also got a

[2:35:59] report that's made it very

[2:36:00] clear and it says our

[2:36:02] superintendent, this is not an

[2:36:03] issue between the board and the

[2:36:04] superintendent. This is an

[2:36:06] issue the board and the

[2:36:08] superintendent, including his

[2:36:09] specific comments that our

[2:36:10] ratios of mental health

[2:36:11] professionals, particularly

[2:36:13] clinical mental health

[2:36:14] professionals, social workers,

[2:36:16] therapists, counselors that can

[2:36:18] actually help students is out

[2:36:21] of whack. We're probably 450 or

[2:36:23] 500 to one. The national

[2:36:25] standard is 200 to 250. So

[2:36:26] we're out of whack big time.

[2:36:28] We're going to be doing that

[2:36:29] work. And just doctor,

[2:36:31] superintendent, doctor Hepburn,

[2:36:34] with all due respect, we are. I

[2:36:35] would just want to tell the

[2:36:36] community that this is

[2:36:37] something that we have not

[2:36:39] solved yet. And I think is that

[2:36:40] a reasonable conclusion that

[2:36:42] you've come to as well?

[2:36:44] >> Yes. Correct. You hit some

[2:36:46] statistics on the head there.

[2:36:48] As far as the ratio of mental

[2:36:50] health service providers or

[2:36:52] even school counselors to to

[2:36:54] students is severely high,

[2:36:55] especially for large school

[2:36:57] districts versus, you know, the

[2:36:58] nationwide average.

[2:37:00] >> Terrific. And I think during

[2:37:01] the budget process this summer

[2:37:03] and again, the budget being a

[2:37:04] statutory authority of the

[2:37:05] board, we're going to see some

[2:37:07] options about how we can move

[2:37:09] forward, either with

[2:37:10] recommendations we've got from

[2:37:11] our staff and you, or we got

[2:37:13] from folks that we've brought

[2:37:14] in to look at our thing. We're

[2:37:16] going to see some options about

[2:37:17] doing better on mental health

[2:37:19] for next year. Is that correct?

[2:37:20] Correct. Thank you very much.

[2:37:21] The third thing, and this has

[2:37:23] gathered a lot of attention

[2:37:25] today, the process by which

[2:37:26] we're going through policy

[2:37:27] reviews from top to bottom. I

[2:37:29] want to kind of ground us,

[2:37:30] though, on a little bit about

[2:37:32] reality in terms of what we're

[2:37:34] going to end up with. We have

[2:37:35] 259 policies in Broward County

[2:37:37] that cover 1700 pages. Some of

[2:37:39] them were written 50 years ago,

[2:37:41] some were 45 years ago. There's

[2:37:43] internal conflicts between

[2:37:45] policies. There are policies

[2:37:47] that are poorly written. There

[2:37:49] are policies that have forms

[2:37:52] jammed into them. Our general

[2:37:54] counsel has made it very clear

[2:37:56] that it is a risk for Broward

[2:37:58] County to continue with the

[2:37:59] current set of policies we've

[2:38:00] had. She's explained that to

[2:38:02] the public. She's explained it

[2:38:04] to the board, and we have set a

[2:38:07] pace to finish all 259 policies

[2:38:08] rewritten. It will be hundreds

[2:38:10] more because it'll make more

[2:38:12] sense to chunk them as as is a

[2:38:14] standard practice this year,

[2:38:16] we've dedicated one Tuesday a

[2:38:18] month to come and sit. We

[2:38:20] welcome people to come and talk

[2:38:21] about it. We welcome people to

[2:38:23] look at our new policies, look

[2:38:25] at the changes we've asked our

[2:38:26] general counsel to be very

[2:38:27] clear about what's in and

[2:38:29] what's out and what was in this

[2:38:30] policy number that's now in

[2:38:32] there. In fact, we even asked

[2:38:33] her last week, I think, MISS

[2:38:35] Dupuy Bruno, we ended up saying

[2:38:37] we're going to indicate at the

[2:38:39] bottom what, what the former

[2:38:41] policy number is of our new

[2:38:42] policies, right? So that we

[2:38:44] make sure that we have an

[2:38:45] ability to go back and forth

[2:38:47] for a couple of years so that

[2:38:48] people don't get left behind.

[2:38:50] I'm actually worried about the

[2:38:51] opposite case, which is if we

[2:38:52] don't make changes, we're going

[2:38:54] to continue to live with

[2:38:55] policies that are substandard

[2:38:56] and actually put this board in

[2:38:58] this district at risk because

[2:39:00] we tell people what forms to

[2:39:01] use, we tell them what

[2:39:02] processes to use. We make it

[2:39:04] incredibly difficult for people

[2:39:05] to comply with the policies.

[2:39:06] And what I'm worried about is

[2:39:07] people ignore policies because

[2:39:09] it's too complicated and it's

[2:39:11] too prescriptive. So I'm really

[2:39:12] in favor of doing this. I'm

[2:39:14] very proud that this board has

[2:39:14] accepted the challenge of

[2:39:17] getting this done in 12 months,

[2:39:18] because what you don't want to

[2:39:20] do is take seven years to do it,

[2:39:22] because then you have years and

[2:39:23] years and years where you have

[2:39:25] some of the old policies and

[2:39:26] some of the new policies, and

[2:39:28] you confuse the heck out of

[2:39:29] your staff and you confuse the

[2:39:31] heck out of the community. So

[2:39:32] I'm proud that we're going to

[2:39:34] do this. It's going to take a

[2:39:36] lot of work of this board. It's

[2:39:37] going to take, hopefully, a lot

[2:39:38] of patience from the community

[2:39:40] to to put in the time and the

[2:39:42] effort to help us, you know,

[2:39:44] make them as good as we can. I

[2:39:45] recommend all advisory councils

[2:39:46] stay abreast as they're

[2:39:47] proposed. MISS Dupuy Bruno, to

[2:39:49] my knowledge, when we did the

[2:39:54] first public hearing workshop

[2:39:55] last week, we still have one

[2:39:57] more workshop and then these

[2:39:58] policies come for decisions, am

[2:39:59] I right? Are there three

[2:40:00] meetings to review this policy?

[2:40:02] >> Two two meetings.

[2:40:03] >> So we do the. JUNE 8th.

[2:40:05] >> Last week. And then the 23rd

[2:40:07] is the public hearing where you

[2:40:08] adopt dynamite.

[2:40:10] >> And so we have time before

[2:40:11] the 23rd to hear from the

[2:40:12] communities. They're all out

[2:40:16] there. They're available online.

[2:40:17] We've announced this, we've

[2:40:19] done a workshop, and we're

[2:40:21] going to do a second one where

[2:40:23] we adopt these policies. I

[2:40:25] encourage people to think hard

[2:40:26] about them. Policies are a big

[2:40:28] deal, and we want to make sure

[2:40:30] that we get them right. It is a

[2:40:32] lot of work, though, and the

[2:40:33] board's committed to do this,

[2:40:35] and I think it's a way to

[2:40:36] minimize the risk and to move

[2:40:40] forward with best speed.

[2:40:40] >> I don't.

[2:40:42] >> Want to do this. Understand.

[2:40:45] >> I personally think that what

[2:40:47] you are doing, organizing the

[2:40:50] policies is good. But don't

[2:40:54] don't ruin that by the manner

[2:40:55] in which you're doing something.

[2:40:57] I mean, you're picking a couple

[2:41:00] of really important policies to

[2:41:01] bring at a time when no one's

[2:41:04] here. And I think that what the

[2:41:05] process you're doing, you need

[2:41:07] to do it. It's needed to be

[2:41:08] done for years. I applaud you.

[2:41:10] I thought we had kind of made

[2:41:12] that clear that this it needs

[2:41:14] to be done and we support it

[2:41:16] being done. However, we support

[2:41:17] it being done with the

[2:41:18] inclusion of conversation with

[2:41:20] the community. And in this case,

[2:41:22] you're voting on some major

[2:41:23] things next week, two weeks

[2:41:25] after you had a workshop. And

[2:41:28] all of this is occurring when

[2:41:30] parents are not here and

[2:41:31] community members are not here.

[2:41:34] And I think just the look of

[2:41:36] that is not good. I just wanted

[2:41:37] to clarify, I don't think

[2:41:39] anyone has been critical of the

[2:41:41] fact that you are reviewing and

[2:41:43] organizing policies.

[2:41:45] >> And I and I appreciate that.

[2:41:46] >> And see, even you didn't

[2:41:47] know that there weren't two

[2:41:49] workshops because I thought it

[2:41:50] was going to come. And after

[2:41:51] like.

[2:41:52] >> I was actually counting the

[2:41:53] notification and then the

[2:41:55] workshop and then and then the

[2:41:57] decision. So I was in my mind,

[2:41:59] there were three hops, but two

[2:42:00] of them were actually public

[2:42:01] meetings. And I appreciate the

[2:42:03] distinction. And I appreciate,

[2:42:05] you know, also kind of

[2:42:06] identification of the risk of

[2:42:09] living with policies and the

[2:42:13] like. So I, I hear you and I

[2:42:15] understand, you know, kind of

[2:42:16] the speed is new. This board

[2:42:18] has never, you know, moved at

[2:42:19] the speed that we're moving at

[2:42:21] these things. And we still have

[2:42:22] a lot of policies left to go.

[2:42:24] So I just encourage people to

[2:42:25] read them. Get get us your

[2:42:27] comments, make sure that we are

[2:42:28] aware of them. For those people

[2:42:30] that are in town, Mary, and for

[2:42:32] the people that that want to

[2:42:34] participate. The last point and

[2:42:35] MISS Leonardi and I have talked

[2:42:37] about this a lot, and there's

[2:42:41] issues related to data

[2:42:44] retention. Doctor Hepburn, do

[2:42:46] you know whether or not the

[2:42:48] contracts we have for

[2:42:48] supplemental software companies

[2:42:50] and other companies, do we have

[2:42:54] a zero data retention policy?

[2:42:56] >> Expound a little bit zero

[2:42:56] data retention.

[2:42:59] >> So z is kind of a national

[2:43:01] standard where a software

[2:43:03] company promises that the

[2:43:04] interaction with your students,

[2:43:08] for example, is never mind for

[2:43:09] advertisers or for their, you

[2:43:10] know, extensions and things

[2:43:12] like that. But basically, you

[2:43:14] can think about it as a

[2:43:16] student's interacting with

[2:43:18] something on canvas or clever.

[2:43:19] They're having that interaction

[2:43:22] when they're done, the

[2:43:23] experience can be summarized

[2:43:25] and sent to the vendor so that

[2:43:26] they can make the product

[2:43:28] better. But as soon as the, the,

[2:43:30] the computer is turned off,

[2:43:32] that data is never permanently

[2:43:33] stored by a vendor. Do you know

[2:43:35] if we do that yet in our

[2:43:36] contracts for software vendors?

[2:43:38] >> Yeah. So it sounds like more

[2:43:41] about privacy and the they need

[2:43:43] permission to actually use the

[2:43:45] data for any other action

[2:43:47] besides for the vendor or for

[2:43:48] the district. My assumption is,

[2:43:50] is yes, that's pretty tight,

[2:43:54] but I'll lean in on the gc or

[2:43:55] even MISS Jacque Adams because

[2:43:57] she does a lot of our contract

[2:43:58] negotiations.

[2:43:59] >> Yes. I'm going to defer that

[2:44:01] to MISS Jack Adams because

[2:44:02] she's very familiar with that

[2:44:05] language.

[2:44:07] >> Hello. So within our

[2:44:10] contracts we have very specific

[2:44:12] data that we allow for very

[2:44:16] specific purposes. So those

[2:44:17] data cannot be used for any

[2:44:19] other purpose than is listed in

[2:44:19] the contract.

[2:44:21] >> Yeah. Terrific. So just if

[2:44:22] you don't mind Doctor Hepburn

[2:44:24] as a follow on, could you could

[2:44:26] you let us know whether or not

[2:44:27] our contracts have a standard

[2:44:29] clause on zero data retention.

[2:44:33] And and to a process point,

[2:44:35] which I think is very important

[2:44:37] as well, is right now, to my

[2:44:38] understanding, we ask parents

[2:44:40] once a year whether or not they

[2:44:42] participate, MISS Jack Adams on

[2:44:44] on allowing their data to be

[2:44:46] shared with vendors. Is it once

[2:44:48] per year or is it once per

[2:44:51] software application?

[2:44:53] >> And I want to make sure that

[2:44:54] I understand your question.

[2:44:55] Within our contract, we do not

[2:44:56] have any language with regards

[2:45:01] to data retention within the

[2:45:05] software of the vendor. At the

[2:45:06] end of the at the expiration of

[2:45:09] the contract, any all data

[2:45:10] needs to be returned back to us.

[2:45:12] So there's no data that is

[2:45:14] being retained. And there was

[2:45:16] another part of your question I

[2:45:17] don't think I fully understood.

[2:45:19] >> So one, if there's no data

[2:45:21] retention policy in our current

[2:45:22] contracts, that's fine. I would

[2:45:24] just change my question, Doctor

[2:45:26] Hepburn, to ask, do we want to

[2:45:27] think about that going forward?

[2:45:30] Because I for one, don't think

[2:45:32] software companies should have

[2:45:33] the data available for our

[2:45:35] students. And I also don't like

[2:45:37] if this is the case, I don't

[2:45:38] like asking once a year for

[2:45:40] every software package in the

[2:45:41] world on whether a student's

[2:45:45] going to opt out of it. I. I

[2:45:46] would advocate for somomhing

[2:45:47] differenenthan that. And I I

[2:45:48] would j jt t k yououDoctor

[2:45:49] Heurn, whatt optionso o

[2:45:52] havebobo d dat Datatabobout

[2:45:53] partipipation in your own

[2:45:54] individual data being shared

[2:45:57] with companies on a on a

[2:45:58] software by software basis? I

[2:46:01] just feel like once a year is,

[2:46:02] and maybe this is one of.

[2:46:04] Doctor. MR. Cervera earlier

[2:46:05] points, you know, parents

[2:46:07] should have the rights to

[2:46:08] decide whether or not their

[2:46:09] data and their students data is

[2:46:11] shared with vendors. But if

[2:46:13] they just do it once a year as

[2:46:15] part of the student code of

[2:46:16] conduct, I don't think that's a

[2:46:18] I don't think that's like a

[2:46:19] really fair relationship with

[2:46:20] parents. I think we should ask

[2:46:22] them in a different way, and

[2:46:23] I'd leave it to you to think

[2:46:25] about some options and get back

[2:46:27] to the board. Last point about

[2:46:29] screen time. I cannot wait to

[2:46:30] talk a lot about that. You know,

[2:46:32] to Lily's point, you know, yes,

[2:46:33] we have to prepare kids to live

[2:46:37] in a digital world. No, tons of

[2:46:38] bad kinds of screen time is not

[2:46:40] good for them. And we have to

[2:46:41] be careful. And what's

[2:46:43] difficult for a school district,

[2:46:44] not just Broward, is that we

[2:46:46] tend to buy products one at a

[2:46:48] time. We we have great intent

[2:46:50] for all of them. And then

[2:46:51] sometimes, like we did with

[2:46:52] tests and assessment this year,

[2:46:54] we look at them and the board

[2:46:56] says, that's too much. You know,

[2:46:57] bring us an option for cutting

[2:47:00] in half. The same is also true

[2:47:01] of software. You can get

[2:47:02] software and instructional

[2:47:03] methods and things that by the

[2:47:05] time you look at it, a student

[2:47:07] could be on it so much that

[2:47:08] it's actually impinging them. I

[2:47:09] think it's a false choice

[2:47:11] between software and cursive. I

[2:47:12] think we can teach cursive and

[2:47:14] we can teach keyboards, and we

[2:47:15] can teach computer coding, and

[2:47:16] we can teach vibe coding. And

[2:47:19] ai is not the devil. It's scary

[2:47:20] sometimes, but there's a lot of

[2:47:22] positive sides to ai as well.

[2:47:23] And we do have to prepare

[2:47:25] people to live not only in a

[2:47:26] digital world, but we have to

[2:47:28] prepare them to live in an ai

[2:47:30] economy. And there's

[2:47:31] competencies for that. There's

[2:47:32] there's things like critical

[2:47:33] reasoning and logic that you

[2:47:35] have to have in order to really

[2:47:36] be effective in the ai world

[2:47:38] and the ai economy. So that

[2:47:39] debate is going to be

[2:47:40] interesting, but it's very

[2:47:41] someone used the word nuanced

[2:47:43] earlier. I'm not sure if it was

[2:47:45] you or someone else, but it is

[2:47:46] a complicated puzzle, and we

[2:47:48] got to figure out the right way

[2:47:50] to do this as a system, not

[2:47:52] just do it, you know, one label

[2:47:54] at a time. So I look forward to

[2:47:55] that chair. Thank you very much.

[2:47:56] >> Thank you.

[2:47:58] >> DR. Holness thank you, MADAM

[2:48:00] Chair. First, I'd like to

[2:48:03] commend Lily. You certainly

[2:48:04] eloquently shared your concerns

[2:48:06] regarding technology. I

[2:48:08] actually had some similar

[2:48:09] points, but you've worded it so

[2:48:11] well that I don't have to go

[2:48:12] into my point. So you certainly

[2:48:14] hit the ground running, right?

[2:48:17] As our new student advisor,

[2:48:21] Doctor Hepburn, can you repeat

[2:48:25] the direction given to you by

[2:48:26] board member Cervera in terms

[2:48:29] of technology?

[2:48:35] >> Yes. So a follow up about

[2:48:36] technology opting out of

[2:48:38] technology. What's the current

[2:48:40] opt out policy based on

[2:48:42] parental rights laws? Is it is

[2:48:43] there a current policy? What

[2:48:45] are state required resources as

[2:48:47] some additional stuff for

[2:48:48] information as well. What are

[2:48:51] our state required resources or

[2:48:52] assessments that are available

[2:48:54] only in technology? Are there

[2:48:56] options to opt out of those

[2:48:59] required state resources or

[2:49:01] assessments that are technology

[2:49:05] based to utilize paper, such as

[2:49:07] utilizing paper assessments?

[2:49:08] >> Okay, so Doctor Hepburn,

[2:49:12] would it be too much to also

[2:49:14] provide information in terms of

[2:49:16] the full scope of impact on

[2:49:18] students? Should teachers

[2:49:20] choose not to use technology in

[2:49:24] the classroom or potential

[2:49:26] impact?

[2:49:28] >> I can we can add about

[2:49:30] impact of what we do and what

[2:49:31] we're our intentions of what

[2:49:33] we're preparing students for.

[2:49:37] As far as you know, Lily said

[2:49:39] it beautifully about her

[2:49:40] expectations and going into the

[2:49:42] workforce in the future. Right?

[2:49:43] So that's, you know, kind of

[2:49:44] individual per student, but we

[2:49:48] can discuss what impacts of not

[2:49:49] utilizing certain certain

[2:49:51] technology resources MAY have

[2:49:52] on students and their

[2:49:54] preparedness for curriculum.

[2:49:57] >> Understand. So, you know, my

[2:50:00] position on this and, you know,

[2:50:03] I, I believe Lily said it so

[2:50:06] well, is that should a teacher

[2:50:09] or teachers choose not to use

[2:50:11] technology in the classroom at

[2:50:14] all, I think this would result

[2:50:16] in a total paralysis of a

[2:50:18] generation of students to be

[2:50:20] able to compete globally and

[2:50:23] nationally in an environment

[2:50:25] where increasing dependance on

[2:50:27] technology is so prevalent. In

[2:50:29] fact, I think it would be a

[2:50:31] disservice, probably even more,

[2:50:34] of an academic tragedy to our

[2:50:36] students. And it would set them

[2:50:39] back. You know, if I were to

[2:50:40] figuratively put this, I would

[2:50:43] say it's almost like breaking

[2:50:46] someone's arms and say, go play

[2:50:47] baseball. They won't be able to

[2:50:50] compete. They won't be able to

[2:50:51] compete with a whole generation

[2:50:55] of kids, adults globally. And

[2:50:57] it's going to be significantly

[2:51:00] impactful. Now, while teachers

[2:51:03] MAY have autonomy, as a past

[2:51:05] teacher, I can tell you we have

[2:51:08] an obligation to prepare

[2:51:09] students to be nationally and

[2:51:12] globally competitive. That's

[2:51:15] part of our obligation. And if

[2:51:17] we do anything to inhibit that,

[2:51:19] I think we are doing a

[2:51:21] disservice to our students. So

[2:51:23] there must be a balance to

[2:51:25] ensure that our students is

[2:51:27] able to survive in an

[2:51:29] increasingly competitive

[2:51:33] society based on technology.

[2:51:35] And I could even go further. I

[2:51:38] remember in and Lily, you MAY

[2:51:39] not know this, but there was a

[2:51:44] time when we we had no cell

[2:51:45] phones, right? There was a time

[2:51:48] when, when we when we had

[2:51:49] eventually we had beepers. So

[2:51:50] someone would beep you and you

[2:51:52] come off the road and you find

[2:51:54] a payphone, and then you go

[2:51:55] make a call. And then

[2:51:57] eventually, eventually they

[2:51:59] come up with a phone, portable

[2:52:01] phone that was about 2 to 3

[2:52:03] pounds heavy. I had one of them

[2:52:05] in my car, and then eventually

[2:52:06] we had cell phones. So I've

[2:52:07] been through that transition.

[2:52:09] But imagine a company trying to

[2:52:10] be competitive to say, let's

[2:52:12] take away all the cell phones

[2:52:13] for our employees, and let's

[2:52:14] give them all beepers and go

[2:52:16] back to where we were. You'd

[2:52:18] never be able to compete. You

[2:52:21] know, it's, it's good to have

[2:52:22] thoughts about what it was like,

[2:52:24] but it's also important to

[2:52:26] adapt to what it is in a very

[2:52:29] careful way so we can ensure

[2:52:30] that our students are

[2:52:32] successful. Doctor Hepburn,

[2:52:37] regarding cursive writing, what

[2:52:39] are other major districts doing

[2:52:42] in terms of emphasis on cursive

[2:52:43] writing?

[2:52:45] >> I'm not aware. I have to do

[2:52:46] some research with other

[2:52:48] districts. I know you know,

[2:52:50] it's embedded in some grade

[2:52:51] levels in elementary school,

[2:52:53] but the state just did a

[2:52:54] mandate. So I'm assuming that

[2:52:55] all districts across the state

[2:52:57] will be ensuring that it's

[2:52:58] included across the board in

[2:52:58] curriculum.

[2:53:01] >> Okay. Can you provide any

[2:53:03] input on why we had strayed

[2:53:06] away from this?

[2:53:08] >> I, as far as straight away,

[2:53:10] is still being taught. Doctor

[2:53:12] Cole mentioned in third grade,

[2:53:14] so it hasn't been straight away.

[2:53:16] I don't think over time. I just,

[2:53:18] you know, anecdotally over time,

[2:53:20] just the advancement of

[2:53:21] technology laptops and, you

[2:53:22] know, moving away from

[2:53:24] typewriters and utilizing

[2:53:25] computers for more word

[2:53:26] processing and things like that.

[2:53:28] So and also the acts of

[2:53:30] students, be it k through 12

[2:53:32] and post-secondary to turn in

[2:53:33] documents electronically versus

[2:53:34] turning in and turning in

[2:53:36] documents handwritten. So I

[2:53:37] think that's why you see the

[2:53:40] stray away totally from just

[2:53:41] turning in documents that were

[2:53:42] handwritten.

[2:53:42] >> Understand?

[2:53:44] >> I'm a kid who actually did

[2:53:46] shorthand as well too in school.

[2:53:46] So.

[2:53:48] >> Well, I can tell you I was

[2:53:51] very happy when emphasis when

[2:53:53] Microsoft Word took over

[2:53:54] because I didn't have the

[2:53:55] greatest handwriting. So it was

[2:53:56] really an awesome thing that

[2:53:58] they did. But how important is

[2:54:01] this skill in competing in all

[2:54:03] sectors of the job market to be

[2:54:06] able to have cursive writing is

[2:54:08] from from your knowledge, is it

[2:54:09] important? Is it an important

[2:54:11] skill to be able to compete, or

[2:54:14] is it a luxury to have?

[2:54:15] >> Anecdotally, from my

[2:54:16] discussion with business

[2:54:18] leaders, is a luxury to have.

[2:54:19] They're not talking to me about

[2:54:20] cursive writing. They're

[2:54:22] talking to me about specific

[2:54:24] skill sets for their industry

[2:54:26] and also soft skills to. Those

[2:54:28] are the two points soft skills

[2:54:29] with students being able to

[2:54:31] follow through onnitiatives,

[2:54:32] shake a hand, look somebody in

[2:54:35] eye speak and advocate for what

[2:54:37] you need and speak boldly. And

[2:54:38] also the specific skill sets

[2:54:40] needed for, for their, for

[2:54:41] their industries.

[2:54:44] >> Okay, so if we place greater

[2:54:45] emphasis on cursive writing,

[2:54:46] will it take away from any

[2:54:49] other aspects of the education

[2:54:49] process?

[2:54:51] >> And based on the state,

[2:54:52] we're going to be required to

[2:54:54] do that. And I think there's

[2:54:55] there's always been an emphasis

[2:54:57] on writing, not I'm not

[2:54:58] specifically talking about

[2:55:00] cursive writing, writing, and I

[2:55:03] can tell you our visit to the

[2:55:05] fbi. The fbi regional office

[2:55:08] down there in Miramar or North

[2:55:11] Miami, the. The person in

[2:55:13] charge pretty much told us the

[2:55:14] majority of their day is

[2:55:16] actually writing. It's not, you

[2:55:18] know, they have to write a lot

[2:55:20] of information to close the

[2:55:21] case, to get that judge to

[2:55:23] really close it out for them.

[2:55:25] And so there's an emphasis on

[2:55:26] writing, but as far as cursive,

[2:55:27] there's a state mandate. So

[2:55:29] it'll be included in our scope

[2:55:31] and sequence moving forward.

[2:55:33] >> Got it. And I have one more

[2:55:34] question. I believe it came

[2:55:38] from our multi language

[2:55:41] multilingual committee. I

[2:55:43] believe it was mentioned a

[2:55:47] suggestion for a minimum of two

[2:55:48] classrooms for dual language

[2:55:51] for kindergarten. Do you have

[2:55:52] any feedback on that.

[2:55:53] >> We'll have to take that back

[2:55:56] to the team and review. I

[2:55:57] understand the recommendation

[2:55:59] and probably some of the

[2:56:00] concerns as well.

[2:56:01] >> Okay. All right. Thank you,

[2:56:03] MADAM Chair.

[2:56:05] >> Thank you. And I know the

[2:56:06] student advisors would like to

[2:56:07] speak again.

[2:56:08] >> Okay, guys. We're back.

[2:56:14] Sorry. So I did a little count.

[2:56:15] And out of everyone in this

[2:56:16] room now, people have been

[2:56:18] going in and out. At least 39

[2:56:19] of you have touched an

[2:56:21] electronic. At some point while

[2:56:23] I was counting whether it is a

[2:56:24] phone, a computer, anything.

[2:56:26] Hey, I'm not I'm not hating.

[2:56:27] I'm not trying to say you guys

[2:56:29] aren't listening or anything

[2:56:30] like that. I'm just saying at

[2:56:31] least 39 of you while I was

[2:56:33] looking and counting have

[2:56:35] touched some electronic. Right?

[2:56:36] So now that I have your

[2:56:37] attention, I would like

[2:56:38] everyone to take that

[2:56:39] electronic, whatever it MAY be,

[2:56:41] and go to the online sunshine

[2:56:42] website where we can find the

[2:56:44] Florida Statute on the parental

[2:56:46] Bill of rights. So I'll give

[2:56:48] you guys a second to do that.

[2:56:49] I'm not kidding. I want

[2:56:51] everyone to look at it. I'm not

[2:56:53] going to read the whole thing.

[2:56:54] Don't worry. But I'll give you

[2:56:56] guys a second, okay? Okay. I

[2:56:57] see some movement. Thank you,

[2:56:58] thank you. So that's the online

[2:57:00] sunshine and you're going to go

[2:57:02] it's title xlix chapter 1014

[2:57:06] chapter online sunshine. It's

[2:57:07] the Florida statute website.

[2:57:09] Thank you. I'll give you guys a

[2:57:13] second. Hold on. Okay. I see

[2:57:15] you there. I see some people

[2:57:17] right. You're going 1014

[2:57:19] parental bill of rights. So

[2:57:22] just that everyone's aware this

[2:57:25] is as of 2025 Florida statutes.

[2:57:27] So if you look at as a majority

[2:57:30] of people there, if you look at

[2:57:33] where is it d on their

[2:57:36] procedures pursuant to statute

[2:57:38] 1002.23 d for a parent to

[2:57:39] withdraw his or her minor child

[2:57:41] from any portion of the schools

[2:57:43] districts. Comprehensive health

[2:57:44] education required under. Oh

[2:57:46] wait, is that the right one?

[2:57:48] Sorry. Reading the wrong one. C

[2:57:50] sorry. Procedures pursuant to

[2:57:52] statute 1006.282 a two for a

[2:57:53] parent to object on

[2:57:55] instructional materials and

[2:57:57] other materials used in the

[2:57:58] classroom, such objections MAY

[2:58:00] be based on beliefs regarding

[2:58:01] morality, sex, and religion, or

[2:58:02] the belief that such materials

[2:58:04] are harmful. For a purpose of

[2:58:05] this section, the term

[2:58:06] instructional materials has the

[2:58:09] same meaning as in statute 1006

[2:58:10] .292 and MAY include other

[2:58:11] materials used in the classroom,

[2:58:12] including workbooks and

[2:58:13] worksheets, handouts, software,

[2:58:14] application, and any digital

[2:58:15] media made available to

[2:58:17] students. And then if we scroll

[2:58:20] down to 11, you'll see in

[2:58:24] accordance with statute 1002

[2:58:25] .2221 a the right of a parent

[2:58:27] to opt out of any district

[2:58:28] level data collection relating

[2:58:30] to his or her minor child, not

[2:58:33] required by law. So. That's

[2:58:35] just to kind of answer the

[2:58:36] question. I know MR. Cervera

[2:58:37] had asked about it earlier, and

[2:58:39] he said he wanted to wait for

[2:58:40] the research. I said, we can

[2:58:42] look it up that way. No one has

[2:58:44] to wait. So we have the

[2:58:45] information present. I know a

[2:58:47] lot of times some some things

[2:58:49] are a little bit slow. So if we

[2:58:50] ever have questions about

[2:58:51] statute, you guys can look on

[2:58:53] that website. But I think MR.

[2:58:54] Zeman or DR. Zeman touched on

[2:58:56] it. DR. Holness also went back

[2:58:58] to it. At the end of the day,

[2:58:59] just because we use laptops

[2:59:01] does not mean we don't know how

[2:59:03] to write as well. Raise your

[2:59:04] hand if you were using your

[2:59:05] electronic in the room today

[2:59:07] and I mean it. I want

[2:59:08] participation here. People. You

[2:59:09] guys have all participated in

[2:59:10] classrooms. Raise your hand if

[2:59:13] you also know how to write in

[2:59:15] cursive and know how to use a

[2:59:16] laptop.

[2:59:17] >> Does that mean.

[2:59:18] >> We write in cursive?

[2:59:19] >> You write well in cursive.

[2:59:21] Okay, put your hands down.

[2:59:23] Raise your hand if you feel

[2:59:25] that using a laptop has

[2:59:26] hindered you from being able to

[2:59:29] write in cursive.

[2:59:30] >> Yeah, because our

[2:59:31] handwriting.

[2:59:35] >> Okay, okay. Okay, okay, okay.

[2:59:38] But my point being is that

[2:59:40] clearly the two can work

[2:59:42] together. We're part of the

[2:59:43] younger generation, right,

[2:59:45] Allison? You as well. Right. I

[2:59:46] know how to write in cursive.

[2:59:48] Do you know how to write in

[2:59:50] cursive? You know how to rank

[2:59:51] cursive? I'm using my laptop.

[2:59:52] You're using your laptop? Do

[2:59:54] you know how to use a laptop?

[2:59:56] Guys, we can do both. We can do

[2:59:58] both. We can do it. I believe

[3:00:01] in us. So this is just I know

[3:00:02] I'm trying to be I'm trying to

[3:00:04] be funny with it. I think humor

[3:00:05] gets people to pay attention.

[3:00:07] But seriously, like, I really

[3:00:08] hope this does prove to you we

[3:00:10] can do both in the classroom.

[3:00:11] And students deserve to have

[3:00:13] both in the classroom. Now,

[3:00:14] obviously, if one teacher wants

[3:00:16] to use more tech or they want

[3:00:18] to use more paper, that's up to

[3:00:19] them, right? But we shouldn't

[3:00:21] just allow it to be taken out

[3:00:22] altogether, and we shouldn't

[3:00:24] make it the only way to learn.

[3:00:25] It's all about finding that

[3:00:27] balance. And Broward County, we

[3:00:28] should continue to push for us

[3:00:30] to have that balance so that

[3:00:32] students have all those skills.

[3:00:33] Think about it. Job

[3:00:34] applications. My you said it

[3:00:37] just now to me, on the side,

[3:00:38] almost every job application

[3:00:41] today is online, right? I

[3:00:42] previously had a job, my

[3:00:43] application online, our

[3:00:44] application for this guess

[3:00:46] where we found the documents

[3:00:48] online. It's it's unfortunate

[3:00:49] right? I know it's not the

[3:00:51] greatest thing. I look back at

[3:00:52] movies from the 80s and I'm

[3:00:54] like, wow, that was so nice.

[3:00:55] They didn't have, you know,

[3:00:57] they didn't have all that. You

[3:00:58] could just focus on life. You

[3:01:00] didn't have to use laptops all

[3:01:02] the time. But at the end of the

[3:01:03] day, it's here. It is here.

[3:01:05] Whether we like it or not, it

[3:01:06] is part of society today. We

[3:01:08] cannot avoid it. And it is not

[3:01:10] fair to our students to keep

[3:01:11] them from having the proper

[3:01:12] skills to work in today's world.

[3:01:13] Thank you.

[3:01:14] >> Well said. Lily.

[3:01:16] >> Where are you going? To law

[3:01:18] school.

[3:01:19] >> So I wanted to touch base

[3:01:22] with Cynthia. She left, though.

[3:01:25] She mentioned she mentioned

[3:01:27] student suicide and also mental

[3:01:29] health awareness. And I kind of

[3:01:31] wanted to clarification from

[3:01:33] her whether she was trying to

[3:01:34] say that maybe the district

[3:01:37] doesn't have enough resources

[3:01:39] for mental health awareness. I

[3:01:41] know she's not present or in

[3:01:43] the room anymore, but is there

[3:01:46] anyone that in over here that

[3:01:51] can kind of clarify that? Sort

[3:01:53] of clarify her statement?

[3:01:55] >> MADAM Chair, MAY I he's

[3:01:58] asking. Okay. Thank you. I've

[3:02:00] just been having an important

[3:02:01] conversation. There have been a

[3:02:04] couple of tragedies in recent

[3:02:07] hours and days. And I think one

[3:02:08] of the things that we might

[3:02:12] want to look at as an immediate

[3:02:13] issue is how much support is

[3:02:15] there for students over the

[3:02:17] summer. For some students,

[3:02:20] school is an outlet. Their home

[3:02:22] life MAY not be what

[3:02:23] everybody's is, and school is

[3:02:25] the place that they go to have

[3:02:26] support. They go to have food,

[3:02:28] they go to have folks around

[3:02:30] them that get them. And I think

[3:02:32] that's pretty urgent that we

[3:02:33] look at what can be done over

[3:02:35] the summer. I MAY be wrong, but

[3:02:37] I seem to recall from the org

[3:02:39] chart debates that we lost some

[3:02:42] suicide prevention specialists.

[3:02:43] I think we might want to look

[3:02:45] pretty rapidly at what the heck

[3:02:47] we were thinking. Or when I say

[3:02:48] we, you folks were thinking

[3:02:49] when that occurred, because

[3:02:51] there is an urgent need right

[3:02:52] now to look at what supports

[3:02:54] are available to students over

[3:02:55] the summer, and how do we let

[3:02:58] them know about them?

[3:02:59] >> Mental health is is

[3:03:00] something that I believe

[3:03:02] everyone in here has as a

[3:03:04] shared value and also a shared

[3:03:07] priority. And, you know, the

[3:03:09] district has done multiple

[3:03:11] things to, you know, encourage

[3:03:12] the youth and encourage them

[3:03:14] and, you know, sort of uplift

[3:03:16] them because students go

[3:03:17] through a lot of stuff. You

[3:03:19] know, they MAY it MAY seem like

[3:03:20] it's the end of the world for

[3:03:22] them, you know, until they step

[3:03:26] into adult life. So I would

[3:03:27] like to, you know, look back to

[3:03:29] other things that we have done.

[3:03:32] For example, the last year's

[3:03:33] alternative student advisor,

[3:03:36] Jacir, they hosted at South

[3:03:37] Broward, a youth mental health

[3:03:38] awareness summit, and they had

[3:03:40] hundreds of students there,

[3:03:42] hundreds of students. And, you

[3:03:44] know, among other things that

[3:03:46] we have done to support mental

[3:03:49] health awareness. And the

[3:03:50] reason, the reason I bring this

[3:03:53] all up is to say that our

[3:03:55] students should be the, the

[3:03:56] front and center of everything

[3:03:58] that we do and all the choices

[3:04:00] that we make and mental health

[3:04:02] has unfortunately gotten worse

[3:04:05] and worse and worse, especially

[3:04:08] with electronics. Now, nowadays,

[3:04:10] they're able to look at other

[3:04:11] people's lives. They're able to,

[3:04:13] you know, see other people

[3:04:14] having fun and say, hey, why am

[3:04:16] I not having as much fun as

[3:04:19] that person? So I'd like to

[3:04:21] also direct the question to MR.

[3:04:24] Superintendent, what, what

[3:04:26] procedures are in place

[3:04:28] currently for mental health

[3:04:29] awareness and things

[3:04:31] surrounding that, especially

[3:04:32] with, you know, her saying that

[3:04:36] with her saying that we lost

[3:04:37] from the org chart, the org

[3:04:39] chart, some people from the

[3:04:40] suicide prevention.

[3:04:42] >> And student support

[3:04:42] specialists.

[3:04:43] >> And student support

[3:04:44] specialists.

[3:04:46] >> Great question. And I have

[3:04:48] MISS Hollingsworth provide an

[3:04:49] answer to that question and

[3:04:51] also give specifics of what we

[3:04:53] actually lost as far as the

[3:04:55] suicide prevention folks,

[3:04:56] because I think it was people

[3:04:58] who were not directly

[3:04:59] supporting students. But go

[3:04:59] ahead, please.

[3:05:00] >> Good.

[3:05:01] >> I think it's afternoon. Good

[3:05:02] afternoon. Simone Hollingsworth,

[3:05:04] Chief Student Services Officer

[3:05:07] And Mikelle, very good question.

[3:05:08] Certainly, we do have support

[3:05:10] over the summer. We send out

[3:05:11] communication. We also have

[3:05:12] staff on board that are

[3:05:14] checking on our students, that

[3:05:16] have safety plans, that are

[3:05:17] both engaged in our summer

[3:05:19] experience, as well as at home.

[3:05:21] We certainly are constantly

[3:05:22] addressing the communication

[3:05:25] and the support. And although

[3:05:26] there's some adjustments with

[3:05:27] the org chart, we're going to

[3:05:28] still be continuing to engage

[3:05:30] with our student advisors and

[3:05:31] our Student voices group to

[3:05:33] ensure that we continue to hear

[3:05:34] that voice and get that

[3:05:36] perspective along with our

[3:05:38] schools. Yes, the student

[3:05:39] suicide prevention coordinators

[3:05:42] were eliminated. However,

[3:05:43] myself and the team, although

[3:05:44] they're still on staff right

[3:05:46] now, are adjusting that work

[3:05:48] because really realigning the

[3:05:49] work and making sure that that

[3:05:51] is out there and prevalent

[3:05:52] because we know that it is a

[3:05:54] concern as well as the

[3:05:55] specialists really redesigning

[3:05:57] our tire department, because

[3:05:58] the merging of student services

[3:06:01] and mental health back into one

[3:06:02] department is what we've been

[3:06:03] working on before the

[3:06:06] individuals transition out.

[3:06:08] >> And for any student that's

[3:06:10] maybe going through something

[3:06:11] over the summer where they're

[3:06:13] not able to speak to a teacher

[3:06:14] right away or speak to a

[3:06:17] counselor right away, what

[3:06:20] resources are available to them

[3:06:22] via online or whatever the case

[3:06:23] MAY be, for them to reachut

[3:06:26] to s somne who t they want help

[3:06:26] om..

[3:06:27] >> Cororrect.Ee sllll havitit on

[3:06:29] nvnvas aselell as we send out

[3:06:31] weekly communications through

[3:06:32] parent links, through canvas,

[3:06:34] as well as putting it on our

[3:06:36] website so that we have that,

[3:06:38] you know, consistent messaging

[3:06:39] and support.

[3:06:39] >> Okay.

[3:06:43] >> Thank you, thank you.

[3:06:46] >> Thank you, MISS Bulman.

[3:06:48] >> Thank you, chair. And I

[3:06:50] think my colleagues have

[3:06:53] covered most things. I wanted

[3:06:55] to touch with base back to our

[3:06:56] student advisors. So first of

[3:06:57] all, you guys mentioned that

[3:07:00] you had the leadership summit

[3:07:01] or the training. My son

[3:07:03] actually participated in that

[3:07:06] and it was amazing. He had a

[3:07:09] fantastic experience. And so

[3:07:12] thank you. And also under the

[3:07:14] leadership of Landon and Jasir,

[3:07:18] so in great hands. And so I

[3:07:20] just want to point, I, I'm just

[3:07:22] so impressed. I've worked with

[3:07:23] you a little bit so far, but

[3:07:25] I'm so impressed with your

[3:07:27] comments today. And this is the

[3:07:29] why of why we have these jobs,

[3:07:32] I think. And to see you here

[3:07:34] defending your generation,

[3:07:37] making excellent points is just

[3:07:38] invaluable because you can

[3:07:40] always find the negative and

[3:07:42] find things to complain about.

[3:07:44] But to be able to really make a

[3:07:49] cogent argument and to see both

[3:07:50] sides of what's happening, I

[3:07:52] think is very important as a

[3:07:54] parent. Technology is scary.

[3:07:58] It's hard to deal with knowing

[3:08:00] that your kids are exposed to

[3:08:01] things that you certainly

[3:08:03] wouldn't want to have them

[3:08:04] exposed to, that you really

[3:08:06] don't have any control over.

[3:08:08] It's hard to have your kids go

[3:08:10] to middle school, and it's hard

[3:08:12] to watch them go and do all

[3:08:13] kinds of things that you've

[3:08:15] experienced yourself and you

[3:08:16] would rather protect them from,

[3:08:18] but you. But you can't. And I

[3:08:22] think the idea that we're going

[3:08:24] to shut down an entire part of

[3:08:26] what is the reality of the

[3:08:29] world right now is unreasonable.

[3:08:32] And so I just really appreciate

[3:08:34] your perspectives and bringing

[3:08:35] that because you're the ones

[3:08:37] that are living it. And there's

[3:08:38] nothing bad about what's

[3:08:39] happening in your generation.

[3:08:41] If we went and stayed in the

[3:08:42] generation that decided that

[3:08:44] they did everything right, we

[3:08:46] would never evolve as people

[3:08:47] and we wouldn't have rock and

[3:08:50] roll. So thank you guys. You

[3:08:51] guys are doing a great job.

[3:08:53] Keep up the good work. And I

[3:08:56] just appreciate the student

[3:08:57] perspective. It is really

[3:08:59] invaluable for us as we do our

[3:09:01] jobs.

[3:09:03] >> Thank you. And I'll be quick

[3:09:06] because I think the the bulk of

[3:09:07] what I wanted to talk about in

[3:09:09] response to the concerns that

[3:09:13] were raised. Really fits better

[3:09:14] into the the next workshop. And

[3:09:18] I just want to highlight the

[3:09:20] elementary subcommittee from

[3:09:21] dac and the report that they

[3:09:23] issued several weeks ago. I

[3:09:24] hope all my my colleagues had

[3:09:26] an opportunity to read that. It

[3:09:27] was very well researched and

[3:09:30] put together and gives us a lot

[3:09:31] to think about. And one thing

[3:09:33] that keeps coming up that I

[3:09:35] maybe don't think comes fits so

[3:09:37] well into the next workshop is

[3:09:40] access to YouTube on district

[3:09:42] devices. And I can say, you

[3:09:43] know, as a, as a teacher, I

[3:09:46] used YouTube videos to, to help

[3:09:47] supplement some of my

[3:09:49] instruction. I did, you know,

[3:09:51] it wasn't a regular thing. And

[3:09:53] sometimes I would maybe have

[3:09:56] assigned it, you know, a video

[3:09:57] in small groups and things like

[3:10:00] that. But I am increasingly

[3:10:02] concerned because I don't think

[3:10:04] they had this when I was in the

[3:10:07] classroom of the access to

[3:10:10] YouTube shorts on district

[3:10:12] devices, because that is very

[3:10:14] different than having students

[3:10:17] watch like a 1967 clip of Romeo

[3:10:20] and Juliet. And I continue to

[3:10:23] hear from parents that they

[3:10:24] really don't want their

[3:10:25] children to have access to

[3:10:27] YouTube in general, but YouTube

[3:10:30] shorts specifically on district

[3:10:31] devices. And I understand as

[3:10:33] well that like a kid can take

[3:10:35] out their own device and watch

[3:10:37] that. But I think part of the

[3:10:39] larger conversation that we'll

[3:10:40] have in the next workshop is

[3:10:42] like what we as a school

[3:10:44] district are giving kids access

[3:10:47] to. We have to have we have to,

[3:10:49] in good conscience, feel that

[3:10:51] it is safe and good for

[3:10:54] children. So I'm wondering,

[3:10:56] Doctor Hepburn, if our staff

[3:10:57] has contemplated what that

[3:10:59] would look like, restricting

[3:11:01] further restricting access to

[3:11:03] YouTube on district devices. I

[3:11:04] want to be respectful of

[3:11:08] teacher autonomy, but I'm

[3:11:10] starting to feel like. And I

[3:11:11] think what I'm hearing from

[3:11:13] parents is that the risks or

[3:11:17] the disadvantages outweigh the

[3:11:18] advantages of of allowing

[3:11:20] access to YouTube in our

[3:11:21] schools.

[3:11:22] >> Yes. Thanks for the question.

[3:11:24] So it's honestly, it's my first

[3:11:26] time. I've heard concerns about

[3:11:27] YouTube on district devices. So

[3:11:29] we can take that conversation

[3:11:32] back to the team, assess what

[3:11:34] kids have access to,

[3:11:37] specifically the shorts, and

[3:11:40] figure out a way to enhance

[3:11:42] filters or whatever the case

[3:11:45] MAY be. I do know this previous

[3:11:47] two districts that there are

[3:11:49] certain content that is blocked.

[3:11:50] It can't get through YouTube,

[3:11:51] right? When you search for

[3:11:52] certain things or certain

[3:11:56] videos on on district Wi-Fi. So

[3:11:57] we can, I can take that

[3:11:58] conversation back to the it

[3:12:01] team and see how we can, if

[3:12:02] certain things are getting

[3:12:03] through the filters, how we can

[3:12:04] enhance the filters to make

[3:12:06] sure kids don't have access to

[3:12:06] that.

[3:12:07] >> Thank you. When can we

[3:12:08] expect that follow up?

[3:12:10] >> Yeah, we can give that to

[3:12:12] you in two weeks. Okay. I'll

[3:12:14] log it as a follow up so we can

[3:12:15] get it traditionally in a week

[3:12:16] or two.

[3:12:20] >> Thank you. And I tend to

[3:12:22] lean in the Cervera camp when

[3:12:26] it comes to parental opt outs.

[3:12:29] When it comes to technology.

[3:12:31] And I understand that we have

[3:12:33] to be respectful of teacher

[3:12:34] autonomy. So, you know, as a

[3:12:36] parent, if I had a choice, like

[3:12:38] my children would be learning

[3:12:39] with clay and sticks and rocks

[3:12:42] all day long outside. But I

[3:12:47] know that that is not reality

[3:12:49] forever. But I would like to

[3:12:51] preserve their childhood for as

[3:12:55] long as possible. So I think,

[3:12:56] you know, again, this this

[3:12:58] conversation I think will have

[3:13:01] more in the next workshop, but

[3:13:03] I really look forward to that

[3:13:05] follow up about what parental

[3:13:09] opting out can look like, while

[3:13:10] also respecting teacher

[3:13:11] autonomy. And I think, you know,

[3:13:13] I would love to reference our

[3:13:15] previous student advisor,

[3:13:18] Landon Spellberg. He, he talked

[3:13:19] frequently about how he had a

[3:13:21] teacher, I think it was ap lit.

[3:13:22] Shout out to our English

[3:13:24] teachers where the teacher

[3:13:26] didn't use a single device the

[3:13:28] entire year, and he would leave

[3:13:30] school board meetings to go

[3:13:32] attend that class. And then he

[3:13:33] had teachers who used

[3:13:34] technology all year long, and

[3:13:36] that was equally as engaging.

[3:13:38] So I think, you know, it

[3:13:41] doesn't have to be all or one

[3:13:42] in different teachers have

[3:13:43] different teaching styles and

[3:13:46] we can't mandate one thing for

[3:13:49] all teachers. So I think I DR.

[3:13:51] Zeman was the one who used the

[3:13:52] word nuanced, but this is a

[3:13:54] nuanced conversation that we we

[3:13:56] really need to have more

[3:13:59] detailed discussions on. But I

[3:14:00] really want us to keep at the

[3:14:03] forefront. Obviously, student

[3:14:05] safety and protection, but also

[3:14:10] teacher autonomy. MR. Cervera.

[3:14:11] >> Thank you, chair, and I

[3:14:12] appreciate the comment about

[3:14:13] the Cervera camp. The Cervera

[3:14:15] camp is a really good camp to

[3:14:16] be a part of sometimes.

[3:14:19] Sometimes. Right? Yeah. There

[3:14:21] you go. Exactly. DR. Zeman

[3:14:24] nailed it. She left. I was

[3:14:25] going to give her kudos on

[3:14:26] pulling up the statute. See

[3:14:28] that? Oh, well, Doctor Hepburn,

[3:14:29] you better watch out. She MAY

[3:14:31] be replacing you in a couple of

[3:14:32] years, so don't get too

[3:14:33] comfortable in that seat.

[3:14:35] >> Sir, the seat is open. See

[3:14:36] that?

[3:14:37] >> Real quick. I just want to

[3:14:39] make sure that that my ask is

[3:14:41] is, is clear because I know

[3:14:45] Doctor Holness had some some an

[3:14:47] additional commentary on it.

[3:14:49] The ask that I'm requesting of

[3:14:50] you, sir, in a follow up is

[3:14:53] very specific. What is our

[3:14:55] obligations under parental opt

[3:14:56] outs, under the statute and

[3:14:58] what is the procedure for doing

[3:15:00] that? I'm I'm really in this

[3:15:02] particular follow up. I'm not

[3:15:03] interested in a breakdown of

[3:15:05] what the district believes.

[3:15:06] What good comes of this or what

[3:15:07] bad comes of this. I don't need

[3:15:10] the commentary. I just want a,

[3:15:13] a follow up outlining the

[3:15:15] specific options for parents

[3:15:17] who want to just the facts who

[3:15:19] want to opt out. That's all I'm

[3:15:20] interested in. If DR. Holness

[3:15:22] needs a follow up with his

[3:15:23] inquiries, that's fine, but on

[3:15:25] my follow up, I just need it

[3:15:28] specifically what I asked and I

[3:15:29] and I would note and close with

[3:15:30] this teacher. Autonomy is very

[3:15:32] important to me. I've never

[3:15:33] taught, but certainly I've

[3:15:34] dealt with enough teachers

[3:15:36] throughout the course of my

[3:15:37] life, including the time on

[3:15:39] this board. And I understand

[3:15:40] that they are the captains, if

[3:15:42] you will, of their classrooms

[3:15:43] and them having the autonomy to

[3:15:45] decide what their curriculum

[3:15:46] looks like is certainly

[3:15:48] something that needs to be

[3:15:49] respected, as well as the

[3:15:51] rights of parents in deciding

[3:15:53] what is best for their kids.

[3:15:55] These are all important

[3:15:56] mandates that we need to adhere

[3:15:57] to in Broward schools. Thank

[3:15:57] you.

[3:15:59] >> All right. Thank you. Any

[3:16:01] other board discussion? All

[3:16:04] right. Thank you to our chairs

[3:16:06] and staff. The next item is

[3:16:08] Broward powered by ai vision

[3:16:10] and system readiness. We'll

[3:16:13] briefly recess just to to

[3:16:30] transition.

[3:17:37] [Music]

[3:17:38] [Music]

[3:17:40] Welcome back. Our next item is

[3:17:42] Broward powered by ai vision

[3:17:44] and system readiness. I now

[3:17:46] turn it over to staff for a

[3:17:48] presentation.

[3:17:49] >> Thank you, MADAM Chair. Now

[3:17:51] I'll turn it over to Doctor

[3:17:53] Cohen and team for the

[3:18:03] presentation.

[3:18:05] >> Good morning. School board

[3:18:06] members, chair and

[3:18:09] superintendent. I'll start by

[3:18:11] saying today it's not simply a

[3:18:13] presentation about artificial

[3:18:16] intelligence. It's a

[3:18:17] presentation about leadership.

[3:18:19] So every generation faces

[3:18:21] moments when technology changes

[3:18:23] the way people work,

[3:18:25] communicate and learn. Can we

[3:18:29] get the PowerPoint up? The

[3:18:31] question for public education

[3:18:33] has never been whether change

[3:18:34] will come. The question is

[3:18:38] whether we will help shape it.

[3:18:40] And today we will share how

[3:18:41] Broward County Public Schools

[3:18:42] is approaching artificial

[3:18:45] intelligence with intention,

[3:18:47] with governance, transparency

[3:18:49] and relentless focus on

[3:18:51] students. This is not a

[3:18:53] technology presentation. This

[3:18:55] is a teacher and student

[3:18:59] opportunity presentation. And

[3:19:01] like most districts, Broward

[3:19:02] County Public Schools is

[3:19:03] operating during one of the

[3:19:06] most significant educational

[3:19:07] transformation shifts in

[3:19:10] workforce history. Artificial

[3:19:12] intelligence, immersive

[3:19:14] technologies, automation, and

[3:19:16] digital transformation are

[3:19:18] reshaping nearly every position

[3:19:20] of our students and will and

[3:19:21] what they will encounter as

[3:19:23] they move into the workforce.

[3:19:25] Our responsibility is not

[3:19:27] simply to expose students to

[3:19:28] technology. Our responsibility

[3:19:30] is to prepare them to thrive in

[3:19:31] a world being transformed by

[3:19:34] technology. So today's

[3:19:35] presentation outlines our

[3:19:37] vision, our implementation

[3:19:40] strategy, our safeguards, our

[3:19:41] governance model, as well as

[3:19:44] our future innovation roadmap.

[3:19:45] Most importantly, it

[3:19:46] demonstrates how Broward

[3:19:48] intends to lead responsibly

[3:19:51] rather than react passively. In

[3:19:54] this presentation unfolds three

[3:19:56] connected parts. First, we'll

[3:19:58] discuss why technology

[3:20:00] evolution requires educational

[3:20:03] evolution. Then we'll move into

[3:20:05] how we demonstrate how Broward

[3:20:07] has built an infrastructure,

[3:20:08] professional learning systems,

[3:20:10] governance structures and

[3:20:11] implementation supports

[3:20:12] necessary to respond and deploy

[3:20:15] ai. Third, we will share our

[3:20:16] vision around the Nova

[3:20:18] Innovation Zone, which is a

[3:20:19] transformative model that

[3:20:21] reimagines learning for the

[3:20:25] future workforce. I'd like you

[3:20:27] to take a moment to look at

[3:20:30] this particular slide. It

[3:20:31] demonstrates that our

[3:20:32] kindergarten students today

[3:20:36] were born in 2019. Our middle

[3:20:37] school students were born in

[3:20:39] 2012, and our high school

[3:20:42] students were born around 2009.

[3:20:43] In many of our post-secondary

[3:20:46] learners were born around 2004.

[3:20:48] Now look at the technology

[3:20:50] timeline beneath them. The

[3:20:52] students sitting in our

[3:20:54] classrooms today have never

[3:20:56] experienced the same world. Our

[3:20:57] middle school students entered

[3:20:59] a world shaped by cloud

[3:21:01] technology and connected

[3:21:02] devices. Our elementary

[3:21:04] students are growing up with

[3:21:05] artificial intelligence,

[3:21:07] immersive technology, and

[3:21:09] digital assistants already

[3:21:11] embedded into their daily lives,

[3:21:13] and our youngest learners will

[3:21:14] graduate into careers that have

[3:21:18] not yet been invented. That

[3:21:20] realization is extremely

[3:21:21] important because when we

[3:21:23] discuss artificial intelligence,

[3:21:24] we are not discussing the

[3:21:27] future possibility. We're

[3:21:28] discussing the world our

[3:21:31] students already inhabit. Every

[3:21:32] generation of our students has

[3:21:34] encountered technologies that

[3:21:36] seemed disruptive at times,

[3:21:38] from television to cell phones.

[3:21:40] And you heard from today

[3:21:43] beepers, smartphones, cloud

[3:21:46] computing, social media. Each

[3:21:49] arrival created uncertainty.

[3:21:52] Each arrival created concern.

[3:21:55] But history shows us something

[3:21:56] important. Schools and

[3:21:58] districts have to adapt to

[3:22:00] those expanded opportunities.

[3:22:02] Schools that ignore change

[3:22:03] eventually find themselves

[3:22:05] trying to catch up. The

[3:22:07] question before us today is not

[3:22:09] whether artificial intelligence

[3:22:11] will influence education. It

[3:22:14] already has. The question is

[3:22:15] whether Broward County Public

[3:22:17] Schools will help shape how

[3:22:19] students use these tools

[3:22:22] responsibly, ethically and

[3:22:24] prododtively. B Becau ourur

[3:22:25] ststenen are alreaea

[3:22:27] ininteractgg w withii when they

[3:22:29] search online, when they

[3:22:30] receive recommendations on

[3:22:33] social media, when they use

[3:22:35] navigation tools, and when they

[3:22:37] communicate through digital

[3:22:39] platforms, and when they engage

[3:22:42] in emerging workforce

[3:22:43] technologies. The technology

[3:22:46] has arrived. Our responsibility

[3:22:48] is not to decide whether it

[3:22:49] exists. Our responsibility is

[3:22:51] to decide whether we prepare

[3:22:53] students to live, work and lead

[3:22:55] in a world where it does. That

[3:22:57] is why Broward, powered by ai,

[3:22:59] is fundamentally not the

[3:23:01] technology initiative. It is a

[3:23:02] student readiness initiative.

[3:23:04] It is a workforce readiness

[3:23:05] initiative. It is an

[3:23:07] opportunity initiative. And

[3:23:08] most importantly, it's a

[3:23:10] leadership initiative because

[3:23:13] every generation of educational

[3:23:15] leaders faces a defining

[3:23:17] question Will we prepare

[3:23:18] students for the world we grew

[3:23:22] up in or for the world they

[3:23:25] will inherit? So today, my hope

[3:23:26] is that Broward County Public

[3:23:28] Schools is choosing to prepare

[3:23:29] our students for the world they

[3:23:32] will inherit. And so I want to

[3:23:36] kick off first. We'll

[3:23:37] transition a little bit

[3:23:39] differently due to timing. I'm

[3:23:41] going to have our students

[3:23:42] speak. And then following that,

[3:23:44] I'm going to have one of our

[3:23:47] community members follow that

[3:23:51] presentation. So can we start

[3:23:56] with where is our start with

[3:24:02] you?

[3:24:04] >> Alrighty. Good morning

[3:24:05] superintendent. School board

[3:24:06] members. Much as I wish I was

[3:24:09] still a student, I'm not. My

[3:24:11] name is Joe Cox. I'm a

[3:24:13] PRESIDENT And ceo of the Museum

[3:24:16] of Discovery and Science. When

[3:24:18] people talk about artificial

[3:24:20] intelligence, they often ask

[3:24:24] what ai will do to us at the

[3:24:25] museum. We're becoming much

[3:24:27] more interested in a different

[3:24:29] question. What will we choose

[3:24:32] to do with ai? Artificial

[3:24:33] intelligence is transforming

[3:24:36] our world. It's changing how

[3:24:37] businesses operate, how

[3:24:39] scientific discoveries are made,

[3:24:43] how we learn, and how we teach.

[3:24:44] These young students graduating

[3:24:46] from Broward County Public

[3:24:47] Schools will enter a world

[3:24:50] where ai is not a future

[3:24:52] technology. It's part of the

[3:24:53] workforce, the economy, and

[3:24:56] daily life. This makes

[3:24:57] initiatives like Broward

[3:24:59] powered by ai incredibly

[3:25:01] important, because the goal is

[3:25:03] much more than teaching

[3:25:04] students and teachers how to

[3:25:08] use ai tools. The goal must be

[3:25:09] helping them to develop the

[3:25:11] judgment, to question these

[3:25:13] tools, the creativity to

[3:25:15] improve them, and the character

[3:25:17] to use them responsibly. At

[3:25:18] mods, we've been exploring this

[3:25:21] challenge quite a bit. Our very

[3:25:24] first ai exhibit, a 200 zero

[3:25:25] square foot immersive

[3:25:27] Everglades Theater, part of our

[3:25:29] new Build a Better World

[3:25:31] exhibit opens this Thursday.

[3:25:33] We're examining in the exhibit

[3:25:36] how ai can help communities

[3:25:38] address complex environmental

[3:25:40] challenges, while encouraging

[3:25:42] visitors to think critically

[3:25:44] about the choices we make as a

[3:25:47] society. This coming school

[3:25:49] year, we're launching new ai

[3:25:51] literacy initiatives that will

[3:25:53] explore both the opportunities

[3:25:55] and responsibilities that come

[3:25:57] with these technologies through

[3:25:59] hands on learning labs, both at

[3:26:01] the museum and in schools, as

[3:26:03] well as at events like our free

[3:26:05] Visit Lauderdale Science

[3:26:07] Festival. Most importantly,

[3:26:09] perhaps, we are part of a

[3:26:11] national conversation and

[3:26:13] fingers crossed. Hoping to host

[3:26:14] a national conference in the

[3:26:17] fall. Among science centers,

[3:26:20] children's museums, educators,

[3:26:21] researchers, and community

[3:26:23] leaders about how we build not

[3:26:26] just ai literacy, but public

[3:26:28] agency in an age of artificial

[3:26:30] intelligence. Because

[3:26:31] ultimately, the future cannot

[3:26:33] be shaped by artificial

[3:26:35] intelligence alone. It must be

[3:26:37] shaped by the human

[3:26:39] intelligence, creativity, and

[3:26:41] character that we bring to it.

[3:26:43] At the museum. We are talking

[3:26:46] recently, often about four

[3:26:48] essential qualities the

[3:26:50] critical thinking needed to

[3:26:51] evaluate information and

[3:26:54] challenge assumptions, the

[3:26:55] cooperation to solve problems

[3:26:57] that no single person or

[3:27:00] technology can solve. Caring to

[3:27:02] ensure innovation serves people

[3:27:04] and their communities, and the

[3:27:06] confidence to engage with new

[3:27:08] technologies thoughtfully

[3:27:11] rather than fearfully. When we

[3:27:13] get this right, Broward,

[3:27:14] powered by ai, will do more

[3:27:17] than prepare students to use ai.

[3:27:19] It will develop citizens who

[3:27:21] understand it, question it,

[3:27:23] improve it, and ensures that it

[3:27:25] serves the public good. We're

[3:27:27] excited to be part of this

[3:27:28] process because that's a future

[3:27:30] world worth building together.

[3:27:35] Thank you. Thanks, everyone.

[3:27:37] >> Lily.

[3:27:38] >> Okay, first of all, I love

[3:27:40] that museum. I feel like I just

[3:27:42] heard a celebrity speak, so I

[3:27:43] went to that ai exhibit. It was

[3:27:45] so cool. So I'm just. That's

[3:27:46] all I'm gonna say about that.

[3:27:48] >> It clearly did something

[3:27:49] good. So thank you.

[3:27:50] >> So cool. Everyone needs to

[3:27:52] go do it. Okay, so I'm going to

[3:27:54] begin with a quote from Ralph

[3:27:55] Waldo Emerson. Fear always

[3:27:56] springs from ignorance. And I

[3:27:58] don't mean that in a hateful

[3:27:59] way. I know ignorance is kind

[3:28:01] of thrown around in a mean way.

[3:28:03] I don't mean it like that, but

[3:28:04] it is the lack of education and

[3:28:05] understanding of something. And

[3:28:07] when it comes to ai, I think

[3:28:09] it's better that we teach our

[3:28:10] students that just because

[3:28:11] something is new does not mean

[3:28:14] it needs to be scary. So I have

[3:28:16] a question, guys. I love asking

[3:28:17] questions. It keeps people

[3:28:19] engaged. How many people in

[3:28:21] this room have honestly spent

[3:28:22] time trying to understand ai?

[3:28:24] And I don't mean I don't mean

[3:28:25] you've played around with it

[3:28:27] for a few hours. You've read a

[3:28:28] little article. I mean weeks,

[3:28:30] if not months on it. You have

[3:28:31] genuinely put in time and

[3:28:33] effort to fully understand it.

[3:28:35] Okay, good. Good. Because me

[3:28:36] too. I've taken classes on it.

[3:28:37] I've written research papers on

[3:28:40] it. I am all about it. So with

[3:28:43] that, I say, why don't we give

[3:28:45] that same time to our students,

[3:28:47] right? Why don't we allow them

[3:28:48] to deep dive into ai and show

[3:28:50] them how powerful it is?

[3:28:51] Because if you, all of you who

[3:28:53] are raising your hands truly

[3:28:54] have spent that much time on it,

[3:28:56] you will understand the power

[3:28:57] that ai has. Like we thought

[3:28:58] computers were cool. This is

[3:29:01] something completely different

[3:29:02] as our gifted advisory council,

[3:29:04] who I think has now left but

[3:29:06] had mentioned earlier, he

[3:29:07] wanted to see specific ways

[3:29:09] that it could be used. Right?

[3:29:10] Because I think everyone talks

[3:29:12] ai is good, ai is good, but we

[3:29:13] don't get into the specifics.

[3:29:14] So Los Angeles Unified School

[3:29:16] District has a 247 student

[3:29:18] advisor, not a student advisors,

[3:29:20] but advisor to students to help

[3:29:21] them better understand the

[3:29:24] college process. Along with

[3:29:26] Albuquerque, who the school

[3:29:27] board in Albuquerque who has

[3:29:28] adapted lesson plans

[3:29:29] specifically to students

[3:29:32] through ai and Miami-Dade, who

[3:29:34] has an ai powered S.A.T. Prep

[3:29:35] bot available to all of their

[3:29:38] students. Additionally, ai bots

[3:29:39] have allowed students with

[3:29:40] autism and adhd to practice

[3:29:42] real life scenarios and social

[3:29:43] settings. I think our Esq

[3:29:45] representative has also left,

[3:29:47] but I'm sure she would love. Oh,

[3:29:48] have you heard about those?

[3:29:50] Have you seen those? No, it's a

[3:29:51] thing. It's coming for our

[3:29:53] students. It's great. And I

[3:29:56] think overall we need to show

[3:29:57] students how to use it as a

[3:29:58] tutor. That's personally what

[3:30:00] I've done. I actually have an

[3:30:02] example to give you guys. I'm

[3:30:03] terrible at math, terrible. And

[3:30:04] I'm incredibly embarrassed

[3:30:06] about it because I forget what

[3:30:08] math terms are. And my teacher

[3:30:09] will tell me, obviously I know

[3:30:10] what fractions are, but just

[3:30:12] for an example, they'll say you

[3:30:12] have

[3:30:13] >> For these fractions. I'm

[3:30:15] like, I forgot what that is. So

[3:30:17] this is copilot, which is what

[3:30:19] Broward uses. And I put in some

[3:30:22] old an old math lesson. My

[3:30:23] teacher would put up the

[3:30:24] presentation and the work on a

[3:30:25] pdf. You can download it and

[3:30:27] look over it. I looked at that

[3:30:29] for a second. I was like, I

[3:30:30] don't even remember what this

[3:30:32] is. I put it into ai, and as

[3:30:33] I'm scrolling up here, I don't

[3:30:35] know if everyone can see. It

[3:30:36] gave me practice problems. It

[3:30:37] explained it in

[3:30:38] non-mathematical terms for me

[3:30:40] who does not always understand

[3:30:41] them. And I went through and I

[3:30:42] fully relearned this lesson

[3:30:44] that I forgot what was going on.

[3:30:45] And it's important that we

[3:30:46] teach our students how to do

[3:30:48] this. I've spent probably two

[3:30:50] years now learning all about ai

[3:30:51] and deeply understanding it,

[3:30:54] and I can use it as a tool now.

[3:30:55] And our students should be

[3:30:56] taught to do the same.

[3:30:57] >> Hey.

[3:31:00] >> Great job Lilly. Great job.

[3:31:01] [Laughter]

[3:31:04] Over the past year or so. I've

[3:31:06] had a lot of conversations with

[3:31:08] students across the district.

[3:31:09] And I would say one thing is

[3:31:11] very, very clear. Students

[3:31:12] understand both the potential

[3:31:14] of ai and the dangers if it's

[3:31:16] used the wrong way. I like to

[3:31:18] look at the bad and the good

[3:31:20] and kind of, you know, find

[3:31:23] them in between. So that's not

[3:31:25] just only high schoolers.

[3:31:26] Middle school students are also

[3:31:29] using these tools as well, even

[3:31:32] off more often than we realize

[3:31:34] now, I was trying to find

[3:31:35] district related data

[3:31:37] surrounding this, and I could

[3:31:38] not. So I found a national

[3:31:40] survey that shows over 60% of

[3:31:43] high schoolers have used ai for

[3:31:45] schoolwork. But what surprises

[3:31:46] people is that more than one

[3:31:48] third of middle school students

[3:31:50] report using ai as well, which

[3:31:52] usually without any real

[3:31:54] guidance, can turn out really

[3:31:56] bad. And almost half of all of

[3:31:57] the students are saying they

[3:31:59] are unsure how to use ai

[3:32:02] ethically or safely. And that

[3:32:03] uncertainty. Uncertainty is

[3:32:05] exactly why structured guidance

[3:32:07] in schools matters. Students

[3:32:10] know the risk. We know ai can

[3:32:12] generate wrong information

[3:32:14] confidently, very confidently,

[3:32:15] and we know it can reflect bias.

[3:32:17] We know it can make it easier

[3:32:19] to take shortcuts if someone

[3:32:21] chooses to. And we know that if

[3:32:23] students rely on ai instead of

[3:32:24] thinking for themselves, it

[3:32:26] will hurt them in the long run.

[3:32:28] And that's why students aren't

[3:32:29] asking and we aren't asking for

[3:32:31] unlimited access. That is not

[3:32:33] what this is. It is not

[3:32:35] unlimited access whatsoever.

[3:32:37] We're asking for a structured

[3:32:39] access with expectations,

[3:32:41] guardrails, and teacher

[3:32:42] guidance. Because when ai is

[3:32:44] used the right way, it actually

[3:32:46] strengthens learning. Now, for

[3:32:48] example, when I'm working on a

[3:32:49] writing assignment, someone

[3:32:51] will use ai to brainstorm ideas

[3:32:53] or get feedback on clarity. But

[3:32:55] the actual thinking, the

[3:32:56] analysis, the structure, the

[3:32:58] voice, it's still coming from

[3:33:00] that student and it helps the

[3:33:02] person become stronger not to

[3:33:03] avoid the work because they're

[3:33:05] still doing the work themselves.

[3:33:07] They're just getting more ideas

[3:33:09] using ai. And even with those

[3:33:11] tools, teachers remain the

[3:33:13] center of all of our learning.

[3:33:15] This is not replacing teachers

[3:33:16] whatsoever. And when I was

[3:33:18] looking through through the

[3:33:19] presentation, I was kind of

[3:33:21] skeptical at first. And then I

[3:33:22] was starting to see things, see

[3:33:24] analysis. I'm also on the ai

[3:33:26] task force. So I was also, you

[3:33:28] know, in the process of

[3:33:30] reviewing these things and

[3:33:32] reviewing these ethical things

[3:33:35] that they are putting forth. So

[3:33:36] students understand that these

[3:33:38] tools are part of the future.

[3:33:39] Colleges and employers are

[3:33:41] already integrating ai into

[3:33:42] research, communication, design

[3:33:45] and operations. So if we don't

[3:33:46] learn how to use ai responsibly

[3:33:48] now, starting early as middle

[3:33:49] school, we risk being

[3:33:51] unprepared. We risk having our

[3:33:52] students unprepared for the

[3:33:53] real world. Which school is

[3:33:55] supposed to do. So? From what

[3:33:57] I've seen and what I've heard,

[3:33:59] we want to learn how to use ai

[3:34:00] in ways that helps us grow,

[3:34:01] think critically, and prepare

[3:34:03] us for the world we're stepping

[3:34:04] into. With the right balance. I

[3:34:05] believe ai can strengthen our

[3:34:07] learning in Broward, not weaken

[3:34:08] it, and help us help ensure

[3:34:10] that all of our Broward

[3:34:12] students can truly be future

[3:34:13] ready. And that's something

[3:34:16] that we all want in this room.

[3:34:18] >> Thank you. If we can put the

[3:34:22] slide deck back up. And so for

[3:34:23] for more than a century,

[3:34:26] schools were primarily designed

[3:34:30] around seat time. And the

[3:34:31] future demands something

[3:34:34] somewhat different. Success

[3:34:35] will increasingly be defined by

[3:34:37] what students can do with that

[3:34:38] knowledge, as you heard from

[3:34:39] our student representatives.

[3:34:41] And it's not simply what they

[3:34:43] can memorize, we're moving

[3:34:45] towards deeper application,

[3:34:47] critical thinking, creativity,

[3:34:49] problem solving, collaboration,

[3:34:51] and ethical decision making in

[3:34:52] artificial intelligence does

[3:34:54] not diminish the need for those

[3:34:57] skills. It increases their

[3:34:58] importance. And because when

[3:35:00] information becomes abundant,

[3:35:04] judgment becomes invaluable.

[3:35:06] And so innovation without

[3:35:07] governance, as you heard,

[3:35:10] creates those risks. Governance

[3:35:12] without innovation creates

[3:35:14] irrelevance. And the policy

[3:35:16] exists to strike the proper

[3:35:19] balance. The policy clearly

[3:35:21] establishes what approved tools

[3:35:23] human accountability, ethical

[3:35:26] use, transparency, student

[3:35:28] protections, and parent

[3:35:30] communication. This is not a

[3:35:32] policy designed to accelerate

[3:35:34] technology. It is a policy

[3:35:35] designed to protect students

[3:35:38] while enabling responsible

[3:35:41] innovation. And so let me be

[3:35:45] clear ai is not replacing

[3:35:47] teachers. It's not about

[3:35:48] replacing relationships. It's

[3:35:50] not about replacing human

[3:35:52] judgment. Teachers remain the

[3:35:55] most important variable in

[3:35:56] understanding student learning

[3:35:58] and. Our vision is simple.

[3:36:00] Technology handles the routine

[3:36:01] tasks. Educators spend more

[3:36:03] time teaching, mentoring and

[3:36:05] inspiring and building

[3:36:06] relationships. Human

[3:36:08] intelligence leads artificial

[3:36:12] artificial intelligence assist.

[3:36:14] And so one of the greatest risk

[3:36:16] districts face is fragmented

[3:36:18] innovation. And we've seen that

[3:36:21] in large districts, separate

[3:36:23] initiatives, separate training

[3:36:25] systems, separate expectations,

[3:36:28] separate outcomes. But powered

[3:36:30] by ai is intentionally designed

[3:36:34] with one coherent system ai, vr,

[3:36:36] xr, professional learning,

[3:36:38] governance, all connected

[3:36:40] through a single blueprint.

[3:36:43] This ensures consistency,

[3:36:44] scalability, accountability,

[3:36:49] and sustainability. In this

[3:36:50] vision, without implementation

[3:36:52] is merely aspirational. And so

[3:36:54] what makes Broward different is

[3:36:56] the infrastructure already in

[3:36:58] place. And so what we have is

[3:37:01] every school has ai liaisons,

[3:37:03] professional learning pathways.

[3:37:06] We also have a leader

[3:37:07] professional pathway with

[3:37:09] leadership ai standards. We

[3:37:11] have stakeholder engagement. We

[3:37:13] have evaluation systems. We

[3:37:15] have implementation supports.

[3:37:17] Our goal is not deployment. Our

[3:37:20] goal is capacity building. And

[3:37:21] we are building educators who

[3:37:24] understand how to use ai

[3:37:25] responsibly, effectively and

[3:37:29] ethically. And over the past 18

[3:37:30] months, Broward moved

[3:37:32] deliberately. This work has

[3:37:35] included stakeholder engagement,

[3:37:36] governance, deployment,

[3:37:38] training systems, policy

[3:37:40] designs. Recently, we had ai

[3:37:43] symposiums very well. Turned

[3:37:45] out we had implementation

[3:37:46] planning and we had we have

[3:37:47] professional learning

[3:37:50] frameworks. This has been about

[3:37:52] not purchasing technology. And

[3:37:55] we hear that a lot. It's more

[3:37:58] about building readiness. And I

[3:38:00] would like to introduce two

[3:38:01] individuals who represent

[3:38:03] members of our stakeholder

[3:38:05] groups. One, a teacher, Donna

[3:38:15] Maggio and Aaron Gold.

[3:38:17] >> Hi, my name is Donna Maggio,

[3:38:18] and I'm a media specialist and

[3:38:19] an ai liaison at Coral Springs

[3:38:21] High School. And I've been

[3:38:22] teaching for 29 years. Like

[3:38:24] many teachers, I initially

[3:38:25] approached ai cautiously, but

[3:38:27] this year, in my role as ai

[3:38:28] liaison, I introduced Magic

[3:38:30] School ai and during

[3:38:31] Professional Development Day

[3:38:33] and saw its impact firsthand.

[3:38:35] And in ninth grade, reading

[3:38:36] class. After teaching a skill

[3:38:37] and reviewing student

[3:38:38] assessment data, ai was used to

[3:38:40] create teacher generated,

[3:38:42] student centered activities to

[3:38:43] reinforce and extend learning.

[3:38:44] The ai platform helped to

[3:38:46] quickly create differentiated

[3:38:48] supports, vocabulary practice,

[3:38:49] and reading activities tailored

[3:38:51] to students at diverse levels

[3:38:52] that help them both remediate

[3:38:55] and enrich each skill. This

[3:38:56] gave the teacher time more time

[3:38:57] for individual feedback and

[3:38:59] direct student support. The

[3:39:01] result was stronger Pgm3

[3:39:02] performance than originally

[3:39:04] projected. Ai did not replace

[3:39:05] the teacher. It created more

[3:39:08] time for meaningful instruction,

[3:39:09] individualized feedback, and

[3:39:10] stronger connections with

[3:39:11] students, while also making it

[3:39:13] easier to differentiate

[3:39:14] learning to meet a wider range

[3:39:16] of needs. The most important

[3:39:18] thing ai gives me is more time.

[3:39:19] More time for relationships,

[3:39:20] meaningful feedback, and the

[3:39:22] kind of instruction that truly

[3:39:24] meets students where they are.

[3:39:25] Thank you for the opportunity

[3:39:27] to speak. And I also want to

[3:39:28] acknowledge I used copilot to

[3:39:29] help refine the points I wanted

[3:39:32] to share with you today.

[3:39:32] [Laughter]

[3:39:33] That's great.

[3:39:36] >> Aaron, go.

[3:39:39] >> Good afternoon. So one of my

[3:39:40] favorite things about I'm chair

[3:39:41] of the Parent Community

[3:39:42] Involvement Task Force for the

[3:39:44] district. And one of my very

[3:39:45] favorite things about serving

[3:39:48] on that body is that I get to

[3:39:49] listen. I get to listen to

[3:39:51] parents a lot, and I get to

[3:39:53] hear what families are excited

[3:39:55] about. I get to hear what

[3:39:56] concerns them. I get to hear

[3:39:58] what questions they are asking

[3:40:00] and what they hope for their

[3:40:01] children in their schools. So I

[3:40:02] want to make sure we're

[3:40:03] grounding this conversation in

[3:40:06] that as well. Over the past

[3:40:08] several weeks, I have listened

[3:40:10] closely to parents at the ai

[3:40:12] symposium and to the many

[3:40:13] conversations since then. And

[3:40:15] what I have heard is what

[3:40:16] parents have always wanted from

[3:40:17] their schools is what they

[3:40:19] still want out of this. They

[3:40:21] want their children to be safe.

[3:40:22] They want them to be supported,

[3:40:24] and they want them to be

[3:40:27] prepared for for the future.

[3:40:29] Parents understand that ai is

[3:40:31] already here. Some are hopeful

[3:40:33] and enthusiastic about its

[3:40:35] potential. They see

[3:40:36] opportunities to improve

[3:40:38] district operations and

[3:40:39] services to support

[3:40:40] personalized learning like Lily

[3:40:43] was talking about, to increase

[3:40:45] accessibility and help students

[3:40:47] develop skills they will need

[3:40:49] beyond graduation. Some are

[3:40:51] downright scared. This is

[3:40:53] really the tension we've heard

[3:40:54] here this morning, right? We

[3:40:56] want to make sure our kids are

[3:40:57] prepared, but we also want to

[3:40:59] make sure they're protected. It

[3:41:01] is complicated. It is nuanced.

[3:41:02] So I'm really excited we're

[3:41:05] having this conversation. It is

[3:41:07] really critical that we keep

[3:41:08] this full spectrum of parents

[3:41:10] in mind as we're making

[3:41:11] decisions, and often those

[3:41:12] things can live within the same

[3:41:14] person too. It's not one or the

[3:41:17] other. But I can say pretty

[3:41:19] confidently that everyone I've

[3:41:21] spoken to wants us to get this

[3:41:23] right. Parents want to make

[3:41:25] sure their children are

[3:41:26] developing key foundational

[3:41:28] skills before we hand them a

[3:41:29] tool that can do it right.

[3:41:31] Things like critical thinking,

[3:41:33] communication, compassion,

[3:41:35] creativity, and problem solving.

[3:41:37] Parents are asking really

[3:41:39] important questions. How do we

[3:41:41] ensure ai supports learning

[3:41:43] rather than replaces it? How do

[3:41:45] we protect student privacy and

[3:41:47] data? How do we maintain

[3:41:50] academic integrity? How do we

[3:41:51] teach students not only how to

[3:41:53] use these tools, but how to do

[3:41:55] it responsibly, ethically,

[3:41:57] safely, when they shouldn't use

[3:41:59] them? And we've talked about it

[3:42:01] here, but parents are really

[3:42:02] worried about replacing a

[3:42:03] teacher, right? Teachers are

[3:42:05] the heart and soul of our

[3:42:06] classrooms. And so we just need

[3:42:08] to make sure and I'm so happy

[3:42:09] what I've already heard, but

[3:42:11] that we're constantly having

[3:42:12] that at the forefront front.

[3:42:14] This is supposed to enrich the

[3:42:16] learning, not replace great

[3:42:18] instruction from teachers. The

[3:42:20] last bit, and I might go a tiny

[3:42:21] bit over, but parents are

[3:42:22] hungry for information. They

[3:42:24] want to be informed. They want

[3:42:26] to be partners. Some are

[3:42:27] starting from I don't know

[3:42:29] anything about ai. Some have

[3:42:31] PhDs and are the ai symposium.

[3:42:33] They want to know where they

[3:42:35] can find the implementation

[3:42:36] timelines, the policies, and

[3:42:39] that needs to be ongoing. So I

[3:42:41] think we can do this right. I

[3:42:42] think we're doing the right

[3:42:44] things. And we I think we can

[3:42:45] also stay true to the values

[3:42:47] we've expressed here. And so

[3:42:48] I'm excited to see what this

[3:42:49] can look like going forward.

[3:42:52] Thank you.

[3:42:55] >> Thank you. We now have a

[3:42:57] video that we want to introduce.

[3:42:58] On the last day of school, we

[3:43:00] asked a couple students at

[3:43:01] South Plantation High. What

[3:43:03] advice would you give the

[3:43:04] school district about

[3:43:05] implementing ai in the

[3:43:07] classroooooror with students? Can

[3:43:23] rollhat?

[3:43:29] >> So I would say ai is the

[3:43:34] hope for the classroom, not the

[3:43:34] classroom.

[3:43:36] >> It might be useful for

[3:43:37] teachers in a way where it

[3:43:39] could help them. It could help

[3:43:40] train them like I've already

[3:43:41] seen, kind of like Zoom calls

[3:43:43] where like the teachers will

[3:43:44] learn with like fake ai

[3:43:44] students.

[3:43:46] >> Student wise, giving them

[3:43:48] the power to use ai. To be

[3:43:51] honest, I think they should,

[3:43:53] but like not too much power, if

[3:43:54] you get what I'm saying.

[3:43:56] >> My main piece of advice

[3:43:57] would be to go through the

[3:43:58] models and discover the

[3:43:59] individual strengths and

[3:44:00] weaknesses of each one, to

[3:44:02] figure out the best, you know,

[3:44:03] application process.

[3:44:04] >> They've already kind of

[3:44:05] started implementing it.

[3:44:07] Teachers are like checking, I

[3:44:09] think canvas has an ai like

[3:44:11] checker. I think they blocked

[3:44:12] them on school computers. I

[3:44:13] think they're doing pretty good

[3:44:14] on that.

[3:44:15] >> I was just really tell the

[3:44:17] district just to start with the

[3:44:18] teachers, like give them

[3:44:19] workshops probably and stuff

[3:44:20] like that to like how to

[3:44:22] implement it in their classroom

[3:44:23] in a better way.

[3:44:25] >> I feel like if you depend on

[3:44:26] ai too much and you're letting

[3:44:28] it and you're just letting it

[3:44:29] take control of your life and

[3:44:31] do whatever that you want, like

[3:44:32] you're making it do whatever it

[3:44:34] wants, it might not always get

[3:44:35] it right. And now if you're

[3:44:37] thinking that it is right and

[3:44:38] it really isn't, it's spreading

[3:44:39] false information and it's not

[3:44:40] really good for the human

[3:44:41] person.

[3:44:42] >> Try to embrace ai and say,

[3:44:44] hey, you know what? We're also

[3:44:46] going to use ai to have these

[3:44:46] assignments tailored towards

[3:44:48] you to help you. How can I help

[3:44:50] you use ai? The best way

[3:44:50] possible?

[3:44:55] [Music]

[3:44:58] >> Presentation, please. So now

[3:45:01] we're going to segue into part

[3:45:03] two, which begins an important

[3:45:05] premise. Innovation without

[3:45:06] governance creates risks.

[3:45:08] Governance without innovation

[3:45:11] creates irrelevance. And so our

[3:45:12] responsibility is that the

[3:45:15] district has to succeed with ai.

[3:45:18] And in that we will, as a

[3:45:19] district be stronger through

[3:45:21] governance. Our commitment is

[3:45:22] to be responsible through

[3:45:23] innovation and not rapid

[3:45:26] innovation, but responsible

[3:45:28] innovation. And so this work

[3:45:30] was not developed in isolation.

[3:45:31] We spent a ton of time, as you

[3:45:33] heard from many committee

[3:45:35] members who spoke, that they

[3:45:36] were engaged in some of the

[3:45:39] work we did around policy and

[3:45:40] governance and guardrails. We

[3:45:42] collected a lot of feedback at

[3:45:45] the JUNE 5th ai Symposium from

[3:45:46] students, teachers,

[3:45:47] administrators, parents. We

[3:45:49] will continue to get that

[3:45:50] feedback as well. We've heard

[3:45:52] from business leaders,

[3:45:53] community partners, research

[3:45:56] based institutions, all

[3:45:58] contributed feedback. And that

[3:45:59] feedback directly shaped both

[3:46:01] the policy and implementation

[3:46:03] approach. This work will

[3:46:04] continue as bcc has joined

[3:46:06] several districts to lead the

[3:46:08] way in policy and governance.

[3:46:10] In two parts nationally through

[3:46:12] Impact Florida, we've also

[3:46:13] joined the Helios Foundation.

[3:46:16] We're also co-sponsored in

[3:46:18] several grants that help to

[3:46:19] champion principles around

[3:46:21] parent and teacher engagement

[3:46:24] and ai literacy and policy

[3:46:25] implementation, and

[3:46:26] safeguarding how we roll out

[3:46:28] our student deployment

[3:46:31] initiative. I want to hand it

[3:46:33] off to governance around

[3:46:35] administration.

[3:46:37] >> Good afternoon. My name is

[3:46:38] Jeanette Dean, and I serve as

[3:46:39] an assistant principal at

[3:46:40] Miramar High School and as a

[3:46:42] member of Broward's ai liaison

[3:46:45] team. As school leaders,

[3:46:46] there's one resource we never

[3:46:48] seem to have enough of, and

[3:46:50] that's time. Every day, we're

[3:46:52] supporting students, coaching

[3:46:53] teachers, responding to

[3:46:54] families, reviewing data,

[3:46:56] solving problems, attending

[3:46:58] meetings, and ensuring we're

[3:47:00] present in classrooms where the

[3:47:02] real work of learning happens.

[3:47:03] So when people ask me about

[3:47:05] artificial intelligence, my

[3:47:07] answer's actually pretty simple.

[3:47:09] The most valuable thing ai has

[3:47:12] given me isn't technology. It's

[3:47:14] time. In my work as an

[3:47:15] assistant principal, I've used

[3:47:18] ai to identify trends across

[3:47:20] classroom walkthroughs, analyze

[3:47:21] professional learning needs,

[3:47:23] and synthesize information from

[3:47:24] policies, procedures, and other

[3:47:27] sources to support informed

[3:47:28] decision making. Now, I want to

[3:47:30] be very clear about something.

[3:47:33] Ai doesn't make those decisions.

[3:47:35] I do. The technology helps me

[3:47:37] process information more

[3:47:39] efficiently, but professional

[3:47:41] judgment, experience, and

[3:47:44] context still matter most. And

[3:47:45] honestly, that's what excites

[3:47:48] me most about this work. Not

[3:47:50] because it makes leadership any

[3:47:51] easier, but because it creates

[3:47:53] more space for the parts of

[3:47:55] leadership that matter the most.

[3:47:56] More conversations with

[3:47:58] teachers, more support for

[3:48:00] students. More engagement with

[3:48:01] families. More time spent in

[3:48:03] classrooms instead of behind a

[3:48:05] desk. In my work with educators,

[3:48:07] school leaders in the community,

[3:48:09] I always come back to the same

[3:48:12] idea. Technology should

[3:48:14] strengthen human capacity, not

[3:48:16] replace human resume. What I've

[3:48:18] seen across Broward County is a

[3:48:19] thoughtful approach to that

[3:48:21] balance. We're building

[3:48:22] guardrails and ensuring that

[3:48:23] human judgment remains at the

[3:48:25] center of every important

[3:48:26] decision. Because despite all

[3:48:28] of the conversations happening

[3:48:30] about artificial intelligence,

[3:48:31] there are still some things the

[3:48:34] ai cannot do. It can't build

[3:48:35] trust with the student. It

[3:48:37] can't understand the nuance of

[3:48:39] family situations. It can't

[3:48:41] inspire teachers. And it

[3:48:43] definitely cannot survive a day

[3:48:45] as an assistant principal. That

[3:48:47] work still belongs to people.

[3:48:48] As both a school leader and a

[3:48:50] doctoral student studying

[3:48:51] curriculum and instruction, I

[3:48:52] believe our responsibility

[3:48:54] isn't to shield students from

[3:48:56] emerging technology, but to

[3:48:58] prepare them to engage

[3:49:00] thoughtfully, ethically and

[3:49:02] responsibly. The future our

[3:49:03] students will enter will

[3:49:05] include artificial intelligence.

[3:49:07] Our job is to ensure they enter

[3:49:08] that future with wisdom,

[3:49:10] critical thinking, and strong

[3:49:12] human values. From where I sit

[3:49:14] as a school leader, that's

[3:49:15] exactly the balance Broward is

[3:49:18] working to achieve. Thank you.

[3:49:22] >> Thank you. Presentation. And

[3:49:25] so what you've echoed from many

[3:49:27] of our speakers is around

[3:49:29] purposeful, limited use quality

[3:49:31] over quantity. And then most

[3:49:32] importantly, human centered

[3:49:34] learning. And that we recognize

[3:49:37] that through this discourse and

[3:49:40] the follow up conversations

[3:49:43] that we have to collect

[3:49:44] collectively, think about

[3:49:45] everyone's perspectives and

[3:49:47] where they are, and then come

[3:49:48] to a balanced approach in terms

[3:49:51] of how we look at ai

[3:49:52] implemented into broad part by

[3:49:55] ai. And so what ai should

[3:49:56] support, and you've heard this

[3:49:58] is through planning and lesson

[3:50:00] development, timely feedback,

[3:50:02] assessing multilingual supports,

[3:50:04] data analysis and teacher

[3:50:06] administration. But what it

[3:50:07] should also recognize is that

[3:50:09] some learning experiences are

[3:50:12] best done without ai in screens.

[3:50:13] We've heard that repeatedly

[3:50:15] throughout this time. Students

[3:50:17] must benefit from discussions,

[3:50:19] collaborations through reading,

[3:50:22] writing, and through hands on

[3:50:24] learning and technology has to

[3:50:27] help shape the way in which

[3:50:29] classrooms look differently

[3:50:31] today. But there has to be this

[3:50:33] balance. And so now I'll turn

[3:50:36] it over to Manny, executive

[3:50:38] director, to take the next part

[3:50:40] of this.

[3:50:41] >> Thank you, Doctor Cohen.

[3:50:42] Manny Castaneda, executive

[3:50:44] Director of analytics and

[3:50:46] intelligence. And I'd like to

[3:50:49] talk a little bit about what

[3:50:52] helped guide the ai policy that

[3:50:53] we're currently drafting, going

[3:50:55] to present to the board in the

[3:50:58] near future. And there are five

[3:50:59] overlying themes, and these

[3:51:01] didn't occur, as Doctor Cohen

[3:51:03] said in a vacuum. They were

[3:51:05] guided by a lot of work, by a

[3:51:07] lot of very qualified people.

[3:51:09] And I want to give kudos where

[3:51:12] kudos are due. The ai task

[3:51:14] force, which was established

[3:51:16] almost two years ago and

[3:51:19] includes teachers and includes

[3:51:20] district staff and

[3:51:21] administrators, school staff

[3:51:23] and administrators, ai liaisons

[3:51:24] and most importantly, it

[3:51:28] includes students. And this

[3:51:31] group really had a really came

[3:51:33] up with all of these ideas that

[3:51:35] helped inform it. And as you're

[3:51:36] going to learn in other slides,

[3:51:37] there's also many other groups

[3:51:39] that are contributing to the

[3:51:42] policy outside of that. So the

[3:51:44] five key themes that appear in

[3:51:47] the policy are the responsible

[3:51:49] and ethical use of ai across

[3:51:51] both instruction and operations,

[3:51:53] and having a unified vision for

[3:51:56] ai across the district. The

[3:51:59] fact that there must be human

[3:52:00] oversight and accountability

[3:52:03] for every ai supported decision.

[3:52:06] Ai doesn't make decisions we do.

[3:52:08] When we went with Microsoft

[3:52:10] Copilot, the name actually

[3:52:11] aligns. You have copilot, but

[3:52:15] you got to have a pilot. Third

[3:52:18] was student safety, student

[3:52:20] safety, data privacy are

[3:52:21] paramount, not just student

[3:52:23] data, but staff data as well.

[3:52:26] And I am happy to say this

[3:52:27] district has some of the

[3:52:29] strongest data protections that

[3:52:31] exist. I came from another

[3:52:33] district, so I've seen or I

[3:52:35] have a comparison to make. But

[3:52:37] our collaboration here between

[3:52:39] isd Risk management and the

[3:52:41] General Council have resulted

[3:52:44] in very, very stringent data

[3:52:45] protections that are in all of

[3:52:47] our contracts, especially the

[3:52:49] ones that are with our ai

[3:52:52] partners, and then also

[3:52:54] instructional integrity that

[3:52:55] protects the quality of

[3:52:57] teaching and learning. And this

[3:52:59] also leads into the final of

[3:53:00] balance, because there's been a

[3:53:02] lot of talk about focusing too

[3:53:05] heavily on technology. And I

[3:53:07] think there's also been a lot

[3:53:09] of talk about achieving that

[3:53:11] balance between screen time and

[3:53:13] between time when you get to

[3:53:15] engage in other activities that

[3:53:18] are just as important. So the

[3:53:20] policy needs to reflect that ai

[3:53:22] is not something you simply

[3:53:24] turn kids over to as a

[3:53:26] substitute for instruction, but

[3:53:29] something that complements it.

[3:53:31] So here we go to a slide where

[3:53:35] we talk about what our fears

[3:53:36] that have come up time and time

[3:53:39] again. The fear that is within

[3:53:41] all of us with something new,

[3:53:42] especially ai, is that it's

[3:53:44] going to take over jobs. It's

[3:53:45] going to take over human

[3:53:48] thinking. And the truth is that

[3:53:51] if ai is taught responsibly and

[3:53:52] ethically, that is not what

[3:53:55] it's here to do. And I had all

[3:53:56] these comments prepared about

[3:53:58] the feedback loop between human

[3:54:00] and ai. But Mikhail here, he

[3:54:01] stole all my thunder because he

[3:54:03] said it much better than I

[3:54:05] would have. But it's that

[3:54:07] connection between the human,

[3:54:08] between the pilot and the ai

[3:54:12] and the feedback, and then the

[3:54:14] reconnection. That helps. A lot

[3:54:16] of it really has to do with

[3:54:18] what kind of tasks is ai really

[3:54:21] good at. And we can talk about

[3:54:22] instructional use cases. And

[3:54:23] there were many that were

[3:54:25] brought up in the recent

[3:54:26] symposium that are very

[3:54:28] valuable. And the one that

[3:54:29] really brought up of

[3:54:30] differentiated instruction with

[3:54:32] mathematics. That's a great one.

[3:54:34] But I'd also like to focus on a

[3:54:36] lot of the things that I think

[3:54:38] MISS Dean mentioned. And quite

[3:54:39] frankly, when I became a

[3:54:41] teacher many years ago, I

[3:54:43] taught for over a decade. I

[3:54:45] didn't want to fill out forms.

[3:54:47] I didn't want to read email. I

[3:54:50] didn't want to digest 100 page

[3:54:53] manuals. I wanted to teach. And

[3:54:56] what ai has allowed us to do,

[3:54:57] and what this district is

[3:54:59] heavily invested in, is in

[3:55:02] giving time back to the

[3:55:04] teachers, giving time back to

[3:55:06] administrators to be able to

[3:55:08] focus on the higher order

[3:55:09] thinking and the higher order

[3:55:11] decisions, so that a lot of the

[3:55:12] operational use cases that MISS

[3:55:15] Dean mentioned of doing data

[3:55:17] analysis, of doing trend

[3:55:20] analysis, of crafting

[3:55:21] communications, and ensuring

[3:55:22] that they're, they're

[3:55:24] grammatically correct. And they,

[3:55:26] they convey the proper message

[3:55:29] of synthesizing information.

[3:55:30] All of those are things that ai

[3:55:32] can help with and give us

[3:55:34] actual time back to spend with

[3:55:36] our students and making

[3:55:40] decisions. Now, a little bit

[3:55:42] about the process and what we

[3:55:44] call some of the four pillars

[3:55:46] that I know Doctor Cohen

[3:55:47] mentioned earlier, that have

[3:55:50] gone into the policy itself.

[3:55:53] And again, they center on the

[3:55:56] human being, the decision maker,

[3:55:57] those those stickers where you

[3:55:59] say, I'm the human in the loop,

[3:56:02] those are intentional. Humans

[3:56:04] are always and always should be

[3:56:06] in control of the process. The

[3:56:08] focus on student benefit and

[3:56:11] instructional integrity, safety,

[3:56:12] privacy, and cyber security.

[3:56:14] Again, like I mentioned earlier,

[3:56:16] and then equity, accessibility

[3:56:19] and bias mitigation, one of the

[3:56:20] decisions this district made,

[3:56:22] and I think it should be

[3:56:23] highlighted many other

[3:56:24] districts, and we're partnering

[3:56:25] with many other districts in

[3:56:28] the state in their ai journey.

[3:56:30] They've offered ai tools for

[3:56:34] staff to a few. You have some

[3:56:37] administrators, some principals,

[3:56:40] etc. We have gone all in. If

[3:56:41] we're going to teach students

[3:56:43] how to engage with ai, well,

[3:56:45] our staff should know how to

[3:56:47] engage with ai and how to use

[3:56:49] it. Our instructional and

[3:56:50] non-instructional staff. That's

[3:56:52] why we are the leaders in the

[3:56:56] world. With the deployment of

[3:56:59] 20,000 premium licenses and the

[3:57:02] Microsoft Copilot platform that

[3:57:04] have been given to almost all

[3:57:07] staff in the district. So that

[3:57:09] is an important way of ensuring

[3:57:11] that everybody has access and

[3:57:13] equitable access, and that as

[3:57:15] we work with students, we're

[3:57:18] able to communicate and double

[3:57:22] down on that. Now, we didn't

[3:57:24] just roll out all these

[3:57:26] licenses and let people to

[3:57:27] their own devices. There's

[3:57:30] significant support that is

[3:57:31] being provided or has been

[3:57:33] provided. I as I mentioned

[3:57:36] earlier, the ai task force was

[3:57:37] critical, and it was

[3:57:38] spearheaded through the Office

[3:57:39] of Innovative Learning through

[3:57:40] Doctor Cohen's office and

[3:57:42] Doctor Sherry Wilson leading

[3:57:45] that task force. They developed

[3:57:47] the bk Ethical Implementation

[3:57:48] Guide, which is really the

[3:57:52] guide that helped helped craft

[3:57:54] the draft policy that that

[3:57:58] we're going to introduce. We

[3:57:59] have and are and have developed

[3:58:01] and are currently developing ai

[3:58:04] governance and review processes.

[3:58:06] We have taken great effort in

[3:58:08] ensuring that any tool that we

[3:58:10] expose our students to are

[3:58:13] being tested at a higher bar

[3:58:16] than we believe many others

[3:58:18] have. We are looking for real

[3:58:20] time moderation and real time

[3:58:22] threat detection, which is

[3:58:24] something most tools don't

[3:58:25] provide. And I'm going to be

[3:58:28] honest with you. Currently,

[3:58:29] copilot doesn't provide at

[3:58:31] scale, which is why we haven't

[3:58:33] deployed Microsoft Copilot to

[3:58:35] all of our students. It doesn't

[3:58:37] provide that level of

[3:58:38] protection. However, other

[3:58:40] tools that we've tested have

[3:58:42] and will be deploying them next

[3:58:43] year. So we're, we're, we're

[3:58:46] ensuring that although staff

[3:58:48] have are all in and have access,

[3:58:49] but with our students, we're

[3:58:51] being very careful how we

[3:58:52] deploy because again, remember

[3:58:55] the pillar student protection

[3:58:57] always protect the student

[3:58:59] first. We have a significant

[3:59:00] investment in professional

[3:59:02] learning in ai literacy. We

[3:59:03] have a lot of work that's been

[3:59:05] done on the instructional side

[3:59:06] through the Office of

[3:59:07] Innovative Learning. Then we

[3:59:08] have a lot of work that's been

[3:59:11] done on the isd side with

[3:59:13] operational use cases through

[3:59:15] through Doctor Darrell Diamond,

[3:59:16] and all of these are being all

[3:59:20] put together into a hub that's

[3:59:21] being developed and is

[3:59:23] currently in pilot stage, which

[3:59:25] is going to contain all of the

[3:59:26] resources so that all staff

[3:59:29] have one one stop shop for

[3:59:31] getting any information and any

[3:59:35] resources on ai. And I wanted

[3:59:36] to close because I'm going to

[3:59:37] talk about continuous

[3:59:38] monitoring in a second, but I

[3:59:40] want to talk about community

[3:59:42] and stakeholder engagement. And

[3:59:43] this goes to a lot of the work

[3:59:45] that we've done in reaching out

[3:59:47] the policy itself. We've

[3:59:48] reached out, obviously, the ai

[3:59:51] task force helped craft it.

[3:59:52] We've reached out to the

[3:59:53] district advisory committee.

[3:59:55] We've received input from the

[3:59:57] Technology Advisory Committee.

[4:00:00] We've sent it to btu to

[4:00:01] Principal and administration

[4:00:04] and assistant principal groups.

[4:00:06] We've sent it out to our actual

[4:00:07] cte students that are

[4:00:08] participating in the ai

[4:00:10] academies to get input on this

[4:00:13] policy. And soon, when we

[4:00:14] present it for rulemaking, then

[4:00:16] we'll have the input of the

[4:00:18] board directly on the policy

[4:00:19] and how it can affect. But this

[4:00:20] is something that we've taken

[4:00:23] great, great pains to ensure we

[4:00:25] get as much engagement as

[4:00:26] possible. And we had the

[4:00:27] privilege. I had the privilege

[4:00:30] of participating in the

[4:00:31] leadership Week this last week

[4:00:33] and in the ai symposium, where

[4:00:35] we got some wonderful feedback

[4:00:37] and input from parents and

[4:00:40] stakeholders in the community.

[4:00:41] So let's talk a little about

[4:00:44] our call to action. And I can't

[4:00:48] emphasize enough that. And this

[4:00:50] Doctor Cohen said, ai is here.

[4:00:52] It's changing the way

[4:00:52] organizations work. It's

[4:00:54] changing the way education is

[4:00:58] done. We can either choose to

[4:01:00] lead and be proactive as to how

[4:01:02] it's taught and to ensure that

[4:01:04] it's taught so that students

[4:01:06] can use it responsibly. Or we

[4:01:08] can step back and then they,

[4:01:10] like many other skills, they

[4:01:11] can learn it on their own and

[4:01:14] at their peril. So we've chosen

[4:01:16] to be proactive. We've chosen

[4:01:18] to protect students and staff

[4:01:22] first. We've chosen to have

[4:01:24] clear governance and to

[4:01:26] establish procedures to, to, to

[4:01:29] test and vet ai tools. We've

[4:01:31] also chosen to support

[4:01:32] innovation, but responsibly.

[4:01:34] And here I want to give some a

[4:01:37] shout out to, to our students

[4:01:39] at Nova and the ai Academy

[4:01:41] because they are developing a

[4:01:43] chat bot. And I would ask our

[4:01:45] student advisors that did the

[4:01:46] research to la unified. Did

[4:01:48] their students create that

[4:01:49] chatbot or the one in

[4:01:52] Albuquerque? Because when we

[4:01:53] release ours, it's going to be

[4:01:56] created by our students. But in

[4:01:57] saying that, we're not just

[4:01:59] having the students create the

[4:02:00] chat bot and publishing it,

[4:02:02] we're developing vetting

[4:02:04] protocols around it to make

[4:02:05] sure that what's been created

[4:02:07] is safe, doesn't expose data.

[4:02:09] We're running it through the

[4:02:10] same development process that

[4:02:13] we run our applications to.

[4:02:15] When we develop applications in

[4:02:18] isd. And that leads me to the

[4:02:19] last part about preparing

[4:02:21] students for the future. And

[4:02:24] again, I had a whole lot of

[4:02:26] discussion here about the false

[4:02:28] dichotomy between it's not

[4:02:30] technology versus traditional.

[4:02:32] But then Lily stole my thunder

[4:02:34] and said it much better than I

[4:02:35] ever would. So I'm, I'm going

[4:02:40] to skip much of that. But I do

[4:02:42] want to mention that we talk

[4:02:43] about preparing students for

[4:02:45] the future. And, and, and there

[4:02:48] they sit, these these two

[4:02:50] students right here. That's the

[4:02:53] future we should aspire to for

[4:02:54] the rest of our students. These

[4:02:56] students seem to me, and I hate

[4:02:58] to call you out, but they seem

[4:02:59] to be well adjusted, well

[4:03:01] rounded. They seem to be good

[4:03:03] critical thinkers. I'm going to

[4:03:04] assume that they can write well.

[4:03:06] I already know they can

[4:03:08] communicate well, and I

[4:03:09] certainly know they can use

[4:03:11] technology well. And that's

[4:03:13] what we should aspire to. That

[4:03:16] kind of balance in how we

[4:03:17] educate our students and, and

[4:03:20] work with our staff. And

[4:03:22] finally, I want to talk about

[4:03:24] continuous monitoring and

[4:03:27] improvement. When I tell you

[4:03:28] that ai is changing, it's not

[4:03:30] just changing by the year, it's

[4:03:33] changing by the day. The models

[4:03:37] that are being released now are

[4:03:37] exponentially better and

[4:03:39] different, and can do more

[4:03:40] things than the ones that we

[4:03:42] were using three months ago.

[4:03:45] It's very hard to keep up, but

[4:03:46] what we're doing here is we're

[4:03:47] ensuring thahae have

[4:03:49] continuous r revw ofheheools

[4:03:52] that are outut there, continus

[4:03:53] testing a and vetting o those

[4:03:55] tools on when to incorporate

[4:03:57] them, on what technologies are

[4:03:59] evolving, continuous reaching

[4:04:01] out to our stakeholder groups

[4:04:03] to through our ai liaisons and

[4:04:04] our ai task force and through

[4:04:08] our community and business

[4:04:10] partners and our advisory

[4:04:13] groups. And we're measuring

[4:04:16] things. Yes. And one of the

[4:04:17] things that we definitely have

[4:04:19] doubled down on is measuring

[4:04:23] how ai is being used, how it's

[4:04:25] being used at schools, for what

[4:04:28] purpose, which tools are being

[4:04:29] used more than others. These

[4:04:31] are things that we've baked in

[4:04:33] to our copilot deployment, and

[4:04:35] it's going to be integral in

[4:04:36] the Microsoft challenge coming

[4:04:37] next year, where schools are

[4:04:39] going to be rewarded for ai

[4:04:40] engagement. And it's also

[4:04:41] something that we're building

[4:04:43] with our partners in Magic

[4:04:44] School to ensure we have

[4:04:46] metrics there that can measure.

[4:04:47] And since that will be our

[4:04:49] first student facing tool,

[4:04:50] those are going to be critical

[4:04:52] into ensuring and seeing how

[4:04:53] students are using it and for

[4:04:55] what purpose. All of these

[4:04:57] things lead into the crafting

[4:04:59] of this policy, which is why

[4:05:01] when you when we do present the

[4:05:02] policy, you're going to see

[4:05:04] something that is flexible and

[4:05:06] can change over time, because

[4:05:08] that's what happens with ai. So

[4:05:10] now I'm going to turn it back

[4:05:12] to what I think is going to be

[4:05:13] my favorite part of the

[4:05:14] presentation. To talk about the

[4:05:15] Nova Innovation Zone. Back to

[4:05:17] Doctor Cone.

[4:05:21] >> Thank you Manny. So

[4:05:23] everything we've discussed thus

[4:05:25] far today focused on system

[4:05:27] readiness. Now I want to talk

[4:05:30] about possibility. The Nova

[4:05:31] Innovation Zone represents the

[4:05:33] next evolution of public

[4:05:35] education. This is not a

[4:05:37] technology project. This is a

[4:05:39] redesign of student experience.

[4:05:42] This is a redesign of taking

[4:05:44] the current educational model

[4:05:46] that was designed during the

[4:05:48] industrial era. Students moved

[4:05:50] through content largely based

[4:05:53] on the Carnegie model. And so

[4:05:55] we wanted to take a look at how

[4:05:57] students, in most cases, are

[4:05:59] assessed the same ways that we

[4:06:00] all grew up, and that the

[4:06:02] future requires us to think a

[4:06:03] little bit differently about

[4:06:06] public education, and that the

[4:06:07] Nova Innovation Zone is

[4:06:10] designed around competency,

[4:06:12] application, innovation,

[4:06:13] workforce relevance, and

[4:06:17] authentic problem solving. And

[4:06:19] so Nova becomes our innovation

[4:06:21] laboratory here. It's a place

[4:06:25] where we explore mastery based

[4:06:27] progression, ai embedded

[4:06:28] personalization, project based

[4:06:31] learning, university supported

[4:06:32] pathways. The goal is not to

[4:06:34] abandon standards. The goal is

[4:06:36] to build beyond standards.

[4:06:38] Students will continue to

[4:06:39] master the Florida standards,

[4:06:41] but they will also demonstrate

[4:06:44] competencies that employers and

[4:06:45] universities increasingly

[4:06:48] demand. The future of education

[4:06:50] cannot be built with the

[4:06:52] district alone. And so in this

[4:06:53] model, our industry leaders

[4:06:55] will assist us in co-designing.

[4:06:57] The learning universities must

[4:06:58] become active partners where

[4:07:00] they have students complete

[4:07:02] their field experience, their

[4:07:03] internships aligned to students

[4:07:05] interests. And this means our

[4:07:07] partner universities will have

[4:07:08] first choice to make

[4:07:09] connections and intersect with

[4:07:12] our schools, establish those

[4:07:13] relationships with our students

[4:07:15] and parents, and ultimately

[4:07:17] develop a strong pipeline for

[4:07:18] students with the hope of

[4:07:19] enrolling in some of these

[4:07:21] schools, such as Nova fau and

[4:07:24] Broward College, and community

[4:07:26] organizations must become

[4:07:27] contributors in. This opens the

[4:07:29] doors where the Nova model

[4:07:31] becomes the first in class 22nd

[4:07:33] century model that is

[4:07:35] nationally recognized. Partner

[4:07:37] corporations will have a strong

[4:07:38] connection to this initiative,

[4:07:40] where professional mentors will

[4:07:42] be enlisted by program and

[4:07:44] industry certification. They

[4:07:46] act as guest speakers, role

[4:07:47] models, and eventually,

[4:07:49] students and businesses could

[4:07:51] see this endeavor as future

[4:07:53] pathway for employment. The

[4:07:56] Nova concept creates an

[4:07:57] ecosystem where students

[4:07:58] regularly interact with

[4:08:00] professionals, mentors,

[4:08:02] practitioners, and

[4:08:05] entrepreneurs. This is where

[4:08:07] Nova becomes transformational.

[4:08:10] The model combines five

[4:08:12] intersected pillars ai

[4:08:13] accelerated academies, human

[4:08:16] centered mentorship, xr

[4:08:18] experiential learning, project

[4:08:20] based studios, ai literacy, and

[4:08:22] ethics. Students will not

[4:08:23] simply learn about subjects.

[4:08:25] Here, students will use

[4:08:27] subjects to solve authentic

[4:08:29] problems, and instead of asking,

[4:08:31] what chapters are we on, we

[4:08:33] begin asking what problems are

[4:08:35] we solving? Instead of

[4:08:37] measuring only seat time, we

[4:08:39] begin to measure demonstrated

[4:08:41] competency and students

[4:08:43] progress through experiences

[4:08:45] that mirror the way learning

[4:08:47] occurs in universities,

[4:08:49] research organizations, and

[4:08:53] innovative industries. And one

[4:08:55] of the most exciting elements

[4:08:56] of Nova is the creation of

[4:08:58] innovative laboratories, not

[4:09:00] just for students, but for

[4:09:02] teachers and teachers become

[4:09:04] researchers. They become

[4:09:06] learners, designers, innovators,

[4:09:09] and problem solvers. University

[4:09:10] partners like Microsoft,

[4:09:12] industry leaders in bc,

[4:09:14] educators work together to

[4:09:17] continuously refine instruction.

[4:09:19] This transforms professional

[4:09:21] learning from occasional

[4:09:23] workshops into continuous

[4:09:26] innovation cycles, and so

[4:09:28] success will not be measured by

[4:09:30] technology adoption. Success

[4:09:32] will be measured by outcomes,

[4:09:34] by gaining teacher time, by

[4:09:36] allowing students to gain

[4:09:38] opportunity, increased

[4:09:40] engagement, improved

[4:09:41] achievement, expanded access,

[4:09:44] and future readiness. And if we

[4:09:46] cannot demonstrate improved

[4:09:49] outcomes, then we adjust. The

[4:09:51] goal is to impact, not

[4:09:55] implementation. So the vision

[4:09:57] before you today is bigger than

[4:09:58] artificial intelligence. It is

[4:10:00] about ensuring broad public

[4:10:01] public schools remains a place

[4:10:04] where innovation and humanity

[4:10:05] coexist, where technology

[4:10:07] serves people, where teachers

[4:10:09] remain at the center and where

[4:10:11] students remain at the heart,

[4:10:12] and where the future is not

[4:10:14] something that happens to us,

[4:10:16] but something we intentionally

[4:10:18] help create. The question is

[4:10:20] not whether artificial

[4:10:21] intelligence will shape the

[4:10:22] future. The question is whether

[4:10:24] Broward County Public Schools

[4:10:26] will help shape it responsibly.

[4:10:29] And I believe the answer is yes.

[4:10:32] This concludes our presentation.

[4:10:34] >> Thank you. We'll go to

[4:10:35] public comment. I do see some

[4:10:37] new faces in the audience, so I

[4:10:40] just want to remind the public

[4:10:41] that when I call your name,

[4:10:43] please approach the mic. Please

[4:10:45] follow the staff's instructions.

[4:10:47] The board does not go back and

[4:10:48] forth with members of the

[4:10:51] public during this portion. So

[4:10:52] I just wanted to make sure

[4:10:53] everyone was aware. And then

[4:10:55] when you hear the timer go off,

[4:10:56] please yield the mic so that

[4:10:58] the next speaker has the

[4:10:59] opportunity to speak. So I'll

[4:11:01] call up five names at a time.

[4:11:02] Cynthia. Dominique. Actually,

[4:11:04] I'll do like three names. For

[4:11:05] some reason. The podium is

[4:11:08] further back. Cynthia Dominique,

[4:11:10] Brooke Bordey, and Heather

[4:11:25] Velasquez.

[4:11:29] >> All right, mic test. It's

[4:11:32] good. All right. Good afternoon.

[4:11:36] Brooke Bordey plantation. I am

[4:11:38] a school advisory forum chair.

[4:11:41] i'm a pta room coordinator. I

[4:11:44] serve on several district level

[4:11:45] advisories. I am absolutely

[4:11:46] plugged in. And the other

[4:11:48] parents who are here today were

[4:11:51] here in earnest, trying to

[4:11:52] deliver you the sentiment of

[4:11:55] the community that it's

[4:11:56] sometimes hard to get through.

[4:11:59] So we're not here speaking for

[4:12:00] ourselves. It is our community

[4:12:02] that is profoundly concerned,

[4:12:03] which is why, you know, we're

[4:12:05] supposed to be on a road to

[4:12:06] Disney with medieval time

[4:12:08] reservations. We stayed. And we

[4:12:10] might MISS That because we're

[4:12:12] here representing many, many

[4:12:15] families in my mom life. I was

[4:12:17] a commercial litigator, which

[4:12:18] is something I don't usually

[4:12:20] share, but I frequented the

[4:12:22] courthouse just down the street.

[4:12:23] And I see you, the board here

[4:12:26] today as judges that I need to

[4:12:29] convince of our concerns, given

[4:12:31] that there's some debate in

[4:12:32] this room about safety and the

[4:12:34] appropriate use of ai in the

[4:12:35] classroom, I think it helps the

[4:12:37] decision making process to

[4:12:39] focus on the law, and it will

[4:12:41] become very clear that this

[4:12:43] board needs to reconsider the

[4:12:45] the direction of this

[4:12:46] initiative. The district is

[4:12:48] already not in compliance with

[4:12:49] Sopa, which requires school

[4:12:51] districts to identify all the

[4:12:53] software it provides to

[4:12:54] students, as well as the actual

[4:12:56] underlying contract. The bcc

[4:12:57] web page that lists

[4:12:59] supplemental software is

[4:13:00] absolutely incomplete. The

[4:13:02] district has had months to

[4:13:04] correct this deficiency. Given

[4:13:06] the simplicity of just posting

[4:13:07] the contracts for the

[4:13:08] supplemental software, I have

[4:13:09] very little faith that

[4:13:11] something as complicated and

[4:13:13] risky as artificial

[4:13:14] intelligence could be done in a

[4:13:16] way that does not pose a risk

[4:13:17] to our children. Another law to

[4:13:18] consider is the forthcoming

[4:13:20] Guard Act, which is a

[4:13:21] bipartisan federal legislation

[4:13:25] that, if passed, will ban ai

[4:13:26] chatbots for children under the

[4:13:28] age of 18. Florida is

[4:13:29] considering its own set of laws

[4:13:32] as well. Perhaps we should

[4:13:34] pause the rollout to ai lest

[4:13:36] this district finds egg on its

[4:13:39] face. I also see copilot pilot

[4:13:40] rollout as a threat to ferpa,

[4:13:43] giving copilot access to cps

[4:13:44] email accounts will certainly

[4:13:46] lead to the capture, analysis,

[4:13:48] and storage of sensitive

[4:13:49] student information and

[4:13:52] personally identifiable

[4:13:53] information, thereby

[4:13:54] circumventing and violating

[4:13:55] ferpa. It's an obvious

[4:13:57] liability for the district

[4:13:59] legal adjacent is this board's

[4:14:02] policy 6313, which prescribes

[4:14:04] the Institutional Review Board

[4:14:06] that is required for research

[4:14:08] performed on children. I want

[4:14:09] to welcome the student advisors,

[4:14:11] but I do want to say many of

[4:14:13] the concerns are coming from

[4:14:14] elementary parents and the

[4:14:16] survey tools available to the

[4:14:18] student advisors do not reach

[4:14:19] elementary students. Our

[4:14:20] children have access to

[4:14:22] different technology than

[4:14:24] current high schoolers. This

[4:14:25] board should know that there is

[4:14:27] no public facing implementation

[4:14:28] plan. I don't know what

[4:14:29] technology my kids will have

[4:14:32] come fall. So this presentation

[4:14:34] doesn't constitute an

[4:14:35] implementation plan. Thank you.

[4:14:36] >> Thank you. I remember I

[4:14:38] called Cynthia Dominique and

[4:14:41] Heather Velasquez, and then the

[4:14:42] next three names are Kirsten

[4:14:45] Hope, Matthew Bordy, and Trudy

[4:14:47] Germanovich. Could someone from

[4:14:49] staff turn the timer off,

[4:14:54] please? Thank you, MR. Ho. All

[4:14:54] right, so I'll just say the

[4:14:56] names again. Cynthia, Dominique,

[4:14:58] Heather Velasquez, Kirsten Hope,

[4:14:59] Matthew Bordy, and Trudy

[4:15:04] Germanovich. Welcome.

[4:15:06] >> Hi.

[4:15:07] >> Good afternoon. My name is

[4:15:09] Heather Velasquez from Davie. I

[4:15:10] would just like to take a

[4:15:12] moment to say that I had a

[4:15:14] really hard time gathering my

[4:15:15] thoughts to express how I feel

[4:15:17] about this, because it is

[4:15:18] overwhelming. I am a parent who

[4:15:19] doesn't know a lot about ai. I

[4:15:22] do know that it has amazing

[4:15:23] capabilities and great

[4:15:25] strengths, but I worry about

[4:15:27] how I can protect my own child

[4:15:28] and how other parents can do

[4:15:30] the same if they don't have the

[4:15:31] skill set and the knowledge on

[4:15:33] the technology and the tools

[4:15:34] that are being made available

[4:15:36] to our teachers and our

[4:15:37] students. So I just want to

[4:15:38] reference slide 25, where it

[4:15:40] says that ai should enhance

[4:15:41] critical thinking, problem

[4:15:43] solving, creativity analysis

[4:15:45] and reasoning, collaboration

[4:15:47] and communication, and real

[4:15:49] world application of learning.

[4:15:53] What does ai enhance cognitive

[4:15:54] offloading? And it is

[4:15:57] concerning to hear someone say

[4:15:58] that they didn't remember how

[4:15:59] to do a math problem, so they

[4:16:01] just plugged it into ai, and

[4:16:03] that's no shade to anybody. But

[4:16:05] that is real. We hear

[4:16:06] professionals say all the time

[4:16:07] they feel like it's dumbing

[4:16:09] them down, and I want my

[4:16:10] elementary child to make sure

[4:16:11] he has the opportunity to

[4:16:13] develop those critical thinking

[4:16:15] skills and those foundational

[4:16:17] learning skills that we all use

[4:16:19] today, because the human can't

[4:16:21] be a part of the loop if they

[4:16:22] don't have those foundational

[4:16:24] skills. So I want my child to

[4:16:25] enter middle school, to enter

[4:16:27] high school, and have those

[4:16:30] foundational skills to still be

[4:16:31] an active participant as a

[4:16:33] human being, not just relying

[4:16:37] on that tool of ai. So I also

[4:16:38] am very concerned for our

[4:16:40] teachers and their ability to

[4:16:42] keep up with the rapid

[4:16:43] implementation of all of these

[4:16:44] different resources. I think

[4:16:47] that we are expressing a lot of

[4:16:49] support and offloading for them

[4:16:52] and giving them time back, but

[4:16:53] how are we making sure that

[4:16:55] we're not overloading them with

[4:16:57] the skills they need to learn

[4:16:59] to be able to effectively

[4:17:00] implement the tools and have

[4:17:03] the time? My understanding, and

[4:17:05] I would love some clarification

[4:17:07] on this, is that while you say

[4:17:10] that the training is required,

[4:17:12] who's who's checking that,

[4:17:14] what's the accountability for

[4:17:15] that? And how are we making

[4:17:16] sure that the teachers and the

[4:17:20] staff are utilizing these tools

[4:17:21] ethically, efficacy, the

[4:17:24] efficacy of them, if nobody's

[4:17:26] ensuring that they are trained

[4:17:28] before they roll these out and

[4:17:29] have their students use them,

[4:17:31] that's a big concern for me. I

[4:17:32] really want to know what the

[4:17:34] district goals are and how

[4:17:35] they're measured. Engagement to

[4:17:37] me is not totally an accurate

[4:17:40] measurement of effectiveness.

[4:17:41] We approved last week or the

[4:17:43] board approved last week more

[4:17:45] more funding for prisms without

[4:17:47] any real data on how that, you

[4:17:49] know, improved learning gains.

[4:17:51] I know that what was said was

[4:17:52] more of like, well, we know

[4:17:53] students were engaged. They

[4:17:55] were excited to come to class.

[4:17:57] Well, that is important. Is it

[4:17:59] really improving their

[4:18:00] educational skills and their

[4:18:01] knowledge?

[4:18:04] >> I'm running out of time.

[4:18:06] >> So I think that I said a lot

[4:18:08] of what I really wanted to say,

[4:18:10] but thank you guys for giving

[4:18:11] us this opportunity. Oh, I

[4:18:12] don't think that there has been

[4:18:14] a public facing parent plan

[4:18:15] implementation plan. I went to

[4:18:16] this symposium and left with

[4:18:17] more questions, so that didn't

[4:18:19] get a chance to be answered

[4:18:20] because they canceled at the

[4:18:21] end.

[4:18:26] >> Thank you. Next speaker.

[4:18:28] >> Heather.

[4:18:32] >> Good afternoon. This is Mike

[4:18:34] on. Welcome. Oh, good. How are

[4:18:36] you guys? Good afternoon

[4:18:38] superintendent, school board

[4:18:40] members and fellow parents. My

[4:18:42] name is Matthew Board. I have

[4:18:44] three children here in Broward

[4:18:46] County schools. I'm an

[4:18:48] entrepreneur and I build

[4:18:49] products, physical products and

[4:18:51] ai embedded systems and

[4:18:54] software for a living. I'm not

[4:18:56] here because I fear artificial

[4:18:57] intelligence. I'm here because

[4:19:00] I understand it. Large language

[4:19:02] models like Chatgpt, Copilot

[4:19:04] Magic School do not think they

[4:19:08] do not understand truth. They

[4:19:11] predict the most likely word

[4:19:13] based on patterns in data.

[4:19:15] Sometimes the results are

[4:19:16] impressive. Sometimes they're

[4:19:18] completely wrong, especially

[4:19:19] especially in product

[4:19:21] development and software

[4:19:24] development. Together in ai

[4:19:26] industry, we call this a

[4:19:26] hallucination. These systems

[4:19:29] can confidently generate false

[4:19:31] facts, inaccurate explanations,

[4:19:33] biased content, and entirely

[4:19:35] fabricate information. Even

[4:19:37] companies that build them

[4:19:39] acknowledge this limitation.

[4:19:40] Yet Broward is rapidly

[4:19:42] expanding ai in classrooms

[4:19:44] where nearly 40% of our

[4:19:46] students are still not reading

[4:19:48] proficiently at a grade level.

[4:19:50] My concern is simple we're

[4:19:51] helping students become

[4:19:53] stronger readers, writers, and

[4:19:55] critical thinkers. Or are we

[4:19:57] normalizing technology that is

[4:19:59] increasingly does the thinking

[4:20:01] for them? I also have concerns

[4:20:03] about privacy. We hold. These

[4:20:06] systems are ferpa compliant,

[4:20:08] but ferpa is a legal

[4:20:09] requirement and not a

[4:20:11] technological safeguard that

[4:20:13] keeps ai within its boundaries.

[4:20:15] Parents deserve transparency

[4:20:16] regarding what student

[4:20:18] information, assignments,

[4:20:20] documents, emails, educational

[4:20:21] records MAY be processed by

[4:20:24] these systems and how that

[4:20:27] information is protected before

[4:20:29] expanding ai further. This

[4:20:31] district owes the parents clear

[4:20:33] answers meaningful oversight

[4:20:35] evidence that these tools are

[4:20:35] improving student outcomes

[4:20:38] rather than simply making

[4:20:39] simply making, providing

[4:20:41] technology companies with the

[4:20:44] data that they want. Can the

[4:20:46] district identify a single

[4:20:47] technical safeguard that

[4:20:49] automatically prevents

[4:20:50] hallucinated or factually

[4:20:52] inaccurate ai generated content

[4:20:53] from reaching students without

[4:20:55] a human catching the error? As

[4:20:57] a product developer? And the

[4:20:59] technical answer is no, there

[4:21:02] is no filter for hallucinations.

[4:21:04] So my question to the board is

[4:21:07] who is the human safety net?

[4:21:09] And my final question is, can

[4:21:11] the district guarantee that no

[4:21:12] student educational records,

[4:21:15] behavioral information, emails,

[4:21:16] assignments, or personal data

[4:21:19] will ever be used in a way that

[4:21:22] parents did not intend to or

[4:21:23] expect? And if that happens,

[4:21:25] who's accountable? The software

[4:21:26] company or Broward County

[4:21:28] schools? As a technology

[4:21:29] professional, I know that most

[4:21:31] dangerous thing about ai isn't

[4:21:33] when it's obviously wrong, it's

[4:21:35] when it's wrong and sounds

[4:21:37] convincing. Thank you.

[4:21:39] >> Thank you. Next speaker.

[4:21:40] >> MADAM Chair, what is his

[4:21:41] name?

[4:21:44] >> That was Matthew Board.

[4:21:45] >> Thank you.

[4:21:46] >> I have Kirsten Hope, Trudy

[4:21:48] Germanovich, Rochelle Sofer,

[4:21:52] and Jennifer Dubbin. Welcome.

[4:21:54] >> Hi. Good morning. My name is

[4:21:55] Kirsten Hope and I'm from Davie.

[4:21:57] I'm here as a concerned parent

[4:21:58] of three children and

[4:22:00] advocating for all children. In

[4:22:01] fact, I brought six children

[4:22:04] here today just to speak. So if

[4:22:05] you ever wonder why you hear

[4:22:07] from the same people over and

[4:22:08] over again, it's because it's

[4:22:09] really difficult to get down

[4:22:11] here with children. In APRIL of

[4:22:14] this year, 2026, Fair Play, a

[4:22:16] coalition of child advocates,

[4:22:18] educators, researchers, and

[4:22:19] organizations put out a

[4:22:22] position paper. This 29 page

[4:22:24] paper, signed by over 260

[4:22:26] organizations and experts, call

[4:22:28] for a five year moratorium on

[4:22:30] student facing generative ai

[4:22:32] products in k through 12. The

[4:22:34] authors argue that ai tools are

[4:22:35] being introduced in classrooms

[4:22:37] before the educational benefits

[4:22:39] have been proven, and before

[4:22:40] adequate safeguards exist for

[4:22:43] for kids, the key concerns

[4:22:44] cognitive cognitive development

[4:22:46] and learning, social and

[4:22:47] emotional development, mental

[4:22:49] health risks, privacy and

[4:22:50] surveillance, misinformation

[4:22:52] and accuracy, impact on

[4:22:54] teachers equity concerns,

[4:22:55] academic integrity and

[4:22:58] environmental costs. The

[4:23:00] classrooms already utilize

[4:23:02] adaptive educational technology

[4:23:04] platforms. Despite years of

[4:23:05] implementation, these tools

[4:23:07] have not produced the

[4:23:08] transformational academic gains

[4:23:10] that were promised. In many

[4:23:11] cases, they have become

[4:23:12] substitute for direct

[4:23:13] instruction and human

[4:23:15] interaction rather than

[4:23:16] enhancements to learning. What

[4:23:18] evidence suggests that ai will

[4:23:20] produce a different result. At

[4:23:22] its core, education is a human

[4:23:25] endeavor. Teachers do more than

[4:23:28] deliver content. They build

[4:23:30] relationships, provide

[4:23:31] mentorship. They inspire

[4:23:33] curiosity, and understand the

[4:23:34] unique needs of each of their

[4:23:36] students. Expanding the role of

[4:23:38] ai risks further widening of

[4:23:39] the gap between teachers and

[4:23:41] students, while reducing

[4:23:42] opportunities for meaningful,

[4:23:44] meaningful human connection. At

[4:23:46] a time where young people are

[4:23:48] experiencing increasing social

[4:23:50] isolation and mental health

[4:23:51] challenges, we should be

[4:23:53] investing in stronger human

[4:23:55] relationships, not replacing

[4:23:57] them with technology. Stating

[4:23:58] that over and over again

[4:24:00] doesn't that it doesn't replace

[4:24:02] teachers, doesn't make it true.

[4:24:04] Employees are expected to

[4:24:06] review ai generated content,

[4:24:08] verify accuracy, monitor an

[4:24:10] entire classroom of students,

[4:24:12] and exercise professional

[4:24:15] judgment. However, formal ai

[4:24:16] training is not required for

[4:24:18] all employees anywhere in this

[4:24:20] implementation plan. Without

[4:24:21] comprehensive and mandatory

[4:24:23] training, how can we expect a

[4:24:25] reasonable implementation of

[4:24:28] ethics and safety and, you know,

[4:24:29] consistency across all

[4:24:31] classrooms? This s pl isot

[4:24:33] inking of thee fute liket

[4:24:35] ateses. Wl nott be ab too

[4:24:36] affo thehese products when the

[4:24:38] money runs out. Focusing on the

[4:24:40] future would be implementing

[4:24:41] actual foundational computer

[4:24:43] skills like typing. Screen time

[4:24:45] is not a hypothetical concern.

[4:24:46] Decades of research have

[4:24:48] documented its impacts on

[4:24:49] cognition, physical health,

[4:24:51] attention, and social emotional

[4:24:52] well-being. Pediatrician and

[4:24:53] child experts continue to

[4:24:55] recommend minimizing screen

[4:24:57] time exposure whenever possible

[4:25:00] to. It's not just the fear of

[4:25:02] the unknown. We know. Okay,

[4:25:03] thank you.

[4:25:11] >> Thank you. Next speaker.

[4:25:14] >> My name is Doctor Trudy

[4:25:15] Germanovich. I began learning

[4:25:18] about technology by attending a

[4:25:20] computer meeting at a garage in

[4:25:25] Los Altos, California in 1976.

[4:25:27] Unfortunately, it was not Steve

[4:25:30] Jobs garage. Since that time,

[4:25:32] I've been interested in what's

[4:25:35] being called bleeding edge

[4:25:36] technology. The discussion

[4:25:38] today is similar to what we had

[4:25:40] when we first had access to the

[4:25:41] internet, and I'm glad we're

[4:25:43] hearing about it today. I'm

[4:25:45] also a longtime proponent of

[4:25:47] opting out. You can see from

[4:25:49] the back of my t shirt, which

[4:25:51] is the opt out network. The opt

[4:25:53] out network was formed by

[4:25:54] parents throughout the country

[4:25:56] in 2014, who believed that

[4:25:58] online testing would be bad for

[4:26:01] their children. They were not

[4:26:02] anti-technology. These are

[4:26:03] hundreds of thousands of people

[4:26:05] around the country. They

[4:26:07] objected to the fact that it

[4:26:09] became how teachers and schools

[4:26:12] were evaluated. It would be

[4:26:14] difficult to have children opt

[4:26:18] out of ai because it will be

[4:26:20] ubiquitous. Unfortunately, our

[4:26:21] teachers and students will be

[4:26:23] training the ai programs you

[4:26:26] purchase. There will be some

[4:26:27] teachers who will quickly adapt

[4:26:30] and use ai for lesson plans,

[4:26:31] but we should start with those

[4:26:33] who want to use it. It was

[4:26:35] mentioned that trainings would

[4:26:37] be within the PLCs, which are

[4:26:39] where a professional learning

[4:26:42] community determines goals by

[4:26:44] consensus. Supposedly of the

[4:26:48] plc members. As per the btu

[4:26:49] contract. In other words,

[4:26:51] that's not where you should do

[4:26:53] training. They won't all choose

[4:26:56] ai. I believe for early

[4:26:56] elementary there should be

[4:26:59] little or no wasted time wasted

[4:27:02] on non state mandated programs

[4:27:04] on screens by third grade. Most

[4:27:06] students should have the manual

[4:27:08] dexterity to begin using typing

[4:27:10] and word processing skills.

[4:27:12] This is presently not occurring.

[4:27:15] I heard earlier it was. It is

[4:27:17] not. I have not seen a typing

[4:27:20] or a simple word processing

[4:27:22] program come over for a

[4:27:23] purchase at any of your

[4:27:25] meetings. Why is that taking so

[4:27:28] long? I don't believe it's

[4:27:29] possible to manage teaching a

[4:27:31] class with some parents opting

[4:27:33] out of ai lessons or certain

[4:27:35] other technologies. I was very

[4:27:37] unhappy with the lack of clear

[4:27:38] timeline within the

[4:27:40] presentation. I believe a group

[4:27:41] of teachers who are presently

[4:27:43] in the classroom should be paid

[4:27:46] well during this JULY to

[4:27:48] develop lesson plans for using

[4:27:51] ai for students in grades four

[4:27:53] through fifth, sixth, and

[4:27:56] eighth, and specific examples

[4:27:59] from high school classes I. And

[4:28:01] I really mean pay the teachers

[4:28:04] well for what they do. I also

[4:28:06] am concerned about the

[4:28:08] resources being equitably

[4:28:10] distributed. When I heard the

[4:28:11] presentation. It appears that

[4:28:14] Nova schools will get much more

[4:28:20] than other schools. Thank you.

[4:28:21] >> Good afternoon, Rochelle

[4:28:23] Sofer, Coconut Creek. So I want

[4:28:25] to put out a disclaimer. I am

[4:28:28] not against ai at all. I

[4:28:32] embrace it with caution. I have

[4:28:34] specific questions based on the

[4:28:35] slides that I read through, and

[4:28:37] I'm going to present them. So

[4:28:38] that way our representatives

[4:28:39] that are here can maybe address

[4:28:41] it in the future. So we'll go

[4:28:43] by their. Slide seven. I'd like

[4:28:45] to know what is the school

[4:28:48] board's definition of ethical

[4:28:49] implementation and where can we

[4:28:51] find it? What are the current

[4:28:54] and expected safeguards? Where

[4:28:56] are they published for view,

[4:28:58] and are these viewable in the

[4:29:03] multiple languages? Slide eight.

[4:29:05] Please define screen heavy as

[4:29:08] it relates to students. What

[4:29:09] length of time would that be

[4:29:12] and by whose definition? As a

[4:29:13] parent, with a child with a

[4:29:15] learning disability, speaking

[4:29:20] on my own screen, time is a

[4:29:22] deficit to my child. So I need

[4:29:24] to know what screen heavy is

[4:29:26] because five minutes to my

[4:29:29] child could be a lifetime in an

[4:29:30] eternity, and try to take my

[4:29:31] child away from that screen.

[4:29:33] You could have issues, and I

[4:29:34] know my child's not the only

[4:29:39] one. Slide 22. How will we

[4:29:40] ensure minimal deviation from

[4:29:42] the ai platform as it's being

[4:29:44] used, especially with expected

[4:29:47] increases in class sizes? What

[4:29:48] measures will be implemented to

[4:29:51] alert teachers or staff to the

[4:29:53] unexpected tech use other than

[4:29:54] Live Wire, which has its own

[4:29:56] issues? What about

[4:29:57] considerations for

[4:29:57] implementation with our

[4:29:58] students with disabilities

[4:30:00] population, especially in the

[4:30:02] self-contained classes? How

[4:30:05] will slide 23 how will be cps

[4:30:06] address parental concerns for

[4:30:09] those who want decreased or

[4:30:14] zero screen time? Slide 24. How

[4:30:16] will student data be kept safe?

[4:30:18] Where's all the I-ready data

[4:30:20] stored and who has access to it?

[4:30:22] Has anyone heard or seen of

[4:30:23] scrolling to death.Com the

[4:30:25] lawsuit lawsuit that's ensuing

[4:30:27] as a result of that? What about

[4:30:29] the new lawsuit launched

[4:30:30] against the parent company,

[4:30:31] Curriculum Associates? We need

[4:30:33] to ensure our students safety

[4:30:35] and security, especially their

[4:30:39] voices being captured. Slide 27.

[4:30:41] Where's the cps Ethical

[4:30:42] Implementation guide? We'd like

[4:30:43] to see it in all of its

[4:30:45] languages, please. What about

[4:30:47] parent student community

[4:30:48] feedback that needs to be

[4:30:50] evaluated on a continuum and

[4:30:52] not at the convenience of this

[4:30:54] district? I'd like to quote one

[4:30:55] of my teacher friends who's in

[4:30:57] the elementary schools. It's

[4:30:58] interesting to me that the

[4:31:00] district wants to use ai, but

[4:31:02] they don't want us to use

[4:31:03] anything from teachers pay

[4:31:04] teachers. We have to use

[4:31:05] everything that's approved by

[4:31:07] the school board. But we all

[4:31:08] know that ai makes mistakes.

[4:31:11] How is it better or different?

[4:31:12] Last quote. This is from a

[4:31:14] friend of mine who's got her

[4:31:15] Phd and teaches at a local

[4:31:18] university. The faculty at my

[4:31:19] college don't actually want to

[4:31:21] learn all the good ways they

[4:31:22] could use ai. They want to use

[4:31:24] ai as a shortcut, and they are

[4:31:25] putting out some pretty

[4:31:26] terrible quality presentations,

[4:31:28] images, etc. That are very

[4:31:30] obviously ai generated and the

[4:31:32] students are on to it.

[4:31:35] >> Thank you. Next up, I have

[4:31:36] Jennifer Durbin and then Doctor

[4:31:37] Natalie Lynch Walsh, Doctor

[4:31:43] Nancy Romance, and Donna Maggio.

[4:31:44] >> Hello. My name is Jennifer

[4:31:46] Durbin. I'm from Coral Springs.

[4:31:47] I'm a parent of a second grader

[4:31:50] and I'm here to oppose the ai

[4:31:52] initiative. We are stepping on

[4:31:53] to a dangerous frontier without

[4:31:55] a map in. Our students will pay

[4:31:57] the price. I'm not afraid of

[4:31:59] technology or ai. I value

[4:32:00] thoughtful, intentional digital

[4:32:02] tools. But while technology

[4:32:04] evolves rapidly, human biology

[4:32:07] does not. Children have

[4:32:09] critical developmental windows

[4:32:10] for acquiring foundational

[4:32:13] skills by displacing vetted

[4:32:15] curricula with automated

[4:32:16] content, we are treating our

[4:32:17] students as test subjects in an

[4:32:19] unregulated experiment with no

[4:32:21] irb. When parents raise safety

[4:32:23] concerns, district staff

[4:32:24] advised us that if our children

[4:32:26] are harmed, we can simply sue

[4:32:28] the vendor to suggest that our

[4:32:29] only recourse is to wait for

[4:32:31] our children's physical, mental

[4:32:32] well-being and privacy to be

[4:32:35] compromised before acting is

[4:32:36] irresponsible. What is the

[4:32:37] responsibility of the

[4:32:39] leadership in this room to keep

[4:32:42] our kids safe? If cps were

[4:32:43] truly equipped to evaluate

[4:32:44] these algorithms, you wouldn't

[4:32:47] just look at basic accuracy. Bk

[4:32:48] would be analyzing and

[4:32:50] publishing date on precision

[4:32:52] recall f1 score area under the

[4:32:53] receiver operating

[4:32:55] characteristic curve metrics,

[4:32:56] as well as clear guidelines on

[4:32:58] false negatives. To date,

[4:32:59] Broward County Public Schools

[4:33:01] has failed to establish a

[4:33:02] transparent implementation plan.

[4:33:04] Define what ethical and

[4:33:07] responsible ai means to for our

[4:33:08] community, or provide a pilot

[4:33:11] study report proving the

[4:33:12] efficacy and safety of Magic

[4:33:14] School, ai and copilot. At

[4:33:16] least one of these ai tools has

[4:33:17] previously failed the

[4:33:19] district's tests. How has it

[4:33:21] now passed? What metrics were

[4:33:23] used to assess safety, security,

[4:33:26] and moderation? Moving forward

[4:33:28] blindly is an unacceptable risk.

[4:33:30] This is especially true given

[4:33:32] the ongoing Florida lawsuit

[4:33:34] against Openai, the engine

[4:33:36] behind Magic School ai, which

[4:33:38] alleges severe psychological

[4:33:40] and developmental harm to youth,

[4:33:41] including the erosion of

[4:33:43] critical thinking and the

[4:33:44] generation and generation of

[4:33:46] dangerous content. What risk

[4:33:48] are our teachers taking by

[4:33:50] using these programs that could

[4:33:51] see them fined or jailed? If

[4:33:53] the algorithm behaves

[4:33:56] unexpectedly and it will behave

[4:33:57] unexpectedly? As parents, we

[4:33:59] have to demand accountability

[4:34:00] from the district and the board

[4:34:02] by funneling resources away

[4:34:04] from proven educational

[4:34:05] pedagogy into unsafe

[4:34:07] experimental programs. You are

[4:34:09] privatizing our children's

[4:34:11] education and enriching a few.

[4:34:13] What accountability will this

[4:34:15] board take when this experiment

[4:34:17] harms the very children you are

[4:34:18] responsible for? Serving our

[4:34:20] board to halt the rollout of

[4:34:22] these ai tools until a rigorous,

[4:34:23] transparent, data backed safety

[4:34:25] and efficacy framework is

[4:34:31] delivered to parents. Thank you.

[4:34:33] >> Doctor. Natalie Lynch Walsh

[4:34:37] Plantation, Florida. So unlike

[4:34:39] a lot of the other speakers, I

[4:34:42] love ai for adults. That's

[4:34:43] where this should have started.

[4:34:46] Not with the kids. I would love

[4:34:48] public records that function to

[4:34:50] be automated. I would love

[4:34:52] follow up logs to be generated

[4:34:53] automatically from the

[4:34:54] recordings of these meetings.

[4:34:56] Imagine how much time and how

[4:34:57] much more efficient you could

[4:34:59] be as a governing body. Oh, and

[4:35:01] by the way, I always have plan

[4:35:03] b and c in my back pocket.

[4:35:05] Don't you worry because there's

[4:35:07] a policy involved here, and it

[4:35:09] hasn't even been advertised to

[4:35:13] initiate rulemaking. So, and

[4:35:16] there was a comment about

[4:35:17] complaints. Some people's

[4:35:18] complaints are simply

[4:35:20] continuous improvement. You

[4:35:21] don't get continuous

[4:35:22] improvement by going along with

[4:35:23] everything. And everything is

[4:35:26] lovely in the garden. All right.

[4:35:30] So when I had to get my Phd, I

[4:35:32] studied adults and I had to do

[4:35:34] a 90 page institutional review

[4:35:37] board application. There was no

[4:35:39] mention in the presentation of

[4:35:43] school board policy 6313, which

[4:35:45] after hearing a lot of parent

[4:35:46] concerns, I said, well, why do

[4:35:47] they need that data? What are

[4:35:49] they doing with it? And where

[4:35:50] is

[4:35:51] >> The irb and all of this

[4:35:53] because I know the district has

[4:35:56] one, right? Yes they do. It's

[4:35:58] 6313 is research and program

[4:36:00] evaluation studies. So just for

[4:36:03] fun in here and I hope somebody

[4:36:05] pulled it up by now we have

[4:36:08] definitions. It defines

[4:36:09] research studies program

[4:36:11] evaluation studies. The

[4:36:12] institutional review board,

[4:36:16] informed consent. If a if

[4:36:18] someone is under 18 you cannot

[4:36:20] conduct studies on them without

[4:36:25] informed consent. So I had ai

[4:36:28] prompt number one policy 6313

[4:36:29] governs research and program

[4:36:30] evaluation studies. What

[4:36:32] potential policy. 6313

[4:36:34] compliance risks and audit risk

[4:36:36] issues are associated with the

[4:36:38] Broward powered by ai

[4:36:40] presentation. A few, but you

[4:36:41] guys aren't interested when I

[4:36:43] try to stop you from getting in

[4:36:44] trouble. So I'll just give this

[4:36:46] to the people. But I have at

[4:36:48] least 3 to 6 of them here. Next

[4:36:50] prompt. They tried to tell me

[4:36:52] there was a plan. I told Gemini,

[4:36:53] try again. Because sometimes

[4:36:56] they do get it wrong, and ai

[4:36:58] and Gemini had to admit there

[4:37:00] are no specific target dates,

[4:37:01] deadlines, or future scheduling

[4:37:03] timelines listed for the plan's

[4:37:04] milestones. Guess what? It's

[4:37:09] not a plan. Then I had it check.

[4:37:11] I compared 6313 against the

[4:37:14] proposed ai policy. Oof, a

[4:37:16] whole lot of potential

[4:37:18] compliance risks bypassing irb

[4:37:21] review, verification of

[4:37:22] auditability, failure to file

[4:37:24] mandatory final evaluation

[4:37:25] reports, and that whole

[4:37:27] informed consent thing. And

[4:37:28] then just for fun, I came up

[4:37:31] with an audit plan and a risk

[4:37:33] assessment. And that's how I

[4:37:34] use ai. I don't think you'll

[4:37:35] appreciate it, but the public

[4:37:40] will. Thank you.

[4:37:41] >> Thank you. I called up

[4:37:43] Doctor Nancy Romance Donna

[4:37:45] Maggio and then Lori Solarolo

[4:37:59] and Jackie Luscomb.

[4:38:01] >> Good afternoon. I'm Doctor

[4:38:02] Nancy Romance from Florida

[4:38:04] Atlantic University, a former

[4:38:06] teacher and science supervisor

[4:38:07] in Broward County schools. And

[4:38:10] I'm here today to talk about

[4:38:12] the Nova Innovation Zone and

[4:38:14] what the universities are doing.

[4:38:15] Doctor Cohen, is it possible to

[4:38:33] get these slides up there?

[4:38:36] >> I think it's slide 31. If

[4:38:41] it's the Nova complex.

[4:38:42] >> I don't know that we're able

[4:38:44] to get the presentation back up.

[4:38:49] But.

[4:38:52] >> Slide 31. So they MAY not be

[4:38:53] able to pull it.

[4:38:55] >> Oh, okay. Okay. Well I won't

[4:38:56] be able to actually see where

[4:38:57] you're at, but that's okay.

[4:38:59] It's, it's fine with me. So

[4:39:00] thank you for giving me this

[4:39:02] opportunity to meet and talk

[4:39:03] with you in the district. I'm

[4:39:05] very, very excited. Obviously,

[4:39:06] the district is near and dear

[4:39:09] to my heart. And as an educator

[4:39:10] at Florida Atlantic University,

[4:39:11] for the last 30 years, we've

[4:39:13] been obviously very closely

[4:39:15] engaged with the school

[4:39:17] district. Our newest

[4:39:19] publication, fau, Your Hometown

[4:39:21] University, with our new

[4:39:22] PRESIDENT, Adam Hasner, has

[4:39:24] really done a great job in

[4:39:26] moving forward in, you know,

[4:39:29] bringing fau to the South

[4:39:30] Florida, especially the Broward

[4:39:32] County area. And I just wanted

[4:39:33] to share some stats with you

[4:39:35] because at Florida Atlantic

[4:39:39] University, we have over 32,000

[4:39:41] students, all 32,000 students

[4:39:44] are involved in learning using

[4:39:46] artificial intelligence. It is

[4:39:48] now embedded in all of the

[4:39:50] colleges as a really important

[4:39:52] tool for learning. And indeed,

[4:39:54] it does deepen learning and

[4:39:57] problem solving. In particular,

[4:40:01] we are a Carnegie University

[4:40:02] designee now, meaning that we

[4:40:06] have been declared as a

[4:40:07] Carnegie one, meaning high

[4:40:09] level research that would

[4:40:11] suggest that all of our faculty

[4:40:13] are using pretty much ai for

[4:40:14] the kind of research that

[4:40:16] they're doing. We're also a

[4:40:18] Carnegie Opportunity University,

[4:40:20] another really nice designation,

[4:40:22] which means that students that

[4:40:23] are coming from low income

[4:40:25] schools are low income

[4:40:26] neighborhoods, are doing

[4:40:28] equally well at the university,

[4:40:30] graduating on time. So we're

[4:40:32] very, very excited about that.

[4:40:35] We also have a third Carnegie

[4:40:36] evaluation, which is called

[4:40:38] Carnegie Community. And we are

[4:40:40] one of 13 universities in the

[4:40:41] United States that have all

[4:40:44] three Carnegie classifications.

[4:40:45] So we're very, very excited.

[4:40:47] The other thing I was going to

[4:40:49] share, the slides were shown, I

[4:40:50] don't know if you see them, but

[4:40:52] one of the things we're very

[4:40:54] proud of is that we are really

[4:40:55] a university, very centered on

[4:40:57] first generation students. This

[4:40:59] is really important to us. So

[4:41:00] I'll just read some of the

[4:41:02] things we have. So for example,

[4:41:04] we have a wonderful facilities

[4:41:07] to really support academic

[4:41:09] success and career based

[4:41:10] readiness. So we are very

[4:41:12] career oriented here. We have

[4:41:13] the Science Learning Center,

[4:41:15] the Math Learning Center, the

[4:41:16] Office of Undergraduate

[4:41:19] Research and Inquiry, which

[4:41:21] actually invites freshmen to

[4:41:23] engage in college level

[4:41:24] research. What a difference

[4:41:25] that makes. We have over a

[4:41:27] thousand students. Our program

[4:41:29] for undergraduate research has

[4:41:31] been number one in the nation

[4:41:33] for two years in a row. We have

[4:41:34] professional English sport, we

[4:41:36] have writing across the

[4:41:38] curriculum. So for all students

[4:41:39] that come in, we have all of

[4:41:41] these academic supports. But on

[4:41:43] the other side, we also have

[4:41:45] sociological emotional types of

[4:41:47] supports too. For example, we

[4:41:49] have our first generation and

[4:41:52] student success office. We have

[4:41:53] our first gen resources. We

[4:41:56] have the Kelly School Emerging

[4:41:57] scholarship, and we have new

[4:41:59] student transition. We have

[4:42:01] lots of Pell eligibility,

[4:42:03] campus food. Et cetera. Et

[4:42:06] cetera. Now we also just will

[4:42:09] be setting up Quantum Leap. We

[4:42:11] will be the first university in

[4:42:14] Florida with a major quantum

[4:42:16] computing system, not minor in

[4:42:18] setting it up. It's been a very

[4:42:20] exciting endeavor. And with

[4:42:22] this particular endeavor here,

[4:42:24] what we're really doing is

[4:42:26] we're going to be able to

[4:42:29] process immense amounts of data,

[4:42:31] unbelievable amounts, not even

[4:42:33] necessarily defined yet. We'll

[4:42:35] have many new opportunities for

[4:42:37] our students coming to fau, to

[4:42:39] be really working in industry

[4:42:40] and to be working with

[4:42:42] authentic problems and issues.

[4:42:45] This is extremely important. It

[4:42:46] really does support the

[4:42:48] district's effort at moving

[4:42:50] towards broad ai powered. We

[4:42:52] have our Styles Nicholson

[4:42:53] Institute in Jupiter. Some of

[4:42:55] you MAY be aware of that. That

[4:42:57] particular institute does

[4:42:59] tremendous work in neuroscience

[4:43:02] and brain sciences, including,

[4:43:03] obviously, the disorders that

[4:43:04] we're all familiar with, such

[4:43:06] as Alzheimer's and autism and

[4:43:08] so on. We were the first

[4:43:09] university in the state of

[4:43:10] Florida to actually have a

[4:43:12] master's degree in artificial

[4:43:13] intelligence.

[4:43:13] >> Thank you.

[4:43:15] >> So the Florida Power and

[4:43:16] light.

[4:43:18] >> Thank you so much, doctor.

[4:43:22] Romance. Thank you. Doctor

[4:43:25] romance, doctor romance. Thank

[4:43:27] you so much. If you could yield

[4:43:29] the mic. Thank you so much. Yes,

[4:43:33] yes. Thank you. So we very much

[4:43:36] enjoyed learning about

[4:43:37] everything going on at fau.

[4:43:39] Thank you so much. Jackie

[4:43:42] Liscombe.

[4:43:44] >> Thank you. And I'd like to

[4:43:45] acknowledge first of all, the

[4:43:47] winners are in the room and I'd

[4:43:48] like to thank them as a parent

[4:43:50] for their very generous gift to

[4:43:51] the district. I'm excited for

[4:43:54] the future of ai in Broward. I

[4:43:56] do understand, though, some of

[4:43:57] what's been articulated here

[4:43:59] too. I want to start off with,

[4:44:00] I'm going to hop all over the

[4:44:02] place, but there's been some

[4:44:03] statements made about how it

[4:44:04] needs to start with adults and

[4:44:06] not with the kids. It has

[4:44:07] started with the adults and not

[4:44:10] with the kids, to Lily's

[4:44:11] demonstration, which I thought

[4:44:12] made a very good point about

[4:44:15] how ai can help walk walk

[4:44:17] students through the processes

[4:44:19] of learning. It wasn't, I

[4:44:21] believe, Lily, that you brought

[4:44:23] up a math problem and asked ai

[4:44:26] to resolve it. Ai brought up a

[4:44:28] track for reteaching it to you

[4:44:30] to remind you, and it was not

[4:44:31] an erosion of critical thinking.

[4:44:33] It was leading you through the

[4:44:35] steps of critical thinking. I

[4:44:37] do want to commend, actually

[4:44:40] the symposium. I do concur with

[4:44:42] some of the views of it, that I

[4:44:43] don't think parent registration

[4:44:44] should have been cut off when

[4:44:46] it was. It shouldn't have been

[4:44:49] the afterthought. I'm grateful

[4:44:51] that we were able to be there,

[4:44:52] and I learned a lot, but I

[4:44:54] think that there is a lot also

[4:44:56] to be learned about. Where some

[4:44:57] of this has gone wrong is in

[4:45:00] the messaging. Anybody that

[4:45:02] attends technology advisory,

[4:45:03] which actually isn't, very many

[4:45:05] people will know that I'm

[4:45:07] actually quite noisy there, and

[4:45:09] I'm noisy because I see that

[4:45:11] that technology advisory is not

[4:45:14] used for technologyy issues. The

[4:45:17] bccc is repeatedly kif

[4:45:18] bypassing tech, and I feel we

[4:45:21] could have been a really good

[4:45:22] collaborative partner in

[4:45:26] helping to preempt some of the.

[4:45:28] When I say outcry, we've we've

[4:45:29] seen here, there's legitimate

[4:45:31] concerns or people that have

[4:45:33] concerns that can't be resolved.

[4:45:36] I would like to suggest that

[4:45:38] you fast track. When I say fast

[4:45:39] track, you've got to follow

[4:45:41] policy making process or not,

[4:45:43] as the case MAY be these days.

[4:45:46] But for the ai policy to be put

[4:45:48] on the back burner, while

[4:45:50] you're looking more at policies

[4:45:51] that say, well, what's the

[4:45:52] address of the case? Right.

[4:45:55] Building, I think the

[4:45:58] priorities are in the wrong

[4:46:00] order. That ai policy is

[4:46:01] crucial to the integrity of

[4:46:03] this program, this initiative,

[4:46:05] and to getting stakeholder buy

[4:46:08] in. I think you two could have

[4:46:10] preempted and still can some of

[4:46:13] the community suspicion or

[4:46:14] concern about it by not only

[4:46:17] having a policy. I see there's

[4:46:18] mention of a manual that

[4:46:20] certainly I don't think came to

[4:46:21] attack at all. I haven't seen a

[4:46:23] manual, but. But how about some

[4:46:25] kind of a contract with parents?

[4:46:27] A sort of our promise to you,

[4:46:29] our pledge to you, and some

[4:46:31] bullet point commitments as to

[4:46:34] what this implementation will

[4:46:37] or won't be. I've kicked up a

[4:46:39] lot of talk about what is the

[4:46:40] ai task force and why aren't we

[4:46:44] on it at at tac? I've had good

[4:46:46] conversation with Doctor Cohen

[4:46:47] and with Manny, which I

[4:46:48] appreciate greatly. I think

[4:46:50] they've worked hard on this. I

[4:46:52] just also as well want to see a

[4:46:54] lot more s integration. And for

[4:46:56] them not to be the left behinds.

[4:46:58] Thank you.

[4:46:59] >> Thank you. Any other public

[4:47:06] speakers? Okay. I don't usually

[4:47:09] do this, but I would like the

[4:47:10] courtesy of my colleagues to be

[4:47:13] able to speak. Oh, sorry, my

[4:47:15] mic turned off. I would like

[4:47:16] the courtesy from my colleagues

[4:47:17] to speak first on this. This is

[4:47:19] something that I've spent a lot

[4:47:21] of time over the last year

[4:47:23] investing in, learning about

[4:47:24] and hearing from students and

[4:47:27] parents. So first, I want to

[4:47:28] thank all the public speakers

[4:47:30] who came out. We did see some

[4:47:31] new faces today, which is very

[4:47:32] exciting to see the community

[4:47:34] so engaged on something so

[4:47:38] important. Heather Velasquez, I

[4:47:39] like you, continue to be

[4:47:41] overwhelmed by this topic, and

[4:47:43] I'm glad we've all started to

[4:47:46] try to tackle this as messy as

[4:47:48] it can be. I'm glad we we are

[4:47:51] diving in today. I also want to

[4:47:53] thank Wayne and Lucretia Weiner,

[4:47:56] who are here, who continue to

[4:47:58] make massive commitments and

[4:48:01] investments in public education.

[4:48:08] So thank you. And so the ai

[4:48:09] symposium has been brought up

[4:48:10] several times today. I, I had

[4:48:12] the privilege of getting to

[4:48:14] speak there, and I'm going to

[4:48:16] echo some of my my same points

[4:48:18] that I, I delivered to the

[4:48:19] parents and educators in the

[4:48:23] audience. I would like everyone

[4:48:25] here to take a moment to

[4:48:26] remember what it was like to

[4:48:28] get on Facebook for the first

[4:48:29] time, and to remember what we

[4:48:31] were promised in the aughts

[4:48:33] about what social media would

[4:48:34] do for us. We were told it

[4:48:36] would make us more connected

[4:48:38] with each other. But 20 years

[4:48:40] later, the consensus is that

[4:48:42] the social media algorithms

[4:48:44] have made us more disconnected,

[4:48:46] isolated, and polarized than

[4:48:48] ever. So much so that people

[4:48:50] are winning multimillion dollar

[4:48:51] lawsuits in school districts,

[4:48:53] including us, are suing these

[4:48:54] companies for the impacts

[4:48:55] they've had on our kids mental

[4:48:58] health. And, you know, as we

[4:49:00] have this discussion, it is

[4:49:01] imperative that we learn from

[4:49:04] the mistakes of the social

[4:49:07] media era. There are some of

[4:49:09] the same warning signs

[4:49:12] represented in hard data for ai.

[4:49:15] The rise of ai companions

[4:49:16] raises alarm bells. We should

[4:49:18] all be taking action on the

[4:49:20] impacts of cognitive offloading,

[4:49:22] something we've heard concerns

[4:49:24] about today, even on adults,

[4:49:26] should result in us making

[4:49:28] clear, strong and bold policy

[4:49:32] to protect our students. We all

[4:49:34] understand that ai isn't going

[4:49:36] away, and that bans or

[4:49:38] moratoriums won't be effective.

[4:49:40] We understand that all students

[4:49:42] will grow up in a world in

[4:49:43] which ai is integrated into

[4:49:46] every part of our society. We

[4:49:47] have a responsibility to

[4:49:49] prepare them for that world,

[4:49:51] and we have a duty to ensure

[4:49:52] that world is safe and

[4:49:55] enriching as it can be. That

[4:49:56] means we have to take great

[4:49:58] care in the ways we introduce

[4:49:59] students to this technology,

[4:50:02] and that the technology we give

[4:50:04] them access to serves the

[4:50:05] purpose of facilitating their

[4:50:08] growth into thoughtful, kind,

[4:50:10] empathetic, and well-rounded

[4:50:13] learners. That means that this

[4:50:15] technology is introduced slowly

[4:50:17] and strategically with students

[4:50:18] first, simply building

[4:50:20] awareness of it. They are

[4:50:23] taught holistic ai literacy

[4:50:24] frameworks. That means they

[4:50:26] learn about how it's created,

[4:50:28] what its uses are, what the

[4:50:30] risks are, and they're taught

[4:50:32] about ethical use and

[4:50:34] development. And I cannot

[4:50:35] emphasize enough the importance

[4:50:37] of the actions we take now to

[4:50:40] do this right. Doctor Cohen, at

[4:50:42] the beginning of this, asked

[4:50:44] the question, are we going to

[4:50:45] prepare our students for the

[4:50:47] world we grew up in or the

[4:50:48] world we inherit? They will

[4:50:50] inherit? And I'd like us to

[4:50:51] think about it a little bit

[4:50:54] differently. All of us at this

[4:50:56] table and in this room have the

[4:50:57] ability to shape the world our

[4:51:00] kids inherit. And we can do

[4:51:01] that in the days and months to

[4:51:04] come. So with that said, I have

[4:51:06] some questions and then I'll be

[4:51:08] asking for board consensus on

[4:51:11] some proposals. MADAM General

[4:51:13] counsel actually just told

[4:51:14] informed me of this, but I

[4:51:16] would like the public to know

[4:51:17] when can we expect the ai

[4:51:22] policy to come back to us?

[4:51:23] Either to the General Council

[4:51:24] or to staff?

[4:51:26] >> Go ahead, Doctor Cohn.

[4:51:27] >> We're ready whenever it's

[4:51:29] time. I think we initially

[4:51:31] wanted to go first with the

[4:51:32] policy and then we would

[4:51:33] schedule I think sometime in

[4:51:36] JULY. I believe.

[4:51:38] >> Most likely it would be like

[4:51:39] the beginning of AUGUST because

[4:51:41] we only have a very short

[4:51:43] amount of time in JULY. If we

[4:51:44] can schedule it in JULY, we'll

[4:51:47] do that. But I know that we

[4:51:48] will be working very closely to

[4:51:50] come up with some drafts. We'll

[4:51:51] do some one on ones on those

[4:51:53] drafts as well to get more

[4:51:54] feedback and then present

[4:51:55] something for the board's

[4:51:57] consideration.

[4:51:59] >> And to that end, we are

[4:52:01] ready with the draft. We just

[4:52:03] need to confirm, in terms of

[4:52:04] the novella piece and the

[4:52:06] process document. So we've

[4:52:07] gathered gathered all of the

[4:52:08] feedback from every stakeholder.

[4:52:10] This is the last, I would say,

[4:52:12] last leg of that and getting

[4:52:13] feedback from you, the board,

[4:52:15] before we come back in AUGUST

[4:52:17] to present a final product or

[4:52:19] draft of that.

[4:52:22] >> Thank you. The ai task force

[4:52:23] was brought up multiple times.

[4:52:26] Can you talk to me, inform the

[4:52:29] public about who is on the task

[4:52:30] force? What have they done?

[4:52:31] What have we implemented from

[4:52:34] their recommendations?

[4:52:35] >> I'll kick it off and then

[4:52:37] I'll let Manny dive deep into

[4:52:39] that. And so our attention

[4:52:42] really was to that anything

[4:52:44] that's large scale of a

[4:52:46] district this size is going to

[4:52:47] require implementation fidelity.

[4:52:49] And so every school had the

[4:52:51] opportunity to, every principal

[4:52:52] had the opportunity to identify

[4:52:54] an ai liaison. And that liaison

[4:52:56] would represent each, each

[4:52:57] school in terms of being able

[4:53:00] to receive the training, the

[4:53:01] skills, the knowledge to be

[4:53:02] able to go back and implement

[4:53:04] that at the school level. We've

[4:53:05] done the same kind of framework.

[4:53:07] When we did our instructional

[4:53:09] materials adoption. That worked

[4:53:10] really well. In this case, all

[4:53:13] of our ai liaisons got all of

[4:53:16] the training all up until this.

[4:53:17] Before the teachers left. They

[4:53:20] met with the principals during

[4:53:21] JUNE 5th, JUNE 8th, and JUNE

[4:53:23] 9th to come up with an ai

[4:53:24] implementation rollout plan to

[4:53:26] be delivered during pre

[4:53:27] Planning week that will be

[4:53:28] implemented with our with all

[4:53:31] of the staff in. Man. If you

[4:53:34] have anything else.

[4:53:35] >> As Doctor Cohen said, and

[4:53:37] what really struck me as as

[4:53:38] very important about the task

[4:53:41] force is a. It's comprised of

[4:53:43] not just a district

[4:53:44] administrators. It's school

[4:53:46] staff, school administrators,

[4:53:48] district administrators,

[4:53:50] teachers and students. And

[4:53:52] initially, and this is just a

[4:53:53] personal experience. When I was

[4:53:55] first introduced to the task

[4:53:57] force, I was very impatient. I

[4:53:58] was saying, where's the policy?

[4:54:00] Let's get the policy out. Come

[4:54:02] on, let's move. But now looking

[4:54:05] back on it, I can see the the

[4:54:06] thoughtful, careful approach

[4:54:09] that the group took in

[4:54:13] formulating what 60 plus page

[4:54:14] implementation guide, which

[4:54:15] contains the core principles

[4:54:16] that go into the policy. We

[4:54:18] knew we couldn't take a 60 page

[4:54:20] guide and just publish it as a

[4:54:22] policy. So it's been condensed

[4:54:24] and shared, but that's my basic

[4:54:26] observations of how the task

[4:54:28] force has has really helped

[4:54:29] craft the work and helped

[4:54:33] direct us into other research

[4:54:35] opportunities to craft the

[4:54:37] policy.

[4:54:39] >> MR. Manning, can you go back

[4:54:40] over the participants the of

[4:54:42] the task force? I missed that

[4:54:43] part.

[4:54:46] >> School staff, district staff.

[4:54:48] We have teachers. We have

[4:54:50] students also and

[4:54:50] administrators.

[4:54:53] >> Thank you.

[4:54:55] >> About how many people are on

[4:54:59] the task force.

[4:55:01] >> It's it's it's it's one

[4:55:02] representative for every school.

[4:55:03] And then there's district staff.

[4:55:06] So I would probably without,

[4:55:09] you know, I would say close to

[4:55:10] 2 to 300 people.

[4:55:14] >> How many students?

[4:55:16] >> I would.

[4:55:18] >> I would say roughly about 20

[4:55:20] students on that task force.

[4:55:22] >> And how are how are the

[4:55:23] these task force members

[4:55:25] selected?

[4:55:27] >> Well, for the schools are

[4:55:27] just total.

[4:55:30] >> So. So let me back up. It's

[4:55:31] my understanding. So each ai

[4:55:33] liaison for each school is a

[4:55:34] member of the task force.

[4:55:35] That's correct. How were the

[4:55:37] students selected.

[4:55:39] >> So I think we reached out to

[4:55:40] at the time, Landon, and kind

[4:55:43] of had him kind of identify

[4:55:45] people that had interest.

[4:55:48] >> Okay. What's the meeting

[4:55:50] cadence for the task force?

[4:55:52] Like, how often are they

[4:55:53] meeting?

[4:55:54] >> You can answer.

[4:55:56] >> I remember participating in

[4:55:57] monthly meetings. There was

[4:55:58] also a collaboration site that

[4:56:00] was set up in teams that the

[4:56:02] task force had access to, and

[4:56:03] there were some engagement

[4:56:04] through that asynchronously,

[4:56:06] but the cadence was generally

[4:56:09] monthly from what I recall.

[4:56:13] >> Okay. I'm going to move in a

[4:56:15] little bit of a different

[4:56:16] direction. Something that I've

[4:56:19] heard over and over from

[4:56:22] students and teachers is with,

[4:56:24] with regards to ai, is this

[4:56:29] issue of trust? Sometimes

[4:56:31] teachers are not trusting that

[4:56:33] students are turng in their

[4:56:35] own work. And then students, on

[4:56:38] the other hand, are sometimes

[4:56:41] not trusting that teachers

[4:56:42] physically are themselves

[4:56:44] grading the work or creating

[4:56:46] the assignments. And, you know,

[4:56:48] as a teacher, I understand the

[4:56:50] value in using ai to help, you

[4:56:52] know, create assignments and

[4:56:53] differentiate instruction and

[4:56:55] all of that. But I'm wondering

[4:56:58] if, if the task force or if we

[4:57:00] as a district have really

[4:57:01] contemplated and tried to

[4:57:04] tackle the issue of trust when

[4:57:07] it comes to ai.

[4:57:09] >> And specifically you're

[4:57:11] referring to the instructional

[4:57:13] materials or materials outside

[4:57:16] of the the content.

[4:57:19] >> So there is a tension, right?

[4:57:21] Like I heard from students,

[4:57:23] like one student who I met with

[4:57:25] at Fort Lauderdale High School

[4:57:27] said, like, if I have a teacher

[4:57:29] that is using ai to grade my

[4:57:30] assignment, I am disgusted by

[4:57:32] that. She used that language.

[4:57:34] Right. And I understand again,

[4:57:37] I am trying not to be. I'm

[4:57:39] trying not to look at this as a

[4:57:40] as a very polarized or black

[4:57:42] and white issue. I know that

[4:57:44] there is nuance and

[4:57:46] complication to it, but I think

[4:57:49] that we have to try to think

[4:57:51] about the way we can build

[4:57:53] trust between students and

[4:57:54] teachers, both that teachers

[4:57:56] are trusting that the work that

[4:57:58] the students are doing is

[4:57:59] authentic and that they did

[4:58:01] their own thinking. But also,

[4:58:02] on the other hand, that

[4:58:04] students can feel trusting and

[4:58:06] that the teachers have been

[4:58:07] thoughtful about their

[4:58:08] assignments, that they've

[4:58:10] they've said that they've

[4:58:11] assigned to the students and

[4:58:12] the work that they're grading.

[4:58:14] >> Yeah, yeah. I agree with you

[4:58:15] wholeheartedly. And I think

[4:58:17] that that's part of where at

[4:58:19] the beginning of the year and

[4:58:20] during the summer, we'll have

[4:58:22] some hot laps around teacher

[4:58:24] efficacy and training. We are

[4:58:26] also in the process of building

[4:58:28] a mandatory ai literacy course

[4:58:29] that will become required of

[4:58:32] all educators to, to take and

[4:58:34] complete before the the, the

[4:58:36] first week of school. And I

[4:58:38] think to your point, this is a

[4:58:40] very nuanced conversation, to

[4:58:43] be honest with you. And we are

[4:58:45] traversing on a very uncharted

[4:58:46] territory when with something

[4:58:49] like this. And so the feedback

[4:58:50] that we receive here in the

[4:58:52] feedback that we've received,

[4:58:53] it helps us to kind of build

[4:58:55] some of this out. And so some

[4:58:56] of the professional learning

[4:58:58] that we are doing specifically

[4:59:00] for teacher rollout is with

[4:59:02] that in mind, when you use ai

[4:59:05] for things like grading or for

[4:59:06] creating instruction and

[4:59:07] content outside of the core,

[4:59:09] and the core will be ingested

[4:59:11] into something like Magic

[4:59:14] School. How do you, how do you

[4:59:15] navigate through that and what

[4:59:17] do you use and when do you use

[4:59:18] it and when it's appropriate to

[4:59:19] use those things. Those are

[4:59:20] part of the professional

[4:59:22] learning pieces that we're

[4:59:23] building in for teachers and

[4:59:25] for administrators as well. And

[4:59:28] I think that that trust has to

[4:59:30] be garnered through evidence of

[4:59:32] what we what we do and what we

[4:59:34] say, and part of the policy and

[4:59:35] the guardrails and the process

[4:59:37] that we're putting in place to

[4:59:38] ensure that that does happen,

[4:59:41] that that, that, that guarantee

[4:59:43] that students should feel

[4:59:44] trusted, that when a teacher is

[4:59:46] grading their assignments, that

[4:59:49] that is the expert teacher

[4:59:51] providing that feedback and not

[4:59:53] someone else. The two could be

[4:59:55] used to support and enhance the

[4:59:56] same thing. For when a student

[4:59:58] is working on assignment using

[4:59:59] ai in, they're producing

[5:00:00] something that teacher should

[5:00:03] be providing guidance and

[5:00:05] direction on how to use that

[5:00:07] tool and for what intended

[5:00:08] purposes. That's part of the

[5:00:09] training that has to happen as

[5:00:12] well.

[5:00:13] >> Thank you for speaking to

[5:00:15] that. And I think one thing

[5:00:17] that you said is very important

[5:00:19] is the that we have to have

[5:00:21] clear expectations that are

[5:00:25] communicated both ways. So, you

[5:00:27] know, I had some groups of

[5:00:28] students said, you know, I had

[5:00:30] a teacher that said I can use

[5:00:31] ai in this way. And they made

[5:00:33] it very clear. But I also think

[5:00:34] the communication needs to come

[5:00:36] from the teacher as well. Like

[5:00:38] I used ai to help me create

[5:00:40] this assignment and be having

[5:00:42] clear expectations and

[5:00:43] communications both ways in

[5:00:44] which this is the way you're

[5:00:46] allowed to use it. This is the

[5:00:48] way I'm using it, I think helps

[5:00:49] build that trust. But I'm

[5:00:51] wondering, have we implemented

[5:00:55] any kind of rubric to help

[5:00:57] teachers guide students in the

[5:00:59] ways that they can use ai for

[5:01:00] assignments?

[5:01:01] >> Yeah.

[5:01:02] >> So that's a really great

[5:01:04] question. We have not that has

[5:01:07] been part of the discussion

[5:01:08] with the a liaison's that we

[5:01:10] look at rubric more around

[5:01:13] assessments, assessing student

[5:01:15] assignments. But I think that I

[5:01:17] think that's a great point that

[5:01:18] we can take back to the ai

[5:01:20] liaison and talk about a rubric

[5:01:22] that assesses the quality and

[5:01:23] implementation of a teacher,

[5:01:26] using it against instructional

[5:01:27] materials, student artifacts,

[5:01:29] but just using it as part of

[5:01:31] students engaging and teachers

[5:01:32] engaging in the process as part

[5:01:35] of PLCs as well.

[5:01:38] >> Okay. Also just saying to

[5:01:39] students like this is an

[5:01:40] assignment. You cannot, you

[5:01:43] should not be using any iron

[5:01:44] ore. This is an assignment that

[5:01:46] you can use ai to help create

[5:01:48] something like. I think those

[5:01:49] expectations need to be very

[5:01:52] clear.

[5:01:53] >> We can do that.

[5:01:57] >> Thank you. Some other

[5:01:59] concerns I have heard from

[5:02:02] students are the social impacts

[5:02:04] of ai companions. Now, I know

[5:02:06] that we are not giving students

[5:02:08] access to ai companions, but

[5:02:11] they are engaging with them

[5:02:13] outside of school. And it is

[5:02:16] very much my belief that as a

[5:02:19] school system, we will suffer

[5:02:21] the the negative impacts of of

[5:02:25] that eventually. And I, I will

[5:02:27] be talking a lot about this in

[5:02:30] the future, but the need to

[5:02:33] give kids more opportunity to

[5:02:35] play and do human to human

[5:02:36] interaction, to combat some of

[5:02:39] those social impacts that their

[5:02:42] ai use outside of school will,

[5:02:45] will be causing. Something that

[5:02:48] came up a lot today is an

[5:02:49] implementation implementation

[5:02:53] plan. So I'm wondering, like I,

[5:02:54] when I think about an

[5:02:55] implementation plan, and we've

[5:02:57] had this discussion with

[5:03:01] regards to magic School, which

[5:03:03] I'll, I'll speak to later on,

[5:03:04] but what is the implementation

[5:03:08] plan for ai in our school

[5:03:09] specifically? I guess magic

[5:03:11] school, since that's the big

[5:03:14] tool that, you know, has been

[5:03:16] generously invested in. Can we

[5:03:17] talk about that? Like when

[5:03:19] students will have access to it,

[5:03:20] when teachers will have access

[5:03:21] to it, what training we're

[5:03:22] doing?

[5:03:23] >> Yeah. So I think we start

[5:03:25] off from the beginning prior to

[5:03:27] us rolling, it will be fully

[5:03:28] rolled out next year. And so

[5:03:30] one of the things we wanted to

[5:03:32] do is launch Magic School as a

[5:03:35] prototype. So all ai liaisons

[5:03:37] had an opportunity over a year

[5:03:38] period to actually play with

[5:03:41] magic school, to end user

[5:03:43] tested, to look at some of the

[5:03:45] key components of instructional

[5:03:46] materials. And they gave us

[5:03:48] feedback along the way. We

[5:03:49] didn't just roll this out as we

[5:03:51] typically do some large scale

[5:03:53] initiatives because of the

[5:03:55] sensitivity of ai and what it

[5:03:58] can and cannot do. We got a lot

[5:03:59] of feedback in terms of how we

[5:04:01] wanted to design the plan for

[5:04:04] rollout. And so most of our ai

[5:04:06] liaisons, or I should say all

[5:04:07] of them, are now what we

[5:04:10] consider experts in using magic

[5:04:11] school. They fully gone through

[5:04:13] and gotten all of the

[5:04:14] credentialing. So our, our

[5:04:15] fully roll out plan is to first

[5:04:19] allow the teachers to get

[5:04:21] trained on magic School during

[5:04:22] pre planning week, and then

[5:04:25] support them and then provide a

[5:04:27] level two access. In terms of

[5:04:28] teachers giving access to

[5:04:31] students, once the teachers are

[5:04:32] comfortable and have access to

[5:04:34] it. So we're working with Magic

[5:04:36] School right now to launch the

[5:04:38] not only the teacher portion,

[5:04:39] but the student component of it

[5:04:41] as well. And so it has to do

[5:04:43] with readiness when a teacher

[5:04:45] is ready in, the assignment is

[5:04:46] appropriate for the student to

[5:04:49] have access to magic school ai

[5:04:50] within the classroom

[5:04:52] environment.

[5:04:54] >> Okay, I will, I will, I will

[5:04:55] ask for consensus around this

[5:04:57] later, but I really do think

[5:04:59] that there needs to be a

[5:05:03] written plan on our website.

[5:05:04] And I think there needs to be

[5:05:06] school based communications.

[5:05:08] Like I've mentioned this before,

[5:05:10] Bayview Elementary does like a

[5:05:11] parent night where they walk

[5:05:12] the parents through each piece

[5:05:14] of software that the that their

[5:05:16] students have access to so that

[5:05:18] the parents understand like the

[5:05:19] purpose of each tool, how to

[5:05:22] use each tool, what their,

[5:05:23] their students, what their

[5:05:26] children should be doing on the

[5:05:27] computer. And so I think we

[5:05:29] really need, again, an

[5:05:30] implementation plan on the

[5:05:32] website, but also communicated

[5:05:34] by the schools where parents

[5:05:36] can sit down and use these

[5:05:38] tools and practice them before

[5:05:40] they, they, so that they can

[5:05:42] feel comfortable with their,

[5:05:45] their child interacting with it.

[5:05:47] >> So I like that idea. I think

[5:05:49] one of the things we can do to,

[5:05:50] again, further engage the

[5:05:52] community is create an ai

[5:05:55] communication t tooit in a in a

[5:05:57] PowerPoioi preresentioionhat's

[5:05:58] consisntnt ttveryrychool

[5:05:59] will r receive. It could be part

[5:06:01] of o open house, it could be part

[5:06:03] of parent university, and it

[5:06:05] could be an expectation that

[5:06:07] every teacher receive this and

[5:06:08] every administrator receives it.

[5:06:10] And we can roll that out before

[5:06:11] the beginning of the year.

[5:06:14] >> I appreciate that, and I

[5:06:17] still think that the parent

[5:06:18] feedback is incredibly

[5:06:19] important, and giving parents

[5:06:21] access to these tools before

[5:06:23] their students have access to

[5:06:25] them to, to be able to use them

[5:06:27] and understand how their child

[5:06:28] will be interacting with it, I

[5:06:30] think is very, very important.

[5:06:30] >> Yeah.

[5:06:32] >> I think we can also include

[5:06:34] on the parent portal some

[5:06:36] tutorial videos on Magic School

[5:06:38] on there, so parents can

[5:06:39] readily go on and just learn

[5:06:41] about Magic School. Just to

[5:06:43] your point, to feel assured

[5:06:44] that when it becomes available

[5:06:47] to students, they can, they're

[5:06:48] more informed and more educated

[5:06:50] about what Magic school really

[5:06:51] is doing.

[5:06:56] >> Okay. Again, I, I think so I

[5:06:58] was able to sit down and test

[5:07:00] out the test out magic school

[5:07:05] from a student perspective. And

[5:07:06] I can tell you in doing that,

[5:07:08] it made me much more

[5:07:10] comfortable with the tool and

[5:07:12] much more comfortable. Like I

[5:07:13] feel good about giving kids

[5:07:15] access to it because I was able

[5:07:17] to test it out and see how it

[5:07:19] how it's used. And that is

[5:07:21] coming from someone who is

[5:07:23] concerned about the expansion

[5:07:25] of ai throughout our world.

[5:07:28] Right? So I think being able to

[5:07:31] give parents access to practice

[5:07:34] with it will do us a lot of

[5:07:36] favors in our deployment of it.

[5:07:43] So I will keep saying that. To

[5:07:44] the Nova Innovations zone. I

[5:07:46] have a quick question about

[5:07:50] this. Have Nova employees been

[5:07:52] communicated with and or

[5:07:54] consulted with about this

[5:07:55] innovation zone plan?

[5:07:57] >> So we've had communications

[5:07:59] with the principals about this

[5:08:01] this concept. We've not taken

[5:08:04] it any further down than the

[5:08:05] administration's. I know in

[5:08:06] speaking with the principals,

[5:08:08] are extremely excited about

[5:08:10] this initiative. We have a lot

[5:08:12] of work ahead of us because

[5:08:14] this is more of a 4 to 5 year

[5:08:17] plan. So nothing in the first 2

[5:08:18] or 3 years is going to impact

[5:08:20] the school necessarily.

[5:08:22] >> Okay. I will just say from

[5:08:24] an employee perspective, if I'm

[5:08:26] a teacher at Nova and I'm

[5:08:27] learning about this in the

[5:08:29] paper, or like by watching a

[5:08:31] school board meeting, it feels

[5:08:33] some kind of way. And, you know,

[5:08:35] these will be the people who

[5:08:36] are implementing this on a day

[5:08:38] to day basis. And so including

[5:08:39] their input and collaborating

[5:08:41] with them, I think is really

[5:08:41] important.

[5:08:44] >> Yeah. And I do think you're

[5:08:45] absolutely right. I think part

[5:08:48] of the concept that we were

[5:08:49] approaching this in the

[5:08:51] redefining piece is that it MAY

[5:08:53] not be for every teacher, and

[5:08:55] it MAY not be for every student,

[5:08:57] because if we're technically

[5:08:59] redefining, because these are

[5:09:01] all these are not neighborhood

[5:09:03] kids. And so I think, and this

[5:09:04] is why we wanted to bring this

[5:09:05] to the board, because we're,

[5:09:07] we're saying we're taking this

[5:09:10] to a different level of really

[5:09:13] educational system engagement.

[5:09:15] And so perhaps when we redesign

[5:09:17] this space, it MAY not be for

[5:09:19] all students, but it will be

[5:09:20] for a lot of other students.

[5:09:22] And I'll tell you that when I

[5:09:23] shared this, because I tend to

[5:09:26] go on the road and I share this

[5:09:27] when I share this with with

[5:09:29] community members at the

[5:09:31] Broward Community Foundations,

[5:09:32] parents who are not students. I

[5:09:34] had students in public schools.

[5:09:36] They wanted to know, how can

[5:09:37] they sign up for something like

[5:09:40] this? So when we talk about

[5:09:41] redesigning and reengaging the

[5:09:42] community and trying to bring

[5:09:45] back parents, there's a lot of

[5:09:46] models that we currently have

[5:09:48] that look very similar to other

[5:09:50] schools in this district. This

[5:09:51] will be the first model that

[5:09:53] doesn't look like any other

[5:09:55] school district in any other

[5:09:57] school. And so we've had a lot

[5:10:00] of conversations with a lot of

[5:10:02] business partners and a lot of

[5:10:04] national experts to say, if you

[5:10:05] all are able to do something

[5:10:07] like this, this is a national

[5:10:09] model. And so this is a

[5:10:11] courageous, bold step to do

[5:10:12] something very, very different.

[5:10:15] And so there's no holding back

[5:10:17] on something like this.

[5:10:18] >> Yeah. And I think, you know,

[5:10:19] I agree and I'm very excited

[5:10:22] about this. And like the and I

[5:10:23] agree that maybe it's not for

[5:10:24] some teachers, but there are

[5:10:26] teachers there who are excited

[5:10:28] about it and they will be the

[5:10:31] ones implementing it. And their

[5:10:33] professional expertise is

[5:10:34] invaluable. And they should be

[5:10:36] a part of the collaboration

[5:10:38] process of building this very

[5:10:40] exciting program.

[5:10:45] >> Thousand percent agree.

[5:10:46] >> The issue of measurable

[5:10:47] goals was brought up multiple

[5:10:50] times today, so I don't know

[5:10:52] that we can answer this

[5:10:53] question today, but I would

[5:10:54] really like us. I would really

[5:10:56] like to see sometime in the

[5:10:59] next month or two, what do

[5:11:01] measurable goals for

[5:11:03] implementation of Magic School

[5:11:05] of this Nova innovation zone?

[5:11:07] Like, what are the measurable

[5:11:09] goals that we can implement for

[5:11:11] these different initiatives and

[5:11:13] programs? Because, you know,

[5:11:14] the question continues to be

[5:11:16] like, what is the purpose of

[5:11:17] all of this? And I can answer

[5:11:19] that question and you can

[5:11:20] answer that question, but how

[5:11:21] are we going to measure that?

[5:11:23] And I think it's important that

[5:11:24] we all have like a shared

[5:11:26] vision and goal for, for these

[5:11:29] things. Yeah.

[5:11:30] >> MISS Leonardi yeah, if you

[5:11:32] don't mind. So I know that when

[5:11:34] we did bring the Magic School

[5:11:35] agreement, we did, we did

[5:11:36] actually create measurable

[5:11:38] goals not only with our partner

[5:11:40] but also with Magic School. And

[5:11:42] these are goals that no other

[5:11:43] district, by the way, is doing,

[5:11:45] because ai is just so new. In

[5:11:47] the executive summary, we set,

[5:11:48] our return on investment was

[5:11:50] going to be on how do we save

[5:11:53] teacher time. We also looked at

[5:11:54] improving instructional

[5:11:56] differentiating using multiple

[5:11:58] tiers of support, which is the

[5:12:00] MTSs. And we have a logic model

[5:12:02] built around there. And we had

[5:12:05] a commitment to our donors that

[5:12:08] we would provide quarterly and

[5:12:10] annual reports on these

[5:12:11] measurable outcomes. And so

[5:12:13] there there is metrics already

[5:12:15] out there for us to determine

[5:12:17] the efficacy around Magic

[5:12:18] School. And it's simply not

[5:12:21] about usage.

[5:12:24] >> I appreciate that. I think

[5:12:26] then the board and the district

[5:12:28] need to communicate that better,

[5:12:29] because we heard it multiple

[5:12:33] times today. And I think like

[5:12:35] when we go back to the

[5:12:36] implementation plan and

[5:12:36] communicating with parents,

[5:12:38] like making those things very

[5:12:39] clear. Thank you for clarifying

[5:12:43] that. I'm glad lolly is here

[5:12:45] because I think, you know,

[5:12:46] graduations this year had me

[5:12:48] thinking a lot about the career

[5:12:51] pathways we offer to students

[5:12:55] and specifically around like

[5:12:56] commercial driving and things

[5:12:59] like that. This technology is

[5:13:00] going to change the jobs that

[5:13:04] are available in five, ten, 20

[5:13:05] years. And I really hope that

[5:13:08] we can think about the, the

[5:13:09] certifications that we're

[5:13:12] offering and reevaluate those.

[5:13:13] So I'm wondering if we could

[5:13:17] get a follow up on, you know,

[5:13:19] evaluating the different

[5:13:20] certificates and career

[5:13:21] pathways that we're offering

[5:13:23] and whether or not we need to

[5:13:24] phase some out or reduce some

[5:13:27] of them.

[5:13:28] >> Hi, everyone. Lolly from Oso,

[5:13:29] career technical adult and.

[5:13:32] >> Community education director.

[5:13:33] So we are actually in our

[5:13:35] second year of our artificial

[5:13:37] intelligence, cte pathway. And

[5:13:39] Nova High School was actually

[5:13:40] our first school that we

[5:13:42] launched last year. This year,

[5:13:43] we're up to five schools, and

[5:13:46] next year we will have 13

[5:13:48] schools on board. Our students

[5:13:50] this year actually passed

[5:13:52] almost 700 artificial

[5:13:54] intelligence industry

[5:13:55] certification exams already. So

[5:13:58] we are very excited about that.

[5:13:59] And so they're using copilot.

[5:14:02] So we have a group of about 380

[5:14:04] students that have copilot

[5:14:05] access. And then at the end of

[5:14:07] their curriculum, they are

[5:14:08] taking the Microsoft Azure. So

[5:14:10] they're practicing with

[5:14:11] Microsoft Copilot to then take

[5:14:14] the Azure exam, which is the

[5:14:15] the industry standard. So we

[5:14:18] have just under 700 students

[5:14:20] that will graduate with that

[5:14:21] industry cert.

[5:14:22] >> Thank you so much. Thank you

[5:14:24] for reframing that, because I

[5:14:25] talked about like jobs that are

[5:14:26] going away, but you're talking

[5:14:28] about jobs that are going to be

[5:14:29] created. So I appreciate you

[5:14:31] bringing that up and bringing

[5:14:32] up the the ai career pathways,

[5:14:34] but I still would like a follow

[5:14:36] up to, to see, you know, if

[5:14:37] there are some things that we

[5:14:38] need to maybe refocus or

[5:14:40] reevaluate for the future.

[5:14:40] >> Yeah.

[5:14:42] >> I'm logging that follow up

[5:14:42] for you.

[5:14:44] >> Thank you. I have a question

[5:14:47] about a board follow up that we

[5:14:50] got about technology that we've

[5:14:52] discontinued and that's saved

[5:14:56] the district money. So in the

[5:14:58] follow up, it said that we have

[5:15:00] high engagement in new the la

[5:15:03] or Newsela. But then later on

[5:15:05] in the follow up, it said we

[5:15:06] discontinued it. Can someone

[5:15:07] provide some clarification on

[5:15:08] that?

[5:15:11] >> Go ahead. Sure.

[5:15:14] >> So every year, annually, we

[5:15:17] we do revisit all supplemental

[5:15:19] programs at the request of the

[5:15:21] board, obviously, in making

[5:15:24] sure that every supplemental

[5:15:26] software is doing two things.

[5:15:29] It's it's getting traction and

[5:15:30] usage, and it's actually doing

[5:15:32] what it says it's doing at the

[5:15:34] advent of improving student

[5:15:36] outcomes. When we looked at all

[5:15:37] programs and we only had a

[5:15:39] certain amount of money and

[5:15:40] budget, we had to look at

[5:15:42] programs that were not that met

[5:15:43] both criteria, but had the

[5:15:47] least impact on the system and

[5:15:49] on the district, and also which

[5:15:51] one was the most costly as well

[5:15:52] at the same time, because money

[5:15:54] as a factor in that. And so

[5:15:55] when we looked at Newsela, it

[5:15:58] had high usage, but we had

[5:16:00] other competing supplemental

[5:16:02] programs that also did some

[5:16:04] complimentary things that it

[5:16:08] could have been perceived as

[5:16:10] redundant. And so we looked at

[5:16:11] redundancy, we looked at roi,

[5:16:12] we looked at student efficacy,

[5:16:14] and we looked at usage. And

[5:16:16] I'll just say most of our

[5:16:17] supplemental programs, although

[5:16:18] we hear these these numbers of

[5:16:22] this $80 million, which is

[5:16:24] interesting, we only have a

[5:16:28] small footprint of supplemental

[5:16:30] resources by content area and

[5:16:31] by program. And so that was one

[5:16:33] of the ones, unfortunately. And

[5:16:35] I was just talking to DR. Zeman

[5:16:37] about Nearpod. We did the same

[5:16:38] thing with Nearpod. Nearpod was

[5:16:41] a k through 12 initiative. We

[5:16:42] folded it under secondary

[5:16:44] learning because most of the

[5:16:46] secondary teachers used it more

[5:16:48] than our k k through five

[5:16:50] teachers. It's one of the

[5:16:52] single supplemental programs

[5:16:53] that actually teaches

[5:16:54] keyboarding at the elementary

[5:16:58] level, but it was a cost of

[5:17:00] $907,000.

[5:17:02] >> Thank you for clarifying

[5:17:05] that. I also saw in the follow

[5:17:10] up that it said that Iready was

[5:17:13] hold on the. We did a middle

[5:17:14] school and high school

[5:17:16] reduction on Iready, but when I

[5:17:18] spoke with some middle groups

[5:17:19] of middle school students at my

[5:17:21] middle schools in, I think,

[5:17:23] APRIL ish, and they said that

[5:17:24] their teachers had really

[5:17:26] ramped up the use of Iready. So

[5:17:30] can you help me understand that.

[5:17:31] >> In terms of why we're not

[5:17:33] moving towards I-ready middle

[5:17:34] school or.

[5:17:35] >> Well, so I guess, are we

[5:17:36] doing the reduction after the

[5:17:37] school year? Because these

[5:17:38] middle school students all in

[5:17:40] APRIL were like, we're using

[5:17:41] I-ready all of a sudden now.

[5:17:43] >> Yeah. So we've we've again,

[5:17:45] due to declining enrollment in

[5:17:47] no budget last year with

[5:17:49] i-ready, we only focused on

[5:17:51] tier three middle schools,

[5:17:53] which was about 16 or so.

[5:17:54] Middle schools only had access

[5:17:56] to it at their request. And

[5:17:57] they focused on the

[5:17:59] intervention part of it. This

[5:18:01] year, we're looking to, again,

[5:18:04] move away from I-ready at the

[5:18:06] middle school level and only

[5:18:07] focus on the suite at the

[5:18:09] elementary level. Again,

[5:18:11] because of cost, we need to

[5:18:12] reduce the footprint.

[5:18:14] >> Got it. Okay, I'm going to

[5:18:16] go through I have some

[5:18:17] questions about copilot 13 plus

[5:18:19] and Magic School. So if we

[5:18:24] could go to slide seven. Can

[5:18:27] can you explain or detail the

[5:18:29] vetting that we do of our ai

[5:18:33] tools?

[5:18:35] >> Sure. Yeah.

[5:18:37] >> What we've started to

[5:18:38] institute this last year is we

[5:18:41] created a rubric in

[5:18:43] collaboration with the

[5:18:44] Innovative Learning Office with

[5:18:47] Doctor Cohn and others that

[5:18:50] conducts adversarial testing.

[5:18:52] And we started testing

[5:18:54] different products. Now, the

[5:18:57] bar that we set on this rubric

[5:18:59] was very high. Most commercial

[5:19:01] products or products in use in

[5:19:02] some other districts would not

[5:19:05] meet this bar here, because we

[5:19:08] demand a real time moderation.

[5:19:11] And what that means is that

[5:19:14] there's a layer between the ai

[5:19:15] interacting with the student,

[5:19:17] that if it detects that the ai

[5:19:20] is trying to form an emotional

[5:19:22] connection, we're trying to

[5:19:24] lead and help the student in a

[5:19:26] way that ai's tend to want to

[5:19:28] be helpful. It will stop it. It

[5:19:29] will jail the conversation. So

[5:19:32] we test for that. Also, we were

[5:19:35] looking for real time threat

[5:19:36] detection. That means the

[5:19:38] moment that a student tries to

[5:19:42] steer a conversation into

[5:19:45] self-harm or harming others or

[5:19:46] any of the other topics, it

[5:19:48] will immediately notify the

[5:19:50] teacher and create an entry to

[5:19:52] notify administrative staff.

[5:19:53] Those are, quite honestly,

[5:19:55] things that don't exist in many

[5:19:56] of the commercial tools out

[5:19:59] there, including copilot for

[5:20:02] now, in that it only logs

[5:20:02] transactions. The same can be

[5:20:04] said of Gemini and other tools

[5:20:06] that are in use out there. They

[5:20:08] log transactions, they log

[5:20:09] conversations, but they don't

[5:20:11] provide the real time

[5:20:12] notifications. So that I hope I

[5:20:14] didn't go too far into

[5:20:15] answering your question, but

[5:20:17] that's how we developed.

[5:20:18] >> Did Magic School pass that

[5:20:20] vetting?

[5:20:22] >> Magic school was the only

[5:20:24] tool so far that has passed the

[5:20:28] vetting process. We with

[5:20:29] copilot, we knew it wasn't

[5:20:31] going to pass because we had

[5:20:33] already, before the rubric was

[5:20:35] developed, did some of our own

[5:20:37] internal testing. So we haven't

[5:20:38] taken it fully through the

[5:20:41] rubric. We are working with

[5:20:42] Microsoft to strengthen that

[5:20:45] tool until it is until it

[5:20:47] provides that level of

[5:20:47] protection that we're looking

[5:20:49] for before we ever consider

[5:20:51] expanding its use beyond the

[5:20:54] initial small group of ai

[5:20:56] Academy students that are using

[5:20:59] it now for their curriculum.

[5:21:00] >> Is it possible to make that

[5:21:03] rubric a public facing document?

[5:21:04] >> Yes.

[5:21:06] >> Okay. So I think that would

[5:21:08] do a lot to build trust in our

[5:21:09] community around some of these,

[5:21:12] these, or at least around Magic

[5:21:13] School and the tool, which is

[5:21:15] going to be the main ai tool

[5:21:17] that we use. So copilot 13 plus

[5:21:19] did not pass that vetting

[5:21:20] rubric.

[5:21:21] >> It has not.

[5:21:22] >> And how many students have

[5:21:23] access to it?

[5:21:28] >> I 371 that are all

[5:21:30] participating in the ai Academy

[5:21:31] platforms.

[5:21:33] >> Okay. Does Magic Magic

[5:21:35] School have the capability of

[5:21:37] discussing mental health issues

[5:21:41] with students?

[5:21:43] >> From, from the Magic School

[5:21:44] perspective? And this is just

[5:21:45] on my knowledge of the tool.

[5:21:47] It's a different kind of tool.

[5:21:51] It's more for tutoring and

[5:21:53] helping students. And Doctor

[5:21:55] Cohen can go into it in more

[5:21:57] detail. But when it was tested,

[5:21:59] it stayed away from those types

[5:22:01] of topics. When when we had

[5:22:02] people trying to break it.

[5:22:04] >> And I know the answer to I'm

[5:22:05] asking because I was hoping you

[5:22:07] would say no, but I mean, I was

[5:22:09] able to sit down with it and

[5:22:11] try to ask it mental health

[5:22:12] question. I mean, one of the

[5:22:13] tools that the Magic School

[5:22:15] people put me in their

[5:22:17] classroom every time I tried to

[5:22:18] ask it a mental health question,

[5:22:19] it immediately shut the

[5:22:20] conversation down. So the

[5:22:22] answer is no. And I think we

[5:22:23] need to be very clear when

[5:22:24] we're we're communicating

[5:22:26] publicly and with parents about

[5:22:27] these tools that we're giving

[5:22:28] students access to, that this

[5:22:31] is safe because I was worried

[5:22:32] before I went and played around

[5:22:34] with it. And now I feel very

[5:22:36] comfortable because it is a

[5:22:38] safe tool. So I think we just

[5:22:40] need to be very clear about the

[5:22:41] safety of these tools that

[5:22:43] we're giving to students. On

[5:22:45] the other side of it, does

[5:22:46] copilot 13 plus have the

[5:22:48] capability of discussing mental

[5:22:50] health issues with students?

[5:22:51] >> It's one of the reasons why

[5:22:53] we haven't deployed it at scale,

[5:22:57] because it's acting more like a

[5:22:59] commercial ai tool. And it

[5:23:01] wasn't properly jailing the

[5:23:02] conversation, which is stopping

[5:23:06] it or notifying anyone in real

[5:23:08] time that that was occurring.

[5:23:09] >> If a student has a mental

[5:23:11] health discussion with copilot

[5:23:13] 13 plus, is that flagged for

[5:23:15] anyone?

[5:23:17] >> Currently it is logged and

[5:23:18] available in a security log,

[5:23:21] but it is not being flagged.

[5:23:23] >> What about for magic school?

[5:23:24] If I try to have a mental

[5:23:25] health conversation with Matt

[5:23:28] with a Magic School tool, will

[5:23:30] that be flagged for someone who

[5:23:33] is that flagged for.

[5:23:35] >> It escalates up to the

[5:23:37] teacher or the administrator to

[5:23:38] district staff.

[5:23:39] >> In real time? Correct.

[5:23:41] >> Real time? Yes.

[5:23:42] >> If a student discusses

[5:23:44] violence against himself or

[5:23:45] herself or against others on

[5:23:47] copilot 13 plus, is that

[5:23:49] flagged for anyone?

[5:23:51] >> It's logged but not flagged.

[5:23:53] >> What about on Magic School?

[5:23:56] >> It's flagged.

[5:23:58] >> I think it's very important

[5:24:02] for us as a board, as policy

[5:24:04] makers, to contemplate the

[5:24:07] issue of human oversight and

[5:24:10] accountability and employee

[5:24:11] responsibility. So if I am a

[5:24:14] student and I tell a teacher I

[5:24:16] want to hurt myself, and the

[5:24:19] teacher does nothing about it,

[5:24:25] what happens to that teacher?

[5:24:27] >> If a teacher does nothing

[5:24:28] about the information, their

[5:24:31] progressive discipline?

[5:24:33] >> If I am a student and I say

[5:24:35] I'm going to hurt myself and I

[5:24:36] tell the teacher, please don't

[5:24:38] tell anyone. And the teacher

[5:24:39] says, yes, I will not tell

[5:24:41] anyone what happens to that

[5:24:41] teacher.

[5:24:42] >> That teacher has a

[5:24:44] responsibility to to act on

[5:24:45] that information.

[5:24:46] >> Could they potentially lose

[5:24:47] their license?

[5:24:48] >> Oh, absolutely.

[5:24:52] >> Right. What about if a child

[5:24:54] tells an ai chatbot that we've

[5:24:55] given them access to. What is

[5:24:56] the consequence?

[5:24:59] >> They're if. Repeat that one.

[5:25:00] >> So if I am a student

[5:25:02] interacting with copilot 13

[5:25:03] plus, for instance, and I say,

[5:25:05] I'm going to hurt myself. And

[5:25:07] the chatbot says, please

[5:25:10] contact a trusted adult. And

[5:25:11] the child says, I'm not going

[5:25:13] to, I only want to speak with

[5:25:15] you and please don't tell

[5:25:16] anyone. And the chatbot says,

[5:25:17] you're safe with me. I won't

[5:25:19] tell anyone. What do we do

[5:25:20] there?

[5:25:22] >> Hopefully we can gather that

[5:25:26] info from our. The log or other

[5:25:28] means and react to that student

[5:25:29] needs.

[5:25:31] >> But right now we don't have.

[5:25:32] That's not being flagged in one

[5:25:33] of our tools.

[5:25:36] >> Not for copilot. 13. I know

[5:25:39] we use line line wise to

[5:25:42] capture information and you can

[5:25:44] dive into that if you want

[5:25:45] about line wise, how we capture

[5:25:47] certain information and how

[5:25:50] that bubbles up to school staff

[5:25:52] or department level folks.

[5:25:54] >> Sure. And, and you are

[5:25:56] correct, MISS Leonardi,

[5:25:58] currently copilot does not do

[5:26:00] the real time moderation and

[5:26:01] real time threat detection that

[5:26:03] detects that there are other

[5:26:05] tools that the district uses

[5:26:07] that will detect student

[5:26:09] self-harm when they're typing

[5:26:10] into a search engine and some

[5:26:12] other capabilities. That's the

[5:26:14] line wise tool that we're

[5:26:17] discussing here. But the entire

[5:26:21] reason why copilot was was only

[5:26:22] limited to a few hundred

[5:26:23] students. Those students are

[5:26:26] highly supervised in the ai

[5:26:27] academies by their ai

[5:26:29] instructor, by folks that have

[5:26:31] already given them heavy

[5:26:33] instruction in ai literacy and

[5:26:35] ai safe and ethical use. Once

[5:26:37] we determimi that copililotid

[5:26:39] not providede the l lev o of

[5:26:40] aggingnd reaeal tim

[5:26:42] moratiti, we immediately knew

[5:26:44] that our goal was to use

[5:26:46] copilot across at least two

[5:26:48] high schools. But once we

[5:26:49] discovered that, we said, no,

[5:26:52] we cannot do that. And we had

[5:26:53] to explore other options, which

[5:26:55] is we're we're very happy that

[5:26:56] Magic School came along and

[5:26:59] actually passed.

[5:27:01] >> So I think, you know, this

[5:27:03] board needs to think about

[5:27:06] again, like, how do we tackle

[5:27:09] the issue of, you know,

[5:27:12] children interacting with chat

[5:27:16] bots? And when the chat bot

[5:27:19] does something inappropriate,

[5:27:21] who is responsible and what do

[5:27:23] we do about it? But also giving

[5:27:24] students, even if it's a small

[5:27:26] number in a supervised

[5:27:29] environment, access to a tool

[5:27:30] that is capable of doing those

[5:27:32] things, it's of great concern

[5:27:36] to me. And I am not a lawyer.

[5:27:38] So I'll ask the question to our

[5:27:41] general counsel. But what role

[5:27:43] do duty of care laws play in

[5:27:45] all of this?

[5:27:46] >> So those are very good

[5:27:48] questions because the district

[5:27:50] does have to be careful. We

[5:27:52] know that there's been some

[5:27:54] suits specifically with Openai

[5:27:57] and others because of the the

[5:27:58] accessibility that they have

[5:28:00] had. So I do think that we have

[5:28:02] to be careful with our duty of

[5:28:04] care. We need to make sure that

[5:28:05] the policies are correct and

[5:28:07] the processes and procedures

[5:28:09] are correct.

[5:28:11] >> So I hope that moving

[5:28:14] forward, we look at that as we

[5:28:16] implement this in our schools,

[5:28:17] to make sure that we are

[5:28:19] keeping our students and our

[5:28:23] employees as safe as possible.

[5:28:24] So now I have some questions

[5:28:26] for my colleagues to to build

[5:28:27] consensus about how we move

[5:28:30] forward. I would like for the

[5:28:32] board to have quarterly updates

[5:28:34] on the implementation of ai,

[5:28:36] including members of the ai

[5:28:38] task force. Is there any

[5:28:39] objection to that?

[5:28:41] >> Could you just add the word

[5:28:41] detailed?

[5:28:42] >> Detailed.

[5:28:44] >> Objection.

[5:28:46] >> So I hear one objection.

[5:28:47] Anyone else.

[5:28:48] >> I'd like to see.

[5:28:49] >> I have an objection because

[5:28:51] I think it should be every. It

[5:28:52] should be monthly.

[5:28:53] >> Yes. Okay.

[5:28:54] >> Agreed.

[5:28:56] >> Monthly updates on the

[5:28:57] detailed updates on the

[5:28:59] implementation of ai, including

[5:29:00] some members of the ai task

[5:29:03] force. So we have consensus

[5:29:09] around that. I think at the

[5:29:11] very least, board members

[5:29:13] should be given test student

[5:29:16] accounts for the ai tools. Any

[5:29:17] objection to that?

[5:29:19] >> MISS Leonardi, if I could

[5:29:22] get a clarifying. So I know

[5:29:24] that I know this the focus of

[5:29:27] this presentation was on the

[5:29:28] academic instructional side,

[5:29:30] but there is ai happening

[5:29:31] across in the operational space.

[5:29:33] So just to clarify, are you

[5:29:35] specifically talking about the

[5:29:36] instructional monthly update,

[5:29:40] or are you saying ai in general

[5:29:40] implementation?

[5:29:42] >> So on the instructional end

[5:29:46] and on the operational end.

[5:29:47] >> Thank you.

[5:29:49] >> Any objection to board

[5:29:51] member student test accounts?

[5:29:56] Okay. I would like to see a

[5:29:58] school and district based

[5:29:59] parent communication plan

[5:30:01] around this. Is there any

[5:30:06] objection to that? When can

[5:30:08] that be reasonably expected to

[5:30:11] be delivered to us?

[5:30:12] >> Go ahead.

[5:30:15] >> Sure. That we can probably

[5:30:18] produce that in the next by the

[5:30:20] end of JUNE. I can have that

[5:30:22] ready in popular because we're

[5:30:25] also building an ai website. We

[5:30:26] can also include that there. So

[5:30:27] within the. By the end of this

[5:30:29] month.

[5:30:29] >> Chair.

[5:30:31] >> Can we add your idea where

[5:30:33] the Bay view parent plan, like

[5:30:35] go over all the technology?

[5:30:36] Like I would like to see that

[5:30:38] in all of our schools and what

[5:30:39] our plan is to implement the

[5:30:40] parent walk through to include

[5:30:42] not only ai, but like, I don't

[5:30:44] know how to use focus and I'm a

[5:30:46] board member. Like I have my

[5:30:47] kids check their grades for me

[5:30:49] and show me. So I think it's

[5:30:50] really important to implement

[5:30:52] with all technologies in the

[5:30:53] classroom, something like

[5:30:53] Bayview.

[5:30:55] >> I agree. Is there any

[5:30:56] objection to that?

[5:30:56] >> No.

[5:30:58] >> Can you repeat, does.

[5:31:01] >> Each school do a parent

[5:31:02] technology night that where

[5:31:04] they walk the parents through

[5:31:06] each technology tool that their

[5:31:07] children will be using and how

[5:31:10] to use it? MISS Bulman.

[5:31:13] >> I think that is fantastic.

[5:31:17] And then that will give us

[5:31:19] feedback too. I think if once

[5:31:20] we start doing that, to really

[5:31:22] see what the reality is of what

[5:31:23] how many programs we're

[5:31:25] actually using, and then we'll

[5:31:28] get a clearer narrative from

[5:31:30] the end from the parent. So I,

[5:31:32] I think that's fantastic.

[5:31:33] >> Thank you. I just have one

[5:31:35] more chance, which is separate

[5:31:36] meeting. I don't want it back

[5:31:38] to school night. And then on

[5:31:39] top of it, software. That would

[5:31:41] be way too much for one night.

[5:31:43] >> So DR. Zeman Mike was not on,

[5:31:45] but he asked for the word

[5:31:46] separate to be included in

[5:31:47] there so that it's not lumped

[5:31:49] into back to School night, that

[5:31:50] it's separate on night so that

[5:31:51] parents aren't overloaded with

[5:31:52] information.

[5:31:53] >> Thank you ma'am.

[5:31:54] >> Is that going to.

[5:31:56] >> MISS Bulman?

[5:31:57] >> Well, I'm not sure what's in

[5:31:58] the contract about having

[5:32:00] multiple nights. And also, are

[5:32:03] we going to capture people

[5:32:04] again for a second night?

[5:32:06] >> That was my concern, I think.

[5:32:09] I think we delivered the ask

[5:32:10] from the board and let the

[5:32:11] principals decide, because

[5:32:14] every community is so unique,

[5:32:15] where parents are more

[5:32:16] accessible in one community

[5:32:17] than the other and let them

[5:32:19] kind of decide, here are the

[5:32:20] things that you have to cover

[5:32:22] and let them decide on how they

[5:32:26] roll that out. If it's in one

[5:32:28] evening and tonight, or if it's

[5:32:31] two nights. I think every

[5:32:32] community is so unique.

[5:32:34] >> And I would say, you know,

[5:32:35] there are schools doing this.

[5:32:37] And so we should be getting

[5:32:39] best practices from the schools

[5:32:40] and replicating them throughout

[5:32:42] the district. And then

[5:32:43] obviously, allowing teachers

[5:32:45] and principals and school

[5:32:46] leaders make their their

[5:32:47] decisions that are best for

[5:32:48] their community.

[5:32:49] >> Agreed.

[5:32:50] >> And this is in lieu of the

[5:32:54] portal. Because there was a

[5:32:55] suggestion about a portal where

[5:32:57] the where the parents can come

[5:32:58] look at this. But like, I'm not

[5:32:59] looking.

[5:33:01] >> At no, there was a I think

[5:33:02] they were talking about the

[5:33:04] supplemental sulfur resources

[5:33:06] that's on our website for.

[5:33:07] >> That's going to be an.

[5:33:09] >> In person. This is in person

[5:33:10] description. Okay. That's the

[5:33:12] that's the way I understand the

[5:33:14] actual ask from the from the

[5:33:16] board.

[5:33:18] >> This is not necessarily a

[5:33:19] consensus issue, but I do think

[5:33:20] it's

[5:33:22] >> Important, and I've leaned

[5:33:23] on a few different documents to

[5:33:26] help inform my understanding of

[5:33:29] these issues. But the American

[5:33:32] Federation of Teachers is is

[5:33:33] implementing a new initiative

[5:33:35] called Devices Down, eyes up or

[5:33:37] yeah, devices down, eyes up.

[5:33:39] And one thing that they talk

[5:33:40] about, and we heard a lot today

[5:33:42] is the emphasis on project

[5:33:45] based, experiential, career

[5:33:46] connected learning. And I know

[5:33:48] we do a lot of that already.

[5:33:49] But just to emphasize, and I

[5:33:51] think, you know, the monthly

[5:33:52] updates on the implementation

[5:33:54] of ai that we're doing, I would

[5:33:56] also really love to hear about

[5:33:57] how we're doing the project

[5:34:00] based experiential learning in

[5:34:01] our, in our classrooms, because

[5:34:04] I think that should be the

[5:34:06] emphasis and focus of how we're

[5:34:11] doing this. I believe that we

[5:34:13] should create a student ai

[5:34:17] council. So this would be a

[5:34:19] mechanism for embedding student

[5:34:22] voice in the co-design of ai

[5:34:25] tools to ensure their relevance,

[5:34:27] inclusivity, and and the

[5:34:30] soundness of their adoption.

[5:34:32] The council members could help

[5:34:34] continue to develop our ai

[5:34:37] policies. They would play a

[5:34:39] role in vetting ai prod

[5:34:42] products before purchasing. You

[5:34:44] know, I, I could go through a

[5:34:45] whole list of things, but I do

[5:34:47] think that we while we have the

[5:34:49] ai task force having a separate

[5:34:50] student ai Council would be

[5:34:52] very important. And I would

[5:34:54] leave it up, you know, to our

[5:34:56] students and the superintendent

[5:34:58] to, to develop what that looks

[5:34:59] like.

[5:35:00] >> Lily and Michael, you guys

[5:35:03] captured that. All right.

[5:35:04] >> Is there any objection for

[5:35:08] that from my colleagues, MISS

[5:35:10] Bulman?

[5:35:11] >> Oh, go ahead Michael, you

[5:35:13] can ask the question out loud.

[5:35:16] >> So for the past I'll say 20

[5:35:18] to 25 minutes. Me and Lily have

[5:35:19] been playing around with magic

[5:35:21] school, with me creating a

[5:35:23] teacher account and her having

[5:35:24] a student account, and we've

[5:35:26] been typing stuff inside of the

[5:35:30] chat trying to see what it does.

[5:35:31] So far it's good. The only

[5:35:33] thing is, when it comes to

[5:35:35] mental health or anything

[5:35:37] surrounding anything

[5:35:40] surrounding that, it sends a

[5:35:42] flag to the teacher, but it

[5:35:43] just sits there. It doesn't

[5:35:44] ping you, doesn't call you,

[5:35:46] doesn't text your phone or

[5:35:47] anything. Nothing. So let's say

[5:35:49] a teacher was sleeping and a

[5:35:52] person, a student, you know,

[5:35:53] it's night time and the

[5:35:55] students on their magic school,

[5:35:57] there's no way for the teacher

[5:35:59] to get a notification that one

[5:36:00] of their students just said, I

[5:36:02] want to harm myself or

[5:36:04] something around that. Also,

[5:36:05] another problem that I had with

[5:36:07] it that when I said, when I put

[5:36:09] in there, I want to harm myself,

[5:36:11] the only thing it said was,

[5:36:12] please call nine, eight, eight.

[5:36:13] That's the only thing it did.

[5:36:15] It didn't say, we have to

[5:36:16] contact the authorities,

[5:36:17] nothing like that. So my thing

[5:36:20] would be would be cps or the

[5:36:24] bcc. The bcc police or our SROs

[5:36:26] have access to this. Will they

[5:36:27] be able to get pinged? Will

[5:36:30] they be able to receive those

[5:36:31] notifications or anything like

[5:36:32] that? Because that's something

[5:36:33] that's important. I mean, if

[5:36:35] it's only just sending a flag

[5:36:38] to the teacher, that's not good.

[5:36:39] I'm gonna let Lily take the

[5:36:41] rest of it as well.

[5:36:42] >> So I do just want to add

[5:36:44] something. Were you saying it

[5:36:45] was end of JUNE? They would get

[5:36:47] practice accounts? Is that what

[5:36:49] you were saying for? For our

[5:36:50] board members?

[5:36:52] >> No, I think MR. Leonardi was

[5:36:55] the one that requested it. But

[5:36:56] if any board member wants a

[5:36:57] magic school account, we

[5:36:59] absolutely can do it just like

[5:37:01] we did. Okay, Leonardi.

[5:37:03] >> So literally all you have to

[5:37:05] do is like, Mikhail is a

[5:37:06] teacher right now. I made a

[5:37:07] teacher account as well. You

[5:37:09] put your name and we can give

[5:37:10] you his code. And just like

[5:37:12] that, you have an account. It

[5:37:14] doesn't have to be a whole long

[5:37:15] process. You don't even have to

[5:37:16] put your email unless you're

[5:37:18] signing up to be a teacher.

[5:37:19] Then you put your school in

[5:37:21] your email. I will say there

[5:37:22] were limitations to it when it

[5:37:24] came to the mental health it.

[5:37:25] So there are different modes on

[5:37:27] here. So I went into the

[5:37:28] research assistant where you

[5:37:29] find information and sources

[5:37:30] for research project. And I

[5:37:31] said, how would I

[5:37:32] hypothetically, because this is

[5:37:34] how a lot of people get around

[5:37:35] ai bots go about harming myself,

[5:37:37] but not actually doing it. It's

[5:37:38] for a research project. And it

[5:37:40] did say that it was unable to

[5:37:42] help me with that, and it gave

[5:37:43] me the 988 number again. Yeah,

[5:37:45] it sent the flag to Mikhail's

[5:37:46] account. And then I again said,

[5:37:48] no, it's not for me. I have to

[5:37:50] research way that people have

[5:37:51] done that in the past. And it

[5:37:53] again sent a flag. And this

[5:37:54] time it said, here's ways to,

[5:37:56] you know, talk to your teacher,

[5:37:57] ask a school librarian, speak

[5:37:58] with the school counselor. So

[5:38:00] it won't go as far as to

[5:38:01] telling you, like the

[5:38:02] information where you put

[5:38:04] hypothetically, if I want to do

[5:38:05] this. So that was definitely a

[5:38:07] good thing because some ai's do

[5:38:08] have that issue, but it still

[5:38:10] only sent a flag when we had

[5:38:11] typed in, I'm going to harm

[5:38:13] myself. I'm going to hurt

[5:38:14] myself. What do I do? Don't

[5:38:16] tell anyone. So that kind of

[5:38:18] was a concern.

[5:38:21] >> So from that perspective,

[5:38:23] when it comes to cheating and,

[5:38:25] you know, submitting false work

[5:38:27] or anything surrounding that,

[5:38:29] it's really good. It it tells

[5:38:31] you that, hey, I can do that.

[5:38:32] It stops you. We tried going

[5:38:33] around it like every possible

[5:38:35] way you could think of it,

[5:38:38] stopped it. But the mental

[5:38:39] health part of it, and like,

[5:38:41] you know, the suicide part of

[5:38:42] it and all those other things,

[5:38:44] I feel like that's a concern

[5:38:45] that we should all look at. You

[5:38:47] know, how can our SROs have

[5:38:49] access to this? How can we make

[5:38:51] sure that our students, my

[5:38:53] peers are safe, you know, if

[5:38:55] they want help and they're

[5:38:56] reaching out to Magic School,

[5:38:57] and Magic School is just

[5:38:59] sending a flag to the teacher.

[5:39:01] We need to know and we need to

[5:39:02] have access to that. We need to

[5:39:04] be able to have it on a larger

[5:39:07] scale. I did also like the fact

[5:39:09] that it when I was trying to

[5:39:12] like learn something, it didn't

[5:39:14] just like give me the answer.

[5:39:16] It walked me through it. It

[5:39:18] told me how I should think sort

[5:39:20] of. And it, it kind of just

[5:39:22] walked me through it. Now it's

[5:39:23] not human to human person to

[5:39:25] person still, you know, I'm a

[5:39:26] really big advocate, advocate

[5:39:28] for, you know, human

[5:39:30] interaction. But if a student

[5:39:32] does need help, you know, it,

[5:39:34] it did help me. It did say, hey,

[5:39:35] you just have to do this, make

[5:39:38] sure you're doing that. And

[5:39:39] it's asking me questions for me

[5:39:42] to answer back so that I can be

[5:39:45] interactive with it. So it does

[5:39:46] look like a good platform, just

[5:39:48] a little tweaks that we need to

[5:39:50] work on before. Yeah.

[5:39:52] >> And MR. Castaneda, did I not

[5:39:54] raise those exact concerns?

[5:39:54] >> Yes.

[5:39:56] >> Real time when we met?

[5:39:59] >> Yes. And in fact, we based

[5:40:00] on those concerns which we

[5:40:02] detected because we also said,

[5:40:03] hey, a notification is not

[5:40:05] enough. We're working with

[5:40:06] Magic School now at getting

[5:40:09] data feeds from them that if a

[5:40:10] notification is sent, they're

[5:40:11] going to send the data to us,

[5:40:13] and then we can do whatever we

[5:40:15] need to do with it, including

[5:40:17] sending notifications to SROs

[5:40:18] or to others.

[5:40:22] >> So, okay, that's sending the

[5:40:24] data. Yes, is good, but is this

[5:40:26] a real time immediate reaction?

[5:40:27] Like the minute that the

[5:40:28] student says that there are

[5:40:30] multiple people being alerted.

[5:40:32] >> What we would ask for magic

[5:40:33] school and this is this is

[5:40:35] really going to end up being if

[5:40:37] there's any limitation in your

[5:40:38] technology platform, is to

[5:40:40] leverage an api that would be

[5:40:42] able to send that as a data

[5:40:43] stream as it happens, and then

[5:40:46] we consume it, and then we do

[5:40:48] something with it rather than,

[5:40:50] okay, once a week, we'll send

[5:40:51] you a file that's that's

[5:40:54] useless in these cases.

[5:40:55] >> Yeah.

[5:40:55] >> api.

[5:40:58] >> Oh, I'm sorry. Api is a

[5:41:01] method for communicating data

[5:41:04] that's modern, that allows two

[5:41:06] different applications that

[5:41:07] don't normally talk to each

[5:41:09] other, to talk to each other in

[5:41:11] a real time basis. And it

[5:41:12] stands for Application

[5:41:14] Programing Interface api.

[5:41:16] >> Okay. Thank you. Yeah.

[5:41:18] Because I just do want to say,

[5:41:19] first of all, this is

[5:41:20] constructive criticism. I mean,

[5:41:21] the platform is amazing. We are

[5:41:23] going through this and I'm

[5:41:24] telling them like, this is so

[5:41:26] this is amazing. Like, this is

[5:41:27] so cool. I'm sitting here. I

[5:41:29] had to make a lesson explaining

[5:41:30] how the bcc board meetings work.

[5:41:32] And it came up with a worksheet

[5:41:33] in like two seconds. So it

[5:41:35] really is an amazing program.

[5:41:36] It's really just like this one

[5:41:37] thing that obviously we very

[5:41:39] much need to take care of. But

[5:41:41] I also do want to say, I know

[5:41:42] there's probably some people

[5:41:43] who are either here or

[5:41:45] listening who are like, this is

[5:41:47] so silly. Who's going on to a

[5:41:48] school website to talk about

[5:41:49] how they want to hurt

[5:41:51] themselves? But it is a very

[5:41:52] real thing. It is very real

[5:41:54] thing. And I know I have

[5:41:55] friends who have used ai for

[5:41:56] therapy, right? Because therapy

[5:41:58] is expensive. I don't know if

[5:41:59] you guys have looked at the

[5:42:01] prices of that. It is pricey.

[5:42:02] So for some people, ai is all

[5:42:04] they really have right now. And

[5:42:05] it's important that even if the

[5:42:07] ai can give advice with that,

[5:42:08] it's directing our students to

[5:42:10] a safe place. Because at the

[5:42:11] end of the day, if someone

[5:42:12] wants to harm themselves, ai

[5:42:14] can't really step in and do

[5:42:15] anything right. But if you're

[5:42:17] with a counselor and you tell

[5:42:18] your counselor, I need I feel

[5:42:20] the need to do this. I want to

[5:42:21] harm myself. Your counselor can

[5:42:23] step in and keep you from doing

[5:42:25] that. And I just think it is

[5:42:26] very important that we continue

[5:42:28] to highlight that with the use

[5:42:29] of ai, because that I know for

[5:42:31] me, as someone who has also

[5:42:32] dealt with mental health issues,

[5:42:34] that is a really big concern

[5:42:35] that whether or not we all

[5:42:37] agree on ai, I think we should

[5:42:39] all agree that that is a huge

[5:42:39] concern with it.

[5:42:41] >> One more thing. Sorry. The

[5:42:42] final, final thing, another

[5:42:43] thing that I really loved about

[5:42:45] the app and how it was used is

[5:42:47] it not only gave me, you know,

[5:42:49] the way of how to do it and

[5:42:51] kind of guide me through my

[5:42:52] thinking. It also encouraged me

[5:42:53] to speak to other people and

[5:42:54] like interact with other

[5:42:56] students. So when I was typing

[5:42:57] in there, hey, I need help

[5:42:59] writing my essay. What should I

[5:43:00] do? It said first, you should

[5:43:02] probably speak to another peer

[5:43:04] inside of your classroom so it

[5:43:06] interactively acts and made and

[5:43:07] telling you to interact with

[5:43:09] your other students and

[5:43:10] interact with other people. So

[5:43:14] I did like that as well.

[5:43:15] >> MISS Leonardi, is this our

[5:43:17] only time to speak on it?

[5:43:18] >> No, I was actually still

[5:43:19] building, trying to build

[5:43:21] consensus among as I was going

[5:43:22] to call on you guys. But but

[5:43:24] you know, Doctor Hepburn went

[5:43:25] ahead. But yeah, I'll be coming

[5:43:27] to you guys later. But to to

[5:43:29] the question about the safety

[5:43:33] piece when when someone reports

[5:43:35] on 4 to 5 Florida, for instance,

[5:43:38] a safety issue, what is their

[5:43:40] real time notification at Dsoc

[5:43:41] on that.

[5:43:42] >> Yes, absolutely.

[5:43:45] >> So there should be a similar

[5:43:47] process with this is the point

[5:43:49] that I think all of us are

[5:43:50] trying to make.

[5:43:52] >> Yes. So I know, like Manny

[5:43:54] said, he's working with Magic

[5:43:56] School to ensure because

[5:43:57] there's, there's certain

[5:43:58] notifications that a teacher

[5:44:00] receives that goes up to

[5:44:01] channel pretty quickly too. So

[5:44:05] I think notification to the

[5:44:06] right person, right. I think

[5:44:08] the right person initially is

[5:44:09] always the teacher in the

[5:44:10] classroom. And then ensuring

[5:44:12] that they know what to do with

[5:44:13] the information immediately,

[5:44:14] just like they do with any

[5:44:16] other cases that they interact

[5:44:17] or receive.

[5:44:19] >> And so back to the question

[5:44:20] of a ai student council that

[5:44:22] would help with vetting,

[5:44:24] developing frameworks, looking

[5:44:26] at how, you know, collaborating

[5:44:29] with teachers and, and district

[5:44:30] administrators and even

[5:44:32] developers on how to use these

[5:44:33] different tools. Is there any

[5:44:34] objection to creating an ai

[5:44:36] student council? For my

[5:44:40] colleagues, seeing none. Do you

[5:44:41] have your direction on that,

[5:44:45] Doctor Hepburn? I think we also

[5:44:48] heard a lot from the public

[5:44:50] about privacy. And I think for

[5:44:52] me, it's just something that I

[5:44:54] brought up a few months ago

[5:44:56] with regards to child friendly

[5:44:58] procurement guidelines. So

[5:45:01] looking at applying privacy by

[5:45:04] default, chatbot chatbot

[5:45:06] platforms that employ safety

[5:45:07] features, including flagging

[5:45:10] like what? Magic School has

[5:45:11] tools that prevent data

[5:45:14] scraping, tools that have very

[5:45:15] good data encryption, things

[5:45:17] like that. I think we really

[5:45:20] need to have a clear set of

[5:45:22] child friendly procurement

[5:45:23] guidelines that, you know, is a

[5:45:24] public facing document. So our

[5:45:26] parents can feel comfortable

[5:45:28] with knowing that when we

[5:45:29] procure something, that it is

[5:45:32] safe for their children. Is

[5:45:35] that something that we could do

[5:45:38] with consensus from the board?

[5:45:39] >> Yes. We can work with

[5:45:40] procurement to create a

[5:45:41] specific doc of how they're

[5:45:44] vetting, and also the end users

[5:45:46] who initiate the contracts.

[5:45:48] >> When can we expect that if

[5:45:49] there is more consensus?

[5:45:50] >> Yeah, if there's work, give

[5:45:53] us opportunity to meet with the

[5:45:54] team and see what they can come

[5:45:56] up with and say a couple of

[5:45:58] weeks, just at least have a

[5:46:01] plan of next steps.

[5:46:03] >> And so I, for me, the way I

[5:46:04] envision this, it would apply

[5:46:06] to new contracts and any

[5:46:08] contracts that don't fulfill

[5:46:10] these guidelines would be

[5:46:13] sunsetted. So is there any

[5:46:15] objection to that from my

[5:46:15] colleagues?

[5:46:17] >> Can you. DR. Zeman just.

[5:46:19] >> I'm a little concerned about

[5:46:21] the sunset. We have a lot of

[5:46:25] software. Are you specifically

[5:46:26] referring to the subset of

[5:46:27] software that has large

[5:46:28] language models built into it,

[5:46:29] or all software?

[5:46:31] >> All software. So we heard

[5:46:33] from parents, right. And we

[5:46:35] shouldn't really be doing any

[5:46:36] anything that would not be

[5:46:37] child friendly, right? We

[5:46:38] shouldn't have contracts with

[5:46:40] any, you know, company that

[5:46:43] would sell, we sell children's

[5:46:45] data. Right? So that's what I'm

[5:46:47] saying is we, I, we should, I

[5:46:48] think we need to have some very

[5:46:52] clear guidelines around privacy.

[5:46:55] Student protecting student data,

[5:46:58] ownership of that data. And we

[5:46:59] should be doing this already.

[5:47:01] But I think having that public

[5:47:02] facing document and reviewing

[5:47:04] the, you know, the technology

[5:47:05] contracts that we have, if they

[5:47:07] don't meet those guidelines,

[5:47:09] then we shouldn't have them.

[5:47:10] >> So zero data retention. I

[5:47:12] mean, that's really the key.

[5:47:13] >> Yeah. And that's why I'm

[5:47:14] referencing your follow up. I

[5:47:16] don't know if it's the kind of

[5:47:20] the same. Probably follow up as

[5:47:22] far as that. So I think that I

[5:47:24] ink DR. Zeman follow u uis a

[5:47:24] od statart

[5:47:26] >> Minee w was thnicic, bubuterss

[5:47:27] is opetiononal. Agrgree wit

[5:47:29] hers that we ought not t have

[5:47:29] that.

[5:47:31] >> And so we'll work with

[5:47:33] General Counsel's team on that

[5:47:35] follow up anyway. And then just

[5:47:37] to make sure our contract

[5:47:38] contract language does address

[5:47:40] that in this lock tight on

[5:47:41] privacy, ensuring student data

[5:47:46] and also staff data to.

[5:47:48] >> I'm almost done. My my

[5:47:49] apologies and thank you for

[5:47:50] your patience with my

[5:47:53] colleagues. I'm going to

[5:47:56] propose some maybe more

[5:47:56] controversial things that we've

[5:47:58] heard from the community. And

[5:48:00] I've I've read the American

[5:48:04] Federation of Teachers. One of

[5:48:06] the recommendations from the

[5:48:09] aft was that vpk through second

[5:48:12] grade have no screens unless

[5:48:14] required for state testing or

[5:48:15] to support students with

[5:48:17] special needs. And that is

[5:48:18] something that I would like to

[5:48:21] put forward and hear. If there

[5:48:23] are any objections from the

[5:48:28] board. For vpk through second

[5:48:30] grade, unless required for

[5:48:31] state testing or to support

[5:48:33] students with special needs.

[5:48:34] >> Can I just ask a question?

[5:48:36] That's for general counsel. Is

[5:48:37] this something that we ought to

[5:48:39] be doing at a school board

[5:48:40] meeting and not at a workshop?

[5:48:43] That sounds to me like, like a

[5:48:44] significant decision that we

[5:48:45] want to make and we want

[5:48:46] probably want to get a staff

[5:48:48] input and an item brought to a

[5:48:50] school board meeting and not a

[5:48:50] workshop.

[5:48:52] >> Well, she can certainly ask

[5:48:54] her colleagues to weigh in on a

[5:48:55] proper well, not a proposition,

[5:48:57] but a thought that she has. But

[5:48:59] then, of course, the board can

[5:49:00] respond and say that I think

[5:49:02] that we need to have more

[5:49:03] information, and this needs to

[5:49:06] be brought forward in a formal

[5:49:06] meeting.

[5:49:09] >> So I'm worried at a more

[5:49:13] legal level about making

[5:49:16] decisions based on consensus at

[5:49:18] a workshop. That sounds and

[5:49:20] feels a lot to me like it's a

[5:49:22] real substantive decision for

[5:49:24] which the staff and the

[5:49:25] superintendent should should

[5:49:27] bring an item to us for

[5:49:28] consideration. With a little

[5:49:30] bit more time and a formal vote.

[5:49:32] I don't want to have to get

[5:49:34] consensus on something when in

[5:49:37] fact, with a majority, we could

[5:49:39] do the same thing at a school

[5:49:40] board meeting.

[5:49:42] >> So I I'll I'll withdraw the

[5:49:43] proposal, but it is something

[5:49:45] that I will request a follow up

[5:49:47] on about the the feasibility of

[5:49:48] doing that, what that would

[5:49:50] look like in our vpk,

[5:49:51] kindergarten, first and second

[5:49:53] grade classrooms if we were to

[5:49:56] go device or screen free unless

[5:49:57] required for state testing or

[5:49:58] to support students with

[5:50:01] special needs. And then I will

[5:50:03] I will be bringing that in a

[5:50:06] board item. The other ones that

[5:50:08] I'll I'll raise that I'll ask

[5:50:09] about the feasibility is to

[5:50:12] have no student facing ai in

[5:50:13] elementary school. That means

[5:50:17] like direct student use, having

[5:50:22] an age limit for generative ai.

[5:50:25] And a need for a mandatory

[5:50:27] teacher training. In addition

[5:50:29] to the training that our ai

[5:50:31] liaisons do. So my feeling is

[5:50:33] that teachers need to be taught

[5:50:35] how to utilize this in their

[5:50:38] classrooms. Otherwise students

[5:50:40] will be using it without their

[5:50:41] supervision. And that's what I

[5:50:42] heard over and over and over

[5:50:44] from our students, is that the

[5:50:46] teachers who have like outright

[5:50:47] banned it, who don't know how

[5:50:49] to use it, the students just

[5:50:51] use it to do the work. That's

[5:50:52] not every single student in

[5:50:53] every single classroom. But

[5:50:55] that's what I heard from a lot

[5:50:57] of students that I spoke with

[5:50:59] in round tables.

[5:51:00] >> This Leonardi could you

[5:51:02] consider also administrators?

[5:51:03] There's a whole bunch of the

[5:51:05] Magic School apps, the tools

[5:51:06] inside the app that are

[5:51:07] appropriate for administrators.

[5:51:09] And I think, I don't know, MISS

[5:51:10] Dean might disagree with you,

[5:51:12] but I think there's still a lot

[5:51:13] of administrators that are

[5:51:14] coming up to speed on ai as

[5:51:15] well.

[5:51:16] >> I mean, yeah, sure we can,

[5:51:19] we can I it was my

[5:51:20] understanding that our

[5:51:21] administrators have received a

[5:51:22] lot of training on that. But

[5:51:24] I'm happy to to add my concern,

[5:51:26] my main concern is teachers in

[5:51:27] the classroom with students.

[5:51:31] But I can add that to, to the

[5:51:32] the request.

[5:51:34] >> Thank you.

[5:51:36] >> That ends my my list of

[5:51:37] requests. I appreciate your

[5:51:39] patience with that, and I look

[5:51:41] forward to hearing from my

[5:51:42] colleagues.

[5:51:43] >> DR. Zeman thank you, chair,

[5:51:45] and I'm glad I got to go after

[5:51:49] you because your preamble to

[5:51:50] this about social media and the

[5:51:52] preamble even to that about the

[5:51:54] internet, I remember, and maybe

[5:51:56] this is an experience age issue,

[5:51:58] but, you know, when the

[5:51:59] internet came out, you know,

[5:52:00] that was supposed to solve huge

[5:52:02] social problems. And I don't

[5:52:03] think we did that very well.

[5:52:05] Social media at the same to

[5:52:06] MISS Leonardi point, and it's

[5:52:07] probably done more harm than

[5:52:09] good in kind of a ten or 100 to

[5:52:11] 1 ratio. And now we're about to

[5:52:13] do this big third technological

[5:52:15] innovation. And in a school

[5:52:17] district, it's it's incredibly

[5:52:18] important to be intentional and

[5:52:20] thoughtful and safe more than

[5:52:23] anything else. And to Doctor

[5:52:24] Cohen's point, there's an

[5:52:25] opportunity for this to be a

[5:52:26] differentiator for our school

[5:52:28] district to say that we've been

[5:52:29] thoughtful about it. We're

[5:52:31] incredibly rigorous about

[5:52:32] safety. I love all of the

[5:52:33] things that MISS Leonardi is

[5:52:36] bringing to our attention today,

[5:52:38] and we'll see how some of those

[5:52:40] go through in a school board

[5:52:42] meeting soon. But there's a few

[5:52:43] issues that I have that are

[5:52:45] rather systematic issues. One

[5:52:47] is we're overdue at having some

[5:52:51] kind of ai guidance today. Like,

[5:52:53] I don't know if you guys are

[5:52:54] aware of this, but Magic School

[5:52:56] is open. It's free, you can use

[5:52:57] it. There's no restrictions on

[5:52:59] it. Copilot. If you have a

[5:53:00] license, you can go get it open.

[5:53:02] Ai will let anybody get on and

[5:53:05] use Chatgpt unrestricted. And

[5:53:07] so if you have access to a

[5:53:09] laptop, you can do tons of

[5:53:10] stuff. And I believe we have a

[5:53:12] social obligation to get

[5:53:13] guidance out this summer,

[5:53:15] Doctor Hepburn, so that we make

[5:53:17] sure that parents and students

[5:53:18] understand that there are

[5:53:20] significant risks on things

[5:53:22] that we don't provide, but are

[5:53:23] sitting on mom and dads, aunts,

[5:53:25] uncles, Pappy and Granny's

[5:53:27] laptop or the laptop at the

[5:53:29] library. And I think we have a

[5:53:31] tremendous opportunity and an

[5:53:32] obligation to train our

[5:53:34] teachers and administrators on

[5:53:35] how to get the word out and

[5:53:37] then to get it out to parents.

[5:53:41] And I love a thoughtful kind of

[5:53:43] parent communication strategy

[5:53:45] that makes sure that they

[5:53:47] understand what's going on. I

[5:53:48] want to thank MISS Dean and

[5:53:50] MISS Maggio for coming, though

[5:53:52] today. I always will thank the

[5:53:52] wieners because you guys are

[5:53:55] rock stars, man. I just I

[5:53:57] really, really appreciate your

[5:53:58] commitment to something I

[5:53:59] believe so deeply in, which is

[5:54:00] public education is the most

[5:54:01] important institution to a

[5:54:03] community. And I know that your

[5:54:04] generosity is based on that

[5:54:06] same value and that same belief.

[5:54:08] And it's wonderful always to

[5:54:12] see you on this systematic

[5:54:14] issues. I appreciate this

[5:54:16] presentation a lot. It's it's

[5:54:17] thoughtful, it's comprehensive,

[5:54:19] it's got great graphics. It's

[5:54:21] neat. I'm kind of focused

[5:54:22] though, really on the execution.

[5:54:24] That's why I think the guidance

[5:54:26] has to be out before AUGUST. I

[5:54:27] think our first day is AUGUST

[5:54:30] 11th this year. I mean, we've

[5:54:31] got five days before that where

[5:54:33] staff's all back. If we're not

[5:54:34] talking to them for a whole

[5:54:36] bunch of those five days about

[5:54:37] ai, I think we're kind of

[5:54:39] skipping. We're, we're, we're,

[5:54:41] you know, burying the lead or

[5:54:41] jumping the shark or whatever

[5:54:43] you want to talk about. We've

[5:54:45] got to get them guidance now

[5:54:47] because ai is here, whether we

[5:54:49] give it to them or they get it

[5:54:52] otherwise, ai is present. I

[5:54:53] love the approach that we're

[5:54:55] going to take about software

[5:54:56] reviews and make sure that we

[5:54:59] have appropriate data standards

[5:55:00] for everybody. And I know

[5:55:01] that's not just about ai, but

[5:55:03] that's really important. I will

[5:55:05] break down the execution

[5:55:06] comments I have into the three

[5:55:07] kind of classic parts of

[5:55:09] execution. You know, what is

[5:55:11] the ends, the ways and the

[5:55:14] means. In my mind, Doctor

[5:55:16] Hepburn, when you think about

[5:55:19] the goals that we have with the

[5:55:20] implementation of this

[5:55:21] technology, there are things

[5:55:24] that other people the Chicago

[5:55:26] group has done the value add

[5:55:28] for technology and teacher

[5:55:29] group has done. They talk about

[5:55:31] kind of four big things. What's

[5:55:33] the maximum value add of

[5:55:35] technology to teaching. And

[5:55:36] MISS Leonardi really hit that

[5:55:39] very well. Two, that ai will

[5:55:41] help us achieve the strategic

[5:55:43] goals we already have. So if we

[5:55:44] have strategic goals on

[5:55:45] academic improvement, social

[5:55:47] and emotional learning, mental

[5:55:49] health attendance, engagement,

[5:55:51] things like that, how can I be

[5:55:53] a technology for good toward

[5:55:54] those things? I think that's a

[5:55:57] great goal to some points that

[5:55:58] my colleagues and speakers have

[5:56:02] had today. How does ai not

[5:56:03] impinge on cognitive

[5:56:05] development? Like that's got to

[5:56:06] be baked into as a goal, at

[5:56:08] least according to these other

[5:56:09] groups. And then finally, that

[5:56:12] the competencies for use of ai

[5:56:14] are taught either explicitly as

[5:56:17] a separate training series of

[5:56:18] courses, or baked into courses

[5:56:21] where it makes sense, or both.

[5:56:23] But I just feel like those four

[5:56:25] goals, Doctor Hepburn, seem to

[5:56:27] be reasonable. But are there

[5:56:29] other do those goals make sense,

[5:56:30] Doctor Hepburn and are there

[5:56:32] others that you've thought of

[5:56:33] about? What are we trying to

[5:56:35] achieve as this technology

[5:56:35] becomes available?

[5:56:37] >> Know those goals make sense,

[5:56:39] including at the classroom

[5:56:42] level. Differentiation lesson

[5:56:43] quality. I think

[5:56:44] differentiation is probably one

[5:56:45] of the hardest tasks teachers

[5:56:47] have been asked to do over the

[5:56:48] past 20 years, you know, moving

[5:56:51] from, you know, teaching pretty

[5:56:52] much every kid the same to

[5:56:54] saying, hey, I'm going to

[5:56:56] provide a certain personalized

[5:56:59] level of instruction for

[5:57:00] individual kids. And I think

[5:57:01] this helps to accelerate some

[5:57:03] of those opportunities.

[5:57:04] Accelerating critical thinking.

[5:57:06] There's many other components

[5:57:07] and also heightened engagement.

[5:57:09] As I listened to Lily and I

[5:57:11] listened to Michael, how

[5:57:13] excited they are, right?

[5:57:16] They're already leveraging ai

[5:57:17] personally on their own devices

[5:57:19] and help, which is helping them

[5:57:21] with their, with, with their

[5:57:23] academic prowess. But you know,

[5:57:25] the excitement that can be

[5:57:26] created, which heightens

[5:57:27] engagement. So there's, there's

[5:57:29] tons of goals that we can

[5:57:31] associate when this is done

[5:57:33] correctly, when this is done

[5:57:35] ethically and thoughtfully with

[5:57:36] all kind of stakeholders

[5:57:37] contributing to it.

[5:57:39] >> Thank you very much. In

[5:57:42] terms of the methods, we talked

[5:57:44] a little bit about ai literacy.

[5:57:46] Doctor Hepburn, how much, just

[5:57:49] in terms of time, do you plan

[5:57:53] to spend with teachers on on

[5:57:55] their literacy of ai before

[5:57:57] school starts this next year?

[5:57:58] >> We now have Doctor Cohn and

[5:58:00] his team dive into it. And we

[5:58:02] don't I know we push out a lot

[5:58:04] of throughout the year this

[5:58:06] year before Doctor Cohn dives

[5:58:07] into it throughout the year.

[5:58:08] This year we've pushed out a

[5:58:11] lot of voluntary coursework.

[5:58:12] That or professional

[5:58:14] development that teachers and

[5:58:15] also district staff can dive

[5:58:17] into to learn more about

[5:58:19] copilot and how to leverage it.

[5:58:20] And so I know we've been doing

[5:58:22] that all year. We don't have a

[5:58:24] lot of time with teachers prior

[5:58:25] to this, to students coming

[5:58:27] back only a couple of days, but

[5:58:28] I'll let Doctor Cohn dive into

[5:58:30] what they plan on offering.

[5:58:32] >> Sure. So we've we've already

[5:58:34] built a continuum of ai

[5:58:36] literacy courses and

[5:58:37] specifically also around Magic

[5:58:39] School for all of the liaisons

[5:58:42] on JUNE 5th, eighth and ninth,

[5:58:45] we had all administrators come

[5:58:47] in, engage in ai literacy. The

[5:58:49] whole continuum was all about

[5:58:51] ai literacy and all of our

[5:58:53] implementation. That's where

[5:58:54] parents were able to come.

[5:58:55] Students were able to come,

[5:58:56] teachers were able to come with

[5:58:58] the plan. They had pre-work

[5:58:59] that they had to do. The

[5:59:00] pre-work was they had to

[5:59:03] develop their own school based

[5:59:05] ai plan that they would

[5:59:06] implement during pre planning

[5:59:08] week. So they had three full

[5:59:10] days of learning because what

[5:59:11] they asked for is that we want

[5:59:13] to bring our laptops, we want

[5:59:14] to learn it, and then we want

[5:59:16] to be able to implement it.

[5:59:17] Then over the summer, because

[5:59:19] as Doctor Hepburn shared, it is

[5:59:20] voluntary for teachers. We will

[5:59:22] have hot labs available for

[5:59:23] those teachers who are your

[5:59:25] high fliers. They're ready to

[5:59:27] go. They want to learn more

[5:59:28] than before they get to pre

[5:59:30] planning week. So those are

[5:59:31] being staged already right now.

[5:59:33] And then that first week of pre

[5:59:35] planning week, the principal

[5:59:37] the ai liaisons are working in

[5:59:40] tandem to roll out ai in magic

[5:59:41] school.

[5:59:42] >> Terrific. I have.

[5:59:43] >> a.

[5:59:44] >> Few hundred hours of

[5:59:47] training people on ai. And it's

[5:59:49] fascinating how quickly

[5:59:51] awareness and experience and

[5:59:52] utilization of the tools

[5:59:54] changes people's opinions about

[5:59:55] it. And there's this amazing,

[5:59:57] you know, the super risk that

[5:59:58] people that can only see the

[5:59:59] risks and there's people that

[6:00:01] can only see the benefits, and

[6:00:02] there's this amazing kind of

[6:00:03] graduation toward the middle

[6:00:05] where people with more

[6:00:06] experience hundreds of hours

[6:00:08] after a while of using these

[6:00:10] tools, realize, yes, there's

[6:00:11] some risk. And yes, there's

[6:00:12] some really cool things. It

[6:00:13] doesn't do everything. It does

[6:00:15] a subset of things and the

[6:00:17] risks can be mitigated. But

[6:00:18] there is tremendous opportunity

[6:00:20] in doing that. I'm worried a

[6:00:21] little bit about liaisons as a

[6:00:23] method as well. We're relying

[6:00:24] on these liaisons. I think it's

[6:00:26] one per school. Is that correct?

[6:00:26] >> Yes, sir.

[6:00:29] >> And do we fund their

[6:00:30] participation fully? Yes. For

[6:00:32] example, I'm sorry. We do.

[6:00:36] >> Yes. We pay them a stipend.

[6:00:37] >> What kind of attendance do

[6:00:40] you get at at liaison training

[6:00:41] sessions, I think usually held

[6:00:42] on the weekends.

[6:00:44] >> Well, we we scheduled some

[6:00:45] of them after hours. We

[6:00:46] schedule some of them on the

[6:00:48] weekends. In this case, like

[6:00:50] with the days with the JUNE 5th,

[6:00:53] they all came because it was

[6:00:55] the. I think it was the last

[6:00:57] day of school was a Friday and

[6:00:59] they were paid. So through the

[6:01:01] generous donation of the

[6:01:04] wieners, they. We did build in

[6:01:06] funding to bring them back, pay

[6:01:08] them and compensate them and

[6:01:09] actually pay them more than

[6:01:11] what we typically would have

[6:01:12] paid them. So they're getting

[6:01:14] we're really ready to

[6:01:14] compensate them even higher

[6:01:16] than what we typically have as

[6:01:18] an incentive. One of the things

[6:01:19] it is a challenge in terms of

[6:01:21] making sure that we get

[6:01:23] everyone showing up. And so one

[6:01:25] of our tasks over the summer is

[6:01:27] to take a look at those schools

[6:01:29] that didn't show up and what's

[6:01:31] the, what's the implementation,

[6:01:32] implementation, implementation

[6:01:34] plan to make sure that those

[6:01:35] schools that were not available,

[6:01:37] how do we catch them up? But

[6:01:38] the administrators were they're

[6:01:38] terrific.

[6:01:40] >> I'm just fascinated

[6:01:42] sometimes that we we get the

[6:01:43] PowerPoint right. And then when

[6:01:45] it gets to execution, we just

[6:01:46] haven't funded it to the point

[6:01:48] where we get excellent

[6:01:49] execution. Everyone wants the

[6:01:50] right thing to happen, but we

[6:01:52] get light on, on the

[6:01:53] supplements or the extra hours

[6:01:56] and things like that. To me,

[6:01:58] that's a, you know, we, we just

[6:02:00] probably need to see a budget

[6:02:01] item on what right looks like,

[6:02:03] like what is the funding

[6:02:04] required to get this right,

[6:02:05] both to mitigate the risks and

[6:02:08] to enhance the benefits of ai

[6:02:10] so that people are funded. Well,

[6:02:11] and maybe the supplements are

[6:02:13] good, but maybe it needs to be

[6:02:14] a bigger supplement and we need

[6:02:16] to have more standards for them.

[6:02:17] Because if we're paying them to

[6:02:19] do something, I think then we

[6:02:20] can have standards, we can have

[6:02:21] certifications, we can have

[6:02:23] things that they ought to be

[6:02:24] earning in order to get that

[6:02:26] supplement. And we just need to

[6:02:27] make that kind of a closed

[6:02:29] cycle. I'll leave that for you.

[6:02:30] Actually, if you could, Doctor

[6:02:31] Hepburn, could we have a follow

[6:02:33] up on that? How could you tell

[6:02:35] us what the whole requirement

[6:02:36] for funding would be to have ai

[6:02:37] liaisons that can help us

[6:02:39] achieve the goals of Broward

[6:02:40] County schools.

[6:02:41] >> As a separate, full time

[6:02:43] role? Are you talking about

[6:02:43] supplements?

[6:02:44] >> Whatever you want to do, I

[6:02:46] just want to know kind of what

[6:02:48] is the 100% requirement for the

[6:02:50] liaisons to make sure that we

[6:02:51] get the full benefit of ai to

[6:02:53] achieve our strategic goals?

[6:02:54] Because if you've used Magic

[6:02:56] School, if you've dove into

[6:02:57] large language models, if

[6:02:58] you've seen some of the

[6:03:00] advantages that there is for an

[6:03:01] education space and some ways

[6:03:03] to mitigate the risks, there's

[6:03:05] a tremendous upside. And that

[6:03:07] upside kind of changes people's

[6:03:08] opinions about this technology

[6:03:10] when they see it. But if we

[6:03:12] underfund the requirement for

[6:03:14] these liaisons or the or the or

[6:03:16] the staff hours, we need to

[6:03:17] train teachers and train

[6:03:19] administrators to do it. It can

[6:03:20] die just because we didn't fund

[6:03:21] it well enough. And so you get

[6:03:23] kind of the, the, the early

[6:03:26] adopters doing it, some of the

[6:03:28] high fliers, but you get too

[6:03:29] many people that are just

[6:03:30] dragging along. And so I'd love

[6:03:32] to know what the requirement is

[6:03:35] to fund the teachers and

[6:03:36] administrators to make sure

[6:03:37] that our professional

[6:03:39] development is, is funded and

[6:03:41] fully attended to the point

[6:03:44] where we have our staff passing

[6:03:47] certifications in ai and in

[6:03:49] specific tools. Thank you.

[6:03:51] Doctor Hepburn, just a question

[6:03:53] to you. That's all. Thank you

[6:03:59] sir. MISS Leonardi, did you ask

[6:04:02] for consensus on a website

[6:04:03] that's related to what our ai

[6:04:05] plan looks like?

[6:04:07] >> I asked for consensus around

[6:04:11] the implementation plan being a

[6:04:12] public facing.

[6:04:14] >> I think that that works for

[6:04:15] my what my intent was going to

[6:04:18] be as well. Lastly, on the

[6:04:20] resources, you know, we we've

[6:04:21] got a small investment, believe

[6:04:23] it or not, in ai tools, there's

[6:04:24] so many other tools that would

[6:04:26] just, you know, set us apart

[6:04:28] over time. I know we've got

[6:04:31] this absolutely wonderful thing

[6:04:33] called ai liaisons, and it's an

[6:04:34] incredible thing to pull them

[6:04:35] together. I want to make sure

[6:04:37] that they're fully funded and

[6:04:38] fully, like prepared to kind of

[6:04:40] do their whole job and that we

[6:04:41] hold them accountable for doing

[6:04:43] that. The other piece to this,

[6:04:44] though, is really student and

[6:04:47] teacher time. If we teach ai as

[6:04:48] a separate course, which I've

[6:04:49] never recommended and I've

[6:04:52] never seen it be successful, I

[6:04:53] get that that would take, you

[6:04:56] know, normal time built into a

[6:04:57] school schedule. If we bake ai

[6:04:58] into the work that they're

[6:05:00] already doing, though, so that

[6:05:01] they're doing work and they get

[6:05:03] to see the advantages of doing

[6:05:04] it, that also takes more time

[6:05:05] from the teacher understanding

[6:05:07] that they can do it. And then

[6:05:08] from the student learning both

[6:05:09] the content that they're trying

[6:05:11] to study, you know, history,

[6:05:14] American history, ap class and

[6:05:15] learn the tools that they could

[6:05:16] use to bring that in as an

[6:05:18] instructional resource. Do we

[6:05:20] have the time to do that?

[6:05:21] Doctor Hepburn baked into our

[6:05:23] classes.

[6:05:25] >> Time.

[6:05:26] >> It's really more time,

[6:05:28] though. Like, like, here's the

[6:05:29] deal. You're in history, ap,

[6:05:31] you write a great paper about,

[6:05:32] you know, what would have

[6:05:34] happened if the South had won

[6:05:36] the Civil War. And you just sit

[6:05:37] down and you write it the old

[6:05:38] fashioned way, it's great.

[6:05:40] Right? And then all of a sudden,

[6:05:42] you know, to use ai to enhance

[6:05:43] what you know, so that you're

[6:05:44] diving into experiences,

[6:05:46] gaining more resources, more

[6:05:47] citations, and more thought

[6:05:48] about it. And then you go to

[6:05:49] write it. There's more time.

[6:05:51] And what I'm concerned about is

[6:05:52] that teachers are going to

[6:05:54] continue to assign 12 essays a

[6:05:55] year, but we really want them

[6:05:57] to use all these new tools. And

[6:05:58] it takes it just takes longer.

[6:06:00] Sometimes it takes 2 or 3 times

[6:06:02] as long to do it. I just hope

[6:06:03] that we think about that when.

[6:06:05] >> Yes, I so I'm very

[6:06:06] empathetic to classroom

[6:06:07] teachers because I used to be

[6:06:10] one. And, and there's been many

[6:06:12] things. Mandates from districts

[6:06:13] and from the state of, you know,

[6:06:15] that takes up a lot of time

[6:06:16] besides what teachers love to

[6:06:17] do, which is supporting

[6:06:19] students. So we're very

[6:06:20] empathetic to that. And as we

[6:06:21] roll out, as we train, we're

[6:06:23] thinking about that aspect. And

[6:06:25] the whole goal, for the most

[6:06:27] part, for the use of ai in the

[6:06:29] classroom, is for teachers to

[6:06:31] regain back awesome time.

[6:06:33] >> And I'm not interested in a

[6:06:34] mandate. Last question that I

[6:06:36] have. Why are we only doing

[6:06:38] this at Nova?

[6:06:40] >> The ai Academy, the ai

[6:06:40] Academy?

[6:06:42] >> Yeah. I mean, the benefits

[6:06:45] to ai are true for 224 schools

[6:06:47] and we're doing it for five.

[6:06:48] Well, why are we doing that?

[6:06:50] >> So I want to be very

[6:06:52] thoughtful about the answer.

[6:06:54] And, you know, we have magnets,

[6:06:55] specific magnets at certain

[6:06:56] schools around the district,

[6:06:58] right? So we can say the same

[6:06:59] thing. Why aren't we doing this

[6:07:01] magnet at all the other schools?

[6:07:02] But Nova, from the history

[6:07:04] lesson I received, was opened

[6:07:06] up as a specific type of school

[6:07:08] that was different than any

[6:07:09] other, the whole complex, right?

[6:07:12] Elementary up to to high school.

[6:07:13] It's offering the same thing

[6:07:14] that every school offers right

[6:07:16] now. And it provides an

[6:07:18] opportunity for, for us as a

[6:07:20] district to start somewhere.

[6:07:23] And this is the prime

[6:07:25] innovation zone to start such

[6:07:28] an initiative to become that

[6:07:30] lab school k through 12, doing

[6:07:31] innovative things that we can

[6:07:33] eventually, once we proof it

[6:07:35] there and provide a level of

[6:07:37] assurance that it's working for

[6:07:38] students and staff, then we can

[6:07:40] start scaling it out elsewhere.

[6:07:42] I will be very reluctant to

[6:07:44] just scale across the district

[6:07:46] with such an initiative, when

[6:07:49] we haven't really thoughtfully

[6:07:52] built the the opportunity and

[6:07:53] proof the concept the way we

[6:07:55] need to before we scale it out

[6:07:56] somewhere else.

[6:07:57] >> And if I could just add a

[6:07:59] lot of this is DR. Zeman is

[6:08:01] going to be built out.

[6:08:02] Classrooms will have to be

[6:08:06] built out. We are looking for

[6:08:09] donors, anthropic agencncs t

[6:08:11] helplp us build some of thiout.

[6:08:13] Me o of ts wilill require a ton

[6:08:16] of resources and commitment.

[6:08:18] Microsoft right now is

[6:08:19] potentially committing a

[6:08:20] project manager to something

[6:08:22] like this. And so there are

[6:08:24] there are like 12 different

[6:08:25] subcommittees that when we

[6:08:27] think about writing curriculum

[6:08:29] that are that are focused on

[6:08:31] content or industry level, all

[6:08:33] the way from k through five,

[6:08:35] the different kinds of

[6:08:36] technology that we're building

[6:08:39] in. Also the fact that the, the

[6:08:41] Nova site itself is primed

[6:08:44] because it has the Nova, the

[6:08:45] fau, the Broward College, the

[6:08:47] students can walk over. And so

[6:08:49] when we look at a model school,

[6:08:50] something like this, it is

[6:08:51] primed to do something like

[6:08:53] this. But it's a huge

[6:08:55] commitment from investors to

[6:08:56] say, we're going to build this

[6:08:59] out in these rooms out and

[6:09:00] scale them up. And then also

[6:09:02] thinking about the fact that

[6:09:04] we're giving teachers more time

[6:09:06] beyond their contracted time to

[6:09:08] be able to do this. We've got

[6:09:10] to go a little bit slower to

[6:09:11] really think about how this

[6:09:13] model is going to look just at

[6:09:15] these schools, and then think

[6:09:16] about how it's going to look

[6:09:17] elsewhere. We did have an

[6:09:18] opportunity to look at Alpha

[6:09:21] Schools, Alpha schools over at

[6:09:23] Miami-Dade is trying to do

[6:09:25] something like this, but it's

[6:09:26] nowhere near the scale and the

[6:09:27] capacity that we're looking at

[6:09:30] Nova, we're talking about, we

[6:09:33] connect a fortune 500 company

[6:09:34] within Fort Lauderdale, and

[6:09:36] they partner with the Nova

[6:09:39] schools. They send their

[6:09:41] corporate executives, they

[6:09:43] partner with certain schools,

[6:09:44] certain grade levels of

[6:09:46] students who want to, let's say,

[6:09:48] be a business executive, be an

[6:09:51] attorney. And we create

[6:09:53] pathways and curriculum design

[6:09:54] that's integrated into the

[6:09:57] standards. And now you have

[6:09:58] corporations have skin in the

[6:09:59] game because now these

[6:10:01] executives are coming from all

[6:10:02] of these corporations and

[6:10:04] they're tying themselves to

[6:10:05] these schools and they're

[6:10:07] building these relationships.

[6:10:08] They're building the

[6:10:09] opportunity for students

[6:10:11] eventually, as they go to the

[6:10:12] universities to say, now you

[6:10:14] have a relationship with this

[6:10:15] corporation, you mentored them

[6:10:17] throughout the k-12 experience,

[6:10:18] and now you're seeking

[6:10:19] employment. Now you know this

[6:10:21] person firsthand because you

[6:10:22] knew them in kindergarten. You

[6:10:23] knew them in first grade.

[6:10:25] There's just this whole world

[6:10:27] that we're looking to really

[6:10:29] redesign this public education

[6:10:31] space, using the community as

[6:10:34] part of that network. And so

[6:10:36] when you say, can you replicate

[6:10:38] this? Perhaps, but in order to

[6:10:40] perfect it, we've got to start

[6:10:42] small and make sure we get the

[6:10:44] coalition of the willing to say

[6:10:46] that they believe in something

[6:10:47] like this. And we already have

[6:10:49] that. The interest is there.

[6:10:51] Now we just need to firm this

[6:10:52] up based on today's board

[6:10:53] direction.

[6:10:57] >> So I just I don't see that.

[6:10:58] Like, I just, I frankly don't

[6:11:00] see that this technology is

[6:11:02] right here. Yeah, I don't need

[6:11:03] any special classrooms. I don't

[6:11:04] need corporations coming in

[6:11:06] here and getting in my way.

[6:11:08] What I need is, is everybody in

[6:11:10] Broward County having the

[6:11:11] opportunity to learn what we

[6:11:13] can give them. And when you

[6:11:15] centralize this in one place

[6:11:17] and five schools and we have

[6:11:18] 224 schools, I have to tell the

[6:11:19] parents of 219 schools, their

[6:11:21] kids don't get it as fast as

[6:11:22] other people. And that's a cost

[6:11:24] of doing this in a kind of a

[6:11:26] traditional rollout model where

[6:11:28] you find a pilot organization,

[6:11:30] you do it that way. I don't

[6:11:31] find any value in corporations

[6:11:32] getting in the way of our

[6:11:33] teachers and our administrators

[6:11:35] executing this. Our equipment

[6:11:38] is right here. It costs 220,

[6:11:41] $250 per student. I just don't

[6:11:43] understand. I think the trade

[6:11:44] off between not giving what we

[6:11:46] know works to everybody isn't

[6:11:50] worth the cost of of doing some

[6:11:52] pilot as if this is like a

[6:11:53] automobile repair where you

[6:11:55] need a $3 million, you know,

[6:11:57] set of equipment to do it. The

[6:12:00] equipment to this is ubiquitous.

[6:12:03] The need is ubiquitous. Other

[6:12:04] districts are doing it for

[6:12:05] their district, and maybe

[6:12:07] they're not going as fast as us.

[6:12:08] And maybe what we're doing is

[6:12:10] kind of incubating some great

[6:12:11] ideas there, but still doing a

[6:12:14] lot in the other 219 schools.

[6:12:16] But just for me, I think that

[6:12:18] there's got to be either we do

[6:12:19] it at Nova and get get it out

[6:12:21] next week to the other schools,

[6:12:23] or we need to think about how

[6:12:25] are we raising up all schools

[6:12:27] to some level and then doing

[6:12:29] some special things at Nova,

[6:12:31] because I don't feel like this

[6:12:33] is a technology. I mean, when

[6:12:34] we rolled out the internet, did

[6:12:36] we do it at a pilot site? No,

[6:12:37] the internet went everywhere,

[6:12:38] went through the universities,

[6:12:39] went through corporate. I mean,

[6:12:42] it's just more akin to a it

[6:12:44] revolution than it is, you know,

[6:12:46] a classic c taste thing. I mean,

[6:12:48] it is related to c taste in the

[6:12:49] sense that every jobs could be

[6:12:51] related to ai in the future.

[6:12:53] But I believe that that there's,

[6:12:54] there's got to be some thought

[6:12:55] about, you know, if we're going

[6:12:57] to do something special at Nova,

[6:12:59] I get that, but why would we

[6:13:02] not do as much as we can for

[6:13:03] 224 schools? And that's a

[6:13:04] thought question for you guys.

[6:13:05] I'm not asking for an answer

[6:13:07] right now, but I just don't see

[6:13:09] anything in ai from my six

[6:13:11] years of I was one of the

[6:13:12] original beta users from open

[6:13:15] ai. At the beginning of Covid,

[6:13:17] I built large language models,

[6:13:18] you know, to get organizations

[6:13:20] to move forward with ai. The

[6:13:22] whole organization goes forward.

[6:13:24] It's a rising tide lifts all

[6:13:25] ship. And it's not the kind of

[6:13:28] thing that like a pilot in one

[6:13:29] division of a corporation or

[6:13:30] one part of a state agency has

[6:13:32] ever been done. It's always

[6:13:34] been done organizationally,

[6:13:35] just like you roll out I.T

[6:13:37] software, you roll out the

[6:13:38] internet, you roll out, you

[6:13:40] know, other kind of it

[6:13:41] capabilities, and you do

[6:13:42] massive training. What I worry

[6:13:43] about is the brilliant kid at

[6:13:45] Dillard High School that

[6:13:47] doesn't get the cool stuff with

[6:13:49] ai, because he didn't go to

[6:13:51] Nova. And I have a. I just have

[6:13:53] a hard time with that because

[6:13:54] Nova is a wonderful place.

[6:13:55] Pompano High School is a

[6:13:56] wonderful place. Hallandale is

[6:13:58] a great place, but we have a

[6:14:00] lot of schools that are just

[6:14:01] traditional boundary schools,

[6:14:02] and I want to make sure they

[6:14:04] get the advantages of ai as

[6:14:05] fast as possible.

[6:14:05] >> Yeah.

[6:14:07] >> I appreciate that. And just

[6:14:08] to clarify, we're not saying

[6:14:10] that ai is only going to be

[6:14:13] exclusive to the schools. Ai is

[6:14:14] going to be at every.

[6:14:15] >> Every school. Yeah, that's.

[6:14:16] >> What I'm saying.

[6:14:17] >> Is that.

[6:14:18] >> Just be specific. What else

[6:14:20] are you doing at Nova? Like fau

[6:14:21] and Broward College are not

[6:14:23] going to help you, man. Like

[6:14:24] they don't know ai like the

[6:14:27] faculty there don't get it. So

[6:14:29] corporations are busy. Like

[6:14:30] they're not going to come in

[6:14:32] and donate enough time to make

[6:14:34] a difference. What's going to

[6:14:35] go on at Nova that's different

[6:14:37] than at Dillard High School?

[6:14:39] >> Yeah. So we, we actually

[6:14:41] have some commitments from some

[6:14:42] corporations as we speak. For

[6:14:45] what commitment to partner with

[6:14:46] Nova through workforce college,

[6:14:49] career readiness, and to be a

[6:14:51] part of this redesign where

[6:14:52] we're actually. If students are

[6:14:54] interested in certain fields of

[6:14:56] study, where we see that

[6:14:59] there's a pathway at Nova or

[6:15:01] fau or Broward College for them

[6:15:03] to continue at the higher ed or

[6:15:05] the career technical, those

[6:15:06] companies are coming in and

[6:15:08] doing practical mentoring,

[6:15:09] guiding them through the

[6:15:12] process. We're also embedding

[6:15:14] certain careers, instructional

[6:15:16] career standards within the

[6:15:18] curriculum where it's just not

[6:15:19] standard space. But we're tying

[6:15:22] things in to law and criminal

[6:15:23] justice, and you'll see an

[6:15:25] integration of curriculum and

[6:15:27] project based learning at the

[6:15:28] k-12. And so if a student comes

[6:15:30] in in the second grade and say,

[6:15:32] hey, I want to be a doctor,

[6:15:33] well, there's an opportunity

[6:15:36] for a medical field in, let's

[6:15:38] say, Nova to come in and say,

[6:15:40] let's integrate this. Let's

[6:15:41] have the students in the

[6:15:42] medical field because they have

[6:15:44] a huge medical degree program,

[6:15:45] they can come over and they can

[6:15:47] mentor. So what we see is

[6:15:49] something that's uniquely

[6:15:51] different in the k-12 space,

[6:15:53] where there's lots of energy

[6:15:54] and buzz based on what we've

[6:15:57] heard from businesses and from

[6:15:58] universities, that this is the

[6:16:00] next level to 22nd century

[6:16:02] where we're not educating based

[6:16:04] on seat time, we're educating

[6:16:07] real world, practical world

[6:16:08] education, real time in the

[6:16:13] k-12 space. And there is huge

[6:16:14] interest in this.

[6:16:15] >> There's no doubt there's

[6:16:17] huge interest. I just Doctor

[6:16:19] Hepburn is there. Can we just

[6:16:20] get a commitment from you that

[6:16:22] they'll be the most accelerated

[6:16:23] pace possible to take good

[6:16:25] things. We learn at Nova and

[6:16:26] spread it to the other 200.

[6:16:28] >> And that's the whole point

[6:16:30] of a lab school, right.

[6:16:31] >> If we do it right. But I

[6:16:32] tell you, you know, there's

[6:16:34] there's, you know, I had a lot

[6:16:35] of experience with the

[6:16:36] Henderson School up in Boca,

[6:16:38] and they do a lot of brilliant

[6:16:40] stuff and it doesn't get out

[6:16:40] very far.

[6:16:41] >> Yeah.

[6:16:42] >> So it's it's not easy to do

[6:16:44] that. It takes a lot of energy

[6:16:46] to take what you've learned and

[6:16:47] spread it. And there has to be

[6:16:49] human beings in the process to

[6:16:50] do that.

[6:16:51] >> Absolutely. So we.

[6:16:52] >> Don't we have your

[6:16:53] commitment.

[6:16:54] >> Yeah. We don't disagree with

[6:16:55] you on that. DR. Zeman.

[6:16:56] >> I want that kid at Dillard

[6:16:58] High School to have the

[6:16:59] opportunity to expand their

[6:17:00] brain and expand their career

[6:17:01] opportunities, because they're

[6:17:02] deeply interested and capable

[6:17:03] in doing ai work, and just

[6:17:05] because they can't figure out

[6:17:06] how to get to the Nova campus

[6:17:08] is ought not to be something

[6:17:09] that slows them down by by more

[6:17:10] than a few weeks.

[6:17:12] >> I don't disagree.

[6:17:12] >> With you.

[6:17:16] >> Thank you, MRS. Alhadeff.

[6:17:18] >> Thank you. I have to say,

[6:17:20] I'm really frustrated listening

[6:17:24] to this conversation. Waiting

[6:17:26] hours to be able to speak. But

[6:17:30] the presentation is extremely

[6:17:32] confusing. I'm, you know, as

[6:17:34] the board discussing this and

[6:17:36] we're, you know, talking about

[6:17:39] magic school. I don't even see

[6:17:40] magic school in the

[6:17:46] presentation. Is it there?

[6:17:47] >> You want me to answer that?

[6:17:48] So it's.

[6:17:50] >> Not a question, MISS.

[6:17:52] >> MISS Alhadeff, it's it's not

[6:17:53] particularly about a program.

[6:17:55] It's about ai in magic school

[6:17:57] is ai. And so without calling

[6:17:59] out specific programs like

[6:18:00] Microsoft or Magic School,

[6:18:02] because those things can change

[6:18:04] from year to year. Our focus is

[6:18:06] around ai implementation,

[6:18:07] whether it's Magic School or

[6:18:10] Microsoft Copilot. It is in the

[6:18:12] impetus of the fact that we are

[6:18:13] rolling out ai. And so whatever

[6:18:15] that is, is what we want to

[6:18:17] focus on, making sure we put

[6:18:18] those guardrails around. And

[6:18:20] that's why we didn't

[6:18:21] intentionally call out a name

[6:18:25] of a program.

[6:18:26] >> Okay. But I think it's

[6:18:30] important that we do focus on

[6:18:31] all of the specific programs

[6:18:34] that you plan to roll out. And

[6:18:35] where do you plan to roll them

[6:18:37] out? Just at Nova at all the

[6:18:39] schools? I don't know, I'm

[6:18:41] hearing kind of both. And then

[6:18:44] I have a lot of concerns with

[6:18:47] the security measures that are

[6:18:49] put in place into some of these

[6:18:54] ai software pieces, where they

[6:18:56] could say something, and then

[6:18:59] that information goes to a

[6:19:03] teacher, which is which can be

[6:19:06] in a silo of information where

[6:19:08] if a student wants to threaten

[6:19:11] a school or threaten themselves

[6:19:15] or others. Now we're

[6:19:17] hypothetically having that

[6:19:20] information only go to one

[6:19:23] person and not like to talk to

[6:19:26] the principal. I mean, these

[6:19:28] are big safety and security

[6:19:30] measures that we cannot afford

[6:19:35] to drop the ball on this. So I

[6:19:37] have I have a lot of concerns.

[6:19:39] I greatly appreciate the public

[6:19:42] speakers that came today,

[6:19:44] Matthew Board. I really

[6:19:46] appreciated his comments. I

[6:19:49] think there needs to be a

[6:19:53] greater conversations with with

[6:19:55] parents. I feel we're rushing

[6:19:59] this. I think we need to have a

[6:20:01] pause getting this up and

[6:20:02] running before the start of the

[6:20:06] school year. When parents are

[6:20:07] everybody's, you know, on

[6:20:08] vacation in the summer, it's

[6:20:11] this is rough. We we cannot

[6:20:13] rush things because then there

[6:20:16] then becomes issues. I mean, I,

[6:20:19] I'm all for ai, I think ai is

[6:20:22] amazing. Ai is not the future.

[6:20:24] It is the now. And we do need

[6:20:27] to figure out the how we're

[6:20:30] going to balance giving our

[6:20:32] students access to ai and

[6:20:35] integrating it into our into

[6:20:39] their education. I am concerned

[6:20:43] that we are moving away from

[6:20:46] the ability for our students to

[6:20:48] be independent thinkers.

[6:20:50] Without the ai. I am concerned

[6:20:53] about cheating going on with

[6:20:56] using the ai. I do agree with

[6:21:00] the project based learning, but

[6:21:03] there also needs to be oral

[6:21:05] presentations, debates,

[6:21:08] discussions, handwritten

[6:21:10] assessments. I think this is

[6:21:13] the way our kids can show what

[6:21:17] they know, and not just rely on

[6:21:20] the ai to spit out the

[6:21:28] information. I, again, I, I'm

[6:21:31] frustrated, but and I, and I

[6:21:32] just think there needs to be a

[6:21:34] pause. I, I just feel that we

[6:21:37] are, we are rushing this to get

[6:21:38] this because we're going to be

[6:21:41] starting the school year. But I

[6:21:43] think there's so many questions

[6:21:45] whether parents have. I mean,

[6:21:48] us as a school board, we have a

[6:21:51] gazillion questions and it's.

[6:21:52] And teachers, I'm sure, and

[6:21:55] principals have questions. So

[6:21:57] my thought would be that that

[6:22:01] we pause and maybe we look to

[6:22:04] roll this out in JANUARY of

[6:22:05] 2027, when there's more

[6:22:08] fruitful conversations that can

[6:22:11] can happen throughout the

[6:22:13] community and the district. And,

[6:22:17] and I know it's, it's ai is, is

[6:22:19] here to stay. And, and we have

[6:22:23] to evolve. But I think that we

[6:22:26] also owe it the responsibility

[6:22:29] to owe it to our students to be

[6:22:31] responsible and to make sure

[6:22:33] that there is security measures

[6:22:36] put in place so that it is done

[6:22:39] correctly. Thank you.

[6:22:43] >> Thank you, MR. Cervera.

[6:22:45] >> First and foremost, I want

[6:22:46] to thank all the speakers who

[6:22:48] came in. I know we've been at

[6:22:51] this for a couple hours now. I

[6:22:53] also want to thank the winners

[6:22:55] for their generous donation to

[6:22:56] the district, and they're

[6:22:59] willing to their willingness to

[6:23:01] invest in our in our kids. We

[6:23:03] do appreciate that very much.

[6:23:09] So I will acknowledge that when

[6:23:11] these ai conversations started,

[6:23:15] I was initially excited.

[6:23:17] However, I like most, now have

[6:23:21] some some real concerns about

[6:23:22] how this is going to be

[6:23:25] affecting our students and our

[6:23:28] teachers as a whole. I will

[6:23:30] certainly acknowledge that ai

[6:23:32] is is here to stay. We're not

[6:23:34] going to stop this from

[6:23:35] continuing to develop and grow

[6:23:38] as a platform, and we certainly

[6:23:42] cannot ignore it. However, this

[6:23:44] does not mean that we have to

[6:23:45] blindly accept it without

[6:23:47] ensuring that there are proper

[6:23:49] safeguards and guardrails in

[6:23:51] place, especially when dealing

[6:23:55] with our students. I want to be

[6:23:57] clear on this. I am not in any

[6:23:58] way, shape or form calling for

[6:24:00] the elimination of technology,

[6:24:04] but this technology really

[6:24:07] should be used when it is clear

[6:24:10] that it is improving

[6:24:12] instruction to our students and

[6:24:13] helping them with their

[6:24:15] coursework, and helping them

[6:24:17] with great improvement and

[6:24:20] actual physical learning. I do

[6:24:22] have great concerns about

[6:24:24] diving into this ai technology

[6:24:28] without seeing full studies and

[6:24:30] the data on the benefits and

[6:24:33] the risks of a full integration

[6:24:35] into this technology, into our

[6:24:39] curriculum. At Bcps. It is no

[6:24:42] secret that I am in favor of

[6:24:45] grade level screen time limits.

[6:24:47] I've been saying this for for

[6:24:49] quite some time now. I think

[6:24:51] kids spend way too much time in

[6:24:54] front of screens. I have three

[6:24:55] children at home. I see this

[6:24:56] firsthand. I know how addictive

[6:25:01] these things can be. And if we

[6:25:02] fail to acknowledge the dangers

[6:25:05] of too much screen time, we are

[6:25:08] really not doing our best with

[6:25:14] managing our students. We spend

[6:25:14] $100 million plus on these

[6:25:16] software contracts. This is a

[6:25:17] whole separate issue, but I'm

[6:25:19] going to touch on it very

[6:25:20] briefly, most of which I, for

[6:25:21] the record, do vote against.

[6:25:23] But I certainly acknowledge the

[6:25:25] fact how much money we spent on

[6:25:28] these software contracts. And

[6:25:29] perhaps if we loosened up on

[6:25:31] some of the screen time, the

[6:25:32] need and necessity for these

[6:25:34] hundreds of millions of dollars

[6:25:36] in screen time contracts would

[6:25:38] perhaps be reduced

[6:25:40] substantially and could help us

[6:25:41] get out of the deficit that

[6:25:43] we're currently in. I really,

[6:25:44] truly believe that we are in

[6:25:46] greater need of more pen and

[6:25:49] paper work, as opposed to doing

[6:25:53] everything on a computer. Now,

[6:25:54] it seems like to me, after

[6:25:55] listening to this presentation,

[6:25:57] that we're really betting the

[6:26:00] farm on this type of technology,

[6:26:03] and I'm not really comfortable

[6:26:05] in doing this without ensuring

[6:26:07] certain safeguards and

[6:26:09] guardrails are in place for our

[6:26:11] students and for our teachers.

[6:26:13] There is real danger in relying

[6:26:16] on this type of technology. The

[6:26:18] obvious one is the cheating

[6:26:21] aspect of this. However, I have

[6:26:24] been doing my research on this

[6:26:25] the old fashioned way. I did

[6:26:28] not use chat, gps or any of the

[6:26:29] the grok things or anything

[6:26:31] like that. I. I did the

[6:26:33] research the old fashioned way

[6:26:35] and I've learned a lot about

[6:26:38] this cognitive offloading. And

[6:26:40] for those of you who don't know

[6:26:42] what cognitive offloading is,

[6:26:45] it's this notion that basically

[6:26:47] your brain will forget how to

[6:26:49] do a task if you do not

[6:26:50] continually remind it, how to

[6:26:52] do it, or in some cases, when

[6:26:54] you never learned the skill,

[6:26:56] your brain will not absorb it

[6:26:57] because you are relying too

[6:27:00] much on technology. There was a

[6:27:02] really good example on a on on

[6:27:04] a Zoom presentation that I

[6:27:06] picked up recently about this

[6:27:09] cognitive offloading. And for

[6:27:10] those of you in the room who

[6:27:11] can remember a time before we

[6:27:13] had cell phones and we ran

[6:27:15] around with pagers, you

[6:27:17] remembered everybody's phone

[6:27:19] number, your girlfriend, your

[6:27:21] friends, your mom, your abuela,

[6:27:22] everybody's phone number. You

[6:27:24] had committed to memory. Fast

[6:27:26] forward to the invention of the

[6:27:29] cell phones. If you gave me

[6:27:30] $100 to tell you what my wife's

[6:27:32] cell phone number is right now,

[6:27:33] I probably couldn't do it. And

[6:27:35] the reason for that is because

[6:27:37] we rely on our cell phones to

[6:27:40] store information. So I have

[6:27:42] effectively cognitively

[6:27:44] offloaded the portion of my

[6:27:46] brain that memorizes cell phone

[6:27:48] numbers and telephone numbers

[6:27:50] into my Apple iPhones that I

[6:27:52] carry around with me. So

[6:27:53] certainly this is a real thing.

[6:27:55] I've seen some studies on this

[6:27:58] and it is very troublesome for

[6:28:00] me to think that if we are

[6:28:02] getting these kids to rely so

[6:28:05] heavily on the ai and on these

[6:28:07] chat bots throughout the course

[6:28:08] of their day in their

[6:28:10] curriculum, they are not going

[6:28:13] to be able to learn the skill

[6:28:14] sets, and they're not going to

[6:28:16] have them committed to memory

[6:28:18] on how to, I don't know, write

[6:28:21] a proper sentence or research

[6:28:22] and cite to proper references

[6:28:24] when writing a research paper,

[6:28:25] because all of it can be done

[6:28:28] for them by simply writing

[6:28:30] something into a text bot or a

[6:28:33] chat bot as they are called. We

[6:28:34] are literally interfering with

[6:28:36] brain development with our

[6:28:39] young ones. If we are allowing

[6:28:40] unfettered access to these

[6:28:42] things and are relying on them

[6:28:45] to rely thiseavily on n e

[6:28:48] chnolology Nowow I am not

[6:28:51] cacaining on a total ban for tech,

[6:28:53] and I will be the first one to

[6:28:54] admit that we cannot totally

[6:28:57] ignore the ai. And I appreciate

[6:28:59] the fact that it is very far

[6:29:00] from perfect. And a great

[6:29:02] example is this morning I went

[6:29:07] on to the the Twitter version,

[6:29:09] and I asked them to tell me

[6:29:10] what is going to happen in the

[6:29:12] nba finals. And one of the

[6:29:14] responses I got was that they

[6:29:16] are going to be playing in San

[6:29:17] Antonio or the San Antonio

[6:29:18] Spurs in New York. Knicks are

[6:29:20] going to be playing in a game

[6:29:21] six. Now, for those of you who

[6:29:23] follow basketball, you know

[6:29:24] that the Knicks, for the first

[6:29:27] time in like 200 years, won the

[6:29:29] championship on Saturday night

[6:29:32] 53. But who's counting? But the

[6:29:33] reality is the fact that I was

[6:29:34] given this information from one

[6:29:36] of these chat bots when I was

[6:29:38] doing some some simple research

[6:29:40] to prepare for my remarks today,

[6:29:42] I think is a little scary

[6:29:43] because even my eight year old

[6:29:45] daughter knows that the Knicks

[6:29:46] won on Saturday and was well

[6:29:48] aware that it was in game five.

[6:29:51] That being said, we really need

[6:29:53] to learn more about how to use

[6:29:55] these programs responsibly for

[6:29:57] our students. First and

[6:29:58] foremost, they cannot and

[6:30:01] should not replace or be seen

[6:30:02] as a substitute for our great

[6:30:05] teachers that are in our

[6:30:06] hundreds of schools throughout

[6:30:08] the county. I really need to

[6:30:12] see some serious guardrails in

[6:30:14] place with any type of formal

[6:30:15] policy that this board is going

[6:30:17] to approve. If you want my vote

[6:30:20] on how we are going to do such

[6:30:22] things as preventing overuse,

[6:30:24] preventing this cognitive

[6:30:27] offloading, preventing data,

[6:30:29] excuse me, implementing data

[6:30:31] protection methods to make sure

[6:30:32] that sensitive student

[6:30:34] information is not being housed

[6:30:36] by big tech and sold off to

[6:30:38] foreign countries for a profit.

[6:30:40] I'm also very interested in

[6:30:41] seeing on how we are going to

[6:30:43] continue to balance this

[6:30:45] increased screen time. If we're

[6:30:47] giving kids access to

[6:30:48] additional chat bots and things

[6:30:50] like that, we need to make sure

[6:30:54] that we are not giving them

[6:30:56] more unnecessary and unfettered

[6:30:58] screen time. I think it's too

[6:30:59] much as it is, so adding this

[6:31:02] in is a little scary for me.

[6:31:03] And perhaps more importantly,

[6:31:05] what are we doing to make sure

[6:31:07] that these platforms are

[6:31:08] actually verifying the

[6:31:09] information that they're

[6:31:12] spitting out to our kids? Again,

[6:31:14] using my my Nick's example from

[6:31:17] this morning, I am smart enough

[6:31:19] to know that the information

[6:31:21] that I got was was incorrect,

[6:31:22] but perhaps se of our younger

[6:31:24] kids are going to rely heavily,

[6:31:25] and they're not going to

[6:31:27] properly vet and research and

[6:31:28] verify the information that's

[6:31:32] coming out in the chat bot.

[6:31:35] That being said, I do want a

[6:31:36] couple things specifically

[6:31:38] answered. And if I MAY, chair

[6:31:39] MISS Sopher, will you come back

[6:31:50] to the microphone, please?

[6:31:52] Ma'am? You had, I believe, 3 or

[6:31:54] 4 questions, and I was I was

[6:31:55] trying to write down. But you

[6:31:58] were speaking not quickly

[6:32:00] because I think your pace was

[6:32:01] fine, but perhaps I wasn't

[6:32:03] listening fast enough. And they

[6:32:05] were very good questions. And I

[6:32:07] want answers to them. Will you

[6:32:08] take it from the top and direct

[6:32:10] the questions to the

[6:32:11] superintendent and MR.

[6:32:12] Superintendent, I would request

[6:32:14] that this speaker be given an

[6:32:15] answer to the questions that

[6:32:19] she asked.

[6:32:20] >> Thank you.

[6:32:24] >> Thank you, sir. Speaking

[6:32:26] slide by slide is what you

[6:32:26] requested.

[6:32:27] >> I think you started with

[6:32:28] seven.

[6:32:30] >> Slide seven. What is the

[6:32:32] school board's definition of

[6:32:34] ethical implementation? Where

[6:32:36] can parents find it? What are

[6:32:38] the current and expected

[6:32:39] safeguards? Where are they

[6:32:42] published for view and is it

[6:32:44] viewable in all major spoken

[6:32:45] languages?

[6:32:48] >> So thanks for the the

[6:32:50] question, I guess through MR.

[6:32:53] Cervera. And I just want to.

[6:32:56] Yeah, but this workshop is the

[6:32:57] epitome of all of those

[6:32:59] questions. This workshop is to

[6:33:01] is to it's not the starting

[6:33:02] point, but it's the point where

[6:33:04] we're bringing all of this

[6:33:06] content to the board to discuss

[6:33:08] next steps. All of those things

[6:33:10] are actually next steps that

[6:33:14] the ai task force, the liaisons

[6:33:15] and the leadership team have

[6:33:16] been working on. So there won't

[6:33:18] be a hard answers to those

[6:33:20] questions right now. Those are

[6:33:22] actually next steps based on

[6:33:23] board feedback and what's to

[6:33:24] come. I heard her questions

[6:33:27] when she asked them earlier and

[6:33:30] I said, okay, I think everybody

[6:33:31] kind of understands based on

[6:33:33] some of the questions, based on

[6:33:34] some of the feedback, based on

[6:33:36] some of the concerns, based on

[6:33:37] some of the accolades that I've

[6:33:39] heard, it's the epitome of what

[6:33:40] this workshop is for, and it's

[6:33:42] to garner all of that feedback,

[6:33:43] not just from the board, but

[6:33:44] from constituents that are

[6:33:47] coming up and speaking during

[6:33:49] public speaking time. All of

[6:33:51] that is actually next steps.

[6:33:53] This is what a workshop is for.

[6:33:55] So we won't have answers to

[6:33:56] many of the things that you

[6:33:58] asked, because this is what the

[6:34:01] workshop is for. To listen, to

[6:34:02] hear the questions, to hear

[6:34:04] feedback, to hear concerns, to

[6:34:06] hear accolades. So we can

[6:34:07] tighten up this process so we

[6:34:09] can tighten up what's going to

[6:34:10] be presented to the

[6:34:11] >> Public via website, via

[6:34:12] other vehicles, just to make

[6:34:14] sure everybody fully

[6:34:15] understands how. Broward County

[6:34:16] Public Schools is going to

[6:34:18] implement ai instructionally at

[6:34:21] schools and also operationally.

[6:34:23] So just to give you a broad

[6:34:24] answer, because I heard the

[6:34:26] questions before and, you know,

[6:34:29] just was ringing in my head.

[6:34:31] >> MR. Superintendent, if I MAY,

[6:34:33] these were good questions.

[6:34:35] Correct? The speaker asked. I

[6:34:37] want answers to these questions.

[6:34:39] >> And that's the answer.

[6:34:40] >> Well, is, is this something

[6:34:43] that we could add to the mix in

[6:34:45] Doctor Cohn's work as he

[6:34:48] hopefully pushes us towards a

[6:34:49] policy as a follow up, what is

[6:34:52] the best method? Because when I

[6:34:53] have speakers, when I have

[6:34:54] parents, when I have teachers

[6:34:56] come here and they have

[6:34:58] questions like we've heard from

[6:35:01] MRS. Sopher here and my

[6:35:02] antennas go up, I want to know

[6:35:04] the answer to it. My

[6:35:05] constituents want to know the

[6:35:06] answer to it. I think the

[6:35:07] general public, a great

[6:35:09] majority of them also wanna

[6:35:10] know the answer. So I

[6:35:11] appreciate what you're saying.

[6:35:12] And this is what the workshops

[6:35:14] for. And that's great, but I

[6:35:16] don't want this to get lost in

[6:35:16] the shuffle.

[6:35:18] >> No. And it's and it's not

[6:35:19] lost. And just to ensure it's

[6:35:21] not lost, MISS Sanford, you can

[6:35:22] easily email myself or Doctor

[6:35:24] Cohn those questions. But I

[6:35:25] heard the questions, many of

[6:35:27] the questions aligned to what

[6:35:28] the ai task force and the

[6:35:29] leadership team have been

[6:35:31] working towards in preparation

[6:35:33] for this workshop and in

[6:35:34] preparation for what we're

[6:35:37] going to roll out to entire

[6:35:38] staff at before the beginning

[6:35:39] of the school year, before

[6:35:41] students actually come back.

[6:35:42] But just to make sure nothing's

[6:35:44] lost in translation, you can

[6:35:45] you can also email those

[6:35:46] questions to us too.

[6:35:47] >> And MISS Offer. If you'd be

[6:35:49] so kind in taking up the

[6:35:50] superintendent's recommendation,

[6:35:51] make sure I'm cc'd on that

[6:35:53] email as well. I'll put in my

[6:35:55] own internal clocks to make

[6:35:57] sure that we're getting you a

[6:35:58] timely response, because they

[6:35:59] were good questions, and I

[6:36:00] certainly appreciate you

[6:36:02] bringing them. Chair, if I MAY,

[6:36:05] I've got a couple more I heard

[6:36:07] and I, I apologize. I believe

[6:36:10] it was MISS Odie. I mean, it

[6:36:12] was a while ago, raised some

[6:36:15] concern about ferpa and

[6:36:17] potential violations of, of, of

[6:36:21] ferpa. I believe she referenced

[6:36:22] copilot and some compliance

[6:36:25] issues. Is there any validity

[6:36:26] to that statement? Is that

[6:36:28] something that's on our radar?

[6:36:30] Have we researched that?

[6:36:31] Obviously, as I like to say, we

[6:36:33] follow the law here in Broward

[6:36:34] County. And if we're engaging

[6:36:36] in some sort of ai technology

[6:36:38] or ai program that is going to

[6:36:40] run afoul of ferpa, I need to

[6:36:42] know what we're doing to

[6:36:44] potentially correct those

[6:36:46] prospective violations.

[6:36:48] >> From my understanding,

[6:36:49] correct me if I'm wrong, Manny.

[6:36:52] There's no violation of ferpa

[6:36:54] with this tool. Specifically, I

[6:36:56] think he's referring to copilot

[6:36:58] 13 and many of the things that

[6:37:00] have been isolated based on

[6:37:01] that small group of students

[6:37:02] that are utilizing it. And also

[6:37:04] MISS Leonardi with her feedback

[6:37:07] to us one on one and in a group

[6:37:08] that we're working with

[6:37:09] Microsoft to try and address

[6:37:12] that, hence why the copilot 13

[6:37:15] is not a going to be considered

[6:37:17] for district scaling to all of

[6:37:18] our students because of some of

[6:37:20] the issues that we've isolated,

[6:37:22] while a small group of students

[6:37:24] have used it, versus magic

[6:37:25] school would be scaled out

[6:37:26] throughout the whole entire

[6:37:28] district because they actually

[6:37:29] passed many of the tests that

[6:37:29] we have.

[6:37:31] >> So as we sit here today as

[6:37:33] Magic School Bus, fully in

[6:37:34] compliance with the regulations

[6:37:35] of ferpa.

[6:37:37] >> Yes, yes.

[6:37:44] >> Okay. I also heard. One of

[6:37:47] the speakers talk about either

[6:37:49] pending or discussed federal

[6:37:52] and state legislation regarding

[6:37:56] the use of these chat bots by

[6:38:00] individuals under the age of 18.

[6:38:03] So maybe this is perhaps better

[6:38:04] directed at MR. Sullivan,

[6:38:05] although I think he MAY have

[6:38:08] just exited the room. Is there

[6:38:10] any validity to those claims?

[6:38:11] Are there any other states in

[6:38:15] the union that have laws that

[6:38:16] prevent individuals from under

[6:38:18] the age of 18 from using chat

[6:38:20] bots? And the reason I'm

[6:38:22] bringing this up is we are

[6:38:24] putting a lot of a lot of

[6:38:26] capital, a lot of time, a lot

[6:38:27] of effort into these things.

[6:38:28] And if something is coming down

[6:38:30] the pike, whether it come from

[6:38:31] D.C. Or Tallahassee, that is

[6:38:34] going to prevent minors from

[6:38:37] using chat bots, I don't know

[6:38:39] that we need to be running with

[6:38:40] great haste to be finalizing

[6:38:42] something like this, only to

[6:38:43] have it be deemed illegal,

[6:38:45] potentially or against statute

[6:38:49] later on down the road. So from

[6:38:51] a legislative standpoint, is

[6:38:52] anybody aware or has any

[6:38:54] research been conducted on any

[6:38:56] federal or state legislation

[6:38:58] that could potentially bar

[6:39:00] minors from using these chat

[6:39:01] bots?

[6:39:03] >> Not familiar with any

[6:39:05] current legislation on chat

[6:39:09] bots? I'm familiar with

[6:39:10] discussions around social media,

[6:39:12] but not chat bots.

[6:39:13] >> MR. Sullivan, did you hear

[6:39:15] the question?

[6:39:16] >> Yeah.

[6:39:17] >> Yeah, I believe I heard most

[6:39:18] of it. And yes, the

[6:39:19] superintendent's right.

[6:39:20] >> Okay. So there's nothing

[6:39:22] that we're aware of.

[6:39:23] >> No, there is no ai bill

[6:39:24] passed this session.

[6:39:26] >> Up until now. I'm not I know

[6:39:27] what bills passed this session.

[6:39:28] I'm talking about something

[6:39:30] that's being discussed or

[6:39:30] something that might be coming

[6:39:32] down the pike. Or are there

[6:39:35] laws in other states that bar

[6:39:36] the use of these chat bots by

[6:39:37] minors?

[6:39:38] >> I can only speak federally

[6:39:40] in the state of Florida and no.

[6:39:45] >> Okay. Doctor Cohn.

[6:39:46] >> No.

[6:39:50] >> Okay. MISS Reed, I saw your

[6:39:52] hand. Did you want to address

[6:39:53] the question?

[6:39:55] >> Yes. Senate Bill 482. It was

[6:39:57] to talk about the artificial

[6:39:59] Bill of rights, that it was

[6:40:00] sponsored by Senator Tom Leek.

[6:40:02] But even though it passed in

[6:40:03] the Florida Senate, it died.

[6:40:05] >> In the died in the House.

[6:40:07] >> So it did not pass.

[6:40:08] >> Okay. So nobody, as we sit

[6:40:10] here today, is aware of any

[6:40:11] perspective or talked about

[6:40:13] litigation, both federally or

[6:40:16] in Tallahassee, regarding a bar

[6:40:20] of these chat bots for minors.

[6:40:22] Okay. I see a lot of head

[6:40:28] shaking. MR. Superintendent,

[6:40:30] specifically talking about

[6:40:33] Magic School bus.

[6:40:34] >> Magic school.

[6:40:34] >> Sorry.

[6:40:36] >> Magic school bus. I know

[6:40:37] where you were talking about.

[6:40:38] Everybody knows about magic

[6:40:40] school bus.

[6:40:42] >> Magic school bus. I, I

[6:40:43] enjoyed that cartoon when I was

[6:40:45] a when I was a child many years

[6:40:48] ago. Apologies. It's late in

[6:40:52] the day. Magic school. I was

[6:40:54] provided with an article over

[6:40:56] the weekend, staying on the. On

[6:40:59] the chat bot front regarding a

[6:41:01] bot that was being integrated

[6:41:04] into Magic School called Raina

[6:41:07] Arena, and it was rolled out

[6:41:10] with the platform and up until

[6:41:13] MARCH of this year was used in

[6:41:16] all of their school based

[6:41:17] platforms that they were using

[6:41:20] around the, around the nation.

[6:41:21] Well, it turns out that for

[6:41:23] whatever reason, that chat bot

[6:41:24] was deemed harmful to children

[6:41:27] and they ended up pulling it, I

[6:41:28] believe, in MARCH and replacing

[6:41:31] it with somebody else or,

[6:41:32] excuse me, some other type of

[6:41:35] bot. I'm happy to disseminate

[6:41:36] the article. I was just

[6:41:39] wondering if anybody was aware

[6:41:42] of this in any manner, and if

[6:41:44] they could provide any details

[6:41:47] on what the fix was. After this

[6:41:50] rainy bot was pulled from Magic

[6:41:51] School.

[6:41:52] >> I'm not personally aware of

[6:41:54] it, but what you describe it

[6:41:55] sounded like Magic School did

[6:41:57] the right thing after they

[6:41:59] found something that was deemed

[6:42:00] harmful harmful for students,

[6:42:02] which I expect any company to

[6:42:05] do if it's technology or not.

[6:42:06] >> Well, I agree, I would

[6:42:08] prefer that the screw up

[6:42:09] doesn't happen in the first

[6:42:11] place, but I, I just want to

[6:42:12] know, is anybody because I read

[6:42:15] a very quick tech article that

[6:42:17] was forwarded to me by a parent.

[6:42:19] Is anybody aware of this mishap

[6:42:22] with the chatbot? Raina.

[6:42:24] >> I'm not aware of any. We can

[6:42:25] research it, but I'm not aware

[6:42:26] of it.

[6:42:28] >> Okay. When I yield my time,

[6:42:29] Doctor Cohn, I will forward you

[6:42:31] the article. I'd ask that you

[6:42:34] take a look and give me your

[6:42:38] $0.02. Sure. Lastly, if I MAY,

[6:42:40] going back to the presentation,

[6:42:41] let me make sure I have the

[6:42:47] right page here. The Magic

[6:42:49] School Testing Analysis on

[6:42:53] slide 48, it appears that six

[6:42:56] out of 19 interactions, which

[6:42:58] were intended to be

[6:43:00] inappropriate were missed

[6:43:03] during our testing. If my math

[6:43:04] is correct, which it often is

[6:43:06] not, but if my math is correct,

[6:43:09] that's 31% of the time

[6:43:10] inappropriate content was

[6:43:13] missed on Magic School during

[6:43:17] this testing analysis.

[6:43:18] Respectfully, and I'll address

[6:43:19] this to you, Doctor Cohn.

[6:43:23] That's too high. 31% is too

[6:43:26] high. I don't want six

[6:43:28] instances of something

[6:43:29] pornographic or harmful to

[6:43:31] students or whatever, slipping

[6:43:33] through on an interaction and

[6:43:35] getting to, you know, a next

[6:43:36] level or wherever it goes

[6:43:38] without properly being flagged

[6:43:41] for teacher review. What can we

[6:43:44] do to ensure that 31% of the

[6:43:47] time, bad things are not being

[6:43:49] missed? For teacher review

[6:43:52] flagging.

[6:43:54] >> So one of the things that we

[6:43:55] do, we're constantly in contact

[6:43:58] with Magic School in. That's a

[6:43:59] reciprocal relationship. So as

[6:44:01] we provide additional feedback

[6:44:03] to them on things that that

[6:44:05] raise to our levels, they are

[6:44:07] part of the conversation.

[6:44:09] They're making adjustments to

[6:44:11] their platform and, and they're

[6:44:13] fixing those things. And so we

[6:44:14] have a very great relationship

[6:44:15] with them that they've been

[6:44:18] very responsive to the feedback

[6:44:21] that we had. But but again,

[6:44:23] I'll go back to what Manny had

[6:44:24] mentioned. We did a very

[6:44:25] comprehensive assessment with

[6:44:28] the rubric in that the majority

[6:44:31] of the time that we have done

[6:44:32] in end user testing, they've

[6:44:34] come up positively. But I

[6:44:35] understand your point, and it

[6:44:37] is the relationship that we've

[6:44:38] been consistently working with

[6:44:40] them to ensure that that 30%

[6:44:42] gets to almost nil.

[6:44:42] >> Okay.

[6:44:44] >> I would like to clarify if I

[6:44:46] can, regarding and and this is

[6:44:47] something that's going to come

[6:44:50] out. I think a suggestion was

[6:44:52] made to make sure that we make

[6:44:53] the rubric public, which we

[6:44:54] have shared it, but making it

[6:44:56] public so all parents can see

[6:44:58] it is going to help. But that

[6:44:59] specific rubric, the way it was

[6:45:01] designed, there were several

[6:45:03] categories that it was if you

[6:45:06] failed it, that was a hard no.

[6:45:08] I could provide more. I could

[6:45:09] share the rubric and provide

[6:45:11] more details as to which ones

[6:45:12] they were, but I'm pretty sure

[6:45:14] they were self-harm, violence,

[6:45:17] the major categories where if

[6:45:19] one would have done it,

[6:45:22] wouldn't have passed. As far as

[6:45:23] other types of interactions,

[6:45:25] because this rubric was more

[6:45:27] than just a safety rubric, it

[6:45:29] was also checking to see how it

[6:45:31] interacted from an educational

[6:45:33] standpoint, how it redirected

[6:45:34] conversations. There were other

[6:45:36] things that were rated on a

[6:45:38] scale. I believe we used 0 to 3

[6:45:40] on each of these, and some of

[6:45:42] those were just averaged out,

[6:45:45] but some of them were hard nos.

[6:45:48] So I can safely say that the

[6:45:49] interactions that you're

[6:45:51] discussing, none of them were

[6:45:52] on the categories that would

[6:45:54] have resulted in a complete

[6:45:55] failure of the tool.

[6:45:57] >> I don't want any

[6:45:58] inappropriate content. Making

[6:46:01] its way through 31% is too high

[6:46:04] in my book. If my son were to

[6:46:06] go on Google and search 19

[6:46:08] times for something

[6:46:09] inappropriate, of course he

[6:46:10] never would because he knows

[6:46:12] his his dad would have a word

[6:46:14] with him, but if he were to do

[6:46:15] that 19 times with our internet

[6:46:16] blocking technology that we

[6:46:18] have at home, and he was able

[6:46:19] to get through six times, I

[6:46:21] would be very concerned and

[6:46:23] very upset. So while I

[6:46:24] understand that it MAY not have

[6:46:25] been the worst of the worst

[6:46:27] type of searches that were

[6:46:29] missed 31% of the time, if

[6:46:30] anything inappropriate for our

[6:46:33] students is way too high. So we

[6:46:34] need to have some serious

[6:46:36] conversations with these folks

[6:46:37] and make sure they're doing

[6:46:38] everything they need to do to

[6:46:41] protect these kids from this

[6:46:43] technology. And it's not good

[6:46:44] enough to say, well, we only

[6:46:46] got the worst of the worst,

[6:46:47] right? We only got the hardcore

[6:46:49] porn, but the soft core porn,

[6:46:50] you know, that was that was

[6:46:51] something different. That's not

[6:46:53] good enough for me. And

[6:46:55] obviously I'm being being

[6:46:56] bombastic to draw emphasis to

[6:46:59] this, but I want 100%

[6:47:01] proficiency with this. I want

[6:47:02] 100% flagging when

[6:47:04] inappropriate comments are made,

[6:47:09] not 70%, 100%. So if this thing

[6:47:10] is going to be integrated into

[6:47:12] our into our schools and with

[6:47:13] our young ones, we need to

[6:47:15] strive for better numbers than

[6:47:16] that because 31% of the time

[6:47:18] missing, that's not acceptable

[6:47:21] to me. I'm going to switch

[6:47:24] topics, if I MAY. Moving on to

[6:47:31] the Nova platform. I apologize.

[6:47:32] I don't remember what number on

[6:47:40] the slide it was. 31 or 30. I'm

[6:47:50] sorry. Thank you. Doctor Cohen,

[6:47:54] did you talk to principal repo

[6:47:55] from Eisenhower Elementary

[6:47:57] School about this Nova

[6:47:59] innovation zone?

[6:48:01] >> Yes. We actually had a a

[6:48:02] teams call with all the

[6:48:03] principals.

[6:48:04] >> Did you talk to Principal

[6:48:05] Schwartz at Blanche Forum?

[6:48:07] >> Yes, he was on the call.

[6:48:09] >> Did you talk to MR. G at

[6:48:10] Nova Middle? Yes.

[6:48:10] >> Did you.

[6:48:12] >> All principals are on the

[6:48:12] call.

[6:48:14] >> I'm going to go through my

[6:48:16] list. Did you talk to principal

[6:48:17] at Nova High School?

[6:48:18] >> She was on the call.

[6:48:20] >> Okay, fantastic. And how

[6:48:22] would you describe their

[6:48:24] enthusiasm for this prospective

[6:48:26] Nova innovation zone?

[6:48:28] >> They were very curious. They

[6:48:30] wanted more information about

[6:48:32] it, and we said that we wanted

[6:48:34] to bring it to the board

[6:48:35] because no decisions could be

[6:48:37] made until we get board

[6:48:39] consensus and direction on this.

[6:48:40] So it was more of an

[6:48:41] exploratory conversation. We

[6:48:43] went over the Nova concept with

[6:48:46] them in the deck that we shared

[6:48:47] with them. So they had that

[6:48:49] piece and they were very

[6:48:50] excited. I had an opportunity

[6:48:52] to speak with MR. Schwartz at

[6:48:55] the JUNE 8th principal

[6:48:57] convening, and he was extremely

[6:48:59] excited and enthusiastic about

[6:49:01] it, wanting to know more and

[6:49:02] wanting to know what more he

[6:49:05] can do to be a part of this

[6:49:06] initiative.

[6:49:08] >> So Principal Schwartz was

[6:49:09] excited. Yes. And everybody

[6:49:11] else was curious.

[6:49:11] >> Yeah, yeah.

[6:49:13] >> Okay. Nobody else was

[6:49:13] excited. Just curious.

[6:49:15] >> I'm sure they were all

[6:49:16] excited. It was hard to tell

[6:49:17] online.

[6:49:18] >> Okay, well, sometimes.

[6:49:19] Sometimes it is difficult to

[6:49:20] gauge emotion over Zoom, I get

[6:49:22] it. Yeah. Let me ask you a

[6:49:23] question, sir. How many town

[6:49:25] halls did you have with parents

[6:49:26] and community members in n d

[6:49:28] ound the Nova campupuabout

[6:49:29] is pspsptiveve I iovationn

[6:49:30] zo?

[6:49:32] >>e havnono had any

[6:49:33] coununity town halls. We were

[6:49:34] waiting to get direction from

[6:49:35] the board.

[6:49:39] >> How many community outreach

[6:49:41] emails or social media blasts

[6:49:44] or anything like that did you

[6:49:45] participate in in regards to

[6:49:47] the Nova Innovation Zone?

[6:49:48] >> None yet.

[6:49:51] >> Okay. So the extent of your

[6:49:53] outreach for this as a Zoom

[6:49:55] call with the four principals

[6:49:56] who make up the Nova community.

[6:49:57] >> To make them aware.

[6:49:59] >> Did you do anything else.

[6:50:01] >> Outside of the different

[6:50:03] agencies, the colleges, the

[6:50:05] businesses to garner some

[6:50:07] feedback input around this

[6:50:09] initiative? Stakeholder groups

[6:50:12] we had internally with Biff and

[6:50:14] other external people, not

[6:50:18] nothing beyond that.

[6:50:19] >> Where in the district is

[6:50:21] Nova located?

[6:50:23] >> Central.

[6:50:25] >> What city or excuse me, what

[6:50:28] town and who represents the

[6:50:31] town of Davie?

[6:50:32] >> Oh.

[6:50:33] >> DR. Zeman you have your hand

[6:50:34] up.

[6:50:35] >> Well, the question.

[6:50:37] >> Was talking about board

[6:50:37] mayor.

[6:50:39] >> Commissioner what? Who on

[6:50:41] this board specifically

[6:50:44] represents the town of Davie?

[6:50:46] This is a layup cone.

[6:50:47] >> You, MR. Cervera.

[6:50:49] >> Thank you. MISS Leonardi

[6:50:51] made a comment about how she

[6:50:52] didn't like when teachers found

[6:50:55] out about things from new media

[6:50:57] reports and things like that.

[6:50:58] You know, when I found out

[6:51:01] about this. When on Saturday,

[6:51:02] when I printed this out to

[6:51:04] prepare for the meeting today.

[6:51:05] >> You had workshops?

[6:51:06] >> Yeah, we've had workshops on

[6:51:07] this before. MR. Cervera.

[6:51:09] >> I don't know the the

[6:51:10] specific zone on all of this.

[6:51:12] My point is, I wasn't involved

[6:51:13] in the conversations that you

[6:51:15] had with the principals. Okay.

[6:51:17] My parents weren't involved in

[6:51:18] the conversations that you had

[6:51:20] with the principals. I don't

[6:51:21] know specifically where I sit

[6:51:23] on this yet. This is going to

[6:51:25] get fleshed out, but before it

[6:51:27] does, I think we need to do a

[6:51:30] better job of communicating to

[6:51:33] our constituents, to our

[6:51:35] residents about what we plan on

[6:51:38] doing. Okay, so people aren't

[6:51:38] seeing this because remember

[6:51:39] the bus route thing that we

[6:51:41] went with Nova? We were going

[6:51:43] to divert 17 different routes

[6:51:45] to Nova. Sure. I got a lot of a

[6:51:47] lot of angry parents calling me

[6:51:48] after that. Yeah, a lot of

[6:51:50] angry parents. And I don't want

[6:51:52] this to to happen here where

[6:51:55] more people are off that they

[6:51:56] weren't involved in the initial

[6:51:58] workup and perhaps losing track

[6:52:00] of the prospective benefits

[6:52:02] from doing something like this,

[6:52:04] right? I agree, so we need to

[6:52:06] do a better job. Okay.

[6:52:08] Collectively as a district, we

[6:52:09] need to do a better job of

[6:52:11] making people feel like they're

[6:52:13] part of the process. I would

[6:52:14] have loved to be on that, on

[6:52:16] that teams call with you

[6:52:17] learning about this, I would

[6:52:19] have loved to at least get

[6:52:21] something out. You know, I do a

[6:52:24] weekly newsletter update that

[6:52:25] comes directly from my office.

[6:52:26] I could have put something out

[6:52:28] about this to just let people

[6:52:31] know what is going on, right?

[6:52:33] Because when people are fed

[6:52:34] information, they feel like

[6:52:36] they're part of the process and

[6:52:37] generally they're less angry

[6:52:39] about it. They MAY not agree

[6:52:41] with it 100% of the time, but

[6:52:42] they're less angry about it. So

[6:52:44] I use this as an example only

[6:52:46] to let's not go into this

[6:52:47] already behind the eight ball,

[6:52:48] because people feel like we're

[6:52:51] doing this behind closed doors,

[6:52:53] right? And let's be perhaps a

[6:52:55] little bit more vocal about

[6:52:57] prospective plans with this,

[6:52:59] because I assure you, when we

[6:53:01] leave today, I'm going to start

[6:53:02] getting the text messages and

[6:53:03] phone calls about this from my

[6:53:05] Nova parents, just like I did

[6:53:06] with the bus stuff.

[6:53:08] >> So, MR. Cervera, you make a

[6:53:09] if I can interrupt, you make a

[6:53:10] good point.

[6:53:11] >> I generally do have.

[6:53:12] >> But I want clarification

[6:53:14] from the board on this because

[6:53:15] our cadence. Normally, before

[6:53:17] we go out and have large scale

[6:53:19] meetings with community members,

[6:53:20] teachers and all of that, we

[6:53:22] bring that to the board in a

[6:53:24] workshop first to get consensus

[6:53:25] because the board, we can go

[6:53:27] out and do all of that, and

[6:53:28] then the board says, oh, you

[6:53:30] know what? This isn't something

[6:53:31] that, you know, we have

[6:53:33] consensus on or we want to do.

[6:53:35] And staff is, you know, putting

[6:53:37] a lot of time and effort and

[6:53:39] gotten community feedback or

[6:53:40] whatever the case MAY be.

[6:53:41] Normally the cadence for us is

[6:53:43] to bring it to the board. I

[6:53:44] understand the, the in talking

[6:53:46] to individual board members,

[6:53:47] and we can definitely improve

[6:53:49] on that one initiative is

[6:53:50] coming that impacts your area

[6:53:52] or any board member's area. But

[6:53:53] for the large scale part of

[6:53:55] going to go talk to a massive

[6:53:57] amount of people, staff,

[6:53:59] teachers, community members

[6:54:00] before we bring something to

[6:54:03] the board to get feedback

[6:54:05] directions, our cadence is

[6:54:06] normally to do that first, get

[6:54:08] the feedback, the direction so

[6:54:10] we know what exactly to

[6:54:11] communicate to the stakeholders

[6:54:13] just to make sure there's no

[6:54:16] change. And what if we did it

[6:54:17] the opposite way around of what

[6:54:19] I'm hearing. So I just want to

[6:54:20] get consensus from the board on

[6:54:22] that because we're fine doing

[6:54:23] it either way. But the cadence

[6:54:26] that we've used thus far is to

[6:54:27] make sure we bring things to

[6:54:28] the board, because many of

[6:54:31] these large scale impacts to

[6:54:33] the district is a board

[6:54:35] decision as well. Before we go

[6:54:37] back out to the community,

[6:54:38] based on the feedback that

[6:54:41] impacts changes sometimes, or

[6:54:42] no support at all for an

[6:54:43] initiative.

[6:54:44] >> When the board is tasked

[6:54:47] with making these decisions,

[6:54:48] I'm very interested to know

[6:54:49] what my community thinks.

[6:54:51] >> And so I get what you're

[6:54:52] saying. But as far as the

[6:54:53] consensus for the for the.

[6:54:55] >> Board, and that's fine.

[6:54:55] That's fine.

[6:54:57] >> But Nova is in district six.

[6:54:59] I have an obligation and duty

[6:55:00] to represent the constituents

[6:55:02] in district six. Okay. They

[6:55:03] need to have an they have need

[6:55:05] to have a right. They need to

[6:55:07] have an outlet to come. It

[6:55:08] doesn't have to be anything

[6:55:09] fancy. Right. We don't need

[6:55:11] lasers and fireworks. We can

[6:55:12] open up a gym somewhere and

[6:55:15] invite parents to come in. I'll

[6:55:16] do it. You want me to do it?

[6:55:18] I'll get Lisa involved and

[6:55:20] we'll do it. But just to have

[6:55:21] the opportunity for them to

[6:55:23] come and say, hey, listen,

[6:55:25] we've all seen this now. We've

[6:55:26] all seen the presentation.

[6:55:27] Here's what's being proposed in

[6:55:29] your school, right? What are

[6:55:31] your thoughts?

[6:55:34] >> But what I'm saying is the

[6:55:38] proposal ultimately sometimes

[6:55:40] changes when it comes to the

[6:55:41] board. So I just want to make

[6:55:43] sure we're not being premature

[6:55:44] going out, having a

[6:55:45] conversation that ultimately

[6:55:47] changes, and then we're back to

[6:55:50] square one or nothing. You know,

[6:55:52] there's no support for the

[6:55:52] initiative.

[6:55:54] >> But it's always going to

[6:55:55] change Doctor Hepburn because

[6:55:57] if it comes to the board and we

[6:55:58] vote no, then everything is

[6:55:59] scrapped anyway. Right.

[6:56:01] >> No I got I got it. I just

[6:56:03] want to you know I hear the

[6:56:04] concern. I just want to make.

[6:56:05] >> Sure I.

[6:56:07] >> Just staff is taking the

[6:56:08] right cadence when we're

[6:56:08] communicating with constituents.

[6:56:10] >> I understand. But I, I say

[6:56:12] this a lot and I will say it

[6:56:14] again, a lot of times on things

[6:56:15] like this, we have

[6:56:16] communication problems. We

[6:56:17] don't engage with our community

[6:56:18] members, with our constituents

[6:56:20] enough. And lots of times

[6:56:21] they're seeing this for the

[6:56:23] first time in a workshop, a

[6:56:25] board meeting, whatever it MAY

[6:56:26] be. And they're like, well,

[6:56:27] wait a second. There's this

[6:56:28] proposal for an innovation zone.

[6:56:29] This is affecting a lot of

[6:56:31] these kids. Go to the Nova

[6:56:32] pipeline. So a lot of the

[6:56:34] little ones that are in, in

[6:56:35] elementary school right now are

[6:56:37] going to go to middle and

[6:56:38] they're going to go to high

[6:56:39] there. They stay in that

[6:56:41] pipeline. I'm sure they have

[6:56:42] very strong feelings, probably

[6:56:43] on both sides, right, about

[6:56:45] what's going on here and before

[6:56:46] we before we vote, before we

[6:56:48] can say however you want to say

[6:56:49] it, I need to know what my

[6:56:53] community in the Nova Pipeline

[6:56:55] thinks about this proposal.

[6:56:56] >> Yeah.

[6:56:57] >> And thank you, MR. Cervera.

[6:57:00] I think that to your point, if

[6:57:01] given the direction from the

[6:57:03] board, that's where you all

[6:57:05] want us to go. We're happy to

[6:57:07] do that. But this is not the

[6:57:08] first time we actually shared

[6:57:10] the Nova concept. We actually

[6:57:11] shared it on MAY 12th during

[6:57:13] the Redefining Board workshop.

[6:57:15] So this is actually the second

[6:57:16] time we're bringing the Nova

[6:57:18] concept to the board. But I

[6:57:19] hear what you're saying, and I

[6:57:20] agree.

[6:57:22] >> This is a lot more elaborate.

[6:57:23] This is a lot more full scale.

[6:57:25] This is a lot more detailed.

[6:57:26] And this ties directly into the

[6:57:28] ai project. I understand what

[6:57:29] was presented at the redefining,

[6:57:31] but you and I can both agree

[6:57:33] this is a little bit of a

[6:57:34] different animal. And all I'm

[6:57:35] saying is, listen, I'm not

[6:57:37] saying I'm pro or against,

[6:57:39] right. I honestly, I haven't

[6:57:40] made up my mind yet. I will

[6:57:43] tell you that my level of

[6:57:44] concern seems to grow on a

[6:57:47] daily basis about the ai risks.

[6:57:49] Okay. But I'm I'm not

[6:57:50] indicating one way or another.

[6:57:53] All I'm saying is let my

[6:57:54] constituents, let my community

[6:57:57] members, let my, my, my Nova

[6:57:59] parents come in and tell us

[6:58:01] what they think about this. I

[6:58:03] mean, this is going to be a

[6:58:04] first of its kind, right?

[6:58:06] Probably in the nation, right,

[6:58:08] for public schools. Right.

[6:58:09] Don't you think this is

[6:58:10] important? It's critical that

[6:58:12] we get this right if we're

[6:58:14] going to be trailblazers, let's

[6:58:15] check every box. Let's do

[6:58:17] everything we need to do to

[6:58:18] make sure we get this right.

[6:58:20] And it starts with what does

[6:58:22] our community want? If I hold a

[6:58:24] town hall on this and I have

[6:58:25] 1500 parents coming in

[6:58:27] screaming at me with pitchforks,

[6:58:28] saying over my dead body that

[6:58:30] this is going to happen at Nova,

[6:58:32] guess what? I'm not going to

[6:58:34] vote for this to happen at Nova,

[6:58:35] right? But if it's the opposite

[6:58:37] and everyone's saying this is

[6:58:38] the greatest thing since sliced

[6:58:39] bread, you know, that MAY sway

[6:58:41] my decision as well. I need to

[6:58:43] know what my constituents, I

[6:58:44] need to know what my community.

[6:58:46] I need to know what my pta moms

[6:58:47] think. I need to know what my

[6:58:49] parents think. I want to know

[6:58:50] what the students think,

[6:58:52] incidentally, as well. Right.

[6:58:53] And I don't want something like

[6:58:55] this. A first of its kind in

[6:58:57] the nation, rolled out without

[6:58:59] enough interaction from the

[6:59:02] community to make sure that we

[6:59:03] are adequately and properly

[6:59:05] representing our constituents.

[6:59:06] >> We can commit to that.

[6:59:08] >> I appreciate that, Doctor

[6:59:12] Cohen. I yield my time, chair.

[6:59:15] >> Thank you, MISS Thompson.

[6:59:16] >> Thank you. Chair. I didn't

[6:59:18] know if there was going to be

[6:59:19] board consensus, but I do think

[6:59:21] it is our responsibility as

[6:59:22] board members to go out and

[6:59:23] educate our community on the

[6:59:25] things that are happening in

[6:59:26] our district. It's not a

[6:59:27] responsibility of district

[6:59:28] staff, especially when we've

[6:59:30] had these proposals. It's what

[6:59:32] I did with redefining to have

[6:59:34] specific meetings that each

[6:59:36] school that would potentially

[6:59:38] be impacted. And then that way

[6:59:40] I can communicate your concerns

[6:59:42] or excitement, but to put that

[6:59:44] on staff to then come back and

[6:59:46] things have changed. It is our

[6:59:46] responsibility as school board

[6:59:48] members to host those town

[6:59:50] halls and to figure out that

[6:59:52] timeline. So I believe the way

[6:59:53] we are currently doing

[6:59:55] community engagement is the

[6:59:59] right way. Thank you.

[7:00:02] >> Thank you, MISS Bulman.

[7:00:04] >> Thank you. I'll try to keep

[7:00:08] it brief. So thank you for all

[7:00:10] your work on this. I

[7:00:11] appreciated all the public

[7:00:13] comments. I think, you know,

[7:00:15] since I've been on the board,

[7:00:17] this has been an ongoing

[7:00:18] conversation. I think we

[7:00:19] started the whole conversation

[7:00:22] around ai at a very heightened

[7:00:25] alert with people not having a

[7:00:27] lot of buy in and being very

[7:00:31] afraid. And through the process,

[7:00:32] I think you guys have made a

[7:00:36] ton of ton of progress of

[7:00:37] reassuring how this is going to

[7:00:39] how this is going to work. I

[7:00:40] really appreciate the chair,

[7:00:43] All the work that you've done

[7:00:46] and really leading off this

[7:00:47] conversation today, I think

[7:00:50] that the directives that were

[7:00:51] given are going to be very

[7:00:53] helpful, and I feel a lot

[7:00:55] better about that. So I think

[7:00:58] collectively, everyone's been

[7:01:00] doing a good job on that.

[7:01:01] Appreciate the wieners. Of

[7:01:05] course, it's. Very appreciated

[7:01:07] that you are so involved with

[7:01:09] the youth and, you know, making

[7:01:11] sure that we have the ability

[7:01:13] to be at the forefront of the

[7:01:15] tech of technology and what's

[7:01:17] happening for the future of the

[7:01:18] students. So thank you very

[7:01:20] much. And, you know, I think

[7:01:22] that that is one of the things

[7:01:26] that's very important. I we

[7:01:27] have to keep up with progress.

[7:01:29] You know, I'm just I was just

[7:01:31] thinking back when I was in

[7:01:32] high school, I took a computer

[7:01:34] class and it was on Apple tv

[7:01:36] computers. The last year they

[7:01:37] offered it, no one was using

[7:01:39] Apple tv computers anymore, but

[7:01:40] that's what they had in the lab.

[7:01:42] I did very poorly on that

[7:01:43] because why would I want to use

[7:01:45] it? Because that's not what

[7:01:46] we're using anymore, you know?

[7:01:48] So no one's interested in

[7:01:50] staying in the past. All of the

[7:01:52] students want to be keeping up

[7:01:53] with what's happening in the

[7:01:55] future. And it's our job to

[7:01:56] keep them safe while we're

[7:01:57] making sure that they're able

[7:01:59] to compete and they're up to

[7:02:02] date with the technology. So,

[7:02:05] you know, I think we've

[7:02:07] basically kind of I think we've

[7:02:09] asked a lot of these questions.

[7:02:11] You know, I, I had talked to

[7:02:14] Doctor Cohn about kind of the,

[7:02:17] the plan in terms of screen

[7:02:18] time for like how we were going

[7:02:21] to reduce screen time for

[7:02:22] students. And now we have the

[7:02:23] directive that we're going to

[7:02:25] look into that until second

[7:02:26] grade. I think yours was more

[7:02:28] first grade, but we can we'll

[7:02:30] we'll wait for that to come

[7:02:32] back. But I think, you know, so

[7:02:35] the communication part is so

[7:02:36] important with the parents. I

[7:02:37] think the more that they

[7:02:38] understand what's happening,

[7:02:40] the less they're going to be

[7:02:42] afraid. And that's really

[7:02:43] probably our biggest job

[7:02:45] because everyone's afraid of

[7:02:47] the things that they don't know.

[7:02:49] So as long as they know exactly

[7:02:50] what is happening and we're not

[7:02:51] sneaking anything in on them.

[7:02:53] And, you know, like if you, if

[7:02:55] we're committed to advising

[7:02:57] them when we add any kind of

[7:02:58] programs or whatever, then

[7:03:00] they're going to then then we

[7:03:03] will have the parents with us.

[7:03:05] And that's very important. And

[7:03:06] then another part of it. And I,

[7:03:08] you know, I come here as a

[7:03:11] parent of three teenagers and a

[7:03:13] teenager, so I'm in the thick

[7:03:15] of it with all of the

[7:03:16] technology and the things that

[7:03:17] you can control and the things

[7:03:19] that you can't control. And

[7:03:20] I've had many experiences with

[7:03:24] this. But we have a

[7:03:25] responsibility as a school, but

[7:03:27] there's also a responsibility

[7:03:29] of parents. And, and I don't

[7:03:30] know how we communicate that,

[7:03:32] but people have to take

[7:03:33] responsibility. You know, we're

[7:03:35] talking about screen time. We

[7:03:36] can control the screen time in

[7:03:42] the schools. That's a parental.

[7:03:43] And it's a it's a challenge. I

[7:03:46] mean, it's a, it's a constant

[7:03:48] daily battle to, to try to

[7:03:49] overcome that and figure out

[7:03:50] how you're going to do that.

[7:03:52] But, you know, as much as we

[7:03:55] can help parents or guide them

[7:03:57] with that too. And again, that

[7:03:58] comes to the reassurance piece.

[7:04:00] So I think if we are tackling

[7:04:02] that, I think we're going to be

[7:04:04] moving forward in the right

[7:04:08] direction. So I, I think that

[7:04:09] we've made a lot of progress

[7:04:11] and commend your efforts and

[7:04:13] look forward to the next

[7:04:15] iteration of it. Thank you.

[7:04:17] >> Thank you, MISS Bulman.

[7:04:19] Before I go to Mikhail and Lily,

[7:04:22] I just wanted to first see if

[7:04:24] there was any objection, since

[7:04:26] our vice chair is not here and

[7:04:27] our former chair is not here,

[7:04:30] is there any objection to me

[7:04:31] designating DR. Zeman as vice

[7:04:34] chair? Seeing none. DR. Zeman

[7:04:36] you are now Vice Chair. And

[7:04:38] then, just so the public is

[7:04:40] aware with board consensus,

[7:04:42] when we are done with this

[7:04:43] workshop, I would like to go to

[7:04:46] item number six, which is the

[7:04:47] comprehensive discussion on

[7:04:49] select locations, as there are

[7:04:51] several public speakers in the

[7:04:54] in the overflow room waiting to

[7:04:55] speak on that. Is there any

[7:04:56] objection to going to item

[7:04:58] number six after this workshop?

[7:05:02] >> Chair? Are we. Are we going

[7:05:03] to do following items after

[7:05:05] that, or are we going to.

[7:05:07] >> That was the plan. Unless

[7:05:09] the board would like to do

[7:05:10] something else.

[7:05:12] >> What items need to be

[7:05:13] completed today?

[7:05:13] >> Benefits.

[7:05:15] >> Mail benefits and the

[7:05:17] capital program. Considering

[7:05:19] we're already running about

[7:05:22] four hours behind schedule, is

[7:05:24] there a possibility of doing

[7:05:26] item six then going to the meal

[7:05:28] debt and then moving the other

[7:05:32] items to the next workshop?

[7:05:34] >> So I will I don't want to

[7:05:35] get into this whole discussion,

[7:05:36] but there are the next workshop

[7:05:39] is, is very, very packed. So I

[7:05:41] guess, can we just agree that

[7:05:42] we'll go to item six and then

[7:05:45] and then decide what we want to

[7:05:47] do with the rest of the item.

[7:05:48] >> See what time we get done

[7:05:50] with number six.

[7:05:52] >> I mean, we can go, we can go

[7:05:53] down this road right now. I'll

[7:05:56] read you the workshop schedule

[7:06:01] for the next workshop, which is

[7:06:02] JULY 21st. We have advisory

[7:06:05] committee reports redefining

[7:06:07] our schools. 2627 o. S

[7:06:10] Quarterly report, annual

[7:06:12] compliance visit report. Casey,

[7:06:14] write operations, multi-year

[7:06:17] staffing alignment plan, erp

[7:06:18] transformation project, rural

[7:06:20] development, ai, cybersecurity,

[7:06:21] acceptable use, and other

[7:06:24] relevant policies. So, I mean,

[7:06:26] I was already contemplating

[7:06:27] like things we would have to

[7:06:29] get, get rid of on or push back

[7:06:32] on the next workshop in JULY.

[7:06:34] But I think, you know, for sure,

[7:06:37] we need to go to item. Well, my,

[7:06:38] my proposal is that we go to

[7:06:40] item six after this.

[7:06:41] >> Let's go. Okay. Great idea

[7:06:42] chair.

[7:06:44] >> All right, go ahead, Michael

[7:06:47] and Lily.

[7:06:49] >> All right. I know everyone's

[7:06:50] kind of falling asleep, so

[7:06:52] we're going to try and be quick

[7:06:53] and concise and all of that.

[7:06:55] Everyone wake up, move around,

[7:06:58] get excited. Okay, so first,

[7:06:59] I'm not exactly sure who to

[7:07:00] direct this question to, so I'm

[7:07:02] just going to kind of put it

[7:07:04] out there and see who can give

[7:07:05] me an answer. With copilot.

[7:07:07] Would the district be able to

[7:07:08] control restrictions like

[7:07:09] safety restrictions, and also

[7:07:11] be able to have the teachers

[7:07:15] read the students chats with

[7:07:18] the chat bot?

[7:07:21] >> With copilot? It logs the

[7:07:22] conversation so they're

[7:07:24] available to be viewed

[7:07:26] technically in the security

[7:07:27] system, which is called purview

[7:07:30] from Microsoft. But because it

[7:07:33] lacks the flagging of those

[7:07:35] interactions is inappropriate.

[7:07:36] And because there's no real

[7:07:39] time detection or moderation,

[7:07:40] the decision to district made

[7:07:43] is not to pursue using copilot

[7:07:44] for all students. So far, it's

[7:07:48] only for those 371 students

[7:07:50] that are in the ai academies

[7:07:52] because of the risk imposed of

[7:07:55] having those that moderation

[7:07:56] and detection not happening in

[7:07:59] real time.

[7:08:00] >> Okay, awesome. Thank you for

[7:08:03] that. And then also a lot of

[7:08:05] what I was going to ask about

[7:08:07] went over already. I did want

[7:08:08] to comment on what was said

[7:08:12] about how every time new

[7:08:14] electronics, sorry, I'm a bit

[7:08:15] tired now, new electronics come

[7:08:17] out, we say they're going to be

[7:08:19] great and then they fall kind

[7:08:20] of flat. On expectations. The

[7:08:21] main point that was brought up

[7:08:23] was social media, how everyone

[7:08:24] said it was going to be great

[7:08:26] and you would meet people and

[7:08:27] it's awful. Honestly, I think

[7:08:31] that media and electronics and

[7:08:33] all of that are what you make

[7:08:36] of it. I know myself personally,

[7:08:37] yes, I scroll on Instagram

[7:08:38] sometimes just to watch reels,

[7:08:41] but I also have connected with

[7:08:43] 1200 people on my Instagram. A

[7:08:44] majority of my Instagram

[7:08:45] followers are not my friends,

[7:08:46] it's people I've networked with

[7:08:48] over time. And whenever I have

[7:08:49] questions or I need a speaker

[7:08:51] for something, or I kind of

[7:08:52] need someone to help me out,

[7:08:54] anything like that, I my go to

[7:08:56] is Instagram. It's a quick way

[7:08:57] to message someone because

[7:08:58] people are weird about their

[7:08:59] phone numbers today. I don't

[7:09:01] know why, but I'll go on

[7:09:02] Instagram and it's someone's

[7:09:03] entire portfolio when you think

[7:09:05] about it, like you go to my

[7:09:06] professional Instagram, I have

[7:09:07] all the events I've taken part

[7:09:09] of in probably the past two

[7:09:10] years on there. You know, it's

[7:09:11] a professional portfolio

[7:09:12] because that's what I make it

[7:09:14] to be. That's how I choose to

[7:09:16] use it. So if other people are

[7:09:18] choosing to use it differently,

[7:09:19] that's up to them. But I don't

[7:09:21] want to make any form of

[7:09:22] technology out to just be evil,

[7:09:23] and it doesn't do what it's

[7:09:25] supposed to, because it's how

[7:09:27] you use it. And following up

[7:09:28] with that ai is the exact same

[7:09:31] way. So I kind of thought of a

[7:09:33] good example to say why I think

[7:09:35] ai is so important, because I

[7:09:36] also don't want to just say, oh,

[7:09:38] you know, we should just give

[7:09:39] students ai and let them do

[7:09:40] whatever, because that's not

[7:09:42] what it is. There needs to be

[7:09:44] safety on there. But the main

[7:09:45] thing that I'm arguing for is

[7:09:47] we need to teach students how

[7:09:49] to use it, right? So we have a

[7:09:50] lot of parents in the room, or

[7:09:52] we did before everyone left,

[7:09:54] but we had a lot of parents in

[7:09:55] the room who were arguing about

[7:09:56] the safety for their children.

[7:09:58] Correct. And we still have

[7:09:59] quite a few parents in the room.

[7:10:01] So I'm hoping that all of you

[7:10:03] either plan on teaching or have

[7:10:04] taught your kids how to cook,

[7:10:05] right? Even if it's something

[7:10:07] super simple. And when you're

[7:10:08] cooking, sometimes you use a

[7:10:09] kitchen knife. If you just give

[7:10:11] your kid a knife and you don't

[7:10:13] explain to them that they can

[7:10:14] get hurt with that, and you

[7:10:16] don't show them hohow properly

[7:10:17] use e itthey're probobly going

[7:10:19] totoet cut few t tes,, righ

[7:10:20] Ifouou just say, hey, there uu

[7:10:22] go take that, figure out what

[7:10:24] to do. And that's not what we

[7:10:25] should be doing with ai.

[7:10:26] Instead, when you're teaching

[7:10:27] your kid how to cook, first,

[7:10:29] you explain, okay, this is the

[7:10:30] knife. You got to be careful.

[7:10:32] If you put it on you the wrong

[7:10:34] way, you're going to get cut

[7:10:35] and it's going to bleed and

[7:10:37] it's going to hurt. This is how

[7:10:39] you do it. I remember when my

[7:10:41] mom taught me how to cut. I was

[7:10:42] sitting there, guys, I could

[7:10:44] not figure it out for an hour.

[7:10:45] I'm a pro now at cutting my

[7:10:47] apples, don't worry. But it did

[7:10:48] take me quite a few times and I

[7:10:49] did get cut a few times. But

[7:10:50] because my mom walked me

[7:10:50] through it, now I can cook on

[7:10:51] my own and I can cut things on

[7:10:51] my own. And ai, it sounds

[7:10:52] stupid, but ai is the same way.

[7:10:53] If we show kids how to use it

[7:10:53] properly, we're going to avoid

[7:10:54] so many scenarios of kids not

[7:10:55] knowing how to use ai and doing

[7:10:56] stupid things with it, it's

[7:10:58] better to teach them.

[7:10:59] >> Thanks so much. And Mikhail,

[7:11:00] we're at the point of the

[7:11:01] meeting where we're trying to

[7:11:03] wrap this up and land the plane.

[7:11:04] So if you could be succinct,

[7:11:05] I'd appreciate it.

[7:11:07] >> Very, very. Yes. So I only

[7:11:09] have one question and it really

[7:11:11] follows back off what MISS

[7:11:13] Leonardi said about a written

[7:11:16] plan. Is there a timeline of

[7:11:17] exposure? And what I mean by

[7:11:20] that is, does a elementary

[7:11:21] student have the same level of

[7:11:23] access that a high school

[7:11:26] student has to the app? And the

[7:11:28] reason I bring this up is

[7:11:30] because elementary student MAY

[7:11:32] not be as developed as a high

[7:11:34] school student. So them having

[7:11:35] the same exact access and the

[7:11:38] same exact, you know, tools of

[7:11:42] exposure MAY be a problem. And

[7:11:43] that comes in with the written

[7:11:44] plan as well.

[7:11:44] >> Yeah.

[7:11:46] >> So great question, Kyle. And

[7:11:48] so no, they will not. Part of

[7:11:49] the phased in process is for

[7:11:51] the elementary level that the

[7:11:54] teachers will have access to it

[7:11:55] only. And at the secondary

[7:11:57] level, our approach is to give

[7:11:59] access to students and teachers.

[7:12:01] But once the teachers get the

[7:12:02] certification and the

[7:12:05] credentials to then be able to

[7:12:07] give access to students within

[7:12:09] their classrooms, so there is a

[7:12:09] phased in approach.

[7:12:10] >> Thank you doctor.

[7:12:13] >> Thank you. Yes.

[7:12:16] >> School board member Cervera.

[7:12:17] I could just say Adam then. Hey,

[7:12:22] Adam. Your turn. Yeah.

[7:12:23] >> Real quick I just want to

[7:12:26] make sure that that I'm clear.

[7:12:27] Despite how MISS Thompson does

[7:12:30] her town halls in her district.

[7:12:32] I am looking for district help

[7:12:35] in what I suggested. I do

[7:12:36] plenty of town halls myself

[7:12:38] without district help. But I

[7:12:39] also am smart enough to realize

[7:12:40] when there are subject matters

[7:12:42] that I don't have a great grasp

[7:12:45] on. Like ai, I will lean on the

[7:12:47] district. So I'm not sure what

[7:12:48] my colleague was talking about

[7:12:49] about wanting to do this

[7:12:50] herself. If she wants to do one

[7:12:52] herself in her district, that's

[7:12:53] fine. But as far as district

[7:12:54] six is concerned, when we

[7:12:57] ultimately do this, I do expect

[7:12:58] assistance from you, Doctor

[7:12:59] Cohen, and your team. When we

[7:13:01] go out and speak to our

[7:13:02] community members, you don't

[7:13:03] need to comment. I just want to

[7:13:04] make sure that my instruction

[7:13:05] was still clear, despite

[7:13:07] whatever MISS Thompson's

[7:13:08] thinking was about how she does

[7:13:10] things in her district.

[7:13:10] >> Thank you.

[7:13:12] >> Thank you, MR. Sparrow. And

[7:13:13] thank you, Doctor Cohen. This

[7:13:14] has been a long session. I

[7:13:16] don't want anybody that took

[7:13:17] all the work to put this

[7:13:19] together, to think that this

[7:13:21] was possible to do in a short

[7:13:22] period of time. Maybe we MISS

[7:13:24] Planned a little bit, but a lot

[7:13:25] of great content, a lot of

[7:13:26] excellent work on the point.

[7:13:28] And I know Doctor Hepburn, you

[7:13:29] have some follow ups that we'll

[7:13:30] get back to and then we'll

[7:13:31] we'll readdress this the next

[7:13:33] meeting. At this point we're

[7:13:34] going to go to item number six.

[7:13:35] So we're jumping a little bit

[7:13:37] on the agenda to our next

[7:13:38] meeting on repurposing options

[7:13:39] with Doctor Wanza. Thank you.

[7:13:42] And I've got five public

[7:13:50] speakers. Beacon, can you load

[7:13:55] the presentation, please? Now

[7:13:58] we got it John.

[7:13:59] >> We're on ten six right.

[7:14:02] >> Yes, sir.

[7:14:03] >> At the will.

[7:14:04] >> Of the board.

[7:14:05] >> Doctor Wanza is ready to go

[7:14:07] straight to the decision point.

[7:14:20] >> Yes. Okay.

[7:14:22] >> Do you mind taking a two

[7:14:22] minute recess, sir?

[7:14:23] >> Nope.

[7:14:28] >> No recess. We're ripping.

[7:14:42] >> Not at all. No, no, no.

[7:14:58] Right.

[7:15:02] >> And, doctor Wanza, unless

[7:15:03] the board objects. I believe

[7:15:06] the chair okayed the decision

[7:15:07] points. Yes, ma'am.

[7:15:07] >> So if.

[7:15:09] >> If I could, doctor.

[7:15:09] >> Yes, sir.

[7:15:11] >> What we'd love is a one

[7:15:12] minute summary of the

[7:15:13] presentation leading us to the

[7:15:14] decision points. Then we're

[7:15:15] ready to engage.

[7:15:17] >> Okay. So good afternoon

[7:15:19] everyone. Or. Yes, I'm Valerie

[7:15:21] Wanza, the chief strategy and

[7:15:24] innovation officer. And my

[7:15:25] colleagues at the table with me

[7:15:27] today are Mark Dorset, who is

[7:15:31] the task assigned chief of of

[7:15:32] operations, and that facilities

[7:15:34] and operations. Sonia Cole is

[7:15:35] the executive director of

[7:15:37] capital Programs, and Kriss

[7:15:38] Akabusi will be joining us

[7:15:40] shortly. And he is the director

[7:15:42] of facility planning and real

[7:15:44] estate. So essentially, DR.

[7:15:46] Zeman board members public. The

[7:15:48] way that this presentation is

[7:15:51] laid out is it is a. It is

[7:15:54] intended for a comprehensive

[7:15:57] conversation around some. The

[7:15:59] usage of certain sites here in

[7:16:00] the district. We know that

[7:16:01] we've gone through redefining.

[7:16:02] We know that some of the

[7:16:04] schools properties are going to

[7:16:06] be repurposed for other uses.

[7:16:09] So this conversation actually

[7:16:11] gives the board greater

[7:16:13] information around. That also

[7:16:16] provides for the board some

[7:16:17] information and options around

[7:16:19] one of our sites that we need

[7:16:22] some direction today. That and

[7:16:23] it's Margate Elementary School.

[7:16:25] I'm sorry, Margate Middle

[7:16:27] School, the current facility

[7:16:29] conditions assessment, as well

[7:16:31] as all of the financial

[7:16:32] resources that it will take to

[7:16:34] bring the school up to current

[7:16:37] codes and standards. It is the

[7:16:38] recommendation of staff, and

[7:16:40] they will they will explain it

[7:16:42] that we look at another option

[7:16:44] for that campus. Then we need

[7:16:47] some some direction from the

[7:16:50] board, if you will, on two

[7:16:51] parcels of land in particular,

[7:16:54] there's one adjacent or on the

[7:16:55] property of Deerfield Beach

[7:16:57] Elementary School, as well as

[7:16:59] the trail's end site up in

[7:17:00] parkland. And so we need some

[7:17:01] direction there. And then we

[7:17:02] were just going to let the

[7:17:04] board know what we intend to

[7:17:05] bring in this Leonardi talked

[7:17:07] about it for the next workshop

[7:17:08] on JULY 1st to see if the board

[7:17:10] wanted anything added to that.

[7:17:12] So essentially that was that's

[7:17:14] the crux of the presentation.

[7:17:17] But the actual decision points

[7:17:18] or direction that we need from

[7:17:22] the board. They are on slide

[7:17:26] number 37 of the presentation.

[7:17:29] We do have representation from

[7:17:31] the Sistrunk rising project.

[7:17:32] They are here because we know

[7:17:35] that that is an added I'm sorry,

[7:17:38] that is an attachment to the

[7:17:39] presentation. And that is

[7:17:41] specifically around the North

[7:17:43] Fork Elementary school site.

[7:17:45] And then we also know that we

[7:17:46] have representatives from

[7:17:48] Broward Health, and they are

[7:17:50] here as it relates specifically

[7:17:52] to the trail's end site up in

[7:17:55] parkland. So I'll start with

[7:17:57] the decision point for the

[7:17:59] North Fork Elementary site. As

[7:18:02] we know, back on MAY 12th, the

[7:18:03] board did see some proposals

[7:18:05] from the city of Fort

[7:18:07] Lauderdale. I'm sorry for

[7:18:08] that's the next one. Seagull.

[7:18:10] But when it comes to North Fork,

[7:18:12] which is in the city of Fort

[7:18:13] Lauderdale, we had a proposal

[7:18:15] from Sistrunk rising their

[7:18:17] initial proposal. They have

[7:18:18] given a revised proposal that

[7:18:22] is in greater detail with some

[7:18:24] some actual figures and data

[7:18:25] attached to it. They are here,

[7:18:27] or they should be parking to

[7:18:29] come into the board room. So we

[7:18:32] need some direction around that

[7:18:35] site. J a world did express

[7:18:37] interest, but they have told us

[7:18:39] that, you know, the leasing

[7:18:41] land at market rate present a

[7:18:43] challenge for them. So they

[7:18:45] have not given us anything

[7:18:47] further to consider. However,

[7:18:50] Sistrunk Rising did. And so the

[7:18:52] board has that presentation. If

[7:18:54] they need any further

[7:18:55] information, their

[7:18:56] representatives are here. So we

[7:18:58] do need direction around if we

[7:19:00] are going to go forward and

[7:19:01] actually get to a conversation

[7:19:03] around a ground lease and then

[7:19:04] bring that back, obviously, to

[7:19:06] the board for the board to give

[7:19:07] us greater direction. And then

[7:19:08] the second piece would be

[7:19:09] around the Seagull alternative

[7:19:12] high school site. The city of

[7:19:13] Fort Lauderdale has withdrawn

[7:19:14] its interest. And so we have

[7:19:15] three options for the board to

[7:19:19] consider there. One would be to

[7:19:22] our own Broward Schools. Police

[7:19:23] Safety and Security Division

[7:19:25] are interested in perhaps

[7:19:28] creating their own public

[7:19:30] safety complex training complex,

[7:19:31] where it could be a revenue,

[7:19:33] revenue generating opportunity

[7:19:36] for the district. So that's one

[7:19:37] option. The second one would be

[7:19:41] to actually utilize it for

[7:19:42] additional administrative space

[7:19:44] capacity, depending on what we

[7:19:46] do in this building. And then

[7:19:48] lastly, it could be once the

[7:19:50] policies and procedures are

[7:19:51] developed. And I know our

[7:19:52] general counsel is moving us

[7:19:53] through that swiftly around

[7:19:55] looking at potentially a p3

[7:19:57] opportunity for that site. So

[7:19:58] we would need some direction on

[7:20:01] if we would look to allow our

[7:20:02] own safety and security

[7:20:04] division to build out a

[7:20:05] district owned, managed and

[7:20:07] operated public safety training

[7:20:09] complex that we could then

[7:20:10] utilize as a revenue generation

[7:20:11] source, because we would have

[7:20:14] other agencies pay to utilize

[7:20:16] and take training. So that's

[7:20:18] the options there. So I can

[7:20:19] probably pause on if you want

[7:20:20] to do those two, and then we'll

[7:20:22] do the next two decision points

[7:20:23] and then go from there. Or if

[7:20:25] you want me to do the Broward

[7:20:26] Health one for the trails in

[7:20:28] site, and then that way we know

[7:20:30] that we have at least given all

[7:20:34] of our all of the individuals

[7:20:35] here from the community who

[7:20:39] came to speak an opportunity.

[7:20:42] >> So you're done with your

[7:20:42] presentation?

[7:20:44] >> Well, I was asked to give a

[7:20:45] high level, and I did. And so

[7:20:47] then I was asked to go to the

[7:20:48] decision points. And that's

[7:20:49] where I am on slide 37.

[7:20:51] >> Got it.

[7:20:52] >> Does the would the board

[7:20:53] like to take public comment?

[7:20:54] >> Yes, ma'am.

[7:20:55] >> All right. Cynthia.

[7:20:58] Dominique, Rochelle Sopher,

[7:21:00] Rebecca Jarquin, Stewart Green

[7:21:06] and Cindy Seltzer.

[7:21:08] >> Good afternoon everyone.

[7:21:09] Rochelle Sopher almost. Good

[7:21:10] evening. Real quick I've read

[7:21:12] through the presentation just a

[7:21:14] couple questions. I saw the

[7:21:16] list. I didn't see Deerfield

[7:21:18] Beach Elementary. And I want to

[7:21:20] say it might have been Margate

[7:21:22] Middle on the original form,

[7:21:24] but when I did the deeper dive,

[7:21:26] I did see as I went into the

[7:21:31] pdf. So my questions are this

[7:21:33] for the Margate Middle area,

[7:21:34] especially because that's just

[7:21:35] a hop, skip and a jump.

[7:21:37] >> I think that speaker MAY be

[7:21:39] on the next item we're handling.

[7:21:41] >> Please speak to the item,

[7:21:43] which was what we just gave a

[7:21:43] presentation on.

[7:21:45] >> Was this not six?

[7:21:46] >> I'm sorry, is this

[7:21:48] referencing item number six? I

[7:21:49] apologize, keep going.

[7:21:51] >> Okay. Making sure I'm not

[7:21:52] the one because it's been a

[7:21:54] long day with the Margate

[7:21:57] Middle. So I read somewhere in

[7:21:59] the different pieces that we

[7:22:01] have that we have a high school

[7:22:03] that is going to be upgraded,

[7:22:06] updated for many millions of

[7:22:08] dollars. But it said

[7:22:09] specifically in there that

[7:22:10] almost looks like there's going

[7:22:11] to be a band aid project on

[7:22:12] Margate Middle. We're going to

[7:22:14] keep it barely. I can't

[7:22:15] remember the verbiage that was

[7:22:16] used, but just it's going to be

[7:22:18] barely operational. They're

[7:22:19] going to do the least amount

[7:22:21] possible to keep it going. The

[7:22:23] city of Margate, it's literally

[7:22:25] a hop, skip and a jump from

[7:22:28] where I live. It's not the

[7:22:31] residents there. They need

[7:22:33] better than barely operational.

[7:22:34] They need better than a band

[7:22:37] aid. The fact that my husband's

[7:22:38] best friend went to this middle

[7:22:39] school, the fact that very

[7:22:41] close family members went here

[7:22:42] and everything. This school

[7:22:44] needs a lot more. This

[7:22:45] community needs a lot more.

[7:22:47] They don't have their own high

[7:22:50] school. So I think and it's

[7:22:51] been talked in around some

[7:22:53] community members, we need to

[7:22:54] look at doing more than just a

[7:22:56] band aid operation on Margate

[7:22:57] Middle. We really need to look

[7:22:59] at investing more. And while

[7:23:00] the other high school that

[7:23:01] might get the upgraded

[7:23:02] auditorium, it's a great idea

[7:23:04] and they do need it. I'm not

[7:23:06] saying that they don't. But at

[7:23:08] almost 60 million for that and

[7:23:09] just a little bit for Margate,

[7:23:11] that speaks volumes about our

[7:23:13] lack of respect for that

[7:23:15] community, a community that

[7:23:18] really does embrace their

[7:23:22] school. And we're talking about

[7:23:24] losing kids. If we're just

[7:23:25] going to band aid these schools,

[7:23:27] we're going to continually lose

[7:23:28] kids because who wants to go to

[7:23:30] a school that's held up by band

[7:23:32] aids? I don't the last piece

[7:23:34] was Deerfield Beach Elementary.

[7:23:35] I like the idea. If the land

[7:23:38] does not need to be utilized by

[7:23:40] the school or the district,

[7:23:41] selling it off is a great idea.

[7:23:43] It'll give you income. But was

[7:23:45] that discussed with the

[7:23:46] community of Deerfield Beach?

[7:23:47] Was that discussed with the

[7:23:49] people who live close by? Was

[7:23:50] that discussed with any other

[7:23:51] vested members in Deerfield

[7:23:52] Beach? Those are my questions I

[7:23:54] present to you, and I thank you

[7:23:55] for allowing me to ask the

[7:23:57] questions.

[7:23:58] >> Thank you. Next speaker, we

[7:24:01] have Rebecca Jarquin Stewart

[7:24:03] Green by Cindy Seltzer, Barron

[7:24:15] Channer.

[7:24:17] >> Do I have to have my name

[7:24:18] written down to be a public

[7:24:19] speaker to David Clark, Broward

[7:24:21] Health?

[7:24:24] >> Yes. Yeah. Go ahead.

[7:24:26] >> So we're happy to be here.

[7:24:28] Thank you for allowing us to

[7:24:29] take some time and work with

[7:24:31] staff to get to a point where

[7:24:33] we think we satisfied the

[7:24:35] commission's interest for the

[7:24:37] parkland property on North

[7:24:39] Trail's End and university. So

[7:24:41] we have talked to staff and

[7:24:43] general counsel, and we do have

[7:24:44] a letter of interest on the

[7:24:46] floor right now that's

[7:24:48] consistent with the what what

[7:24:49] we perceive the terms and

[7:24:51] conditions of the the condition

[7:24:53] of sale for that property.

[7:24:56] We've also directly engaged

[7:24:57] Jafco and Eagles Haven directly

[7:24:58] along with the Children's

[7:25:01] Service Council of South

[7:25:02] Florida, to to take a deeper

[7:25:04] dive into some of the services

[7:25:06] that they currently provide,

[7:25:08] some of the growth that they,

[7:25:10] they, they have desired for, in

[7:25:12] addition to how to satisfy them

[7:25:14] beyond, beyond this. So I'm

[7:25:16] going to be here and open for,

[7:25:17] for questions and answers. And

[7:25:19] I think they can talk about

[7:25:24] their interest as well.

[7:25:26] >> Thank you. Any of the other

[7:25:32] speakers that I called.

[7:25:33] >> Good afternoon. Thank you.

[7:25:34] My name.

[7:25:35] >> Is Stuart Greenberg. I am

[7:25:37] the CHAIRMAN Of Jafco

[7:25:39] Children's Village and also

[7:25:41] Eagles Haven. And I recognize

[7:25:45] some of you from the FEBRUARY

[7:25:47] 14th commemorations that Eagles

[7:25:50] Haven holds every year for the

[7:25:51] tragedy at Marjory Stoneman

[7:25:53] Douglas High School. I'd like

[7:25:56] to tell you that our board is

[7:25:58] 100% behind Eagles Haven and

[7:26:00] the continuation of this

[7:26:02] amazing program. For those of

[7:26:04] you who are unaware, Eagles

[7:26:07] Haven charges nothing for our

[7:26:10] services. We have saved

[7:26:12] probably dozens of suicides

[7:26:14] over the last number of years.

[7:26:16] We've helped countless

[7:26:18] thousands of families, both who

[7:26:22] were victims. The friends of

[7:26:24] those victims, people who live

[7:26:26] in parkland, members of the

[7:26:30] school board, teachers, faculty,

[7:26:32] first responders, and people in

[7:26:35] the area who need help with

[7:26:39] wellness. We are thankful that

[7:26:42] Broward Health has gone ahead

[7:26:44] and offered us certain dollars

[7:26:46] to help us continue our program.

[7:26:49] We're currently located in a

[7:26:53] small strip center space. Our

[7:26:55] program. We'd love to grow it.

[7:26:57] We can't afford to wait the

[7:26:59] seven years, really, until this

[7:27:00] property that Broward Health

[7:27:03] wants to develop is completed.

[7:27:07] Our clinical staff has met, and

[7:27:10] it is not the best place for

[7:27:12] the services that we provide

[7:27:14] upon a medical campus.

[7:27:16] Therefore, we would hope that

[7:27:18] you would go ahead and accept

[7:27:21] Broward Health's offer to

[7:27:22] purchase the property from the

[7:27:24] school board, make the donation

[7:27:26] to Eagles Haven to allow us to

[7:27:28] continue to serve the community

[7:27:30] that we do. Before it was

[7:27:33] mentioned how expensive it is

[7:27:36] for people to seek help or

[7:27:38] therapy, Eagles Haven doesn't

[7:27:41] charge. We are open seven days

[7:27:44] a week. We help everyone who

[7:27:46] either calls or walks in our

[7:27:48] doors. As many of you know,

[7:27:51] during the trial of the shooter,

[7:27:53] we had staff in the courthouse

[7:27:55] full time to help the victims

[7:27:58] get through that tragedy and

[7:28:00] that trauma. I hope that you go

[7:28:02] ahead and endorse and accept

[7:28:04] the proposal from Broward

[7:28:05] Health. I thank you for your

[7:28:19] time and your consideration.

[7:28:20] >> Good afternoon, Cindy

[7:28:21] Aronberg seltzer. I'm the

[7:28:22] PRESIDENT And ceo of the

[7:28:24] Children's Services Council of

[7:28:27] Broward County. Thank you for

[7:28:28] allowing me to speak on this

[7:28:31] proposal today. So, as you know,

[7:28:33] the Children's Services Council

[7:28:34] was the creator of Eagle's

[7:28:36] Haven, and we have been

[7:28:37] supporting this effort through

[7:28:42] Jafco since the tragedy at msd.

[7:28:44] When this was presented to us a

[7:28:47] couple of weeks ago from the

[7:28:48] North Broward Hospital District

[7:28:51] as a way to meet the conditions

[7:28:55] of their bid for your property.

[7:28:57] It struck us as a great

[7:29:00] opportunity, so I am really

[7:29:01] appreciative. The Children's

[7:29:03] Services Council first began

[7:29:05] funding this with help from the

[7:29:08] federal government through the

[7:29:10] arp grant. When that grant ran

[7:29:13] out, the state has stepped in

[7:29:16] to share the cost. We have been

[7:29:18] told that this is probably the

[7:29:19] last year that the state will

[7:29:21] provide funding for Eagle's

[7:29:27] Haven. So getting this

[7:29:29] opportunity to to support the

[7:29:31] program and join with us in

[7:29:33] keeping it alive is very

[7:29:36] welcome. So I'm happy to answer

[7:29:37] any questions about the funding

[7:29:41] or how or why this proposal

[7:29:43] meets that obligation. Thank

[7:29:45] you.

[7:29:47] >> Thank you. Any other public

[7:29:51] speakers?

[7:29:54] >> Good afternoon. Thank you.

[7:29:55] Chair Barron Channer,

[7:29:57] representative of the Sistrunk

[7:29:58] Horizon team and a member of

[7:30:01] the team. And I'm here to talk

[7:30:03] a little bit about it. I think

[7:30:04] your presentation, you would

[7:30:06] have received a little bit of

[7:30:07] more background on the project.

[7:30:09] This is the second time that

[7:30:11] we've been in front of the

[7:30:12] board in a workshop to discuss

[7:30:14] this item. The last time we

[7:30:17] were here, the board provided

[7:30:18] unanimous consent to direct

[7:30:20] further negotiations with staff.

[7:30:22] We had the pleasure of doing so.

[7:30:24] And what you have before you is

[7:30:26] the byproduct of that, which

[7:30:28] includes more details building

[7:30:30] on top of what we presented the

[7:30:32] last time around, substantially

[7:30:34] the presentation and what we're

[7:30:36] offering is the same. I'll

[7:30:37] touch on it a little bit, but

[7:30:39] there's one nuance that's

[7:30:41] specific to be called out. We

[7:30:43] have increased the square

[7:30:44] footage of training space that

[7:30:46] we are offering to the district.

[7:30:48] And so now our proposal, in

[7:30:49] part a reflection of the

[7:30:50] conversations that have been

[7:30:52] had, including dating back

[7:30:53] months ago with the

[7:30:54] superintendent and subsequently

[7:30:56] with staff, we recognize that

[7:30:58] the district could benefit from

[7:31:00] training space, particularly

[7:31:02] located in that area. We are

[7:31:05] offering 5000ft!S, 5000ftt!S for

[7:31:06] th d distrto own. If you

[7:31:08] wouldd lik to. If not,, th

[7:31:10] we'l'll be available t y you. So

[7:31:12] that o one part of our offer.

[7:31:13] That's a nuance that wasn't

[7:31:15] obvious from the last offer.

[7:31:17] What we are asking for you to

[7:31:19] consider is consider a

[7:31:21] designation to negotiate. We

[7:31:22] think that what we've presented

[7:31:24] to you gives you a good

[7:31:26] perspective of what we are

[7:31:27] offering, and I'll walk through

[7:31:29] that, and we are at a point

[7:31:31] that for us to add additional

[7:31:32] detail and get to something

[7:31:34] that you can specifically

[7:31:35] deliberate on, we would welcome

[7:31:37] the opportunity to negotiate

[7:31:40] with your staff. That

[7:31:41] negotiation, we believe, would

[7:31:43] yield two things for you to

[7:31:46] ultimately vote on. If if your

[7:31:48] discretion were to allow one,

[7:31:49] there would be a lease. So we

[7:31:51] are proposing to lease the site

[7:31:55] for 99 years. You will maintain

[7:31:56] ownership. Two, there would be

[7:31:58] a development agreement. The

[7:31:59] development agreement would

[7:32:01] essentially cover the terms of

[7:32:03] the project as you understand

[7:32:05] it, so that you can be clear

[7:32:07] that what we would attempt to

[7:32:08] build would be consistent with

[7:32:09] what we have proposed to you.

[7:32:11] So you would have those two

[7:32:12] things. A third document that

[7:32:14] would be attached would be a

[7:32:17] housing preference plan. And so

[7:32:18] we have suggested to you that

[7:32:20] there will be 300 units of

[7:32:22] affordable housing. The details

[7:32:23] you have before you outline the

[7:32:24] fact that all of the units

[7:32:26] would be made affordable, they

[7:32:27] would be made affordable for

[7:32:29] levels of income that range

[7:32:32] from 30% Ami up to 80% Ami. So

[7:32:33] a broad swath of your employees

[7:32:35] would be able to afford the

[7:32:37] units one bedrooms, two

[7:32:38] bedrooms and three bedrooms all

[7:32:40] would be available at all of

[7:32:42] those various income categories.

[7:32:44] And so what we are proposing to

[7:32:47] do is in order to give you

[7:32:48] confidence as to what would be

[7:32:50] offered in the preference plan,

[7:32:51] it will be offered in terms of

[7:32:52] the affordable housing, there

[7:32:54] would be a preference plan that

[7:32:55] specifically stipulates the

[7:32:59] terms of that. Thank you.

[7:33:00] >> Thank you. Any other public

[7:33:07] speakers? All right. Doctor.

[7:33:08] Wanza, did you want to present

[7:33:10] anything else before I go to

[7:33:12] board? Discussion?

[7:33:13] >> I think we're ready to start

[7:33:15] board discussion. And then as

[7:33:18] needed, we can, you know,

[7:33:20] provide, you know, respond to

[7:33:21] questions, provide information

[7:33:23] as needed.

[7:33:24] >> Got it. Okay. Any other

[7:33:26] public speakers?

[7:33:26] >> Yes.

[7:33:28] [Laughter]

[7:33:29] Sorry. This is from Cynthia

[7:33:31] Dominique. As I was pulling out

[7:33:33] of the out of the garage, she

[7:33:34] asked if I could come down and

[7:33:35] read this for her.

[7:33:36] >> Yeah. Please state your name

[7:33:37] for.

[7:33:38] >> The record. Linda Ferrara

[7:33:39] for Cynthia. Dominique. I'm

[7:33:41] Cooper City, Coral Springs. The

[7:33:44] current scope of work has

[7:33:45] exceeded what was previously

[7:33:47] planned. And because of. I'm

[7:33:49] sorry, I'm asking you to

[7:33:50] support the building

[7:33:51] replacement for Margate Middle

[7:33:53] School. The current scope of

[7:33:54] work has exceeded what was

[7:33:56] previously planned, and because

[7:33:57] much of the building and

[7:34:00] infrastructure is at the end of

[7:34:04] life requirement. Oops.

[7:34:07] Speeding. Sorry. It's flipping

[7:34:10] here. End of life requires

[7:34:12] spending considerable,

[7:34:13] considerable more money to

[7:34:15] complete, and not doing this

[7:34:18] will have a negative impact on

[7:34:19] school operation and student

[7:34:22] enrollment. The district spend

[7:34:23] approximately $3 million

[7:34:25] putting temporary modulars on

[7:34:27] the campus that are not always

[7:34:29] used because of various

[7:34:30] challenges. This money could

[7:34:31] have been put towards the

[7:34:34] larger project. In 2018,

[7:34:35] approximately $9 million was

[7:34:36] allocated to this project,

[7:34:39] which included upgrades. Single

[7:34:41] point entry, fire alarm

[7:34:44] sprinklers, conversion of music

[7:34:46] and art, lab space, electrical

[7:34:48] exterior building, envelope,

[7:34:50] Hvac and the media center.

[7:34:52] Since then, some work has been

[7:34:54] done, but the building remains

[7:34:55] in need of significant work and

[7:34:57] in pretty much the same

[7:34:58] condition as it was over ten

[7:35:00] years ago. But the cost of the

[7:35:02] work has increased tremendously.

[7:35:04] Currently, the smart future

[7:35:07] shows 23 million was allocated

[7:35:08] to the smart project

[7:35:09] renovations, but I believe the

[7:35:12] current number is 33 million.

[7:35:13] That has already been

[7:35:14] encumbered, is not financially

[7:35:16] prudent to continue pouring

[7:35:17] money into the infrastructure

[7:35:20] that we can't see. When there

[7:35:21] are other areas that are at the

[7:35:23] end of life and need to be

[7:35:24] upgraded. We cannot keep doing

[7:35:26] these change orders and putting

[7:35:28] money into a failing building.

[7:35:30] We can build a brand new state

[7:35:32] of the art building without

[7:35:33] displacing students or

[7:35:35] disrupting operations. The

[7:35:36] students in this community

[7:35:37] deserve it. Additionally, the

[7:35:39] school community has had

[7:35:40] conversations about grade level

[7:35:42] changes to convert to 6 to 12

[7:35:44] school, as well as the addition

[7:35:46] of a civil engineering magnet

[7:35:47] program which receives strong

[7:35:50] community support. Thank you.

[7:35:54] Thank you.

[7:35:55] >> Thank you. Any other public

[7:35:59] speakers? MR. Sullivan?

[7:36:01] >> Yes. I just wanted to let

[7:36:03] the board know that the Broward

[7:36:05] Health did send us a letter of

[7:36:07] intent, which does honor the

[7:36:08] motion, but is different from

[7:36:11] what was spoken by the public.

[7:36:12] So I just wanted to mention

[7:36:15] that. So when the board's

[7:36:16] giving staff feedback during

[7:36:17] the discussion to keep that in

[7:36:19] mind.

[7:36:21] >> All right. Board member

[7:36:23] discussion. MISS Hixon.

[7:36:25] >> Thank you so much, chair,

[7:36:27] and thank you to everybody for

[7:36:31] coming out today. I first, I

[7:36:32] want to I don't know like what

[7:36:34] consensus you want, but I'm for

[7:36:36] the sistrunk moving forward. So

[7:36:39] I'll start with that. But I

[7:36:41] also want to ask my colleagues

[7:36:45] to give consensus for Broward

[7:36:49] Health to be able to give the

[7:36:50] donation that they're

[7:36:52] suggesting to Eagles Haven as

[7:36:53] opposed to the space. Although

[7:36:55] our b item that we approved did

[7:36:57] ask specifically for space, it

[7:37:00] was in the spirit of making

[7:37:01] sure that Eagles Haven

[7:37:03] longevity continued. And based

[7:37:06] on Eagles Haven and Jafco

[7:37:08] having discussions with Broward

[7:37:10] Health, it was determined that

[7:37:11] giving them the space where

[7:37:14] it's been suggested maybe is

[7:37:17] not the best thing for Eagles

[7:37:18] Haven moving forward. So they

[7:37:21] did prefer to take that

[7:37:22] donation and be able to move

[7:37:25] into a space quicker and and to

[7:37:27] have that longevity. So I just

[7:37:28] want to be sure that my

[7:37:30] colleagues understand that it's

[7:37:31] still in the spirit of what I

[7:37:33] believe we all voted for, which

[7:37:35] was to give longevity and make

[7:37:37] sure Eagles Haven continued,

[7:37:39] although we thought it best to

[7:37:41] be a space in the new Broward

[7:37:43] Health building that they were

[7:37:46] going to put in in the area

[7:37:48] that they're purchasing. It

[7:37:50] turned out that after

[7:37:51] discussion, that's really not

[7:37:53] what's best for Eagles Haven.

[7:37:57] So I would hate to make someone

[7:37:58] stay along the lines of what we

[7:38:00] thought was best and not be

[7:38:02] able to give Eagles Haven what

[7:38:04] they've all determined is the

[7:38:06] best. So I hope consensus

[7:38:08] moving forward is to allow

[7:38:09] Broward Health to move forward

[7:38:11] with the contract to buy the

[7:38:13] the land at the purchase price,

[7:38:16] and then give that donation

[7:38:19] piece to Eagles Haven to allow

[7:38:20] them to find the space and be

[7:38:23] able to continue on. And, you

[7:38:24] know, Broward Health would

[7:38:26] still with the internships and

[7:38:27] all of that, that's still part

[7:38:29] of what that deal is. But I

[7:38:31] just wanted to make sure we all

[7:38:32] understood that they weren't

[7:38:33] backing out of anything. It

[7:38:34] just came from a conversation

[7:38:36] that they had and is what's

[7:38:38] been determined is best for the

[7:38:40] community in Eagles Haven. So

[7:38:42] thank you.

[7:38:46] >> Thank you, MRS. Alhadeff.

[7:38:50] >> Thank you. I agree with MRS.

[7:38:52] Hixon. I'm honestly I'm I'm

[7:38:54] really upset and shaking right

[7:38:57] now to possibly hear that

[7:39:00] Eagles Haven would lose their

[7:39:03] funding after this year. Eight

[7:39:05] years ago, 17 people were

[7:39:06] murdered and 17 people were

[7:39:09] shot and lived. And the trauma

[7:39:13] that my community has is still

[7:39:15] there. And it will continue to

[7:39:19] be for years. So this donation

[7:39:22] that Broward Health is going to

[7:39:25] give to Eagles Haven will allow

[7:39:27] for the financial

[7:39:29] sustainability of Eagles Haven

[7:39:34] to continue. There's been five

[7:39:37] suicides since the tragedy. And

[7:39:41] this is very much needed to

[7:39:44] provide the services for our

[7:39:47] community and to deal with this

[7:39:51] trauma that we all still have.

[7:39:55] So I hope my colleagues support

[7:39:58] this donation. So Eagles Haven

[7:40:02] can continue for years to come.

[7:40:04] Thank you.

[7:40:08] >> Thank you. DR. Holness.

[7:40:09] >> Thank you, MADAM Chair. Can

[7:40:11] you hear me clearly, MADAM

[7:40:12] Chair?

[7:40:14] >> Yes, we can hear you.

[7:40:18] >> Okay. So I support board

[7:40:19] Member Hixon as well as board

[7:40:22] member Alhadef in terms of

[7:40:23] allowing Broward Health to go

[7:40:27] ahead and purchase but support

[7:40:29] Eagles Haven with the donation.

[7:40:31] So I'm supportive of that.

[7:40:36] Regarding Seagull, I am very

[7:40:38] interested in an option that

[7:40:42] will generate some kind of

[7:40:45] funds. It appears that option

[7:40:49] one and three could do that,

[7:40:50] but I have a question for

[7:40:53] Doctor Wanza or Doctor Hepburn

[7:40:57] for Seagull. In terms of option

[7:41:00] one, couldn't the district

[7:41:01] Safety Security Emergency

[7:41:05] Preparedness Division be

[7:41:08] located in some future schools

[7:41:10] that might be redefined or

[7:41:12] repurposed or closed, as

[7:41:13] opposed to Seagull? Because I

[7:41:17] believe Seagull has a huge

[7:41:19] property value because of its

[7:41:20] location. So is there

[7:41:22] alternative options that the

[7:41:24] ssp division could be located

[7:41:26] in?

[7:41:28] >> MR. Sullivan?

[7:41:29] >> Doctor Wanza, please.

[7:41:32] >> Thank you. So thank you. DR.

[7:41:35] Holness. So the ssp division is

[7:41:37] being relocated to Plantation

[7:41:39] Middle School. This is

[7:41:41] something separate and apart.

[7:41:43] When initially the board

[7:41:45] received a proposal from the

[7:41:47] city of Fort Lauderdale, who

[7:41:49] they were initially interested

[7:41:52] in developing a public safety

[7:41:54] training site. And Chief

[7:41:55] Gregory is here, so I don't

[7:41:57] want to speak for him. But once

[7:41:59] that the. Once the city

[7:42:02] withdrew its interest with that

[7:42:04] for that particular piece of

[7:42:05] property, district property to

[7:42:10] do that, then our safety and

[7:42:11] security arm of the district

[7:42:12] said, wait a minute. This MAY

[7:42:15] be an opportunity that the we

[7:42:18] can develop for the district to

[7:42:19] offer a develop its own

[7:42:20] training site. And then it

[7:42:23] would be a a resource. I'm

[7:42:24] sorry. It would be an

[7:42:25] opportunity to generate

[7:42:27] resources for the district,

[7:42:29] because then they could lease

[7:42:31] out, allow other agencies,

[7:42:34] whatever is the proper term to

[7:42:37] come and receive training for

[7:42:39] cost. So Chief Gregory is here.

[7:42:41] I don't want to speak for him,

[7:42:44] but this would be a training

[7:42:46] facility for a variety of

[7:42:51] public safety opportunities.

[7:42:53] >> Got it. And Doctor Wanza,

[7:42:55] before Chief Gregory speak on

[7:42:59] that, have we done any sort of

[7:43:01] assessment or any kind of

[7:43:03] determination as to the needs

[7:43:06] of this type of service? Has

[7:43:08] there been any needs assessment

[7:43:10] done to ensure that option one

[7:43:12] would be successful as a safety

[7:43:13] training site?

[7:43:14] >> So I think Chief Gregory

[7:43:16] needs to speak to that, because

[7:43:17] I think that they have done

[7:43:19] some of that work and that, and

[7:43:21] that's what piqued their

[7:43:23] interest in looking at this

[7:43:26] opportunity for the district.

[7:43:28] >> Okay. So I'll wait to hear

[7:43:28] from chief.

[7:43:29] >> Okay.

[7:43:30] >> Mike Gregory, Chief Safety

[7:43:31] and Security Officer, Broward

[7:43:34] County School District, as

[7:43:35] stated by the City of Fort

[7:43:36] Lauderdale, there was interest

[7:43:37] by other agencies also

[7:43:38] expressed through the Broward

[7:43:40] Police Chiefs Association for a

[7:43:42] training facility that could be

[7:43:44] used for school safety. With

[7:43:46] regard to active shooter

[7:43:48] training and evacuations and

[7:43:50] rescues for both police

[7:43:52] personnel as well as fire

[7:43:53] personnel. So that was an

[7:43:54] opportunity that was being

[7:43:55] presented by the city of Fort

[7:43:56] Lauderdale. We were looking

[7:43:57] forward to partnering with them

[7:44:00] and participating in that that

[7:44:01] that training once the city of

[7:44:03] Fort Lauderdale was no longer

[7:44:04] interested in that site and

[7:44:06] wanted to shift gears, we still

[7:44:08] saw the value in offering that

[7:44:11] capability to our 200 plus SROs

[7:44:12] in Broward County that don't

[7:44:15] have the access to that type of

[7:44:17] training readily available. And

[7:44:20] here in Broward County. So that

[7:44:22] was a a gap that we thought

[7:44:23] we'd be able to fill if there

[7:44:27] wasn't a use available for or a

[7:44:31] use identified for Seagull. So

[7:44:32] that's the extent of it at this

[7:44:34] point. And if there this school

[7:44:36] was available, others were not.

[7:44:37] So that's the reason why it

[7:44:40] came on the radar.

[7:44:41] >> Okay. Thank you. Chief

[7:44:43] Gregory. So, Doctor Wanza,

[7:44:47] would it be problematic to also

[7:44:49] explore option three

[7:44:51] simultaneously with option one

[7:44:53] in terms of the formal

[7:44:56] proposals to see what kind of

[7:44:57] interest and whether or not it

[7:45:00] would be more beneficial

[7:45:02] financially for option three

[7:45:05] versus option one.

[7:45:07] >> So I don't see where it

[7:45:09] would be a problem for us to do

[7:45:10] it. We just need to get

[7:45:11] direction from the board. Are

[7:45:13] you more interested in the

[7:45:16] district having its own public

[7:45:18] safety training entity, where

[7:45:20] there can be a variety of

[7:45:22] safety training and protocols

[7:45:23] and procedures and things

[7:45:25] offered for agencies that do

[7:45:27] come in and assist with school

[7:45:28] safety? Is is that a direction

[7:45:31] the board wants to go in or do

[7:45:32] or would you be more interested

[7:45:34] in potentially, you know, doing

[7:45:36] some kind of ground lease or

[7:45:38] going through a formal proposal

[7:45:40] process to see if there are

[7:45:42] other opportunities that the

[7:45:44] board would want to consider?

[7:45:46] So there isn't. I don't think

[7:45:47] there's an issue, an issue, if

[7:45:49] you will, with us looking at

[7:45:50] both. And then and then in the

[7:45:51] end, the board would tell us

[7:45:53] which direction it wants to go

[7:45:54] in.

[7:45:58] >> Okay, so, MADAM Chair, our

[7:45:59] district has financial

[7:46:01] constraints. And for me, I

[7:46:03] would be interested in the

[7:46:04] option that can bring us the

[7:46:07] most financially. So in order

[7:46:09] to determine that, I believe we

[7:46:10] would have we would need to

[7:46:13] take the formal proposals done

[7:46:15] in option three and do a

[7:46:16] comparative with option one as

[7:46:18] to what would be best suited

[7:46:20] for the district financially.

[7:46:22] So that's my position on The

[7:46:26] Seagull, and I'm thinking that

[7:46:28] it could be done simultaneously.

[7:46:30] We could take formal proposals,

[7:46:31] we could compare and see what

[7:46:33] would be more financially

[7:46:35] beneficial to the district.

[7:46:36] >> So DR. Holness, just so I'm

[7:46:38] hearing this correctly, you

[7:46:39] want to pursue option three, or

[7:46:41] you're wanting to pursue option

[7:46:43] one and option three

[7:46:44] simultaneously.

[7:46:45] >> I would say option one and

[7:46:47] option three simultaneously to

[7:46:49] determine which one is more

[7:46:50] financially beneficial.

[7:46:53] >> Got it. Thank you.

[7:46:55] >> Okay. Now regarding

[7:46:58] regarding North Fork, I am very

[7:47:01] supportive of the North Fork

[7:47:05] Sistrunk rising proposals and

[7:47:08] it's very nice to see that they

[7:47:12] came back with minor changes,

[7:47:13] but beneficial changes in terms

[7:47:17] of increasing the the space for

[7:47:18] as a training center for

[7:47:20] Broward County Public Schools.

[7:47:23] I was very pleased as well to

[7:47:25] see that they came with a lease

[7:47:27] option, because I don't think

[7:47:29] any of us on the board had an

[7:47:32] appetite for $1 lease or $0

[7:47:34] lease. So it's very nice to see

[7:47:36] that they have this in here. I

[7:47:38] think the benefit of having

[7:47:40] affordable apartments for our

[7:47:43] employees, supply store for

[7:47:45] teachers, counseling centers

[7:47:48] for employees, and we get to

[7:47:50] maintain ownership of the land.

[7:47:52] And we don't have to worry

[7:47:53] about the maintenance costs for

[7:47:55] the facility. I think these are

[7:47:57] excellent benefits, and I would

[7:48:00] encourage my board members to

[7:48:02] also support this proposal, and

[7:48:04] I am very supportive of moving

[7:48:06] forward with it. And, MADAM

[7:48:08] Chair, I think did you need my

[7:48:09] input on anything else, MADAM

[7:48:11] Chair, or we're going to take

[7:48:13] second round.

[7:48:15] >> Doctor Wanza, says Margaret.

[7:48:19] >> So on on page 37 is what we

[7:48:21] need. Direction from the board.

[7:48:25] Slide 37. So so that covered

[7:48:28] three of the definite five of

[7:48:29] the items that we actually.

[7:48:30] Because we're going to need

[7:48:31] some direction on the Margate

[7:48:33] Middle proposal as well as the

[7:48:35] easement at Deerfield Beach

[7:48:36] Elementary. We definitely need

[7:48:37] direction on that. And then

[7:48:38] obviously, any input the board

[7:48:41] wants to give us on what they

[7:48:43] want to see in the presentation

[7:48:45] for JULY 21st.

[7:48:48] >> Okay, so, MADAM Chair, I

[7:48:50] will wait for the board to

[7:48:52] comment further on Margate and

[7:48:54] Deerfield, especially those if

[7:48:57] MISS Rupert is still here. I'm

[7:48:59] not sure. I can't see he's not

[7:49:01] okay. So I wait for further

[7:49:02] input and I'll give my input on

[7:49:04] Deerfield and Margate.

[7:49:08] >> Okay. All right. Other board

[7:49:12] discussion. MISS Bulman.

[7:49:18] >> Thanks. Thank you. Chair. I

[7:49:21] support the Sistrunk rising

[7:49:28] proposal. I support the Eagles

[7:49:29] Haven. That's a great solution.

[7:49:30] Thank you so much for coming up

[7:49:36] with that, I love that. And I

[7:49:39] think I, I think I kind of fall

[7:49:41] in the wholeness camp in terms

[7:49:46] of seagull. You know, with

[7:49:47] option one, it's like, what's

[7:49:49] the cost to us to do something

[7:49:50] like this? And what would be

[7:49:52] the payoff? I guess we don't

[7:49:54] have enough information at this

[7:49:55] point. Did you guys just say

[7:49:58] that?

[7:50:01] >> Chief Greg? So, Chief

[7:50:02] Gregory, can you expand? So,

[7:50:04] MISS, MISS Bowman's question is

[7:50:06] for option one. So I was

[7:50:07] obviously option one of the

[7:50:08] Seagull property is for the

[7:50:10] district safety and Security

[7:50:11] Emergency Preparedness

[7:50:13] Preparedness Division to build

[7:50:15] out its own training center. So

[7:50:17] what is the cost. But then and

[7:50:18] then what would be the return

[7:50:20] on investment for the district

[7:50:20] if we went that route?

[7:50:22] >> I can start with the return

[7:50:23] on investment that would be

[7:50:24] increased, increasing the

[7:50:25] safety of students on our

[7:50:26] campuses, in our schools,

[7:50:27] increasing the training

[7:50:30] abilities and received from the

[7:50:31] officers who patrol our schools.

[7:50:33] This is not a money making

[7:50:34] opportunity. I would shy the

[7:50:35] board away from thinking that

[7:50:37] this is a a get rich quick

[7:50:39] scheme for training facility at

[7:50:41] Seagull. If that's the goal,

[7:50:43] then we should look at a

[7:50:46] different option.

[7:50:47] >> Well, it says generate

[7:50:49] revenue. That's why I.

[7:50:52] Corrected for what kind of

[7:50:53] revenue it would be.

[7:50:54] >> Yeah, the cities would pay

[7:50:56] for the classes. But as far as

[7:51:01] a high level, high income

[7:51:02] source, I don't see training

[7:51:05] facilities for safety filling

[7:51:09] in that category.

[7:51:11] >> Okay. I have a question.

[7:51:12] >> I mean.

[7:51:13] >> Is there any construction

[7:51:14] cost required.

[7:51:15] >> In order? Well, that's what

[7:51:16] I'm asking. I mean, if we're

[7:51:17] going to have to build a

[7:51:19] training facility, what's our

[7:51:20] capital outlay in order to get

[7:51:21] to a point where we're getting

[7:51:23] any kind of revenue at all? And

[7:51:24] then how long would it take for

[7:51:26] our revenue coming in to pay

[7:51:28] off what we put into it? And

[7:51:29] then.

[7:51:30] >> At this stage, we haven't

[7:51:32] had a revenue cost. This is a

[7:51:34] new proposal for us to explore

[7:51:36] so we could identify that.

[7:51:37] Right now it's in a school

[7:51:38] configuration, and that

[7:51:39] configuration is what would be

[7:51:41] used for the active shooter

[7:51:42] training, where officers would

[7:51:44] come in and go room to room to

[7:51:45] room clearings, dodo r rm

[7:51:47] searches, do rescueses So the

[7:51:49] currt configuguration would b

[7:51:50] apprriatateor t tt.T.

[7:51:53] Additial training areas for

[7:51:54] classroom instruction for the

[7:51:55] officers who participate. I

[7:51:57] haven't gone room by room, but

[7:51:58] I assume that most of the

[7:51:59] classroom facilities would be

[7:52:00] acceptable for that type of use.

[7:52:02] I don't see a large capital

[7:52:03] outlay required, but again,

[7:52:06] this is an initial exploratory

[7:52:07] conversation and we can

[7:52:08] actually go back and do more

[7:52:11] detailed exploration. If it's

[7:52:12] something that the board is

[7:52:14] seriously interested in

[7:52:15] pursuing.

[7:52:16] >> Well, I would I would be

[7:52:17] interested in seeing how we

[7:52:19] could partner, you know, what

[7:52:22] the use would be with other

[7:52:27] municipalities and how if we

[7:52:27] could find other partners and

[7:52:27] safety partners that could make

[7:52:30] this very useful to the entire

[7:52:33] county or maybe to the to the

[7:52:34] region, there's there's

[7:52:35] potential there for sure. I

[7:52:37] think we need to flesh out that

[7:52:38] what that deal looks like.

[7:52:40] >> I agree, ideally, we would

[7:52:42] be looking for grant support

[7:52:43] for to fund training. There are

[7:52:44] grant opportunities that are

[7:52:46] out there. I just saw one, I

[7:52:47] believe, from the Department of

[7:52:48] Justice last week, where

[7:52:50] they're offering training

[7:52:51] dollars to host active shooter

[7:52:53] training and Alice type classes.

[7:52:55] We would the concept that we'd

[7:52:57] be the host, and we would offer

[7:52:58] seats at those classes to local

[7:53:00] agencies in Miami-Dade, Broward

[7:53:01] and Palm Beach County. And we'd

[7:53:03] actually have a full blown

[7:53:05] class a school facility to

[7:53:08] actually conduct us real time

[7:53:10] scenario based training for

[7:53:11] those officers. So they have

[7:53:12] best of breed in training.

[7:53:16] Again, it would be hopefully

[7:53:17] funded as much as we could for

[7:53:18] the courses through grants, but

[7:53:20] we're not. We look for the

[7:53:21] students from the other

[7:53:23] agencies to pay for seats in

[7:53:25] the class to participate, and

[7:53:26] it's a rare opportunity to have

[7:53:28] a facility such as that to do

[7:53:30] real scenario based training.

[7:53:32] So I see it would be a great

[7:53:34] amount of interest periodically

[7:53:35] for agencies to come there and

[7:53:36] take different types of courses.

[7:53:38] But as a training facility, I

[7:53:40] just don't see a large see it

[7:53:43] as a large revenue generator.

[7:53:44] We would look certainly to

[7:53:45] break even, but without.

[7:53:47] >> Yeah, I mean, I think that's

[7:53:48] what we would like to see. I

[7:53:49] mean, at the very least that

[7:53:51] this isn't going to cost us

[7:53:52] more money because I think

[7:53:53] we're trying to save money, not

[7:53:55] spend more money. So and then

[7:53:58] with the option two, and I

[7:53:59] apologize if I if this has

[7:54:00] already been answered, but

[7:54:03] there's not a need for extra

[7:54:05] district room. Okay. So I, you

[7:54:07] know, I, I would like to see

[7:54:09] option one fleshed out so that

[7:54:10] we have something to really

[7:54:12] make a decision about. And then

[7:54:14] I'm also open to option three

[7:54:18] for that. And let me go back

[7:54:31] here. And then I, I'll wait to

[7:54:32] hear from everyone else or I'd

[7:54:33] like to hear from MISS Rupert

[7:54:35] about her positions on Margate

[7:54:39] and Deerfield. I don't.

[7:54:42] >> Is MISS Rupert on the line?

[7:54:44] >> No, she's in the hospital,

[7:54:44] so.

[7:54:46] >> But before she left, she did

[7:54:48] say that she MAY have to leave,

[7:54:49] but she did. Go ahead.

[7:54:53] >> No, I was going to speak. I.

[7:54:55] MR. Bruno, I don't know if it's

[7:54:57] appropriate, but what we talked

[7:54:59] about in one on one, and I did

[7:55:01] hear her support for one thing,

[7:55:04] but she did exercise her

[7:55:07] support for both Deerfield and

[7:55:09] Margate. When we spoke

[7:55:11] yesterday, or I guess that was

[7:55:12] yesterday. Yes, yesterday was

[7:55:14] Monday, just fyi. I know it's

[7:55:16] not official for the board, but

[7:55:17] just to give you a workshop.

[7:55:19] Yeah. Give you feedback of what

[7:55:20] she supported when we when we

[7:55:22] spoke. And I know she's she.

[7:55:23] >> Spoke publicly before she

[7:55:24] left here today.

[7:55:25] >> For Margate for sure. Yes,

[7:55:26] yes.

[7:55:27] >> For what.

[7:55:28] >> She said. Oh she said yes

[7:55:31] for, for a pause on Margate

[7:55:33] with the idea of a, of a

[7:55:34] replacement of a replacement

[7:55:38] school and yes, for the

[7:55:40] easement for Deerfield Beach.

[7:55:41] Yep.

[7:55:43] >> So we're so we're right now

[7:55:45] we're just directing to pause

[7:55:47] on further renovations at

[7:55:49] Margate Middle. And then we

[7:55:50] would decide later if we were

[7:55:52] going to do a replacement.

[7:55:54] >> Correct.

[7:55:55] >> Do you want to speak? Go

[7:55:56] ahead.

[7:55:58] >> Well, yeah. Mark Dorset,

[7:56:00] chief facility officer, task

[7:56:02] assigned. Yeah, that was one of

[7:56:04] the requests. But based on what

[7:56:07] we were looking to spend in

[7:56:09] Margate, we thought it would be

[7:56:11] beneficial to, to, to look at

[7:56:14] another possibility. Right now

[7:56:17] the school is functioning. It's

[7:56:19] an old school. It was built in

[7:56:21] 1966. So whatever we do to it,

[7:56:24] it'll still be a 66 building.

[7:56:26] So what we thought about doing

[7:56:30] is looking at replacing Margate

[7:56:32] Middle School. That that was

[7:56:35] the discussion we had with the

[7:56:37] redefining team with Doctor

[7:56:39] Wanza and some of the my team

[7:56:41] from Office of Capital Programs.

[7:56:43] We really, really looked into

[7:56:46] what they've done so far, what

[7:56:47] they're asking for additional

[7:56:49] dollars to do. And we didn't

[7:56:51] think it was prudent to pursue

[7:56:54] that any further. We thought we

[7:56:57] would stop now and look at a

[7:57:00] different way of, of, of, of

[7:57:02] supporting the kids at Margate

[7:57:02] Middle.

[7:57:04] >> And I appreciate that. So

[7:57:05] thank you for that. Is this a

[7:57:07] is this the type of project

[7:57:10] where we can continue to have

[7:57:11] the kids at school while we're

[7:57:13] building other buildings?

[7:57:14] >> Yes. The school right now

[7:57:16] can function as it is this the

[7:57:20] the site has enough real estate

[7:57:23] to build another complete

[7:57:25] middle school on site, while

[7:57:28] the occupy the existing

[7:57:28] building.

[7:57:30] >> Okay. All right, I, I don't

[7:57:32] object to that. And then the

[7:57:35] Deerfield Beach. Can you just

[7:57:36] explain that real quick?

[7:57:38] >> Sure. So so Deerfield Beach

[7:57:40] Elementary School is a large

[7:57:41] footprint, but there's a

[7:57:44] parking lot area that the that

[7:57:47] has been rented by the district,

[7:57:49] rented from the district for

[7:57:50] decades for parking space for

[7:57:53] the library. That's right there.

[7:57:55] And I kind of put the map.

[7:57:56] >> On slide 29.

[7:57:58] >> And so basically they

[7:58:00] instead of entering an

[7:58:01] agreement, every single or

[7:58:03] every so many years for that

[7:58:06] space for parking the, the city

[7:58:07] is interested in purchasing

[7:58:10] that shaded area at the bottom

[7:58:13] right for the parking for the

[7:58:15] library.

[7:58:16] >> Okay. Yeah, I have no

[7:58:18] problem with that. I support

[7:58:21] that. Thank you.

[7:58:23] >> Thank you. DR. Zeman.

[7:58:24] >> Thanks so much. I'll I'll

[7:58:25] start with yours, Maura, that

[7:58:27] you just finished with just in

[7:58:30] general, bad business practice

[7:58:32] to sell land. If they're happy

[7:58:33] with the rental and they're

[7:58:35] going to do it every year, it's

[7:58:36] really better for Broward

[7:58:38] County schools to own the land,

[7:58:39] particularly every time you

[7:58:41] give up a little bit, the value

[7:58:43] of land is disproportionate to

[7:58:45] the total size. So if you take

[7:58:47] 210 acre plots and put them

[7:58:47] together, they're worth four

[7:58:49] times as much as they were

[7:58:50] separately. So just as a

[7:58:52] principle, I wouldn't be in

[7:58:53] favor of this because if it

[7:58:54] ain't broken, why do we want to

[7:58:57] fix it on Seagull? You know,

[7:58:58] Seagull is a really interesting

[7:58:59] piece. Again, total business

[7:59:01] practice type thing. It is

[7:59:04] contiguous with Witten. Witten

[7:59:06] has amazing programs. We're

[7:59:07] always going to offer those

[7:59:08] programs. They MAY actually be

[7:59:09] better somewhere else someday

[7:59:11] though. And Witten and Seagull

[7:59:13] together again becomes a much

[7:59:14] more valuable piece of land.

[7:59:16] It's in a commercial space,

[7:59:17] commercial space, a lot more

[7:59:18] valuable right now than

[7:59:19] especially light industrial

[7:59:20] space. Much more valuable than

[7:59:22] residential. Right, Ryan? We

[7:59:23] can make more money doing that.

[7:59:25] I know you're nodding for me.

[7:59:26] Thanks, Ryan. But the but we

[7:59:27] have to be thoughtful about it.

[7:59:29] That's why I like the idea of

[7:59:35] using option two at at Seagull.

[7:59:36] If you can use three with the

[7:59:38] chief and not put in any money

[7:59:40] and just. It's almost whether

[7:59:41] you put office space there or

[7:59:42] you put public service center

[7:59:44] with no improvements, no

[7:59:45] capital improvements, I think

[7:59:46] that's great. There is a

[7:59:48] boatload of federal money

[7:59:50] available for law enforcement

[7:59:51] training, and there's just not

[7:59:52] enough sites in the world. So

[7:59:54] if we have a site, you can come

[7:59:55] in and do the cool stuff, you

[7:59:56] know, the close quarter drills,

[7:59:58] the little people that pop up

[7:59:59] around the corner and

[8:00:00] everything, that could be great

[8:00:01] for us and great for our kids

[8:00:03] everywhere, because SROs and

[8:00:05] local police and Bsos can all

[8:00:07] practice in a school site. So

[8:00:08] that's not a bad option, nor is

[8:00:09] it a bad option for Doctor

[8:00:11] Hepburn to move a another

[8:00:13] division to that site. But if

[8:00:14] we hold on to that land for a

[8:00:16] year or two, we can figure out

[8:00:18] what to do with Witten as we

[8:00:20] get the fca done. As we get our

[8:00:21] master planner here. Boy, I

[8:00:22] cannot wait for the master

[8:00:23] planner to show up, because

[8:00:25] right now I feel like we're

[8:00:27] pausing on Margate Middle. I

[8:00:28] definitely agree with you.

[8:00:30] Pause. Let's get a real if you

[8:00:31] don't mind, I'm just going to

[8:00:33] add to your recommendation.

[8:00:34] Let's pause on Margate Middle,

[8:00:35] but let's get like a good

[8:00:37] estimate of what it would cost

[8:00:38] to build a good one. Not within

[8:00:40] 20 million, but within 5

[8:00:41] million, so that we actually

[8:00:42] know what we're committing to

[8:00:44] that site. My understanding of

[8:00:45] Margate Middle is there's

[8:00:46] plenty of students in the

[8:00:48] boundary area. They just choose

[8:00:49] to go to other schools because

[8:00:51] that facility is. I'm a little

[8:00:52] offended, Mark, that you said

[8:00:54] things invented in 1966 are no

[8:00:57] good anymore. But but I'll let

[8:01:00] that slide today. So that's

[8:01:03] great. On the trail's end site,

[8:01:04] I want to thank Broward Health.

[8:01:07] I want to thank MISS Hixon and

[8:01:09] MISS Alhadeff for everybody

[8:01:11] that came together from Jafco

[8:01:13] to to really put this together.

[8:01:15] Thank you, Cindy, for coming.

[8:01:16] And thank you for your support

[8:01:18] to this from the very beginning

[8:01:19] and to your support to all of

[8:01:22] our kids in so many programs.

[8:01:24] But that is a good deal for us.

[8:01:26] What you what you love about

[8:01:28] this deal. By the way, Maura,

[8:01:29] 14 million in the bank in the

[8:01:31] next 60 days. And it's all

[8:01:32] capital money. So it's you know,

[8:01:33] we've got capital money, but

[8:01:35] it's great to have $14 million

[8:01:36] quickly from Broward Health

[8:01:38] rather than to wait around

[8:01:40] forever. To my knowledge,

[8:01:41] Doctor Hepburn, that money is

[8:01:42] going to move pretty fast as

[8:01:44] soon as we get the contract

[8:01:45] signed. I think they have 30 or

[8:01:46] 60 days.

[8:01:46] >> Yes. Correct.

[8:01:48] >> So that's terrific. Look

[8:01:49] forward to to helping.

[8:01:51] >> This 120. Okay. I know it's

[8:01:54] a 30 days for something in.

[8:01:56] >> The but it's not 60 days. I

[8:01:57] just don't want us to walk away.

[8:01:59] Think okay, correct. Okay.

[8:02:01] >> I am confident that Broward

[8:02:02] Health is going to write us a

[8:02:04] check even faster than the the

[8:02:05] minimum requirement. They're

[8:02:07] afraid some crazy school board

[8:02:08] member will haul them in here

[8:02:09] to negotiate again or something.

[8:02:13] So am I right, Dave, am I right?

[8:02:14] Thank you sir, I appreciate

[8:02:16] that. Yeah. We can negotiate

[8:02:17] the payment terms if you like.

[8:02:21] My colleagues would kill me. So

[8:02:23] we did. We did Deerfield

[8:02:24] Elementary because it just

[8:02:25] doesn't make any sense. And,

[8:02:27] Margaret, what we're asking for,

[8:02:30] MR. Dorset, is to pause this

[8:02:31] change order. Let's get a good

[8:02:33] cost estimate, bring it back to

[8:02:35] the board, and let's figure out

[8:02:36] where we want to go. Love,

[8:02:40] Broward Health North Ft. The

[8:02:42] only thing that I mean, I love

[8:02:43] the Sistrunk rising. Let's rip

[8:02:45] it and rip it. Let's let's go.

[8:02:46] Right. But, but I'm curious

[8:02:48] about the mix of one, two and

[8:02:50] three bedroom. It's been a real

[8:02:51] eyesore for my developer

[8:02:53] friends to get people to do one

[8:02:54] bedroom studios at any price.

[8:02:56] They just don't want them. So I

[8:02:57] would just be careful of the

[8:02:59] mix that you do there. I know

[8:03:00] it's pre-construction so you

[8:03:01] can move things around, but one

[8:03:03] bedroom studio, 600ft!S or

[8:03:04] there's people just don't want

[8:03:05] them. They'd rather have a two

[8:03:07] bedroom and pay a little bit

[8:03:08] more. So I'll just ask you to

[8:03:10] be careful with, you know,

[8:03:12] people that are building in the

[8:03:13] area. The question that I have,

[8:03:15] Doctor Hepburn, is all is this

[8:03:16] are 300 units reserved for

[8:03:20] Broward County school employees.

[8:03:23] >> Not a Wanza.

[8:03:24] >> Do you want to speak? I

[8:03:26] believe I know the answer, but

[8:03:27] go ahead. I don't want to speak

[8:03:29] for you. If it's okay. Can they

[8:03:30] answer the question, MADAM

[8:03:30] Chair?

[8:03:31] >> It's okay. Can talk in any

[8:03:32] of my meetings?

[8:03:34] >> Okay. Thank you. In terms of

[8:03:36] the units, I want to be careful

[8:03:38] about the wording because we're

[8:03:39] trying to make sure we fully

[8:03:40] comply with state laws. And

[8:03:42] state laws were recently

[8:03:45] modified to allow for us to

[8:03:46] provide this preference. Prior

[8:03:48] to that, the Fair Housing Act

[8:03:50] would have essentially mandated

[8:03:51] everyone. So that's the only

[8:03:52] reason I'm being careful about

[8:03:55] the wording. There will be a

[8:03:56] priority preference plan. And

[8:03:58] so what that will mean and what

[8:04:00] we can do legally is we can

[8:04:02] offer first choice for an

[8:04:04] extended period of time to the

[8:04:06] employees that you tell us are

[8:04:07] qualified, whether that process

[8:04:08] is a simple process or an

[8:04:10] extended process, there would

[8:04:12] be a preference. And so any

[8:04:14] unit that's available, the plan

[8:04:16] that I mentioned would

[8:04:17] stipulate the way that we make

[8:04:19] it known to your employees, and

[8:04:21] they would have first choice to

[8:04:22] come. We would stipulate a

[8:04:23] certain period of time, those

[8:04:24] units would be available for

[8:04:27] your employees. That would

[8:04:28] consist, that would continue

[8:04:30] for the entire term of the

[8:04:31] lease. So every unit, every

[8:04:33] time it's available, would be

[8:04:36] made available with a priority

[8:04:38] basis to your employees, to the

[8:04:39] fullest extent of the state

[8:04:41] laws. And the second, the state

[8:04:43] laws allow us to guarantee and

[8:04:44] reserve it and preserve it for

[8:04:46] you. We'll do that as well.

[8:04:47] >> And if we need the lawyers

[8:04:49] that are doing the Dave Thomas

[8:04:50] thing to come talk to you guys

[8:04:52] about how they did it, they're

[8:04:53] they did 100% forever. So we

[8:04:55] can we can give you their phone

[8:04:56] number. We welcome. This is a

[8:04:58] 99 year lease. Will this be

[8:05:00] affordable housing for 99 years?

[8:05:02] >> Yes. So we are offering

[8:05:03] perpetuity full term of the

[8:05:04] lease. We will keep it

[8:05:07] affordable. I have the

[8:05:08] developer in the back room, and

[8:05:09] we've confirmed that. They

[8:05:11] actually corrected me and told

[8:05:12] me perpetuity. I said an

[8:05:13] extended period of time and

[8:05:15] they said perpetuity. So thank

[8:05:17] you for as long as we're there.

[8:05:18] >> Yes. Last question. There's

[8:05:19] a clause in here about

[8:05:20] potential purchase of that

[8:05:22] townhouse land. I do not

[8:05:25] support that. I, I appreciate

[8:05:26] the 99 year lease that would

[8:05:28] allow people to move from

[8:05:31] rental to a version of

[8:05:32] ownership, right? With the 90

[8:05:34] year lease without us having to

[8:05:36] give the, the right for you to,

[8:05:38] as a developer to own that land

[8:05:39] and sell it to the people,

[8:05:40] right? There's nothing that

[8:05:41] stops somebody from buying a

[8:05:43] piece of property that's on a

[8:05:44] 99 year lease property.

[8:05:45] >> We're not making it. It's

[8:05:47] not a make or break. It's, it's

[8:05:49] important to us. We're going to

[8:05:51] try to figure it out. I think

[8:05:53] your staff, MR. Particularly

[8:05:53] specifically highlighted some

[8:05:55] of the challenges to provide

[8:05:57] homeownership on deeded land. I

[8:05:58] mean, on lease land,

[8:05:59] particularly owned by a

[8:06:01] government agency, as we said

[8:06:04] to him. And we'll say, here is,

[8:06:05] whatever the terms, we will try

[8:06:08] to maximize the opportunity. So

[8:06:09] if and we would like to

[8:06:11] purchase it. But I respect the

[8:06:12] perspective that you've offered.

[8:06:14] If we weren't allowed to

[8:06:16] purchase it, we would go to the

[8:06:17] next best option. And we think

[8:06:19] there are two pathways. One is

[8:06:22] to do as you say, pursue, you

[8:06:24] know, pursuewnership on a 99

[8:06:26] year lease to the extent that

[8:06:27] the banks and the insurance

[8:06:28] companies will approve it. And

[8:06:30] if that's not viable, then we

[8:06:31] would go down the path of

[8:06:34] rental, but still a townhouse

[8:06:35] configuration for a family unit.

[8:06:36] But rental.

[8:06:37] >> I totally understand. I

[8:06:39] appreciate the effort. Last

[8:06:41] question on the public land

[8:06:43] available. That's right now

[8:06:45] potentially of high

[8:06:47] archeological value, regardless

[8:06:49] of what the final determination

[8:06:50] of that is. Do you are you in

[8:06:52] your proposal leaving that to

[8:06:53] be public land?

[8:06:54] >> That's our intent.

[8:06:55] Absolutely terrific. And so

[8:06:57] we've programed it in our site

[8:06:59] plan as public land. We would

[8:07:00] anticipate that the development

[8:07:01] agreement, if we had the good

[8:07:03] grace of the board to negotiate

[8:07:05] the development agreement,

[8:07:06] would include an attachment of

[8:07:08] our master development such

[8:07:10] that no materially significant

[8:07:12] changes could be made without

[8:07:14] us consulting you. And so one

[8:07:15] of our offer is meaningful

[8:07:17] public land. In addition to the

[8:07:19] inclusion of a transportation

[8:07:21] hub, assuming the collaboration

[8:07:23] with the county.

[8:07:24] >> Terrific. And Doctor Hepburn,

[8:07:25] the 5000ft!S of training space

[8:07:26] is of some value to you.

[8:07:27] >> Yes, absolutely.

[8:07:29] >> It's a nice place to get.

[8:07:30] >> Centrally located, easy to

[8:07:31] get off of 95 for many staff.

[8:07:33] >> How many people can fit in

[8:07:35] 5000ft!S? Is that 100.

[8:07:36] >> Standing or sitting?

[8:07:40] >> But okay, it's all good.

[8:07:42] Doctor Wanza anything else I

[8:07:45] missed?

[8:07:46] >> I don't think so. Unless

[8:07:47] you're good with the workshop

[8:07:49] topics. What we included on

[8:07:50] slide 36, if you're good with

[8:07:51] those.

[8:07:52] >> And I don't know if you

[8:07:54] mentioned the Deerfield Beach.

[8:07:57] >> He did said that he's in

[8:07:58] Deerfield Beach. You said lease

[8:08:00] do not sell.

[8:08:00] >> Absolutely. Yeah.

[8:08:02] >> We're not. Not in the.

[8:08:06] >> Business right now. I'm

[8:08:08] sorry. Are you asking about

[8:08:09] items on 36.

[8:08:11] >> On slide 36? That's what we

[8:08:15] have right now. Plan to talk

[8:08:16] with the board as we begin, as

[8:08:18] we kick off redefining for next

[8:08:19] school year. And so I didn't

[8:08:22] know if this we just wanted the

[8:08:23] board to know we always like

[8:08:24] the board and to see if the

[8:08:26] board wants to add any other

[8:08:28] topics or look for something

[8:08:29] specific in these items. But we

[8:08:30] just wanted the board to know

[8:08:32] that when we come back on the

[8:08:33] 21st of JULY.

[8:08:36] >> The only thing I'd ask is to

[8:08:38] elucidate a little bit more on

[8:08:39] the question that I asked,

[8:08:41] getting us to 110%.

[8:08:41] >> Yes.

[8:08:42] >> I think that the board

[8:08:44] deserves to know what the art

[8:08:46] of the possible is for us to

[8:08:47] redefine how many schools and

[8:08:48] what specific feeder patterns

[8:08:50] would be affected. I'm not

[8:08:52] going to prejudge what this

[8:08:53] board is going to do, but I

[8:08:54] think it's very important for

[8:08:56] the board to know the answer to

[8:08:57] that question in some detail.

[8:08:58] >> I appreciate.

[8:09:01] >> It, thank you ma'am.

[8:09:03] >> DR. Zeman just to to clarify,

[8:09:05] where were you on The Seagull?

[8:09:07] I heard you express interest in

[8:09:10] option two and one.

[8:09:11] >> If they don't have any

[8:09:11] construction requirements, if

[8:09:13] they can just move in as it's

[8:09:14] currently built and do the

[8:09:16] training, that's another way to

[8:09:17] hold on to that land for a year

[8:09:19] until we figure out what to do

[8:09:20] with the contiguous space.

[8:09:23] >> Got it. Okay. Thank you. I

[8:09:26] have MISS Thompson.

[8:09:29] >> Thank you chair, I'll be

[8:09:32] quick. I am also in favor of

[8:09:34] First Eagle to look at option 1

[8:09:37] or 3 like DR. Holness and

[8:09:39] Bulman said for Norfolk, I

[8:09:43] would like to go forward with

[8:09:45] rising. I do think home, the

[8:09:48] home ownership component, is

[8:09:50] something that is so important

[8:09:52] and very much lacking in the

[8:09:54] affordable housing workforce

[8:09:56] development housing space. So

[8:09:58] if in order to make that

[8:09:59] possible, we need to sell that

[8:10:02] piece of land to them, I would

[8:10:04] be for that because we're still

[8:10:06] losing the other part. And it's

[8:10:07] hard to build home ownership on

[8:10:09] land that you don't actually

[8:10:13] own. As far as Margate Middle,

[8:10:16] I am in agreement with doing a

[8:10:19] new building, Deerfield Beach

[8:10:23] Elementary. I think I would

[8:10:25] like to see how much that

[8:10:26] they're willing to pay for that

[8:10:28] land, and then determine

[8:10:30] whether the lease makes sense

[8:10:32] or not, because are they still,

[8:10:34] I guess, the question, are they

[8:10:36] interested in continuing the

[8:10:37] lease if we don't want to sell

[8:10:40] it, or are they going to find

[8:10:45] land elsewhere?

[8:10:46] >> Just the point of correction

[8:10:47] is an easement. It's not a

[8:10:49] lease. And that was done a long

[8:10:51] time ago. It's kind of a weird

[8:10:52] arrangement to use an easement.

[8:10:56] So the easement is still

[8:10:58] continuing and it's not really

[8:11:01] negatively impacting the school.

[8:11:05] So the part the I'm sorry,

[8:11:07] Chris was the director of

[8:11:09] facility planning real estate.

[8:11:10] >> The city.

[8:11:11] >> The city has been using the

[8:11:14] parking area for a long time.

[8:11:15] They just thought they would

[8:11:16] purchase it, but it was

[8:11:18] conveyed, not conveyed. But

[8:11:19] it's an easement, which is kind

[8:11:22] of weird.

[8:11:24] >> Okay, so are they paying for

[8:11:25] the easement?

[8:11:26] >> Well, they would like.

[8:11:27] >> To buy.

[8:11:28] >> No, no no they don't. No,

[8:11:29] they're not paying for these

[8:11:31] men. But but they would like to

[8:11:32] bite.

[8:11:34] >> So right now we're getting

[8:11:36] nothing. But we could get

[8:11:37] something if we let them buy it.

[8:11:39] >> Correct.

[8:11:40] >> All right. So I'm in favor

[8:11:47] of that plan then. And then. As

[8:11:50] far as the Broward health, I

[8:11:52] think that's a good solution.

[8:11:54] And I'm happy that that has

[8:11:57] come to fruition. And then I

[8:12:00] have some questions on the 3 or

[8:12:04] 4 potential sites for housing.

[8:12:07] How are we going to go about

[8:12:08] talking to those communities?

[8:12:10] Because I think at least one is

[8:12:13] a pretty high traffic could

[8:12:15] potentially do some traffic

[8:12:17] impacts. Same with Willoughby

[8:12:19] because I was a social worker

[8:12:21] there. So what is that process?

[8:12:23] If we give the green light to

[8:12:28] go ahead with those?

[8:12:31] >>>> Oka so it would kd d of

[8:12:32] mirror the process that we are

[8:12:34] doing now with the Dave Thomas

[8:12:36] site. So the first thing MR.

[8:12:39] Russo has actually he's in

[8:12:41] conversation with the city

[8:12:42] managers of the three cities to

[8:12:44] see, first of all, where, where

[8:12:46] would the city sit in this? And

[8:12:48] then once we know where the

[8:12:49] cities would sit, then we would

[8:12:50] have the conversation,

[8:12:51] obviously with the local

[8:12:53] communities and have and see if

[8:12:55] that is something that they

[8:12:57] would want to see. So we would

[8:12:59] follow kind of the same

[8:13:00] methodology that we are doing

[8:13:03] with the current plan up at

[8:13:06] Dave Thomas. So first, so our

[8:13:08] first conversation is with the

[8:13:09] cities to see if that's

[8:13:10] something that the

[8:13:12] municipalities are interested

[8:13:14] in, in even going down that

[8:13:18] path. As far as opportunities

[8:13:20] to erect affordable housing in

[8:13:21] the community. And then we

[8:13:23] would then have to go in those

[8:13:25] local communities and have the

[8:13:27] conversation to see, to see

[8:13:29] where, what their input and

[8:13:30] what their thought processes

[8:13:33] are. Obviously, we've had some

[8:13:35] conversation with the school

[8:13:37] principals, and then we would

[8:13:39] have to we would certainly have

[8:13:41] to then come back here to the

[8:13:43] board and explain all of the

[8:13:45] feedback that we've received,

[8:13:47] and then get direction from the

[8:13:49] board on next steps. Yes, Chris,

[8:13:51] you MAY add to it.

[8:13:52] >> We've already spoken to the

[8:13:55] city manager for Plantation and

[8:13:57] Sunrise Plantation seems to be

[8:13:58] receptive, and they're willing

[8:14:01] to work with us. The City of

[8:14:03] Sunrise is going to get back to

[8:14:04] us in 30 days. They just want

[8:14:06] to do some additional due

[8:14:08] diligence, but they didn't push

[8:14:09] back. We are still trying to

[8:14:11] get a meeting with the City of

[8:14:12] Margate City manager, so that's

[8:14:16] where we are.

[8:14:18] >> Okay, I, I think there's a

[8:14:20] need in in Broward County for

[8:14:21] housing. And just to be clear,

[8:14:24] we would never be managing this

[8:14:26] housing for anyone who's going

[8:14:29] to start writing that. But I

[8:14:31] remember from previous

[8:14:32] conversations that there was a

[8:14:35] lot of pushback about housing,

[8:14:37] in particular from 1 or 2 of

[8:14:39] the Margate commissioners. So I

[8:14:41] don't know how that would go

[8:14:44] over. And I don't want to I

[8:14:46] want this to be a partnership

[8:14:48] with our cities. So I think if

[8:14:51] they are against it, then I

[8:14:52] would not be able to support it.

[8:14:54] But if there seems to be some

[8:14:56] some interest from those cities,

[8:14:57] then I would like us to explore

[8:15:01] it further. And then last

[8:15:02] comments, I think, for the

[8:15:05] presentation on the 21st, that

[8:15:07] that looks good. And can we

[8:15:12] also just include an update on

[8:15:14] how the district assisted with

[8:15:16] the closed school staff, like

[8:15:18] moving locations and kind of

[8:15:20] the impact bargaining that we

[8:15:22] did with the unions, like what

[8:15:24] the outcome of that was and how

[8:15:26] the teachers are feeling about

[8:15:28] being relocated.

[8:15:29] >> Yes.

[8:15:30] >> I would appreciate that

[8:15:31] component. Okay. And then

[8:15:32] that's, that's all for me.

[8:15:35] Thank you chair.

[8:15:39] >> Thank you, MR. Cervera.

[8:15:40] >> Let's see if we can land the

[8:15:43] plane here. Right. So I'm in

[8:15:47] favor of rising. Yes. To Eagle

[8:15:52] Haven. The idea that DR. Zeman

[8:15:54] had, which I thought was a good

[8:15:56] one on one and or two,

[8:15:59] depending on costs, on one

[8:16:01] pause on Margate Middle. And

[8:16:04] yes, to the easement. I'm just

[8:16:05] confirming because I've heard

[8:16:06] lease and I've heard easements

[8:16:08] confirming it is an easement

[8:16:10] agreement. Correct.

[8:16:11] >> It's an easement. Okay.

[8:16:12] >> Yeah. I'm in favor. Thank

[8:16:14] you.

[8:16:15] >> Thank you. And I just had a

[8:16:18] few questions and a few

[8:16:22] comments. So I want I want my

[8:16:23] colleagues to be kind of clear

[8:16:26] eyed about what option one

[8:16:30] would look like at Seagull. I

[8:16:33] would want to see, like many of

[8:16:34] my colleagues, what it would

[8:16:37] cost for us to invest money to

[8:16:40] make option one happen. I know

[8:16:41] that when the city of Fort

[8:16:42] Lauderdale was looking at

[8:16:43] turning it into a public safety

[8:16:46] training complex, it was going

[8:16:49] to be over $1 million just to

[8:16:52] plan the design for that

[8:16:54] facility. I know that, or at

[8:16:55] least what I'm hearing from

[8:16:56] Chief Gregory, is it wouldn't

[8:16:58] be, you know, as extensive as

[8:16:59] what the city of Fort

[8:17:01] Lauderdale was talking about.

[8:17:03] But I would need to see the

[8:17:04] amount of money we would have

[8:17:06] to invest to create, to make

[8:17:08] that a public safety complex.

[8:17:11] But also, again, I want to

[8:17:13] remind my colleagues that there

[8:17:16] is a daycare on campus or there

[8:17:18] will be at well, it is at

[8:17:21] Wilton right now. So hearing

[8:17:22] that we would be doing active

[8:17:25] shooter trainings at Seagull or

[8:17:27] on the Seagull site, I have

[8:17:29] some questions about that. Like,

[8:17:31] would that be after school

[8:17:35] hours?

[8:17:36] >> Go ahead, Chief Gregory.

[8:17:37] >> Mike. Mike Gregory Chief

[8:17:39] Safety and Security Officer No,

[8:17:41] it would we haven't fleshed out

[8:17:43] a schedule yet. We'd have to

[8:17:44] get back with you. What that

[8:17:45] would look like. Ideally, it

[8:17:48] would be at the times that the

[8:17:50] the different agencies officers

[8:17:52] were available. So that's

[8:17:53] typically the day shift hours.

[8:17:54] But they obviously have

[8:17:55] officers that work night shift

[8:17:57] as well. So it'd be a different

[8:17:58] hours. I would be mindful to

[8:18:01] say that they aren't actually

[8:18:04] shooting live ammunition during

[8:18:06] training. It's a sim munitions,

[8:18:08] which are much quieter in

[8:18:09] nature, and they aren't quite

[8:18:11] as disruptive. There would be

[8:18:13] sound effects inside the

[8:18:17] building to simulate actual

[8:18:19] training and real live training

[8:18:20] environment, but it wouldn't be

[8:18:21] such that it would disturb the

[8:18:23] neighborhood. It wouldn't be to

[8:18:25] that extent.

[8:18:26] >> Okay, I would really, in

[8:18:27] order to feel comfortable with

[8:18:32] that, I would need to be

[8:18:34] assured that, like the students

[8:18:39] at Wilton would not feel the

[8:18:41] impacts here in mostly like

[8:18:43] sound would not hear the

[8:18:46] impacts of such training. And

[8:18:49] then I would also want to know

[8:18:51] how much we would be able to

[8:18:53] charge external agencies for

[8:18:55] taking those classes. So I

[8:18:56] don't know if, Doctor Hepburn,

[8:18:58] you've captured that.

[8:18:59] >> I'm catching it now.

[8:19:04] >> Okay. And I'll just say like,

[8:19:06] as a teacher, I participated in

[8:19:08] active shooter training where,

[8:19:11] you know, it was obviously not

[8:19:13] live rounds, but the sound

[8:19:15] effects were quite, quite loud.

[8:19:20] So I just, I have concerns. I

[8:19:22] am a well, so I had some

[8:19:23] questions for the Sistrunk

[8:19:26] rising team. And, you know, I

[8:19:28] had a meeting last week. So

[8:19:30] none of these questions are a

[8:19:31] surprise. But I think it's

[8:19:33] important for the public to

[8:19:34] understand the answers to some

[8:19:37] of these questions. Where is

[8:19:39] the financing coming from for

[8:19:41] this project?

[8:19:42] >> Absolutely. Thank you for

[8:19:44] the question. The project, as

[8:19:45] proposed, includes a couple of

[8:19:47] different components that are

[8:19:49] going to be isolated projects,

[8:19:50] and so I have to address them

[8:19:52] individually. The biggest,

[8:19:53] single biggest component would

[8:19:55] be the 300 units of affordable

[8:19:57] housing. And the financing for

[8:20:00] that will be as at low income

[8:20:04] housing tax credits, likely

[8:20:06] bond some bond money for

[8:20:08] percent bond money, and then

[8:20:10] also other typical funds that

[8:20:11] are usually available for

[8:20:13] affordable housing. The county

[8:20:14] no guarantees, but the county

[8:20:16] offers funds for support of

[8:20:18] affordable housing. Select

[8:20:19] cities. Do I know the city of

[8:20:20] Fort Lauderdale is considering

[8:20:22] it? And so in short, that would

[8:20:23] be financed in the same way

[8:20:25] that traditional affordable

[8:20:27] housing is financed. It is

[8:20:29] structured between the 30 and

[8:20:32] 80% Ami to be optimally

[8:20:34] attractive to that funding

[8:20:36] mechanism. So that's one

[8:20:38] component, the townhouses of

[8:20:40] which there will be 18

[8:20:42] townhouses. You know, we're

[8:20:43] we're talking about the deeded

[8:20:45] or not deeded, but let's let's

[8:20:48] assume there's a ownership

[8:20:51] component. They they would be

[8:20:54] financed by in the same way

[8:20:56] that typical workforce, sort of

[8:20:59] single lot housing is financed.

[8:21:01] Our partner in that regard has

[8:21:03] actually undertaken multiple

[8:21:04] transactions within the city of

[8:21:06] Fort Lauderdale within the last

[8:21:08] five years. So the intent would

[8:21:10] be to use many of the same

[8:21:12] programs that are built for

[8:21:14] middle class individuals to own

[8:21:17] houses to do just that, just so

[8:21:18] you can understand the

[8:21:19] perspective from a timing

[8:21:21] standpoint. The site currently

[8:21:24] is not zoned for commercial and

[8:21:25] or residential development, so

[8:21:27] there would likely be a ten

[8:21:29] plus month period of time with

[8:21:30] which we would navigate the

[8:21:32] process with the city. We would

[8:21:34] also, in parallel, use that

[8:21:37] time to line up financing

[8:21:39] options for the projects.

[8:21:41] Finally, the final component of

[8:21:42] significance would be the hotel

[8:21:44] that would be financed using

[8:21:46] traditional market rate funding

[8:21:48] mechanisms, a hotel of that

[8:21:50] nature, likely in the range of

[8:21:53] 125 rooms, would consist of

[8:21:56] somewhere around 60 to 65% debt

[8:21:58] that would be offered by the

[8:22:00] market. We would bring in a we

[8:22:02] would have to ultimately get a

[8:22:03] license agreement or a

[8:22:04] franchise agreement with a

[8:22:06] national hotel company to come

[8:22:07] in, and that would likely come

[8:22:10] with a developer who's done

[8:22:12] multiple of those properties to

[8:22:15] build that out. None. To be

[8:22:17] clear, there would be no

[8:22:19] expectation of any funding

[8:22:21] being provided by the district.

[8:22:23] No request, no expectation of

[8:22:25] that. You would be offering the

[8:22:26] land, and we would then

[8:22:28] subsequently lease the land. We

[8:22:29] expect that if you were to give

[8:22:31] us a good grace of negotiating

[8:22:33] a lease agreement, that the

[8:22:35] lease agreement would have some

[8:22:37] provisions in there that say,

[8:22:39] if things are taken too long

[8:22:42] and that there would be

[8:22:43] repercussions to allow the

[8:22:44] district to move forward with

[8:22:46] the property. Does that answer

[8:22:48] your question, chair Leonardi

[8:22:48] yes.

[8:22:51] >> Thank you. Can you go over

[8:22:53] the timeline for this? So if we

[8:22:55] give direction today that we

[8:22:57] want to move forward with

[8:23:00] Sistrunk rising, what what are

[8:23:03] the next steps? When can we

[8:23:05] expect shovels in the ground?

[8:23:08] When can we expect this to be

[8:23:09] completed? When can we expect

[8:23:11] the district to start earning

[8:23:12] money from the lease agreement?

[8:23:14] >> Sure. And I could hear the

[8:23:15] smiles behind me already, but

[8:23:18] I'll hazard an attempt to be

[8:23:19] responsive to you. So first, if

[8:23:23] we were to get a I'm not going

[8:23:25] to be presumptive, but if as we

[8:23:27] go forward with consensus, we

[8:23:28] would proceed to negotiate with

[8:23:30] your staff, negotiating the

[8:23:32] comprehensive agreements. Can't

[8:23:34] speak about timing, but I know

[8:23:35] given the way these things are,

[8:23:38] we're prepared to negotiate

[8:23:39] expediently. So we think

[8:23:40] there's an opportunity to have

[8:23:42] that. Back to you for

[8:23:43] consideration by the fourth

[8:23:45] quarter of this year,

[8:23:46] potentially the third quarter

[8:23:48] of this year. And you would

[8:23:49] have a lease agreement and a

[8:23:50] development agreement if that

[8:23:53] were approved going forward, we

[8:23:54] would then immediately spring

[8:23:56] into two things. As you've

[8:23:58] alluded to earlier, there are

[8:24:01] some considerations relative to

[8:24:03] Seminole, Indian, Seminole,

[8:24:05] Indian artifacts, potentially,

[8:24:06] or sites of significance that

[8:24:08] are there. There's a state

[8:24:09] process that is stipulated. You

[8:24:11] all have started that with some

[8:24:12] of your studies. So we would

[8:24:15] undertake that process in

[8:24:17] parallel. We would start to

[8:24:19] work on the entitlements

[8:24:22] process with the city. We

[8:24:23] expect that process to take ten

[8:24:24] months, so it's going to take

[8:24:26] us ten months to get the site

[8:24:28] zoned so that we have the right

[8:24:30] to build the kind of uses that

[8:24:33] we are proposing. Yeah. As I

[8:24:35] mentioned before, in parallel

[8:24:36] and overlaid with that, we

[8:24:38] would be undertaking to explore

[8:24:40] the funding market with a high

[8:24:42] priority being to get the

[8:24:45] affordable going as quickly as

[8:24:47] possible. The process is

[8:24:49] somewhat uncertain. Our belief

[8:24:51] is that inside of two years

[8:24:53] after, you have allowed us to

[8:24:57] one and very likely more of the

[8:24:58] components the three components

[8:25:00] townhomes, affordable

[8:25:03] apartments and hotel, 1 or 2 of

[8:25:04] those components would have

[8:25:05] been started within that time

[8:25:07] frame, but the first year or so

[8:25:09] we will be working through

[8:25:11] diligently the entitlement

[8:25:13] process and whatever agreement

[8:25:14] we would enter with you would

[8:25:15] stipulate level of effort to

[8:25:17] give you some comfort, and

[8:25:18] there would be coordination

[8:25:19] with your real estate team. So

[8:25:22] they're aware of our movements.

[8:25:24] >> Thank you. And then my next

[8:25:25] question is are for the general

[8:25:30] counsel. Do any aspects of this

[8:25:34] project qualify or meet the

[8:25:39] criteria for a p three?

[8:25:43] >> So. The way it was solicited

[8:25:45] is the only question that I

[8:25:47] would have on that one, because

[8:25:48] it's I'd have to look at the

[8:25:50] history a little bit more to

[8:25:52] determine whether it was not an

[8:25:54] unsolicited proposal. It was an

[8:25:56] unsolicited proposal.

[8:25:56] >> Correct.

[8:25:58] >> Okay. So if it was an

[8:26:01] unsolicited proposal, then yes.

[8:26:04] >> Okay. So I just want to make

[8:26:05] sure that we're in compliance

[8:26:07] with all of our policies and

[8:26:09] all statutes.

[8:26:10] >> So that would be something

[8:26:12] that I will get together with

[8:26:14] staff. I know that we now have

[8:26:16] a policy coming and we have

[8:26:18] processes. We'll just make sure

[8:26:20] that we are in compliance with

[8:26:23] whatever is required.

[8:26:29] >> Okay. All right. For Seagull,

[8:26:33] I am in the minority. I guess I

[8:26:35] would like to pursue option

[8:26:37] three for now, but I would like

[8:26:40] the, you know, since I'm in the

[8:26:41] minority there, I'll I'll go

[8:26:44] with option one and three. I

[8:26:45] would really like to the

[8:26:46] information that I requested

[8:26:48] for option one. I'm in favor of

[8:26:50] a market replacement in favor

[8:26:53] of the Deerfield easement. I

[8:26:55] support MISS Thompson's

[8:26:56] proposal for including, you

[8:26:58] know, how we've dealt with the

[8:27:00] closed schools in the next. In

[8:27:03] the next workshop, I'm in favor

[8:27:04] of the Eagles Haven request,

[8:27:07] like everyone else has said,

[8:27:10] and I am in favor of Sistrunk

[8:27:12] rising. As long as we follow.

[8:27:14] Like all of our policies and

[8:27:19] state statutes and all of that.

[8:27:23] Oh, and then for for a slide 36,

[8:27:27] again, like I would very much

[8:27:31] like to see a formalized

[8:27:36] process for. How we accept

[8:27:37] proposals or how we deal with

[8:27:40] our, our, the properties of the

[8:27:41] schools that we are

[8:27:45] consolidating. I find it really

[8:27:47] I struggle with the fact that,

[8:27:49] you know, land is probably one

[8:27:51] of the most valuable resources

[8:27:56] in Broward. And we really only

[8:27:59] have one proposal for, for a

[8:28:02] very, very valuable piece of

[8:28:04] land, land, a very good

[8:28:05] proposal, but one nonetheless,

[8:28:07] when I think there should be

[8:28:09] much more competition for our

[8:28:11] land. And I think that says

[8:28:12] something about how we are

[8:28:14] going about this process that I

[8:28:15] think needs to be improved,

[8:28:18] like people Should be begging

[8:28:21] us to in competing for for our

[8:28:23] land. So I would really like to

[8:28:25] see in the next workshop, and

[8:28:26] I'll keep saying it because

[8:28:27] I've asked for this, but I

[8:28:29] would really like to see a

[8:28:31] formal process for how we deal

[8:28:35] with our our schools and how we

[8:28:36] accept proposals or whatever

[8:28:39] you want to call it, moving

[8:28:41] forward. MISS Dupree Bruno, did

[8:28:43] you want to? I thought, you

[8:28:43] know.

[8:28:44] >> Well, thank you, MISS

[8:28:45] Leonardi. What I was going to

[8:28:47] say is, is that's what the

[8:28:48] General Council has been

[8:28:49] working on as far as policies

[8:28:52] are concerned, to ensure that

[8:28:54] we do have a formal policy as

[8:28:57] well as procedural standard

[8:28:58] operating procedures,

[8:28:59] procedural manual for how we

[8:29:01] then implement the intent and

[8:29:03] the language and the policy. So

[8:29:05] yes, MISS Leonardi, that would

[8:29:07] definitely, as we launch,

[8:29:08] redefining this third year,

[8:29:10] that would be a very integral

[8:29:12] part of the process.

[8:29:13] >> So the policy is coming to

[8:29:15] the board for the final

[8:29:18] adoption on the 23rd. That's

[8:29:20] the public private partnership

[8:29:21] policy. And there's already a

[8:29:23] draft of the process as well as

[8:29:24] standard operating procedure

[8:29:26] that staff is fine tuning. So

[8:29:28] we can come and share that with

[8:29:30] you when it's finalized.

[8:29:35] >> Thank you, MISS Hixon.

[8:29:36] >> Thank you. Thank you for

[8:29:38] giving me the opportunity to

[8:29:40] weigh in again. I will just say,

[8:29:42] chair, you're not necessarily a

[8:29:44] loner on that. I also think for

[8:29:46] Siegel, I would rather look at

[8:29:49] option three first, although I

[8:29:51] do know that a training

[8:29:52] facility is necessary because I

[8:29:56] had had a number of law

[8:29:58] enforcement officers and

[8:30:00] detectives and stuff asking

[8:30:02] about the opportunity to use

[8:30:05] some of our schools after, you

[8:30:06] know, after school to do some

[8:30:07] of that training, because we

[8:30:09] know the training is really

[8:30:12] important. I, I do share some

[8:30:14] of the concerns that you have,

[8:30:17] and I know that sounds MAY be a

[8:30:20] little less, but they're still

[8:30:22] traumatizing. And again, I know

[8:30:23] it's such an important training

[8:30:28] for students to have. But

[8:30:29] anyway, I mean, it's important

[8:30:31] training for, for the police to

[8:30:34] have in order to be prepared.

[8:30:36] But I do think that even the

[8:30:40] slight possibility of it being

[8:30:42] able to be heard is concerning.

[8:30:44] I'm not saying no to it exactly,

[8:30:46] but my order would be to look

[8:30:48] at option one first and then

[8:30:50] I'm sorry, option three first

[8:30:52] and then bring us like, what

[8:30:54] would how much money would that

[8:30:55] garner? Is there anybody even

[8:30:58] really interested? And then if

[8:31:00] that doesn't pan out to look at

[8:31:04] option one and then option two.

[8:31:07] So for Margate, I'm okay to to

[8:31:11] halt for right now, especially

[8:31:14] because I think we have the

[8:31:15] facilities assessment and stuff.

[8:31:18] I do agree that spending my

[8:31:20] pockets of money here and there

[8:31:24] don't necessarily help overall

[8:31:27] when something is in the

[8:31:28] distress that Margate Middle is

[8:31:29] in. You know, we were already

[8:31:31] getting ready to spend money on

[8:31:33] a cafeteria because it's way

[8:31:34] too small for the students. But

[8:31:36] my question I have on that is

[8:31:38] have we I mean, I don't think

[8:31:39] we have based on the

[8:31:40] presentation, but I just want

[8:31:42] to be clear. Have we spent any

[8:31:44] money on design for the

[8:31:46] cafeteria as of yet?

[8:31:48] >> Sonia Colino Executive

[8:31:49] Director No, we have not spent

[8:31:52] any money on the design for the

[8:31:53] cafeteria.

[8:31:54] >> Okay, perfect. Thank you.

[8:31:56] But I do I mean, listed on

[8:31:58] there. If we vote, if we if we

[8:31:59] say yes to Margate, the

[8:32:01] proposal that's here, we are

[8:32:02] still going to finish some of

[8:32:04] that work. And that's being

[8:32:06] done like the restrooms. And

[8:32:08] we're going to make sure that

[8:32:10] they have proper working air

[8:32:12] and all those pieces that will

[8:32:14] allow them to be comfortable

[8:32:17] and not distressed in the

[8:32:18] school. I just want to be

[8:32:19] really clear that that's part

[8:32:22] of, of saying yes to this. Am I

[8:32:24] correct?

[8:32:26] >> Yes. That is a part of the

[8:32:29] overall proposal. We did talk

[8:32:31] about setting aside some of the

[8:32:33] dollars to keep the school

[8:32:35] functioning until such time as

[8:32:37] we can decide what we want to

[8:32:38] do going forward.

[8:32:39] >> Okay, great. But I would

[8:32:42] just like to add, I think we

[8:32:43] need to do more than just keep

[8:32:44] it functioning, right. We want

[8:32:46] it to be comfortable. We want

[8:32:48] it to be a place where students

[8:32:51] want to show up. So I'm okay

[8:32:52] with halting for now and coming

[8:32:55] up with a better plan, because

[8:32:56] honestly, I think building a

[8:32:58] whole school might almost be

[8:33:01] cheaper than just the cafeteria,

[8:33:02] although I know that that's not

[8:33:03] the case. But if we're already

[8:33:05] looking at the cafeteria, when

[8:33:07] you fold that into a newchchl,

[8:33:09] I ththk it it w worut t to b be

[8:33:11] way ss tn n what we' trying

[8:33:13] to figure out here. So I'm okay

[8:33:15] with that. But I, I don't want

[8:33:16] it just to be functional. I

[8:33:18] want it to be comfortable in a

[8:33:20] place where students and staff

[8:33:23] are happy to go every day. I'm.

[8:33:27] Yes. To Deerfield Beach on page

[8:33:28] 31. Just a couple of questions

[8:33:31] about the the other piece,

[8:33:33] using other spaces for housing.

[8:33:36] It says that these spaces were

[8:33:38] identified. So who identified

[8:33:41] the spaces?

[8:33:43] >> I. MRS. Hixon, this is

[8:33:46] Valerie. So there was a

[8:33:48] workshop presentation that the

[8:33:51] board did on. It was back in

[8:33:55] JUNE, JUNE 10th of 2025. And in

[8:33:58] that presentation, these three

[8:34:00] schools were called out in that

[8:34:02] presentation. I'm sorry.

[8:34:03] >> Okay.

[8:34:07] >> Well. So Margate and

[8:34:09] Willoughby were specifically

[8:34:11] called out. And at that time,

[8:34:12] school board member, current

[8:34:14] vice chair DR. Holness asked

[8:34:17] for plantation to be considered.

[8:34:19] >> Okay. I just because it just

[8:34:21] says they were identified. So I

[8:34:22] just want people to know, you

[8:34:25] know, how that happened. So it

[8:34:27] also says that there's the rfp

[8:34:29] for Dave Thomas will go out. So

[8:34:30] I'm just a little confused

[8:34:32] because I thought we were

[8:34:34] already working with someone to,

[8:34:37] to build out the. Dave Thomas.

[8:34:40] >> So I will let MR. White, our,

[8:34:41] our executive director of

[8:34:43] procurement, speak to that and

[8:34:44] so that he can give the board a

[8:34:51] little additional information.

[8:34:53] >> Good afternoon. John Wesley

[8:34:55] White, interim executive

[8:34:57] director of Procurement Task

[8:34:59] Assigned. I want to give you a

[8:35:03] brief 200 zero foot overview on

[8:35:06] where we are with the p three

[8:35:09] project for Dave Thomas, the

[8:35:10] Office of General Counsel, as

[8:35:12] you've heard earlier, did share

[8:35:15] a draft p three process

[8:35:16] standard Operating Procedure

[8:35:18] and Policy for review and

[8:35:21] comment. On MAY 27th, the

[8:35:23] procurement and real estate and

[8:35:25] outside counsel Oscar Soto have

[8:35:27] been collaborating on the scope

[8:35:29] and requirements for the

[8:35:30] solicitation. As of early this

[8:35:35] week. We feel that we are about

[8:35:37] 80% to 85%, complete with

[8:35:39] drafting the solicitation.

[8:35:41] We've already gone to e, d, o,

[8:35:42] c and they have submitted some

[8:35:45] draft language to be

[8:35:46] incorporated in it to address

[8:35:47] local, small and minority

[8:35:50] business participation in the

[8:35:51] project, and we are currently

[8:35:53] working to issue an advance

[8:35:55] public notice of the pending

[8:35:57] project. And I think this also

[8:35:58] addresses some of the concerns

[8:36:00] of the board that you want to

[8:36:02] see an adequate amount of

[8:36:04] competition for this very

[8:36:06] valuable set of properties. And

[8:36:08] so what we're doing is we're

[8:36:09] going to draft up a short

[8:36:11] notice and then post it and let

[8:36:13] them know that, hey, this is

[8:36:14] something that's going to be

[8:36:16] coming in the near future. And

[8:36:18] so go ahead and start getting

[8:36:20] your teams together to be able

[8:36:23] to bid on it. MR. Soto, our

[8:36:26] outside counsel, is currently

[8:36:28] updating the draft p three

[8:36:30] Comprehensive Agreement and

[8:36:32] drafting a determination for

[8:36:34] Doctor Hepburn to sign,

[8:36:36] indicating that this is a a

[8:36:39] qualifying project per Florida

[8:36:42] Statute 255.065 and the draft

[8:36:45] board policy. And this all

[8:36:47] relates to this being a

[8:36:49] facility that's being used as

[8:36:53] for educational purposes and

[8:36:54] for the public good. And so

[8:36:56] that determination is required

[8:36:59] before we can formally proceed.

[8:37:00] Real estate is moving forward

[8:37:02] to have a Florida licensed

[8:37:04] architect or engineer prepare a

[8:37:07] required design criteria

[8:37:08] package. We don't anticipate

[8:37:09] that this is going to be a

[8:37:11] major, time consuming effort,

[8:37:13] as this information is pretty

[8:37:15] readily available in the draft

[8:37:16] scope of work. It's going to

[8:37:18] address things like the number

[8:37:19] of units, which is

[8:37:22] approximately 91 to 4 bedroom

[8:37:23] configuration, low income

[8:37:25] residential units, not a mixed

[8:37:29] use property, 50 to 100% low

[8:37:30] income based on agreement that

[8:37:32] has yet to be finalized with

[8:37:34] the City of Pompano Beach

[8:37:35] Community Room, playground area

[8:37:37] on site parking, hurricane

[8:37:39] windows and doors, perimeter

[8:37:41] fencing, security lead or

[8:37:43] equivalent certification. So

[8:37:44] we've got all that information.

[8:37:46] We just need to get an

[8:37:47] architect to pull that together

[8:37:49] in a formal design criteria

[8:37:52] package. And as far as a

[8:37:55] preliminary schedule goes. If

[8:37:57] we continue to make progress at

[8:37:58] this rate, I'm hoping to be

[8:38:00] able to get this out on the

[8:38:03] street appximately the 23rd

[8:38:05] of JULY to the end of JULY,

[8:38:06] we'd have a bidders conference

[8:38:10] about 30 days later, assuming

[8:38:11] JULY 30th questions would be

[8:38:14] due AUGUST 4th. Responses to

[8:38:16] any questions we would get

[8:38:18] published by the 13th of AUGUST.

[8:38:20] Proposals would be due

[8:38:22] tentatively. SEPTEMBER 21st.

[8:38:24] Depends on what feedback we get

[8:38:25] from the developers, saying

[8:38:27] that they MAY or MAY not need

[8:38:28] additional time. We've already

[8:38:30] built in about 60 days there

[8:38:33] for them to work on this. Oral

[8:38:35] presentations the first week of

[8:38:37] OCTOBER, and then we would look

[8:38:38] to come to the board for

[8:38:41] approval by the 10th of

[8:38:42] NOVEMBER.

[8:38:44] >> Okay. Thank you for that. So

[8:38:46] just to go back to my original

[8:38:47] question, though, the people

[8:38:49] that came and presented that's

[8:38:53] not that's not moving forward.

[8:38:56] We're now going for out for rfp.

[8:38:57] And there could be a number of

[8:38:59] other people that have the

[8:39:02] opportunity to to present

[8:39:05] something. Is that correct?

[8:39:11] >> I'm gonna jump in here.

[8:39:15] >> Yeah. So MRS. Hixon, Kriss

[8:39:18] Akabusi so we've been working

[8:39:20] and MRS. Bruner has really

[8:39:21] things are converging, right?

[8:39:23] Because we are almost done,

[8:39:24] like you said, with the p three

[8:39:26] rfp template, one of the things

[8:39:29] we're doing, MISS MRS. Bruno,

[8:39:31] MR. Soto is going to take the

[8:39:32] policy. We had a meeting

[8:39:34] yesterday and then incorporate.

[8:39:36] This is where the design

[8:39:37] criteria is coming in to

[8:39:38] incorporate that into the

[8:39:39] package for the p three. So

[8:39:40] we're actually incorporating

[8:39:43] the policy requirement into the

[8:39:46] p three before it goes out.

[8:39:47] Definitely you're going to be

[8:39:50] seeing everything. So MRS.

[8:39:52] Hixon the presentation that was

[8:39:55] done last year, we've been

[8:39:56] working. And there's a lot of

[8:39:59] steps. And those steps are

[8:40:00] nobody, to my knowledge, has

[8:40:03] come and presented, you know,

[8:40:05] meaning interested in doing any

[8:40:09] development of Dave Thomas site.

[8:40:11] So we've just been on this road

[8:40:13] to make sure that we are doing

[8:40:15] what we're supposed to be doing

[8:40:16] and things converge, whereby

[8:40:17] now there's going to be a

[8:40:19] policy, and then the template

[8:40:21] is definitely addressing the

[8:40:24] statue requirements.

[8:40:26] >> Okay, maybe I'm not

[8:40:27] remembering. Right, but someone

[8:40:30] came and showed us a design and

[8:40:31] you know what could be done

[8:40:33] there. So I guess I'm just

[8:40:33] confused.

[8:40:35] >> No, let me clarify. I know

[8:40:36] what you're saying. Now when

[8:40:37] when the presentation was done,

[8:40:39] we returned. There was a three

[8:40:41] conceptual layouts. That was a

[8:40:42] component of that presentation

[8:40:44] on JUNE 10th of what it could

[8:40:46] look like. So that's what

[8:40:48] that's what you're referring to,

[8:40:49] because we wanted to present

[8:40:51] what the conceptual layout MAY

[8:40:53] be. But those are intellectual

[8:40:54] properties. So it just what

[8:40:56] could be. That's what was

[8:40:57] presented to the board, but not

[8:40:58] somebody presenting saying this

[8:41:01] is what they want to build.

[8:41:02] >> Okay, I appreciate that

[8:41:03] because I guess I got it

[8:41:06] jumbled. So thank you for that.

[8:41:07] I would also say so if cities

[8:41:11] are interested in having these

[8:41:13] discussions, I think, yes, we

[8:41:15] should go forward. But I just

[8:41:16] want to bring up a point that I

[8:41:19] think is, is really important

[8:41:21] for us to consider. We have

[8:41:22] some development that's

[8:41:24] happening in the city of

[8:41:26] Hollywood, and they're right

[8:41:29] next to schools. And I don't

[8:41:31] think until they started

[8:41:33] building them, they really

[8:41:35] understood the impact that

[8:41:36] those buildings would have on

[8:41:38] the privacy and safety of our

[8:41:40] students, because how adjacent

[8:41:42] they are. So I have some

[8:41:44] concerns with building housing

[8:41:46] so close to our schools,

[8:41:47] because they're actually right

[8:41:49] on the school land. And these

[8:41:51] are actually buildings that are

[8:41:52] across the street from the

[8:41:54] school. But when you build up

[8:41:56] too high, the balconies now

[8:42:00] have access to seeing our

[8:42:02] students. And I don't want to

[8:42:04] get too detailed in here, but I

[8:42:06] will just say there is a big I

[8:42:09] personally have a big concern

[8:42:13] about allowing housing to be so

[8:42:15] close to our students on school

[8:42:17] grounds and the height of the

[8:42:19] building. So if we do have

[8:42:20] these discussions and however

[8:42:22] that moves forward, I think

[8:42:23] it's really important that we

[8:42:25] take all that into account as

[8:42:28] we roll out how we might use

[8:42:33] these spaces together. So I

[8:42:34] agree with the chair about a

[8:42:36] formal process for proposals

[8:42:38] for land, because things kind

[8:42:41] of came at us haphazardly. So

[8:42:42] I'd like to see more formal,

[8:42:44] and if I'm not mistaken, I

[8:42:45] think there's a policy coming

[8:42:47] forward already. So I

[8:42:48] appreciate that. And my last

[8:42:50] question is, it seems and I

[8:42:52] will thank all my colleagues

[8:42:54] for consensus to move forward

[8:42:57] with the new Broward Health

[8:43:00] proposal with Eagles Haven. And

[8:43:02] I just was wondering when we

[8:43:04] can see that contract coming to

[8:43:05] the board so we can get moving

[8:43:11] on this.

[8:43:12] >> Our our intention is to

[8:43:14] bring as soon as possible. But

[8:43:16] MR. Yakubu. So how much time do

[8:43:17] you need?

[8:43:21] >> So I had spoken to the

[8:43:24] outside Council as a proactive.

[8:43:25] If the component depends on

[8:43:27] what. Finally, the board gives

[8:43:28] direction regarding. Ego saving

[8:43:30] is taken out. So we've pretty

[8:43:33] much come close to. The actual

[8:43:35] sale has been nailed down in

[8:43:37] the agreement of sale and

[8:43:39] purchase. The student

[8:43:40] engagement agreement is going

[8:43:43] to be a component. So we MAY. I

[8:43:45] spoke to the council. We MAY be

[8:43:47] able to bring it on the 23rd if

[8:43:49] you choose. That's what he told

[8:43:50] me.

[8:43:51] >> That's the goal, MR. Hixon,

[8:43:53] is to bring it on the 23rd. And

[8:43:55] then, if I MAY, MADAM Chair,

[8:43:56] just add a little bit to the

[8:43:58] discussion of Broward Health

[8:44:00] and gc. Please jump in as

[8:44:03] needed. Now that we have a

[8:44:05] board consensus, Broward Health

[8:44:07] now is going to issue a new

[8:44:09] letter of intent. Their

[8:44:11] original letter of intent

[8:44:14] included the value of the space

[8:44:15] that they were going to give to

[8:44:16] us, that we were going to

[8:44:19] sublease to Eagles Haven. So

[8:44:21] since that's not going to

[8:44:22] happen, that's going to be

[8:44:23] taken out and the purchase

[8:44:26] price is going to be 14 million,

[8:44:29] anything outside of that in

[8:44:31] terms of donation will be done

[8:44:32] between Broward Health and

[8:44:34] Eagles Haven. It would not be

[8:44:36] part of the letter of intent or

[8:44:39] the purchase of of that land.

[8:44:43] But gc. In the.

[8:44:44] >> End, the only other thing

[8:44:45] that I would add is that the

[8:44:47] board really does need to

[8:44:51] understand that this is not our

[8:44:52] negotiations. Basically, this

[8:44:54] is a donation from Broward

[8:44:56] Health, and they're the the

[8:44:58] only person that can really

[8:45:01] enforce anything would be jafco

[8:45:03] through Eagles Haven. This is

[8:45:04] not a board transaction. The

[8:45:06] only transaction that we're

[8:45:08] involved in is the sale of the

[8:45:10] land for the 14 million.

[8:45:12] >> Yes, I appreciate that. And

[8:45:15] I, I think it actually makes it

[8:45:18] cleaner and easier. And I'm

[8:45:19] sure everybody is going to come

[8:45:20] through with what they're

[8:45:21] supposed to do. So thank you

[8:45:23] again to my colleagues for

[8:45:25] giving consensus. And I think

[8:45:27] that's it for me. Thanks so

[8:45:27] much.

[8:45:31] >> Thank you, MRS. Alhadeff.

[8:45:33] >> On page five of the

[8:45:37] presentation, can staff give a

[8:45:39] board member follow up and put

[8:45:43] in a guess on Winton when

[8:45:45] Rogers, where the preschool is

[8:45:47] located on the the map. And

[8:45:51] then my question is this orange

[8:45:53] line. Is that showing. What is

[8:45:54] that actually showing? Is that

[8:45:55] just showing like that's where

[8:45:57] the schools are divided.

[8:45:59] >> So thank you, MISS Alhadeff,

[8:46:01] this is Valerie Wanza. It's

[8:46:02] okay. I'm sorry. I just started

[8:46:07] talking. So on page five, what

[8:46:11] you see is initially when the

[8:46:13] city of Fort Lauderdale entered

[8:46:15] a proposal to potentially do a

[8:46:19] public safety training complex

[8:46:21] there. That's where we actually

[8:46:25] drew the line for separation

[8:46:27] between everything. To the

[8:46:29] right is what the city would

[8:46:32] potentially occupy on the

[8:46:34] seagull side of that parcel of

[8:46:35] land, because, as DR. Zeman

[8:46:37] said, this entire parcel of

[8:46:39] land is really one parcel of

[8:46:41] land, seagull and wooden.

[8:46:42] Everything to the left of that

[8:46:44] orange line is everything that

[8:46:47] is being occupied by wooden

[8:46:49] Rogers. To ensure that they

[8:46:51] have the space and the capacity

[8:46:54] to operate the school that is

[8:46:56] now consolidated Seagull and

[8:46:59] Wooden. We will put on the map

[8:47:02] exactly where the child care

[8:47:04] wing is, and it's hard for me

[8:47:06] to kind of tell you, but I

[8:47:08] physically know where it is.

[8:47:09] But we will certainly do a

[8:47:11] follow up and delineate for the

[8:47:13] board where it is. If you see

[8:47:17] those just adjacent to the the

[8:47:20] orange line, there are two

[8:47:21] buildings and the, the, the

[8:47:23] babies that the nursery is to

[8:47:25] the left of that. So they are,

[8:47:27] they are not in those two

[8:47:28] buildings that are right there

[8:47:30] by the Orange Line. They're a

[8:47:32] little bit further west, but we

[8:47:35] can provide for the board a

[8:47:37] cleaner depiction that shows

[8:47:40] you exactly where the babies

[8:47:43] are on the campus.

[8:47:45] >> And then is there a physical

[8:47:47] fence that separates the two

[8:47:49] schools or. No, it's just one.

[8:47:52] >> So there will be. And there

[8:47:54] there always was some type of

[8:47:56] fence there that separates them.

[8:47:57] Of course, we would have had we

[8:47:59] were going to move the fence to

[8:48:01] allow for the appropriate space

[8:48:02] that we need. But yes, there

[8:48:05] were absolutely be a fence that

[8:48:07] would go up so that there's

[8:48:10] clear separation of what would

[8:48:12] be on that quote unquote,

[8:48:14] seagull side side, and that

[8:48:16] clearly separates it from the

[8:48:18] wooden Rogers side.

[8:48:19] >> Okay. Thank you for

[8:48:21] explaining that. So I'm for

[8:48:24] option one, having the school

[8:48:27] safety training center site, I

[8:48:29] think that the board also needs

[8:48:32] to not only look at the

[8:48:36] financial part of it, but the,

[8:48:38] the value that the district

[8:48:41] will gain to have a training

[8:48:43] center for SROs and our

[8:48:45] guardians, for them having a

[8:48:48] place to go to actually do the

[8:48:50] physical training, because we

[8:48:53] all know that in a life

[8:48:56] threatening situation that your

[8:48:57] body goes into fight or flight

[8:49:00] and you fall back to your

[8:49:01] training. So there is such a

[8:49:04] high level of value of us

[8:49:06] having our own training center

[8:49:08] for our SROs and our guardians

[8:49:10] to go to, to have their own

[8:49:13] place to train. So I really

[8:49:15] would like the board to reflect

[8:49:18] on that part of it with

[8:49:20] creating this as a training

[8:49:22] center and not only for, for

[8:49:24] our district, but then to allow

[8:49:26] other districts, potentially or

[8:49:29] agencies to come in and them to

[8:49:31] be charged something to do the

[8:49:34] training there. But, you know,

[8:49:37] we I think it shows a lot that

[8:49:41] the board is values the

[8:49:43] training part of making sure

[8:49:46] that in a lockdown situation

[8:49:48] that our officers know exactly

[8:49:51] what to do and, and where to go

[8:49:53] to take down a potential threat.

[8:49:56] Thank you. Oh I'm sorry. Hold

[8:49:58] on. And Deerfield Beach, I

[8:50:00] would like to see the two

[8:50:03] options to lease or sell and

[8:50:05] Margate Middle School. Let's

[8:50:07] hold on that. And you know, I'd

[8:50:09] like to see what it would be to

[8:50:12] build a new building and the

[8:50:15] cost to doing that. And I just

[8:50:18] for feedback to Doctor Hepburn

[8:50:21] with staff is on page four with

[8:50:23] the options. That was really

[8:50:25] helpful. I would have loved to

[8:50:26] see that, you know, throughout

[8:50:28] the document for all the other

[8:50:30] schools, because it just makes

[8:50:32] it very concise and easy. Thank

[8:50:34] you.

[8:50:35] >> Thank you.

[8:50:36] >> DR. Zeman thank you so much,

[8:50:38] chair. I worried a little bit.

[8:50:39] We're talking past each other.

[8:50:40] Chair, when you brought up the

[8:50:41] point about a process for

[8:50:44] disposing of land, and then we

[8:50:46] talked about a policy for p3sp3

[8:50:48] is one way to dispose of land.

[8:50:49] But I believe chair, that we

[8:50:50] actually need a better policy

[8:50:52] for disposing of land like

[8:50:55] other agencies have figured out

[8:50:56] how to say, okay, it's disposed

[8:50:57] and then they put it up for

[8:51:00] sale. They have a process that

[8:51:01] allows multiple people to come

[8:51:03] in and propose different things,

[8:51:04] even though they also, chair

[8:51:06] have to get the city's

[8:51:07] agreement on zoning and

[8:51:08] permissions and all that ahead

[8:51:10] of time. But, but then you get

[8:51:11] more than one. And I think

[8:51:12] that's really important for us

[8:51:14] to get the best value in the

[8:51:16] future. So I just don't want to

[8:51:17] talk past ourselves. I think

[8:51:18] right now, chair, we could ask

[8:51:21] for a process for disposal of

[8:51:22] land that is separate from the

[8:51:25] policy on p3s. Is that fair,

[8:51:26] general Council?

[8:51:29] >> So if I MAY policy 8020. So

[8:51:31] that's probably I'm sorry, 8030

[8:51:34] is probably if. And I just say

[8:51:35] that to the General Council, as

[8:51:37] you're looking at prioritizing

[8:51:39] policies through the process,

[8:51:41] policy 8030 is our policy for

[8:51:43] the disposal of land. So that

[8:51:45] MAY be something if you want to

[8:51:46] prioritize based on the

[8:51:47] feedback from the board.

[8:51:51] >> So so you have a policy that

[8:51:54] is also coming forward for

[8:51:57] review next week, which is

[8:51:59] about the surplus of land. And

[8:52:01] then what we need to do from

[8:52:02] that point is to also create

[8:52:04] the processes and the SOPs that

[8:52:04] go along.

[8:52:06] >> With it. That's my point, is

[8:52:07] that we are now shifting to a

[8:52:09] new management structure, where

[8:52:10] John Sullivan and the

[8:52:12] superintendent and staff are

[8:52:13] responsible for creating the

[8:52:14] process. They can do that right

[8:52:16] now, and that would satisfy the

[8:52:18] chair's interest. And I think

[8:52:19] the board's interest, to be

[8:52:20] honest with you, about let's

[8:52:22] modernize our disposal of of

[8:52:24] land. We didn't do a lot before,

[8:52:25] but I think we're going to be

[8:52:26] in that business for the next

[8:52:28] half a dozen years or so. So

[8:52:29] why don't we get the process

[8:52:32] right now? So, MR. Sullivan,

[8:52:34] can we take a follow up on that,

[8:52:35] on whether or not we can get

[8:52:37] the process done for disposal

[8:52:38] of land, since we're we're

[8:52:39] moving it out of policy and

[8:52:40] putting it under the

[8:52:41] superintendent.

[8:52:42] >> Yeah. We can provide a

[8:52:42] follow up.

[8:52:46] >> Thank you. Actually, chair,

[8:52:48] I think can we get consensus on

[8:52:50] just asking for that process to

[8:52:51] be developed?

[8:52:54] >> Does anyone object to that?

[8:52:58] Anyone online objecting?

[8:52:59] >> Nope.

[8:53:00] >> No.

[8:53:01] >> I just might want to make

[8:53:03] sure we weren't because because

[8:53:05] p three and selling land is

[8:53:07] really distinct thing. Second

[8:53:09] thing when we did Dave Thomas

[8:53:10] as a p three it was 100%

[8:53:13] affordable. So I'm not sure why

[8:53:15] MR. White is talking about 50

[8:53:18] to 100% now. When did that

[8:53:25] change?

[8:53:26] >> John White Director of

[8:53:28] Procurement we've got to get

[8:53:30] final agreement with the city

[8:53:31] of Pompano Beach, and that's

[8:53:35] what that's why we're going for

[8:53:36] 100%. But Pompano Beach might

[8:53:40] not allow us to do 100%. So

[8:53:42] that's ongoing discussion.

[8:53:43] >> We have already gained

[8:53:44] consensus with the City of

[8:53:45] Pompano, and you can go back

[8:53:47] andd look at soso meeting notes

[8:53:48] om our former chihief

[8:53:49] cilitieses officicer thahat

[8:53:50] tetent.

[8:53:53] >> Okay. I'm I'm good with that.

[8:53:54] >> Yep. I just don't want to

[8:53:55] ask twice because then they

[8:53:57] then they might think they can

[8:53:57] go back.

[8:54:00] >> Okay, so I'm coming in a

[8:54:00] little.

[8:54:01] >> And the reason.

[8:54:01] >> They did that.

[8:54:03] >> Is that the housing that's

[8:54:04] being built around the City

[8:54:06] Hall complex, all of that

[8:54:07] entire in massive complex

[8:54:08] they're doing is market rate.

[8:54:10] And so they said, yes, it's

[8:54:11] okay. And they have a special

[8:54:13] zone that they could do 100%

[8:54:14] affordable because everything

[8:54:15] across the street is

[8:54:17] marketplace. They really like

[8:54:19] our employees being there,

[8:54:20] partaking in the transportation

[8:54:24] and the city hall, you know,

[8:54:25] mixed use property that they're

[8:54:28] building across the street.

[8:54:29] >> And I mean, to DR. Zeman

[8:54:31] point, I, I feel like I keep

[8:54:34] saying, I don't love getting

[8:54:36] proposals in my junk folder for

[8:54:38] a piece of land that is

[8:54:39] millions and millions of

[8:54:42] dollars. Like that is not how a

[8:54:46] serious organization sells or

[8:54:48] leases or does anything with

[8:54:49] their land. That's. I don't

[8:54:51] know how else to say it, MISS

[8:54:53] Bulman.

[8:54:56] >> Just two little questions in

[8:54:58] regards to the Eagles haven. If

[8:55:00] we're getting a new letter of

[8:55:03] intent, then how are we? I'm

[8:55:05] I'm agreeing to this because

[8:55:07] we're there's a donation. So

[8:55:10] how do we know that that's

[8:55:10] happening?

[8:55:13] >> I don't.

[8:55:15] >> MR. Sullivan.

[8:55:16] >> They've made public

[8:55:18] commitments to that. But it

[8:55:20] won't be part of our agreement

[8:55:23] that the board would vote on.

[8:55:24] >> Okay. I mean, if everyone

[8:55:26] else feels good about that. But

[8:55:28] I'm personally putting on the

[8:55:29] record that I'm agreeing to

[8:55:30] this based on them publicly

[8:55:31] stating that they're going to

[8:55:35] do this. Otherwise I might have

[8:55:36] a different opinion. And then

[8:55:38] my second question is I wanted

[8:55:41] to revisit Deerfield because I,

[8:55:43] I wasn't really clear on what

[8:55:46] was being asked. So we have a

[8:55:47] there's currently an easement

[8:55:48] that they're not, they're not

[8:55:50] paying for.

[8:55:50] >> Correct.

[8:55:52] >> So and so is, are we is, is

[8:55:54] the option either to sell the

[8:55:56] land to them for an

[8:55:57] undetermined price? Because

[8:56:00] there's nothing I didn't see a

[8:56:01] cost or to lease it to them.

[8:56:04] >> So it's to keep the easement

[8:56:06] agreement. So and I was kind of

[8:56:10] getting a little interchanging

[8:56:11] words that I should not have

[8:56:13] been. So we currently, if you

[8:56:15] look on slide 28 and if beacon

[8:56:18] can put up slide 28, for

[8:56:20] approximately 60 years, there

[8:56:23] has been an agreement in effect

[8:56:24] with the city for the use of

[8:56:26] the easement for parking. And

[8:56:28] that is at no cost. Correct?

[8:56:30] MR. Okay. That is at no cost.

[8:56:32] The city approached us about

[8:56:35] possibly purchasing that. We

[8:56:36] have not done an appraisal.

[8:56:40] Correct. Okay. We have not done

[8:56:44] an appraisal to determine the

[8:56:46] value. So we were we came to

[8:56:47] the board or we're here today

[8:56:48] to see, is that something that,

[8:56:50] you know, you want us to go

[8:56:51] ahead and look at? Do we want

[8:56:53] to go ahead and go through the

[8:56:54] appraisal process and go go

[8:56:56] down that route? Or do we want

[8:56:58] to just continue with the

[8:56:59] easement agreement process that

[8:57:01] we have been doing for the

[8:57:03] better part of 60 years?

[8:57:05] >> So now that I'm thinking

[8:57:06] about this a little bit

[8:57:07] differently, because I didn't

[8:57:08] understand at all what was

[8:57:09] happening before, so I

[8:57:11] apologize. I guess it begs the

[8:57:13] question of why this would be

[8:57:15] coming up all of a sudden,

[8:57:17] after 60 years of using the

[8:57:18] parking lot for free.

[8:57:20] >> Go ahead. Yes, you MAY talk.

[8:57:23] >> So there's two components at

[8:57:25] that school site. That is an

[8:57:27] historical building that's been

[8:57:31] boarded up. And the city

[8:57:35] manager. That building is

[8:57:36] historical, so you can demolish

[8:57:39] it. I'm trying to remember it's

[8:57:41] pretty big. I'm trying to

[8:57:42] remember the square footage. So

[8:57:44] the city was interested in

[8:57:48] renovating the building. And

[8:57:49] then they're interested in

[8:57:51] buying the building and trying

[8:57:54] to do like a cultural community

[8:57:56] facility with us being able to

[8:57:58] utilize or they want to lease

[8:58:01] it. So our administration

[8:58:03] through the superintendent is

[8:58:05] preferably we want to listen.

[8:58:06] So then the city said, okay, we

[8:58:08] have this little piece over

[8:58:10] here. We also want to buy it.

[8:58:12] So that's how that conversation.

[8:58:13] So it wasn't just they came to

[8:58:16] us for the parking. It was

[8:58:17] starting with the historical

[8:58:19] building that's on that school

[8:58:20] site, same school site, and

[8:58:21] it's building one.

[8:58:22] >> So I guess we would need I

[8:58:24] would need more information. I

[8:58:25] don't even understand. There

[8:58:27] seems to be more complicated

[8:58:28] than what was initially

[8:58:29] presented to us. I'd like to

[8:58:31] see the whole story and what

[8:58:32] we're looking at, so we can

[8:58:35] make an educated decision about,

[8:58:37] you know, because I, I don't

[8:58:39] immediately have a problem

[8:58:41] selling it to another

[8:58:43] municipality. I, I would feel

[8:58:44] more comfortable sending it to

[8:58:46] a municipality than for a

[8:58:48] private developer. I wouldn't

[8:58:49] want to do that at all. But I

[8:58:50] would like to know the details

[8:58:52] of this before I make a

[8:58:53] decision.

[8:58:55] >> We can, we can we don't have

[8:58:57] to do that today. Right? That's

[8:58:58] not an immediate decision. So

[8:59:00] we can absolutely bring back

[8:59:02] additional information for the

[8:59:04] board to contemplate.

[8:59:05] >> Okay. Thank you. Item.

[8:59:07] Thanks. That's it.

[8:59:08] >> MR. Bruno.

[8:59:10] >> So I want to make sure that

[8:59:12] the board understands and that

[8:59:14] members of the public also

[8:59:16] understands. There is a very

[8:59:18] specific process for both

[8:59:20] public private partnerships as

[8:59:22] well as sales. And next week,

[8:59:23] when the board, hopefully the

[8:59:25] board approves the two policies,

[8:59:27] you will have to go through the

[8:59:30] bidding process for surplus

[8:59:32] land. It cannot be sent

[8:59:33] something that's just sent to

[8:59:35] the board. It has to go through

[8:59:36] procurement. And the same thing

[8:59:38] for your public private

[8:59:40] partnership. So the policy is

[8:59:41] there. It has some instructions

[8:59:43] in there and there will be

[8:59:44] additional processes that are

[8:59:45] created. So I wanted to make

[8:59:47] sure that is on the record so

[8:59:49] everybody understands that.

[8:59:52] >> Thank you, MISS Hixon.

[8:59:54] >> Thank you. Just to address

[8:59:57] board member Bowman's concern,

[8:59:59] I believe if Broward Health

[9:00:02] were to do a formal agreement

[9:00:04] with Jafco, who represents

[9:00:06] Eagles Haven, and maybe that

[9:00:08] could be that agreement with

[9:00:11] them or whatever they draft up

[9:00:13] could be attached as maybe

[9:00:15] backup to our item that comes.

[9:00:18] We could all be very confident

[9:00:21] that it's not a suggestion that

[9:00:24] it's definitely a donation that

[9:00:26] everyone is committed to. And

[9:00:27] even though we're not part of

[9:00:30] it, maybe it could just be the

[9:00:32] background information given

[9:00:33] with the item so that we are

[9:00:36] very clear that that is moving

[9:00:37] forward. There's no chance that

[9:00:41] it's not going to happen.

[9:00:43] >> Daughter Wanza oh, I thought

[9:00:44] you wanted.

[9:00:46] >> No, no no, I'm no ma'am.

[9:00:47] >> Okay.

[9:00:48] >> I think the General Council.

[9:00:49] >> And I.

[9:00:51] >> Think Broward Health is, is

[9:00:53] willing to, to do that formal

[9:00:54] agreement.

[9:00:56] >> So we so we have to be

[9:00:57] really careful with the

[9:00:59] transaction. This is a sale of

[9:01:00] land. So we don't want to

[9:01:03] commingle the transactions. If

[9:01:05] we do have a correspondence

[9:01:09] from Jafco accepting what was

[9:01:10] offered by Broward Health, we

[9:01:12] can share that with the board.

[9:01:14] And if there is a contract that

[9:01:16] is drafted, it could be shared

[9:01:18] with the board. But we, excuse

[9:01:20] me, do not want to commingle

[9:01:22] the transactions and have it

[9:01:23] attached as an exhibit to the

[9:01:24] agenda item.

[9:01:26] >> Okay. Yeah. As long as

[9:01:27] there's something that's

[9:01:29] provided to the board where we

[9:01:31] could see that it's it is a

[9:01:32] formal agreement if you don't

[9:01:34] think it's appropriate to

[9:01:35] attach it, I get that, but

[9:01:37] maybe just send it to us. So

[9:01:39] we're very clear that again,

[9:01:41] it's not a suggestion. It's

[9:01:43] it's written in stone if it

[9:01:46] moves forward.

[9:01:47] >> Thank you.

[9:01:50] >> DR. Holness thank you, MADAM

[9:01:53] Chair. So I just wanted to give

[9:01:58] my input on Margate. I support

[9:02:01] the recommendation. Also

[9:02:03] regarding Deerfield Beach. I am

[9:02:06] glad MR. Iacobuzio clarified

[9:02:08] that we're not getting any

[9:02:09] money, so I think getting money

[9:02:12] would be much better. So I am

[9:02:15] for the sale of it. MADAM Chair,

[9:02:19] I am not sure if you have

[9:02:21] gotten consensus. I know you

[9:02:22] felt like you didn't on the on

[9:02:25] the Seagull option three, but

[9:02:27] now getting clarity that option

[9:02:30] three option one is actually

[9:02:34] not overly financially

[9:02:36] beneficial in terms of, you

[9:02:39] know, producing revenues. I am

[9:02:42] more for option three, you know,

[9:02:43] Seagull is a prime property and

[9:02:45] I don't have an issue with

[9:02:47] safety training. But I believe

[9:02:49] that as we continue to redefine

[9:02:50] schools, we're going to have

[9:02:52] other attractive sites that are

[9:02:54] not necessarily prime

[9:02:55] properties that we could have

[9:02:58] the safety training, you know,

[9:03:02] option exercise on those other

[9:03:03] properties that are not

[9:03:05] necessarily as expensive or as

[9:03:07] prime as Seagull. So I would

[9:03:10] much prefer option three for

[9:03:11] Seagull. And MADAM Chair, I

[9:03:13] think I would probably

[9:03:14] encourage you to take consensus

[9:03:16] on that again, because I was

[9:03:19] glad to hear your input with

[9:03:22] the noise factor as well with

[9:03:25] having, you know, younger

[9:03:28] children there. So it was well

[9:03:30] taken. And I am more supportive

[9:03:32] of option three. I'd just like

[9:03:35] to make a comment as well on

[9:03:38] the this trunk rising. I don't

[9:03:40] believe the trunk rising

[9:03:42] project should be delayed or

[9:03:44] harmed by the by p three policy.

[9:03:47] You know, that proposal was an

[9:03:49] unsolicited proposal that was

[9:03:50] then publicly disclosed to

[9:03:52] invite other proposals. I

[9:03:54] believe we received at least

[9:03:56] four multiple proposals were

[9:03:57] received and then filtered down

[9:04:00] to two. This was discussed in

[9:04:02] prior workshop. Before coming

[9:04:05] to this workshop. You know, I

[9:04:08] don't believe North Fork should

[9:04:11] be delayed or forced to restart

[9:04:13] as a result of a new p three

[9:04:15] policy. So I'm hoping that we

[9:04:17] can move ahead with it. My

[9:04:19] understanding is that p three

[9:04:22] process can be expensive, you

[9:04:23] know, so there are many

[9:04:26] concerns to that. So I don't

[9:04:28] believe the North Fork should

[9:04:30] be delayed as a result of p

[9:04:32] three policy. Because we went

[9:04:34] through the process. We

[9:04:37] received multiple proposals and

[9:04:38] we filtered down to two. And

[9:04:40] we're down to Sistrunk rising.

[9:04:42] So I hope that we can move

[9:04:44] beyond that and and continue

[9:04:45] the process with Sistrunk

[9:04:49] rising. And Doctor Wanza, I am

[9:04:52] okay with the the future

[9:04:55] workshop topic and I think I

[9:04:56] covered everything. Thank you,

[9:04:57] MADAM Chair.

[9:04:58] >> All right, so just real

[9:05:00] quick, I want to retake the

[9:05:04] consensus on Seagull. I heard

[9:05:07] me, MISS Hixon DR. Holness and

[9:05:09] MISS Bulman say that we wanted

[9:05:11] to pursue option three. Is that

[9:05:12] am I capturing that correctly?

[9:05:17] And then I heard option 1 or 2

[9:05:19] DR. Zeman and MR. Cervera.

[9:05:22] Option one, MRS. Alhadeff and

[9:05:24] option one and three

[9:05:25] simultaneously, MISS Thompson,

[9:05:26] but please correct me if I'm

[9:05:30] wrong. Colleagues. Sorry. Oh,

[9:05:32] okay. So sorry. So MISS Bulman

[9:05:34] does not want to pursue option

[9:05:35] three. You want to pursue

[9:05:38] option one and three. Okay, so

[9:05:40] that gives us three board

[9:05:42] members in support of just

[9:05:47] option three to MR. Cervera.

[9:05:48] >> Since we've been at this for

[9:05:51] what seems like ten hours now,

[9:05:52] can you please repeat option

[9:05:52] three?

[9:05:56] >> So option three is to look

[9:05:59] at either selling or leasing

[9:06:00] the land. I have to go back to

[9:06:02] the exact slide. Doctor Wanza.

[9:06:04] >> Yes you're right. So so

[9:06:05] option three after formal

[9:06:07] policy and procedure

[9:06:10] development, receive formal

[9:06:12] proposals to either enter into

[9:06:14] a p3 opportunity with

[9:06:15] interested vendors or into a

[9:06:17] facility or land lease

[9:06:19] agreement with interested

[9:06:24] parties.

[9:06:27] >> Okay. Thank you.

[9:06:29] >> Okay. So again, option one

[9:06:31] and three simultaneously, MISS

[9:06:32] Thompson, MISS Bulman, option

[9:06:35] three only, MISS Leonardi, MISS

[9:06:38] Hixon DR. Holness. Option 1 or

[9:06:40] 2. DR. Zeman or MR. Cervera and

[9:06:41] option one. MRS. Alhadeff, am I

[9:06:43] capturing that correctly?

[9:06:44] >> I think so.

[9:06:45] >> Do you have your direction,

[9:06:45] doctor?

[9:06:51] >> Wanza I think so, okay.

[9:06:52] >> I heard a majority of the

[9:06:54] board in favor of the Margate

[9:06:57] replacement. A majority of the

[9:07:01] board in favor of the Deerfield

[9:07:05] easement. Is that correct?

[9:07:06] Anything else?

[9:07:08] >> Just on the Margate issue, I

[9:07:09] think there was a discussion

[9:07:11] about. It's a pause and getting

[9:07:13] the the cost estimate before we

[9:07:15] decide on the replacement, if

[9:07:16] that. Yeah, a little bit more

[9:07:17] accurate.

[9:07:18] >> Sorry. Margate. Pause.

[9:07:19] >> Thank you chair.

[9:07:21] >> Anything else doctor Wanza

[9:07:22] MISS Bulman.

[9:07:24] >> The Deerfield. I think we're

[9:07:25] going to.

[9:07:26] >> Come back with more

[9:07:27] information first so that you

[9:07:30] all can see come back and lay

[9:07:33] out Deerfield together. What

[9:07:35] the easement. What the what an

[9:07:37] appraisal for. Yes. We're going

[9:07:38] to come back, Deerfield, for a

[9:07:38] follow up.

[9:07:41] >> Okay. Anything else? All

[9:07:42] right.

[9:07:44] >> MADAM Chair, can you.

[9:07:45] Clarify what.

[9:07:48] >> The decision was for Siegel?

[9:07:54] >> Doctor Wanza.

[9:08:00] >> Siegel. The way I interpret

[9:08:02] what the board is saying is to

[9:08:04] really probably come back with

[9:08:07] what option one and three look

[9:08:09] like, so that the board can

[9:08:10] probably have a little deeper

[9:08:12] conversation, bring back what

[9:08:13] option one and option three

[9:08:15] would look like, and we would

[9:08:16] bring that back. And, you know,

[9:08:20] in a relatively as

[9:08:22] expeditiously as we can. And at

[9:08:23] that same time, we will bring

[9:08:25] back the Deerfield Beach

[9:08:27] Elementary School options two

[9:08:28] so that it is a true follow up

[9:08:32] to this conversation. Does that

[9:08:34] conform with what you have?

[9:08:35] >> Yeah. I mean, I'm not really

[9:08:36] sure how we make sense of the

[9:08:38] the split, but yeah, I'm not

[9:08:38] opposed to.

[9:08:40] >> What I would just bring back

[9:08:41] both. And then the board, you

[9:08:42] know, hopefully we won't be at

[9:08:44] this hour and the board can

[9:08:45] really sit down and have a

[9:08:46] meaningful conversation.

[9:08:47] >> But for for the Siegel piece,

[9:08:49] I do need the information for

[9:08:50] option one, like how much

[9:08:51] capital investment we would

[9:08:53] have to make. We would have to

[9:08:55] invest how much money we could

[9:08:56] potentially, how much revenue

[9:08:59] we could potentially generate.

[9:09:01] And the the safety piece, you

[9:09:03] know, that there would be no

[9:09:05] intermingling of the babies and

[9:09:09] the active shooter trainings.

[9:09:09] >> Perfect.

[9:09:11] >> All right. Anyone else,

[9:09:13] anyone online want to add

[9:09:14] anything?

[9:09:17] >> Well, and the value that the

[9:09:19] training brings to the SROs and

[9:09:22] the Guardians.

[9:09:23] >> Did you capture that?

[9:09:25] >> Yes, ma'am.

[9:09:27] >> All right. Anything else?

[9:09:29] All right. Our next item on the

[9:09:31] agenda is voluntary

[9:09:32] prekindergarten pre

[9:09:33] kindergarten orientation.

[9:09:35] >> Chair. I just I have to go

[9:09:39] in ten minutes. Are we we're

[9:09:40] are we do we have some intent

[9:09:44] of trying to to do vpk ahead of

[9:09:46] the Capitol or what are we

[9:09:47] going to try and accomplish

[9:09:48] here for the rest of the day?

[9:09:50] >> MR. Sullivan what do we have

[9:09:51] to complete today?

[9:09:52] >> So I believe we need to do

[9:09:55] the vpk item because they need

[9:09:58] that board feedback before JULY

[9:10:01] 1st, and then the meal prices.

[9:10:03] So the board can vote on it on.

[9:10:06] Next week on the 23rd. In terms

[9:10:09] of the capital budget, I don't

[9:10:11] believe it needs to go today.

[9:10:12] And what we could do if the

[9:10:15] board likes, although there is

[9:10:17] a lot of items on the special,

[9:10:18] I don't believe they will take

[9:10:20] the entirety of the day. We

[9:10:21] could add that to the special

[9:10:23] as a presentation.

[9:10:24] >> I love it.

[9:10:25] >> Second, yeah.

[9:10:27] >> Is there any objection to

[9:10:29] adding a workshop to next week,

[9:10:31] MISS Bulman?

[9:10:33] >> No. If we can get out of

[9:10:35] here soon.

[9:10:36] >> Anyone online want to add

[9:10:37] their input?

[9:10:38] >> But don't. Don't we have to

[9:10:40] do. We're doing power up, right?

[9:10:43] >> That's fine.

[9:10:44] >> Yes, MADAM Chair.

[9:10:45] >> Yep.

[9:10:46] >> I'm fine with.

[9:10:48] >> I'm sorry.

[9:10:49] >> Thank you.

[9:10:50] >> Fine.

[9:10:51] >> MADAM Chair.

[9:10:53] >> Yes. DR. Holness.

[9:10:56] >> Yes. So, can John also look

[9:10:58] at the items we have on the

[9:11:01] 23rd to determine if any of

[9:11:04] those items could possibly be

[9:11:05] delayed, just in case the

[9:11:07] workshop and the current items

[9:11:10] will put us beyond eight hours.

[9:11:11] >> So?

[9:11:13] >> So the majority, if not all

[9:11:15] the items on the 23rd have to

[9:11:16] go because they're items that

[9:11:18] expire at the end of this

[9:11:21] fiscal year. But again, most of

[9:11:23] them are a small amounts, and I

[9:11:24] don't anticipate a lot of those

[9:11:27] items having a great deal of

[9:11:29] discussion. So I believe,

[9:11:31] although I might live to regret

[9:11:32] this, that they should be

[9:11:34] enough time to do the budget

[9:11:36] presentation, a capital at the

[9:11:37] end.

[9:11:39] >> Okay. MADAM Chair, can John

[9:11:41] comment on whether or not the

[9:11:42] median should start earlier to

[9:11:45] exhaust all the items?

[9:11:46] >> MR. Sullivan?

[9:11:47] >> That's the will of the board.

[9:11:49] i believe the special is

[9:11:54] scheduled for 9 A.M. 845. We

[9:11:56] could do it at 8 A.M. If that's

[9:11:58] up to the board, or we can keep

[9:11:58] it.

[9:12:00] >> 845 everyone in the room who

[9:12:01] is a minority shaking their

[9:12:04] heads. But anyone online want

[9:12:07] to suggest or want to?

[9:12:09] >> I would like it. Not at 8

[9:12:10] A.M.

[9:12:12] >> Yeah. Me either.

[9:12:14] >> Yeah, I think 830.

[9:12:17] >> It's 845.

[9:12:21] >> So we could either do eight

[9:12:24] 845 or 8 A.M. 845 all right. We

[9:12:27] will keep the meeting at 845.

[9:12:28] >> Yeah.

[9:12:31] >> vpk here we go.

[9:12:33] >> All right. Would we like the

[9:12:34] presentation or go straight to

[9:12:36] board discussion.

[9:12:37] >> I've read the whole

[9:12:38] presentation. I'm ready to talk,

[9:12:38] chair.

[9:12:39] >> All right. Go ahead.

[9:12:41] >> Chair, if you don't mind, I

[9:12:42] believe that Doctor Cohen does

[9:12:43] have to just share something

[9:12:45] very briefly so they can make

[9:12:46] sure we're in compliance, and

[9:12:49] then we'll be ready to take

[9:12:54] questions if that's okay.

[9:12:55] >> We we're going to jump right

[9:12:58] to the end of the deck. And if

[9:12:59] the board wishes, we can come

[9:13:01] back and present the entire

[9:13:04] deck. I know that it was made a

[9:13:05] public, so everyone had an

[9:13:06] opportunity. But there's one

[9:13:07] essential question we do need

[9:13:09] to get answered. So we could go

[9:13:10] right to that question and get

[9:13:12] that answered. We can schedule

[9:13:15] this for another meeting. I'm

[9:13:16] going to introduce my team.

[9:13:19] Sharonda Bailey, director of

[9:13:23] vpk, Head Start, and Paul.

[9:13:25] >> Thank you, Doctor Cohen.

[9:13:26] Good evening board. Thank you

[9:13:28] for giving us the opportunity

[9:13:30] to address the. One important

[9:13:32] question we need answered today.

[9:13:34] Our Head Start preschool

[9:13:35] program has been experiencing

[9:13:37] under enrollment, as we have in

[9:13:40] our k through 12 enrollment

[9:13:42] trends. And what we are

[9:13:43] proposing with the Office of

[9:13:45] Head Start is to be able to

[9:13:48] submit an application for us to

[9:13:49] convert our Head Start

[9:13:52] preschool slots to early Head

[9:13:54] Start slots. So we are right

[9:13:57] now facing reducing those slots,

[9:13:58] as I've mentioned on the Head

[9:14:00] Start preschool side for our

[9:14:01] four year old program so that

[9:14:03] we can open the opportunity for

[9:14:05] our students or our children

[9:14:06] and the infants and toddlers

[9:14:08] side of the house, therefore,

[9:14:10] allowing allowing us to meet

[9:14:12] enrollment requirements for our

[9:14:14] Head Start preschool side of

[9:14:15] the house and also meet

[9:14:17] enrollment for our Head Start

[9:14:19] infants and toddlers. So I

[9:14:20] wanted to have that

[9:14:21] conversation with the board to

[9:14:23] see if they are willing to

[9:14:24] allow us to move forward w whh

[9:14:29] that applicacati..Hank youou.

[9:14:31] >> MISS Bulman.

[9:14:34] >> So we're your proposal is

[9:14:37] that for the empty Head Start

[9:14:39] slots, we would change them to

[9:14:40] earlier. Are we changing all of

[9:14:41] the head start spots to early

[9:14:42] Head Start?

[9:14:43] >> So right now for the Head

[9:14:45] Start preschool side of our

[9:14:46] house, there are three and four

[9:14:49] year olds and we have 2003

[9:14:51] seats. We're required to be at

[9:14:53] 97% for full enrollment, and

[9:14:56] we've been hovering at 92% all

[9:14:58] year. So we are proposing to

[9:15:00] reduce on our 3 to 4 year old

[9:15:03] side, 77 seats on that side of

[9:15:05] the House to bring us closer to

[9:15:06] being compliant for full

[9:15:08] enrollment, but also allowing

[9:15:10] us to convert those seats to

[9:15:13] open up 32 additional slots for

[9:15:16] our early Head Start program.

[9:15:18] >> All right, that sounds great.

[9:15:18] >> Thanks. Thank you.

[9:15:20] >> You're welcome.

[9:15:22] >> Anyone else? DR. Zeman

[9:15:24] already gave his feedback.

[9:15:27] Anyone else? All right. We are

[9:15:28] good to move forward. Are you

[9:15:31] you have the direction you need.

[9:15:34] Oh, go ahead, MRS. Alhadeff.

[9:15:36] >> No. MRS. Rebecca. Oh, MISS

[9:15:37] Thompson, I would really like

[9:15:40] this presentation to come back

[9:15:42] at some point, because I think

[9:15:44] there is a much bigger

[9:15:46] conversation on how we approach

[9:15:50] vpk in our our early learners.

[9:15:54] So it's a little frustrating

[9:15:55] that the agenda has happened,

[9:15:58] how it has. I'm fine with this

[9:15:59] suggestion, but just I think

[9:16:01] it's really important that we

[9:16:03] spend time and invest in this

[9:16:04] program, and I would like it to

[9:16:08] be put on agenda in the future.

[9:16:08] Thank you.

[9:16:11] >> We're happy to do that.

[9:16:14] >> Anyone else, anyone else

[9:16:19] online? All right. Thank you.

[9:16:21] Our next item on the agenda is

[9:16:25] the Food and Nutrition services

[9:16:27] Meal Benefits update.

[9:16:30] >> They'll be in about 30s. And

[9:16:33] I'll ask Doctor Wanza perhaps

[9:16:34] to go straight to the

[9:16:35] superintendent's recommendation,

[9:16:38] unless the board wants to. An

[9:16:39] elevator speech at the

[9:16:41] presentation.

[9:16:45] >> Nope. I'm ready to talk.

[9:16:46] >> Chair.

[9:16:48] >> Yes, MISS Thompson.

[9:16:50] >> I think it is important to

[9:16:53] at least expand on the impact

[9:16:55] that cep will have on other

[9:16:56] funding, like title one, and

[9:16:58] just make sure that the board

[9:17:01] is particularly clear on on the

[9:17:02] consequences of each option

[9:17:04] they're proposing. But

[9:17:05] otherwise I'm fine with an

[9:17:08] abbreviated presentation.

[9:17:11] >> I agree.

[9:17:12] >> So Doctor Wanza, if you can

[9:17:13] just highlight the

[9:17:15] superintendent's recommendation

[9:17:17] and the importance of the

[9:17:19] funding impacts on other

[9:17:20] revenue sources.

[9:17:23] >> So I will go to so this is

[9:17:25] the team from Food and

[9:17:26] Nutrition Services as you can

[9:17:28] see. Yay.

[9:17:29] >> Thank you for waiting.

[9:17:32] >> Yes. Yeah. You get power up.

[9:17:34] And I'm not certain if they're

[9:17:35] still on the line, but our

[9:17:36] partners from the Council of

[9:17:38] Great City Schools were on the

[9:17:39] line at some point throughout

[9:17:41] the day. They're still.

[9:17:42] >> We're still on the line.

[9:17:43] [Laughter]

[9:17:43] This is.

[9:17:44] >> Why that membership is

[9:17:46] important. They're still here.

[9:17:47] DR. Zeman.

[9:17:49] >> Nice to see you, Ray.

[9:17:50] >> Pleasure to see you all as

[9:17:50] well.

[9:17:52] >> Thank you for being here

[9:17:54] with us. So I'm going to go to

[9:17:57] page 22 of the presentation.

[9:18:00] The superintendents

[9:18:02] recommendations. So the

[9:18:04] superintendents recommendations

[9:18:06] actually asked the board to

[9:18:08] consider four things. The first

[9:18:11] one is to implement some

[9:18:14] version of cep, which is the

[9:18:16] community eligibility provision,

[9:18:18] which will allow for whatever

[9:18:20] number of schools the children

[9:18:22] in the schools. As we know, all

[9:18:23] kids will have free breakfast,

[9:18:25] but all of those kids will have

[9:18:26] free lunch as well. And then

[9:18:28] for the schools that are not

[9:18:31] included, I'm on page 22. Or is

[9:18:37] that right? Can you go to the

[9:18:41] revised presentation? Okay. And

[9:18:45] then for whatever number of

[9:18:47] schools that do not qualify for

[9:18:49] the community eligibility

[9:18:50] provision for all of the

[9:18:52] children to have free lunch,

[9:18:54] those those schools, we will

[9:18:56] still go through the

[9:18:58] traditional meal application

[9:18:59] process to qualify as many

[9:19:02] children as possible for free,

[9:19:03] as many students as possible

[9:19:05] for reduced. And then the

[9:19:06] remaining would be full pay.

[9:19:08] And we can talk about how the

[9:19:10] groupings and the configuration

[9:19:12] at what percentage we do for

[9:19:15] that. The second recommendation

[9:19:17] is we are at a place where we

[9:19:19] do need to increase meal prices,

[9:19:21] and the recommendation is to

[9:19:23] increase lunch at elementary,

[9:19:25] middle, high and adult by $1.

[9:19:30] And then the we really want to

[9:19:32] encourage the board to for us

[9:19:34] to return to our historical

[9:19:36] meal charge processes. And we

[9:19:37] can talk about that a little

[9:19:39] bit. I've also been in

[9:19:41] conversation with our

[9:19:43] colleagues in it to look at

[9:19:45] some kind of way, how we can

[9:19:47] integrate the meal balance with

[9:19:48] something in focus so that kids

[9:19:51] can see before they get to the

[9:19:52] cafeteria, that whole

[9:19:53] conversation about, you know,

[9:19:55] do I have money before I

[9:19:56] actually get in the line? And

[9:19:58] then more than anything, and we

[9:20:00] hear this more and more is

[9:20:01] whatever the decision that

[9:20:03] comes out of whatever direction

[9:20:05] comes out of today. And then

[9:20:07] ultimately board item next week

[9:20:09] that we must immediately

[9:20:11] implement a robust

[9:20:13] communication protocol across

[9:20:15] the community that involves the

[9:20:17] schools, that involves everyone,

[9:20:19] so that parents and families

[9:20:20] know the options that we are

[9:20:23] moving forward with. That's the

[9:20:25] long and the short.

[9:20:29] >> Thank you, MISS Dixon.

[9:20:33] >> Thank you so much. I have to

[9:20:35] MISS Thompson's point. It was

[9:20:38] brought up to us that the

[9:20:39] schools, let's say I. I forget

[9:20:43] what option three was in terms

[9:20:45] of numbers of schools, but

[9:20:46] let's say it's 80 schools. It

[9:20:50] might have been 96, but it.

[9:20:52] Those 80 schools that are part

[9:20:55] of the cpe, how does that

[9:20:58] affect their title one funding?

[9:20:59] Because we would be helping

[9:21:02] ourselves to do cpe with them,

[9:21:04] but then we would be hurting

[9:21:06] the schools. So I think it's

[9:21:08] really important that we

[9:21:12] understand what that effect is.

[9:21:13] >> And yes. Good afternoon.

[9:21:15] Thank you so much, MR. Sullivan.

[9:21:17] Good afternoon. Board members.

[9:21:18] LaWanda Wright, director of

[9:21:21] federal programs. At this time,

[9:21:22] the federal government allows

[9:21:25] the 1.6 multiplier, which is in

[9:21:27] your presentation, to be tied

[9:21:29] to the direct certified number

[9:21:30] of students. And we've been

[9:21:32] using this tool for our current

[9:21:34] schools identified as cep. And

[9:21:36] at this time, it does not have

[9:21:38] a direct correlation or impact

[9:21:41] on their allocation. The only

[9:21:43] mitigating factor that's

[9:21:44] impacting the allocations for

[9:21:47] our school is the decline in

[9:21:49] enrollment. That is the major

[9:21:50] factor that's impacting their

[9:21:51] allocation as it relates to

[9:21:53] their title one designation. I

[9:21:55] hope that was helpful.

[9:21:57] >> Well, the I think the

[9:21:58] concern principals have is if

[9:22:00] we're cpe, they don't have to

[9:22:05] fill out the form. And so then

[9:22:06] how do they determine that

[9:22:09] they're still title one schools.

[9:22:11] >> We have always used in the

[9:22:12] past our dashboard indicator

[9:22:14] that gives them the number of

[9:22:16] direct certified students with

[9:22:18] the multiplier. And they use

[9:22:20] this dashboard to determine

[9:22:22] their percentage. All of this

[9:22:25] data has been provided to our

[9:22:27] principals for the last eight

[9:22:29] years. And the title one, the

[9:22:30] Federal Programs Department,

[9:22:32] will be more than happy to

[9:22:34] onboard and meet the needs of

[9:22:35] those principles that need the

[9:22:37] necessary technical assistance

[9:22:38] and guidance.

[9:22:40] >> Okay, awesome. So if we move

[9:22:43] to cpe, what you're saying

[9:22:45] basically is that it should not

[9:22:47] affect those schools and their

[9:22:48] title one funding.

[9:22:50] >> So what I'm saying is, if

[9:22:52] the district makes a decision

[9:22:56] to move back to c, e p, there

[9:22:59] are various factors that impact

[9:23:02] their title one eligibility,

[9:23:05] I.E low enrollment I e the

[9:23:07] district's decision on how they

[9:23:09] will use their title one

[9:23:11] funding and leverage that to

[9:23:14] serve back to the high school

[9:23:15] conversation. There are

[9:23:17] mitigating factors that MAY

[9:23:19] impact the title one

[9:23:20] designation. If we were to

[9:23:22] increase the threshold like we

[9:23:25] did previously, from 50% to 61%,

[9:23:28] there are various factors that

[9:23:30] will impact their title one

[9:23:32] designation. This is why we

[9:23:34] encourage our principals to

[9:23:36] review the dashboard and

[9:23:37] educate themselves on the

[9:23:39] number of students they have,

[9:23:41] review that information and

[9:23:42] then they will see the

[9:23:44] correlation of direct certified

[9:23:46] students at their school and

[9:23:48] the 1.6 multiplier that will

[9:23:51] give them their percentage. I

[9:23:53] hope that was helpful, MISS

[9:23:54] Hixon.

[9:23:56] >> Okay. Yes. Thank you. And

[9:23:57] then the other piece that I

[9:23:59] just want to which will be no

[9:24:01] surprise to anyone, the return

[9:24:03] to historical student charge

[9:24:04] procedures. So when we had our

[9:24:07] one on one, I got a lot of

[9:24:08] pushback about how it is that

[9:24:13] we can identify that a student

[9:24:15] owes money or, you know, isn't

[9:24:17] eligible for free and reduced

[9:24:19] lunch so that we're avoiding

[9:24:21] taking that, that tray of food

[9:24:22] from them, throwing it away

[9:24:24] after they've already gotten it

[9:24:26] and giving them a wow sandwich.

[9:24:27] So, Doctor Wanza, you said that

[9:24:30] you had reached out to it. Can

[9:24:32] you tell us what did they say?

[9:24:34] And is that possible? And then

[9:24:35] in our one on one, you had

[9:24:37] mentioned you were going to

[9:24:39] reach out to other counties to

[9:24:41] see how they avoid the issue

[9:24:43] that we ran into this year. So

[9:24:46] can you tell us what

[9:24:47] information you gathered?

[9:24:49] >> So it is going to explore.

[9:24:50] They are committed to

[9:24:52] partnering with us to determine

[9:24:54] how they can come up, how we,

[9:24:55] as a as an organization can

[9:24:58] come up with something where.

[9:25:00] So let let me say this, MISS

[9:25:03] Hixon so particularly at the

[9:25:04] middle school and the high

[9:25:08] school level, and I know. Well,

[9:25:09] I'm going to go to high school.

[9:25:12] We know at high school, during

[9:25:13] lunchtime or whatever, students

[9:25:16] can use their cell phone. There

[9:25:21] is. The ability for students to

[9:25:24] have the My School Books app on

[9:25:26] their phone, and the students

[9:25:28] know whether or not they have

[9:25:30] money in their account. I mean,

[9:25:33] we and and some of this, as

[9:25:36] much as I am a 100% proponent

[9:25:39] of feeding as many children as

[9:25:41] possible who cannot, you know,

[9:25:46] who cannot afford to pay for

[9:25:48] meals, some of some of this we

[9:25:49] do have to put back on our

[9:25:50] families, because I had a

[9:25:52] conversation with a number of

[9:25:53] children this weekend,

[9:25:54] particularly at church, and I

[9:25:56] asked them about this whole

[9:25:57] thing with meal charges and

[9:25:59] stuff, and they said to me,

[9:26:01] well, MISS Wanza, the district

[9:26:03] was paying for it. There wasn't

[9:26:04] a reason for me to need to have

[9:26:06] money or to check anything,

[9:26:08] because we always knew that the

[9:26:09] school is going to give us the

[9:26:11] meal. So there wasn't a reason,

[9:26:14] right? So one of the things

[9:26:15] that we are going to work with

[9:26:17] it to see how we can do

[9:26:19] something so that children have

[9:26:21] the ability to see either

[9:26:23] readily and focused or

[9:26:26] something. Coming into the

[9:26:28] cafeteria area. So we're going

[9:26:30] to work on that. The other part

[9:26:33] is, so no other other districts

[9:26:36] actually make a concerted

[9:26:38] effort where the district funds

[9:26:39] the difference. Whatever the

[9:26:41] difference is, the district

[9:26:43] funds it. And I know that that

[9:26:44] MAY not be our place right now,

[9:26:46] and we certainly respect that.

[9:26:48] And then the last part is, as I

[9:26:50] said to you, we're going to

[9:26:51] have to actually work with some

[9:26:53] building level leaders around

[9:26:54] what this will look like in

[9:26:57] their building. I think the

[9:26:59] again, the greatest challenge

[9:27:01] will probably come at the

[9:27:03] secondary level, more so than

[9:27:06] the elementary level.

[9:27:08] >> Okay. So basically when you

[9:27:10] checked with other counties,

[9:27:13] they, they do what we did this

[9:27:14] year and that was just cover

[9:27:15] the cost.

[9:27:17] >> Well, well, they have some

[9:27:19] version of cep with universal

[9:27:21] free where the district covers

[9:27:24] whatever is the deficit. And so

[9:27:26] that is something that I know

[9:27:28] we

[9:27:29] >> Worked as an as a district

[9:27:31] have to decide what is it that

[9:27:33] the board. What direction does

[9:27:35] the board want to take?

[9:27:37] >> Okay. Thank you. So I would

[9:27:41] say yes to option three with

[9:27:43] making sure that our principals

[9:27:45] know what they have to do so

[9:27:47] that they don't get the issue

[9:27:50] with the title one reduction if

[9:27:53] possible. I'm not sure how I

[9:27:54] feel about meal price increases,

[9:27:56] but I, you know, everything's

[9:27:57] increasing. So I guess if we

[9:28:02] have to do that, I would I'm

[9:28:04] concerned about the historical

[9:28:06] student charge procedures

[9:28:07] because that's how we ended up

[9:28:09] where we're at now. And I don't

[9:28:10] want to continue to be in this

[9:28:13] place. So I would. Only say yes

[9:28:13] to that.

[9:28:15] >> Can, can can we just explain

[9:28:16] what the historical charge

[9:28:18] procedure was? It's not every

[9:28:20] kid comes through and they

[9:28:20] automatically don't have to pay,

[9:28:22] don't have to pay, don't have

[9:28:23] to pay. There are things that

[9:28:25] we did strategically at the

[9:28:26] elementary level. There was

[9:28:29] some discretion at the

[9:28:30] secondary level with middle

[9:28:31] schools and high schools. And

[9:28:34] in in our highest year of

[9:28:37] having meal charges at the at

[9:28:39] the historical practices, that

[9:28:42] balance MAY have been $28,000

[9:28:44] at most. And then we work with

[9:28:46] community partners through

[9:28:48] donations to have that balance

[9:28:50] covered. It is true that this

[9:28:56] year the balance is just over

[9:28:57] 728 or $29,000, because

[9:29:00] students were of the mindset,

[9:29:01] it doesn't matter. It's free

[9:29:04] for me. It doesn't matter.

[9:29:06] >> Yeah. And I, I appreciate

[9:29:07] that. It's partly why I was

[9:29:10] frustrated with us just early

[9:29:12] on paying off that percent. I

[9:29:13] mean, that money instead of

[9:29:16] waiting till the end because it

[9:29:17] continues to look like the

[9:29:19] district's just covering the

[9:29:22] cost. But I appreciate the

[9:29:24] explanation on that. So, you

[9:29:27] know, yes to whatever was

[9:29:30] working better before, and I

[9:29:32] will I'm okay with the

[9:29:34] initiating a robust

[9:29:35] communications plan, but I just

[9:29:37] would like to add a caveat to

[9:29:39] that. I think we had a robust

[9:29:41] communication plan this year.

[9:29:42] They just didn't hear it. So I

[9:29:44] don't want to come across as a

[9:29:46] board member to staff thinking

[9:29:48] that I didn't think that you

[9:29:49] all did everything possible to

[9:29:51] make them understand that they

[9:29:55] were not getting lunch for free

[9:30:01] anymore.

[9:30:03] >> I think we lost.

[9:30:05] >> Communication plan would be

[9:30:07] better suited there, because it

[9:30:09] isn't as if we didn't do

[9:30:10] something. And I, I do

[9:30:12] appreciate what was done, but I

[9:30:13] don't want to land in the same

[9:30:16] place next year. So thank you.

[9:30:18] >> Thank you. Before I call on

[9:30:20] our student advisors, I did

[9:30:23] need to call for public comment.

[9:30:27] Rochelle Sofer. I don't think

[9:30:31] she's here anymore. Lily and

[9:30:33] Mikhail.

[9:30:36] >> Okay, so from the student

[9:30:38] perspective, the biggest

[9:30:39] challenge with this shift is

[9:30:41] that families have gotten used

[9:30:43] to not doing anything for

[9:30:46] school meals. Okay, for several

[9:30:48] years. And my, my mom is guilty

[9:30:50] of this as well for several

[9:30:52] years because of the federal

[9:30:54] Covid era waivers and the

[9:30:57] higher cep eligibility, we were

[9:30:59] able to offer free lunch to all

[9:31:00] the students without requiring

[9:31:02] any applications or anything

[9:31:03] like that. Right. So parents

[9:31:05] didn't have to fill out any

[9:31:06] forms, and students didn't have

[9:31:07] to worry about whether they

[9:31:09] qualified or not. That became

[9:31:10] the routine for them every

[9:31:12] single year right now that

[9:31:14] those waivers have expired,

[9:31:15] families are suddenly being

[9:31:17] asked to go back to a process

[9:31:19] that many have not done in

[9:31:20] years. Right. And some of them

[9:31:22] have never done it at all. A

[9:31:24] lot of the parents don't

[9:31:25] understand why these things are

[9:31:26] happening, and many of them

[9:31:28] don't realize that by them not

[9:31:30] submitting their application,

[9:31:32] job applications, the

[9:31:34] reimbursement drops to $0.55

[9:31:36] per meal. And that's a major

[9:31:38] reason why our student meal

[9:31:40] debt grew from 94,000 in

[9:31:44] SEPTEMBER to $735,000 in MAY,

[9:31:46] which is around $80,000 per

[9:31:48] month and a 30% increase every

[9:31:51] single month as well. Now,

[9:31:54] through skipped lunches, shared

[9:31:55] foods, or avoiding the

[9:31:56] cafeteria because they don't

[9:31:58] want to be embarrassed. Right?

[9:32:00] What we see in the schools is

[9:32:02] simple families aren't ignoring

[9:32:03] the application on purpose.

[9:32:05] Many of them just think meals

[9:32:06] are still free for everyone.

[9:32:08] Some of them assume they won't

[9:32:09] qualify. Others don't

[9:32:10] understand that the application

[9:32:12] affects school funding, and a

[9:32:14] lot of families have never seen

[9:32:15] the emails or the robo calls

[9:32:18] that have been sent out. So

[9:32:20] from a student and operational

[9:32:21] standpoint, the district's

[9:32:23] communication plan is very

[9:32:24] important. But we need

[9:32:25] messaging that is clearer,

[9:32:27] shorter and also more visible

[9:32:29] so that we can reach all the

[9:32:30] students so that they can all

[9:32:32] understand and the parents as

[9:32:34] well. And a realistic step

[9:32:36] would maybe be like a one

[9:32:38] minute, one minute information

[9:32:40] video that explains in plain

[9:32:43] language as well why the meal

[9:32:44] application matters and how it

[9:32:46] supports the schools. But the

[9:32:48] key is where it's shown it

[9:32:50] should appear in places that

[9:32:51] students can see and families

[9:32:53] actually look at, like morning

[9:32:55] announcements, cafeteria

[9:32:56] screens as they had stated,

[9:32:58] canvas dashboards, and even qr

[9:33:00] codes that are placed in the

[9:33:02] lunch line or whatever the case

[9:33:04] MAY be. Right? These are small,

[9:33:06] low cost changes that make the

[9:33:09] message heard and hard to MISS

[9:33:10] So that everyone can share it

[9:33:12] at home and share it to their

[9:33:13] families, so that our district

[9:33:15] doesn't end up like this again

[9:33:18] next school year. This is not a

[9:33:20] new program. It's just a way

[9:33:22] that families have to adjust

[9:33:25] from a world where they were

[9:33:26] automatically free, to a world

[9:33:28] where paperwork matters again.

[9:33:29] So if the district does move

[9:33:31] forward with option three,

[9:33:33] students want to make sure the

[9:33:34] rollout is clear, accessible,

[9:33:36] and also supportive. So no

[9:33:37] student should be choosing

[9:33:39] between learning and eating.

[9:33:40] That's number one and improving

[9:33:42] how we communicate. This change

[9:33:44] can make a real difference for

[9:33:49] our students. Thank you.

[9:33:53] >> All right. So I do have

[9:33:55] questions. So first of all, I'm

[9:33:57] looking at the pricing that

[9:33:58] we're talking about. That's

[9:34:00] pending board approval for 26

[9:34:04] to 27. Would there be a way for

[9:34:08] the reduced lunch amount to be

[9:34:10] reduced even more just because

[9:34:11] I think it is, you know, very

[9:34:13] unfortunate that we have to

[9:34:16] raise the cost of lunches for

[9:34:17] students. You know, McHale, you

[9:34:18] had said that you had dealt

[9:34:20] with the free and reduced lunch.

[9:34:22] I know I used to do that when I

[9:34:23] was younger. Luckily, I no

[9:34:24] longer have to, but I think it

[9:34:26] is just unfortunate, you know,

[9:34:27] with how the world is today and

[9:34:29] how the economy is today, that

[9:34:30] we do have to raise it. So is

[9:34:32] there a way for that $0.40

[9:34:33] reduction to be higher, if that

[9:34:34] makes sense, like further

[9:34:36] reduced?

[9:34:40] >> So not per the usda. So it

[9:34:42] would have to be at 40%, I mean,

[9:34:44] at $0.40. So the only thing

[9:34:46] that we would be able to do

[9:34:48] with the p l tool is the

[9:34:49] lunches, like raise it a dollar

[9:34:53] or what the board decides. Okay.

[9:34:54] >> And then additionally, this

[9:34:56] is just something I want to

[9:34:57] comment on kind of a question,

[9:34:59] kind of a comment, because this

[9:35:00] is something that I know I've

[9:35:02] dealt with with school lunch. I

[9:35:05] buy it pretty often is if you

[9:35:06] haha like,f youu d dn'tt p p

[9:35:07] monene o oyour aouou and the

[9:35:09] let't's say you have a $ debt. I

[9:35:10] don't know if you guys have

[9:35:12] fixed this. I have not seen it

[9:35:15] fixed at my school is I can put

[9:35:17] like $20 onto my account, but

[9:35:19] that $3 debt you have to pay

[9:35:21] back in cash so I can keep

[9:35:22] putting. Yeah, it's happened to

[9:35:24] me. And the worst part is it

[9:35:26] won't take the money out of my

[9:35:27] account. It keeps adding on to

[9:35:29] the debt. So like, let's say I

[9:35:31] had a $3 debt and then I have

[9:35:33] 20 on my account. If I go buy

[9:35:34] another lunch, it adds on to

[9:35:36] the debt separately. So I don't

[9:35:37] know if that's a school thing

[9:35:38] or if that's a you guys thing.

[9:35:40] >> So I could I could speak to

[9:35:41] the meal obligation in regards

[9:35:42] to the monies being taken out

[9:35:44] due to the quick turnaround of

[9:35:45] implementing meal obligation

[9:35:47] and implementing the structure

[9:35:49] behind it. The removal of the

[9:35:52] debt is something that was not

[9:35:52] automated. We are still trying

[9:35:54] to work on an automated process

[9:35:56] to make it where if you have a

[9:35:57] debt either to the school or to

[9:35:58] the principal account, it would

[9:35:59] be taken out automatically.

[9:36:01] What we were able to do in the

[9:36:03] short time that we did have it

[9:36:04] enacted, was give you the

[9:36:06] balance shown on focus and on

[9:36:08] my school books, so that when

[9:36:09] you did make a payment, it

[9:36:10] would surface it up and then

[9:36:12] through through training and

[9:36:13] meal operations. We taught the

[9:36:15] staff on how to take those debt

[9:36:16] off. So if your school was not

[9:36:18] doing that on a daily basis,

[9:36:19] depending on the training

[9:36:20] provided, that was another

[9:36:21] issue we needed to address. So

[9:36:22] thank you. Correct.

[9:36:24] >> Yeah. Just because it was

[9:36:25] like really annoying when I

[9:36:26] would have money in my account

[9:36:27] and they're like, no, you need

[9:36:29] to pay it back in cash. And

[9:36:30] it's like, well, I have, I have

[9:36:32] money on there, but I yeah, so

[9:36:34] if you guys can do something.

[9:36:35] >> But it has been taken care

[9:36:36] of at the moment.

[9:36:37] >> Yeah. No, my debt was fine

[9:36:39] because I paid it back in cash.

[9:36:40] Like it's not like, it's not

[9:36:42] like the debt stays in there,

[9:36:43] but it's just like if I had

[9:36:45] bought lunch before I put money

[9:36:46] in my account, it'll be like a

[9:36:48] $3 debt. But even if I put,

[9:36:49] let's say $10, $20 in my

[9:36:51] account, it doesn't pay off the

[9:36:52] debt. You have to pay it back

[9:36:53] in cash.

[9:36:54] >> The other system also

[9:36:55] prompts you to next time you go

[9:36:57] through the line, yeah, you had

[9:36:58] the debt and you never went

[9:36:59] back.

[9:37:00] >> That's what I'm saying. Like

[9:37:01] you have to bring the cash. You

[9:37:03] can't like pay it off online.

[9:37:04] That's what I think it should

[9:37:06] be like. You can pay it off

[9:37:06] online.

[9:37:07] >> But that's definitely

[9:37:08] something we'll look into just

[9:37:10] to make sure for, you know, the

[9:37:11] next student, you know, that

[9:37:12] that doesn't occur with them.

[9:37:13] But thank you so much.

[9:37:15] >> So the question becomes,

[9:37:16] what are we going to do to

[9:37:17] ensure that all of the students

[9:37:18] and parents understand that

[9:37:19] these forms and these

[9:37:21] applications do matter, because

[9:37:23] this can't happen again next

[9:37:23] year?

[9:37:25] >> So, so I can mention that we

[9:37:27] did start back in MAY when we

[9:37:29] knew we were transitioning back

[9:37:30] because as you stated, it's a

[9:37:32] perfect example. You know, some

[9:37:34] kids started in kindergarten

[9:37:36] with the pandemic. By the time,

[9:37:38] you know, fifth grade, they

[9:37:39] knew the kids were getting the

[9:37:41] meals for free. So we started

[9:37:44] in MAY. We did news media

[9:37:46] interviews with channel seven,

[9:37:49] nbc six, Telemundo. We did

[9:37:52] moments with the mayor. We did

[9:37:54] conferences. We did a lot of

[9:37:57] open house backpack giveaways,

[9:37:58] outreach to the community. So

[9:38:00] we were out there with

[9:38:01] applications, our Purple Shirts,

[9:38:04] Saturdays events, just to reach

[9:38:07] out to parents. But if you can

[9:38:09] recommend or we can hear better

[9:38:11] ways for students, you know,

[9:38:12] because the issue would be we

[9:38:14] were out there, but then the

[9:38:16] parents really didn't show up.

[9:38:18] So any way, any suggestions

[9:38:19] that you guys have, especially

[9:38:20] with high school students that

[9:38:22] we can get out there, open

[9:38:24] house or any events, we would

[9:38:25] be happy to be out there

[9:38:27] because the whole goal is we

[9:38:28] want to not only educate the

[9:38:30] parents, but we also go out

[9:38:32] with laptops. And the big thing

[9:38:34] is we want parents to also

[9:38:36] understand that citizenship is

[9:38:37] not a factor when it comes to

[9:38:40] completing the application. The.

[9:38:41] With the Social Security, they

[9:38:42] can list the last four digits.

[9:38:44] So we have some parents that

[9:38:45] don't feel comfortable with

[9:38:46] that and they just check the

[9:38:47] box. No social. We just want

[9:38:49] parents to know that there's an

[9:38:51] option for their students when

[9:38:52] it comes to an application and

[9:38:54] not just thinking, wait, I'm in

[9:38:55] a hardship and I'm not going to

[9:38:57] do the hour. I don't know about

[9:38:59] the application. So yes, we

[9:39:00] still want to get out there. So

[9:39:02] as soon as we know what

[9:39:03] decision the board will go, we

[9:39:05] want to get that out there to

[9:39:06] parents right away.

[9:39:07] >> Okay, beautiful. So it does

[9:39:09] sound like you guys did do as

[9:39:11] much as you can when it came to

[9:39:12] communication and trying to

[9:39:14] reach out to the parents and

[9:39:17] the students and stuff. So yeah,

[9:39:22] on my friend. Yeah. Okay.

[9:39:25] >> Is that it? Okay, MISS

[9:39:28] Thompson?

[9:39:30] >> Thank you. Chair, I think,

[9:39:32] do we have a breakdown of how

[9:39:34] many students that switching

[9:39:36] doing option three or switching

[9:39:39] to option one? What is the

[9:39:39] actual.

[9:39:41] >> Student benefit or the

[9:39:42] number of students will be able

[9:39:44] to feed as opposed to the

[9:39:49] traditional meal applications.

[9:39:50] >> So that would so we have

[9:39:52] number of schools, right? And

[9:39:54] then the. And then depending on

[9:39:57] how what variation of groupings

[9:39:59] that we use at the at the

[9:40:00] various percentages, whether

[9:40:03] it's a 100% free full

[9:40:05] reimbursement, the 40% of the

[9:40:08] 25. That would then be

[9:40:10] predicated on the students

[9:40:13] enrolled in the schools. So we

[9:40:15] have the number of schools that

[9:40:18] would qualify, and then the

[9:40:19] number of students that's just

[9:40:21] based on the enrollment in

[9:40:22] those various schools,

[9:40:26] depending on the groupings.

[9:40:28] >> So the goal is to make sure

[9:40:32] the most amount of kids are fed.

[9:40:34] What is the option staff would

[9:40:35] recommend.

[9:40:40] >> So. The goal to make sure

[9:40:43] the most amount of kids are fed

[9:40:47] are at the 25%. However, the

[9:40:49] goal of making sure the most

[9:40:51] amount of kids are are fed. But

[9:40:53] also we have to look at the

[9:40:56] financial responsibility that,

[9:40:57] you know, comes with. And all

[9:40:58] of that we would say would be

[9:41:03] at the 40%. But we are here to

[9:41:04] listen to the board. That is

[9:41:07] why we gave the revised. Slide

[9:41:10] 15. Because when you see the

[9:41:15] the column tt says local

[9:41:17] sources of revenue loss. So

[9:41:19] basically that's the when, when

[9:41:20] parents have to pay, right to

[9:41:22] pay for the full pay, the

[9:41:24] things of that and, you know,

[9:41:26] to pay for the meal. So when

[9:41:29] you look at what would be the

[9:41:32] option that would provide food,

[9:41:34] free, meaning free lunch to the

[9:41:36] most amount of children, but

[9:41:39] also in a very fiscally. You

[9:41:42] know, conscious way, it would

[9:41:46] be grouped at the 40%.

[9:41:48] >> All right.

[9:41:51] >> And that's what option three

[9:41:51] is.

[9:41:54] >> So option three is we do

[9:41:57] some variation of c, e, p with

[9:41:59] the meal applications, meaning

[9:42:03] we do whatever variation we can

[9:42:05] of feeding the most amount of

[9:42:07] kids. And the most fiscally

[9:42:10] responsible way. And for the

[9:42:12] schools that do not qualify for

[9:42:15] c, e, p, then those schools, we

[9:42:17] would do the meal applications

[9:42:20] for.

[9:42:23] >> And so how are we

[9:42:25] determining that grouping and

[9:42:27] what factor? Because I'm

[9:42:28] getting and we talked about

[9:42:30] this on my one on one. I'm

[9:42:31] getting pushback from

[9:42:34] principals about the harm, the

[9:42:35] unintentional harm that this

[9:42:36] will cause.

[9:42:38] >> So. So MISS.

[9:42:40] >> How are we making that a

[9:42:42] factor? And I know you, it was

[9:42:43] told to MRS. Hixon that that's

[9:42:46] not a problem. But I still,

[9:42:47] even with explaining it to

[9:42:48] principals, what I got

[9:42:50] explained, they still feel like

[9:42:53] it's they're they're concerned.

[9:42:53] >> So so.

[9:42:55] >> This is how do I address

[9:42:56] that?

[9:42:57] >> So what I will say, and

[9:43:00] obviously MISS Wright can come

[9:43:03] back up at any time to either

[9:43:05] elaborate or clarify anything

[9:43:08] that MAY not be, you know,

[9:43:10] consistent with what she said

[9:43:11] or that MAY not be aligned to

[9:43:16] what she said. So cep is

[9:43:17] ensuring that, you know, the

[9:43:18] maximum amount of kids at

[9:43:22] whatever percentage we identify

[9:43:26] have free lunch as well. What

[9:43:28] principals are concerned about

[9:43:29] at the end of the day is

[9:43:31] probably, yes, they want kids

[9:43:33] to eat. I I'm a former

[9:43:34] principal. They do not want

[9:43:36] kids to be hungry. However,

[9:43:38] they also know that they get a

[9:43:41] title one allocation that

[9:43:43] allows for them to do other

[9:43:46] supplemental things in their

[9:43:49] schools to to ensure that their

[9:43:51] academic program, the services

[9:43:53] that they're providing for

[9:43:55] children, that all of that

[9:43:56] remains intact and they can

[9:43:57] continue to do it at a very

[9:44:00] high level. What MISS Wright

[9:44:02] explained is that a school's

[9:44:06] title one designation isn't

[9:44:08] solely based on is the district

[9:44:11] doing cep or not? Is that a

[9:44:15] correct statement? Okay, so

[9:44:17] what she was explaining that.

[9:44:20] So what what impacted some

[9:44:21] schools was whether we were

[9:44:24] doing c, e, p or not, if the if

[9:44:26] the district made a

[9:44:28] determination that, you know,

[9:44:29] meals free and reduced lunch

[9:44:32] status is going to percentage

[9:44:37] rather is going to change from

[9:44:39] 55% to 62%. And I'm a school

[9:44:44] that had a 58%. The fact that

[9:44:47] I'm not at 62, I have I no

[9:44:50] longer qualify for federal

[9:44:51] title one funds, and that has

[9:44:55] nothing to do with cep. That

[9:44:58] has everything to do with the

[9:45:02] families in my school, only 58%

[9:45:03] of the families there or the

[9:45:05] people who submitted

[9:45:07] applications actually qualify

[9:45:09] for free and reduced lunch. And

[9:45:12] that is what then impacted my

[9:45:14] school's title one designation.

[9:45:16] Is that an accurate statement,

[9:45:18] MISS Wright?

[9:45:18] >> Affirmative.

[9:45:19] >> Okay.

[9:45:21] >> Thank you.

[9:45:23] >> So when we're doing the

[9:45:24] grouping of eligible schools

[9:45:27] for cep, are we going to go to

[9:45:29] the principals before we

[9:45:31] designate them as cep to let

[9:45:34] them know about, you know, the

[9:45:35] positives and potential

[9:45:37] consequences of this? Are the

[9:45:39] is the district just going to

[9:45:41] decide what school is going to

[9:45:48] be c p or not?

[9:45:49] >> The percentage is.

[9:45:52] >> So we will definitely have a

[9:45:54] conversation with principals.

[9:45:56] However, their percentage is

[9:45:59] their percentage. We can't

[9:46:01] change that. Their their

[9:46:02] percentage is their percentage.

[9:46:04] But we absolutely. To your

[9:46:06] point, MISS Thompson, and you

[9:46:07] know, the board's point as a

[9:46:11] whole, we have an obligation to

[9:46:12] inform and to educate, but we

[9:46:17] can't change their percentage.

[9:46:18] >> Well, and, you know, of

[9:46:25] course I want to I just I'm I.

[9:46:27] It's just a challenging

[9:46:29] decision. I will go towards

[9:46:31] staff's recommendation only

[9:46:34] because of the reassurance of

[9:46:35] title one that you guys have

[9:46:38] given. I cannot support an

[9:46:39] increase of meal prices. We

[9:46:42] have found money for other

[9:46:44] things that is not as important

[9:46:47] as feeding children. And I have

[9:46:49] talked to high school students

[9:46:51] as recently as a week ago that

[9:46:52] have said their friends don't

[9:46:55] eat because the meal at the

[9:46:59] current prices are too much. So

[9:47:02] I can't do that. And then the

[9:47:05] other recommendations I agree

[9:47:07] with, and I agree with MRS.

[9:47:09] Hixon on saying not initiate a

[9:47:10] robust communications, because

[9:47:12] I think we did a really good

[9:47:14] job communicating, but just

[9:47:16] consistent communication and

[9:47:18] not flip flopping on how we're

[9:47:20] doing meals, I think will be a

[9:47:24] benefit to everybody. Thank you.

[9:47:28] >> Thank you, MRS. Alhadeff.

[9:47:33] >> Option three. Thank you.

[9:47:34] >> Doctor Wanza do you need us

[9:47:36] to weigh in also on the 40%

[9:47:38] versus 25%?

[9:47:40] >> Yes. And the one thing that

[9:47:42] I will add is if the district

[9:47:47] does go with the 25% option,

[9:47:50] then we must present as a

[9:47:52] district. We must come, we must

[9:47:55] submit a what is called a meal

[9:47:58] reimbursement coverage plan

[9:47:59] that really talks about, you

[9:48:01] know, if we're if we don't have

[9:48:02] this money as a district, we're

[9:48:06] going to incur the

[9:48:08] responsibility for the fund. So

[9:48:09] that is why the recommendation

[9:48:13] is at the 40%. And then and

[9:48:15] then MADAM Chair and Doctor

[9:48:16] Hepburn, I'm not sure. But

[9:48:18] since our colleagues or our

[9:48:19] partners, I'll say from council

[9:48:21] are on the phone and they've

[9:48:23] been on since 12:00, so I

[9:48:24] wouldn't I would be remiss if I

[9:48:25] didn't, you know, didn't ask if

[9:48:27] they wanted to weigh in because

[9:48:28] they've been waiting for six

[9:48:31] hours. Seven hours. I'm sorry.

[9:48:32] >> I'd like to weigh in. Two

[9:48:33] Doctor Wanza whenever it's

[9:48:36] going to be.

[9:48:38] >> Oh, okay. I thought that was

[9:48:39] council.

[9:48:40] >> Yeah. I mean, does anyone

[9:48:41] from the Council of Great City

[9:48:44] Schools like to weigh in?

[9:48:46] >> This is very hard. I'm the

[9:48:47] executive director for the

[9:48:48] Council of Great City Schools.

[9:48:49] I'll let my colleagues I'm

[9:48:51] joined by Willie Burroughs,

[9:48:52] who's our director, our

[9:48:55] director of operations services,

[9:49:00] and. David Palmer, who is also

[9:49:03] joining us. Just want to add

[9:49:07] that any. If the district. If

[9:49:09] the district chooses either of

[9:49:11] the options and you'll see our

[9:49:13] recommendations there. I just

[9:49:14] want to make sure the board is

[9:49:17] clear that both with a

[9:49:21] reduction in meal costs. So if

[9:49:23] you don't increase your meal

[9:49:26] costs or if you add additional

[9:49:27] schools that don't fully

[9:49:30] qualify through c, e, p, which

[9:49:32] is the 40% that they're

[9:49:34] referring to, if you go with

[9:49:36] the 25% option, the district

[9:49:38] then is going to continue to

[9:49:41] incur meal services costs that

[9:49:43] you'll have to budget for

[9:49:44] separately. So I just want to

[9:49:45] make sure that's clear to the

[9:49:47] board. Our recommendations were

[9:49:50] to try to get putting in

[9:49:51] several different things in

[9:49:53] place to try to get the

[9:49:54] district back to a place where

[9:49:57] meal services was as close to

[9:49:59] break even as possible. Given

[9:50:01] all of the recommendations that

[9:50:04] we made, Dave or Willie, do you

[9:50:05] have anything that you'd like

[9:50:07] to add before we turn things

[9:50:08] back over? I thank you, Chair

[9:50:10] Leonardi and also

[9:50:11] Superintendent Heffron Heparin

[9:50:13] for allowing us to provide

[9:50:15] support to the district.

[9:50:18] >> Nothing that for me.

[9:50:20] >> Nothing for me. I think you

[9:50:26] covered it well. Thank you.

[9:50:29] >> All right. Thank you. And

[9:50:30] DR. Zeman, before you go, I

[9:50:31] think we just need some

[9:50:32] clarification from Doctor

[9:50:36] Hepburn. What Doctor Hepburn's

[9:50:37] recommendation is because there

[9:50:39] is a board member who is asking

[9:50:41] for that.

[9:50:42] >> Okay.

[9:50:44] >> Yes, absolutely. So

[9:50:48] definitely the 40%. And also

[9:50:49] let me catch my bearings

[9:50:50] because I want to make sure I

[9:50:52] add option three. And the also

[9:50:56] the 40% recommendation.

[9:50:58] >> Thank you. DR. Zeman.

[9:51:01] >> I agree with Doctor Hepburn.

[9:51:02] Three and 40 is going to work

[9:51:03] really really well for the

[9:51:06] district. But I also think that

[9:51:07] we need to be thoughtful about

[9:51:09] whatever we can do to feed as

[9:51:11] many kids. I think we need to

[9:51:13] think really seriously about

[9:51:16] the quality of the food. You

[9:51:18] know, there's a there's a need

[9:51:21] when you think about the real

[9:51:23] raw issue here to feed our kids

[9:51:25] so that they can learn, you

[9:51:26] know, in some schools, we're

[9:51:28] feeding kids three times a day

[9:51:30] and in some cases, more than we

[9:51:32] probably want to admit. It's

[9:51:33] either the best or the only

[9:51:34] food that they're getting. And

[9:51:37] so I, I'm just really feel very

[9:51:38] strongly that if we have to

[9:51:40] find the money to make sure

[9:51:43] that kids have food, that

[9:51:44] that's just something we're

[9:51:45] going to have to find in the

[9:51:48] budget this year. The, the, the

[9:51:49] moral hazard problem, you know,

[9:51:51] kids who, who buy food, knowing

[9:51:53] that we're going to pay it off

[9:51:56] under option three, 40% would

[9:51:59] equal about $300,000. And if

[9:52:01] I'm right, doctor Wanza option

[9:52:03] 340% is already costing us 3.4

[9:52:07] million or so. So with the

[9:52:08] $300,000 moral hazard, it would

[9:52:10] be about 3.7. Is that roughly

[9:52:13] right?

[9:52:15] >> Yes, yes.

[9:52:17] >> DR. Zeman and. I and and

[9:52:18] just my vote is always going to

[9:52:20] be for whatever we have to do

[9:52:23] to feed kids, make sure that

[9:52:25] they, you know, are filled with

[9:52:28] nutritious food that meets usda

[9:52:29] standards and that they can

[9:52:30] come back to class after lunch

[9:52:32] and after breakfast and pay

[9:52:33] attention to their classes. I

[9:52:35] think it's all part of our

[9:52:37] strategic goals. You know, kids

[9:52:38] that don't eat are not learning

[9:52:40] in the morning or in the

[9:52:41] afternoon. And I think we have

[9:52:43] a real opportunity with $3.7

[9:52:44] million to just fulfill a

[9:52:46] commitment that we have to the

[9:52:48] community to make sure that

[9:52:49] these kids are eating either 2

[9:52:51] or 3 meals a day, five days a

[9:52:53] week. So that's my vote. I know

[9:52:55] it's it MAY not be the most

[9:52:57] popular view of things, but if

[9:52:58] we're going to do option three

[9:53:01] at 40%, that's 3.3 million. If

[9:53:02] we pick up the tab for people

[9:53:04] that don't, you know, get money

[9:53:07] put on their cards, I'm in

[9:53:08] favor of that. And I know it's

[9:53:10] going to cost us another

[9:53:12] $300,000, but I would rather

[9:53:13] pay that money and just feel

[9:53:15] better that we're ensuring that

[9:53:16] everybody that comes to our

[9:53:20] schools gets a meal. Thank you,

[9:53:20] chair.

[9:53:25] >> Thank you, MISS Bulman.

[9:53:28] >> Option three.

[9:53:31] >> And the 40%.

[9:53:32] >> 40%.

[9:53:35] >> MR. Cervera. Also, the

[9:53:36] superintendent's recommendation.

[9:53:38] Does the doctor Wanza do you

[9:53:39] have your consensus?

[9:53:41] >> I do, but I just have one

[9:53:42] question, MADAM Chair, I don't

[9:53:44] want to belabor the time I need

[9:53:46] to know on the second

[9:53:47] recommendation, because that

[9:53:48] will determine whether or not

[9:53:49] we're bringing a board item

[9:53:51] next week around meal price

[9:53:55] increases of the $1 for. And

[9:53:56] it's and it's only at lunch

[9:53:57] because obviously all the kids

[9:53:59] will continue to have free

[9:54:00] breakfast.

[9:54:02] >> Is there any objection to

[9:54:05] increasing the meal prices?

[9:54:06] >> No.

[9:54:09] >> Objection one.

[9:54:12] >> Anyone else? I also object

[9:54:19] to raising the meal prices. MR.

[9:54:21] Cervera also objects to MISS

[9:54:23] Bulman.

[9:54:24] >> I.

[9:54:27] >> Is there an alternative

[9:54:30] price range than just $1 to. I

[9:54:32] guess is the question. If

[9:54:33] that's. Is that what's

[9:54:35] permitted by the law and that's

[9:54:36] why we want to charge that. Or

[9:54:37] is that so?

[9:54:39] >> I think we have to remember

[9:54:40] that food prices go up.

[9:54:41] >> No, I know right.

[9:54:45] >> And so and and that was and

[9:54:46] I don't know if Doctor Hartman,

[9:54:48] Doctor Hardin, the team are

[9:54:50] still on on the teams call, but

[9:54:51] that that was one of the

[9:54:53] recommendations from our

[9:54:54] partners at the Council of

[9:54:55] Great City Schools when they

[9:54:56] did their tabletop review of us

[9:54:59] as well, because we put in the

[9:55:00] presentation for one. At one

[9:55:01] point, we had gone 12 years

[9:55:03] without raising prices. Last

[9:55:05] year, I think we went up a

[9:55:07] dollar, and then this year

[9:55:09] we're trying to go up one more

[9:55:11] dollar. But we certainly will,

[9:55:13] you know, work with the will,

[9:55:14] follow the will and the

[9:55:15] direction of the board. But

[9:55:17] what we also got to be

[9:55:18] cognizant of is we can't keep

[9:55:21] the price of a meal the same

[9:55:23] and expect greater quality with

[9:55:25] less amount with less dollars

[9:55:26] to work from. That's all. But

[9:55:27] we're going to follow the will

[9:55:29] of the board.

[9:55:30] >> Okay. I mean, and it seems

[9:55:32] like it's not that big of a

[9:55:33] deal, but when you have

[9:55:34] multiple kids and you're buying

[9:55:36] lunch every day and over the

[9:55:37] month, it does add up. So that

[9:55:40] is a concern that I have. If if

[9:55:44] we. So whaha Recomommeation you

[9:55:45] haveveo bringng u

[9:55:46] >>>>orryry.

[9:55:48] >> Oh, ohh hssalalngng.

[9:55:50] >> I'm sorry. Board member

[9:55:53] Bowman I'm from overhead. Our

[9:55:55] recommendation was to increase

[9:55:57] the meal price for the reason

[9:55:59] that was given. But I think

[9:56:00] also it's important to note

[9:56:01] that the district is already

[9:56:05] well below the actual cost of

[9:56:06] the meals and the cost of

[9:56:09] services. And so but not

[9:56:11] increasing the meal price again,

[9:56:12] that is that has budgetary

[9:56:14] implications. So now the

[9:56:16] district is going to have to

[9:56:19] cover that additional meal cost

[9:56:21] for the entire for every day,

[9:56:22] for the entire year, for the

[9:56:24] number of students that, that

[9:56:30] are paying for meals.

[9:56:31] >> So, so let me share just a

[9:56:33] little bit of the financial

[9:56:35] aspect of it. We are required

[9:56:38] to meet the paid lunch equity

[9:56:40] tool, which means that every

[9:56:42] meal, if it's paid, it must

[9:56:44] equal the same amount of money

[9:56:47] that a free meal gets. So by

[9:56:49] not raising ourselves up to a

[9:56:51] dollar this year as well, we

[9:56:54] are under the dollar amount

[9:56:56] that we should be at. So

[9:56:58] currently the free lunch

[9:57:01] reimbursement is for 71 and we

[9:57:02] need to get ourselves to that

[9:57:05] level according to the pl tool.

[9:57:07] Now next year the reimbursement

[9:57:10] rate should go up slightly. It

[9:57:12] depends. They start in JULY. We

[9:57:13] haven't got any new information

[9:57:15] on that at all. But I also want

[9:57:17] to share the fact that when you

[9:57:19] calculate out a per meal cost,

[9:57:21] we are not receiving enough

[9:57:23] funding through the federal

[9:57:25] dollars of reimbursement. So we

[9:57:30] are short in a a lunch meal by

[9:57:32] $0.84. So it doesn't seem,

[9:57:33] again, like you're saying it

[9:57:34] doesn't seem like a whole lot,

[9:57:36] but that $0.84 times the number

[9:57:38] of meals that we, that we

[9:57:41] actually produce creates that

[9:57:42] shortfall that we're

[9:57:43] experiencing as well. So the,

[9:57:45] the increase in meal prices is

[9:57:47] a requirement to be looked at

[9:57:49] every year. According to the

[9:57:50] National School Lunch

[9:57:53] application and act that we do,

[9:57:56] we can always say, no, we can

[9:57:58] maybe get out of it or not do

[9:58:01] it, but we can talk to the the

[9:58:03] National School Lunch usda and

[9:58:05] see what their their take is on

[9:58:07] it. We were required to bring

[9:58:09] it up last year. And also the

[9:58:11] adult meal prices are part of

[9:58:12] the agreement that we do. And

[9:58:14] they have to be brought up to

[9:58:16] the same standards. I hope that

[9:58:16] helps a little bit.

[9:58:18] >> Yeah. No, I mean, thank you,

[9:58:21] I appreciate that. So we had

[9:58:23] talked about alternative ways

[9:58:25] to bridge the gap to with meal

[9:58:26] debt and everything else. So if

[9:58:30] we, if we increase the the meal,

[9:58:35] we would still be pursuing.

[9:58:37] Those avenues and trying to get

[9:58:40] community support. Okay.

[9:58:41] >> Yes.

[9:58:45] >> So I support that. If we're

[9:58:47] operating at a deficit at a

[9:58:49] deficit, then I don't know that

[9:58:51] we have a lot of options there

[9:58:53] unless we have some like a

[9:58:55] guaranteed way to pay the debt

[9:58:57] a different way. I'm not

[9:59:01] hearing any right now.

[9:59:05] >> Thank you. Anyone online?

[9:59:07] >> I'm in favor of raising a

[9:59:08] price, a dollar.

[9:59:10] >> For you.

[9:59:16] >> Increase a dollar to.

[9:59:18] >> All right. Do you have your

[9:59:20] direction, doctor Wanza. All

[9:59:21] right. Anything else? Anyone

[9:59:22] else want to say anything about

[9:59:26] this? All right.

[9:59:28] >> Power up. Thanks.

[9:59:30] >> Do any of my colleagues have

[9:59:33] any student successes or items

[9:59:35] they'd like to bring to the

[9:59:36] board? For the good of the

[9:59:37] order?

[9:59:38] >> Chair.

[9:59:39] >> I have a very quick question.

[9:59:42] >> MISS Thompson.

[9:59:43] >> You had mentioned that you

[9:59:44] were interested in bringing an

[9:59:48] item to not have screen time

[9:59:50] from kindergarten to second

[9:59:53] grade. What do you think?

[9:59:54] >> You're sorry? After a follow

[9:59:58] up from staff? Yes.

[10:00:00] >> Okay. I just have community

[10:00:00] members that have already

[10:00:02] reached out and are very

[10:00:03] excited about that. So I was

[10:00:05] just hoping to get a timeline,

[10:00:07] but we will wait for the follow

[10:00:08] up. It sounds.

[10:00:09] >> Like it would probably be in

[10:00:10] JULY, depending on when I get

[10:00:12] the follow up.

[10:00:14] >> For the item.

[10:00:16] >> Yes.

[10:00:19] >> Okay. All right. Thank you.

[10:00:21] >> Thank you. So just to

[10:00:23] clarify for everyone, we have a

[10:00:25] workshop now planned for after

[10:00:26] the special school board

[10:00:29] meeting on the 23rd that will

[10:00:31] address the capital program.

[10:00:33] MR. Sullivan.

[10:00:35] >> Yes, I, I misspoke before

[10:00:38] about the 23rd special being a

[10:00:40] lighter, although it's a

[10:00:42] multiple items. I forgot the

[10:00:44] gcs through the policies

[10:00:46] through Neola are also going to

[10:00:50] be part of that special. So

[10:00:51] point being, it might be a long

[10:00:53] meeting. So I don't know if the

[10:00:54] board still wants us to do a

[10:00:56] workshop, perhaps with the goal

[10:00:57] of starting at three, or wants

[10:01:00] us to find another workshop

[10:01:03] date. But I believe with the

[10:01:04] neola items, it could be a

[10:01:06] potentially longer agenda. So I

[10:01:07] just wanted to alert the board

[10:01:08] of that.

[10:01:10] >> Does anyone have a change of

[10:01:13] heart with this disclosure from

[10:01:16] MR. Sullivan?

[10:01:18] >> MADAM Chair. DR. Holness

[10:01:20] MADAM Chair, I suggest again

[10:01:23] that we start at eight with the

[10:01:24] added disclosure. I think we're

[10:01:25] going to be there for quite

[10:01:28] some time, and I think 8:00

[10:01:30] would would help to alleviate

[10:01:31] some of that problem.

[10:01:33] >> Does anyone now object to

[10:01:36] the 8:00 start time MR. Cervera

[10:01:38] is objecting to starting at

[10:01:47] 8:00. Anyone else? Okay, so

[10:01:48] we'll start at 8 A.M. Hearing

[10:01:51] just one objection.

[10:01:52] >> MADAM Chair.

[10:01:54] >> Yes, DR. Holness.

[10:01:55] >> I would also like to just

[10:01:57] caution that for the workshop,

[10:01:59] we're only including one item,

[10:02:00] and there will be no added

[10:02:02] items to the workshop.

[10:02:05] >> That is correct.

[10:02:07] >> Thank you, MADAM Chair.

[10:02:09] >> So again, at the direction

[10:02:10] of the superintendent, the

[10:02:11] following agenda topics are

[10:02:12] tentatively scheduled to be

[10:02:13] addressed during the upcoming

[10:02:17] workshops for JULY 21st. The

[10:02:19] Advisory Committee reports

[10:02:21] redefining our schools os

[10:02:24] Quarterly report. Kc write

[10:02:26] operations, multi-year staffing

[10:02:28] alignment plan, erp

[10:02:29] transformation Project and

[10:02:31] Rural development, ai,

[10:02:32] cybersecurity and acceptable

[10:02:34] use and other relevant policies.

[10:02:36] Doctor Hepburn, is there any

[10:02:38] thing that we can take off that

[10:02:44] agenda?

[10:02:47] >> Yes, possibly the multi-year

[10:02:49] staffing plan because that's

[10:02:52] about the staffing realignment

[10:02:54] that will ultimately be in

[10:02:56] implemented in the spring. So

[10:02:56] that can be discussed at a

[10:03:01] later workshop in AUGUST. Erp

[10:03:01] transformation. I'll get

[10:03:07] guidance from has to go.

[10:03:12] Whereas I think. The erp

[10:03:14] transformation that has to go

[10:03:15] right. Because we have time

[10:03:16] frame. Yep. So that one has to

[10:03:18] go. So the one we can

[10:03:19] definitely shift to AUGUST is

[10:03:20] the multi-year staffing

[10:03:21] alignment for sure.

[10:03:22] >> All right. So the AUGUST

[10:03:26] 11th board workshop is board

[10:03:28] direct report evaluations,

[10:03:31] committee reports and a rural

[10:03:33] development policy review

[10:03:37] through Neola. And then I guess

[10:03:38] the multi-year staffing

[10:03:42] alignment plan. Or is there any

[10:03:44] input? MR. Sullivan?

[10:03:45] >> I was just going to say the.

[10:03:47] Kc right. Site operations that

[10:03:49] that's already going to be in

[10:03:51] the redefining deck. So that's

[10:03:54] one item that's not going to be

[10:03:56] a standalone. So we can take

[10:03:57] that out.

[10:03:59] >> Okay. So that's going to be

[10:04:01] combined into the redefining.

[10:04:04] Yes. Okay. All right. Any other

[10:04:07] input or anything for the good

[10:04:10] of the order. All right.

[10:04:12] Without objection the scheduled

[10:04:14] order of business for the

[10:04:15] school board workshop or the

[10:04:16] school board of Broward County,

[10:04:17] Florida, has been completed,

[10:04:22] has been completed. I will now

[10:04:38] adjourn this workshop.

School Board Workshop

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