[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]
[3:17:37] [Music]
[3:17:37] [Music]
[3:17:38] [Music]
[3:17:38] [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.