1
00:00:05,940 --> 00:00:16,480
It's 1-0-2 in the beginning of the Hernando County School Awards, May 29, workshop, and a call this meeting to order.

2
00:00:17,540 --> 00:00:23,700
And we're going to start with the safe school plans since the sheriff is here with his people.

3
00:00:24,540 --> 00:00:29,860
So I'm going to ask everybody to please leave the room who's not associated with this.

4
00:00:29,860 --> 00:00:35,160
The only people that are allowed to stay are the sheriff staff, the school board, the

5
00:00:35,160 --> 00:00:35,480
superintendent,

6
00:00:38,400 --> 00:00:41,600
and the deputy superintendent, Megan, you're going to have to leave also.

7
00:00:41,980 --> 00:00:45,880
This is a shade session, as soon as it's over, we'll call it already back in.

8
00:00:46,640 --> 00:00:47,260
Thank you.

9
00:01:00,570 --> 00:01:00,630
Good.

10
00:01:00,730 --> 00:01:02,130
You should not be recording this.

11
00:01:02,490 --> 00:01:07,050
Well, there are two minutes, there should be minutes, but the minutes need to be super

12
00:01:07,050 --> 00:01:07,370
scanned.

13
00:01:07,690 --> 00:01:09,050
And it's just a good one to say the other day.

14
00:01:09,170 --> 00:01:10,750
I don't know if Kelly's going to be here or so.

15
00:01:10,750 --> 00:01:14,750
She's staying. Kelly, Kelly, yeah, Kelly, you're staying too.

16
00:01:20,160 --> 00:01:22,460
I don't know where we should not be recording this, please.

17
00:01:49,700 --> 00:01:52,140
I guess we are. I guess we are now.

18
00:01:52,580 --> 00:01:59,660
Back live with the at three o'clock with the public's part of the workshop on 529.

19
00:02:00,600 --> 00:02:01,320
Yes, Miss Martin.

20
00:02:04,410 --> 00:02:07,750
So we're running short on time, so I'll try to do this as quickly as possible.

21
00:02:09,110 --> 00:02:10,670
Good afternoon, Board Chair, Board Member,

22
00:02:10,670 --> 00:02:18,850
Dr. Monome Heather Martin Deputy Superintendent and I appreciate the opportunity to share an update on the work of the strategic plan.

23
00:02:20,150 --> 00:02:28,830
As you know, we are in the final stages of the work on the creation of the strategic plan that will drive our work of the school district for the next five years.

24
00:02:29,170 --> 00:02:35,050
And this plan has been under construction for about a year and I'm proud to say we are nearing completion.

25
00:02:35,950 --> 00:02:41,430
In March, we presented you with an update of the work of the strategic cleaning task force.

26
00:02:41,950 --> 00:02:46,470
And that work has been put together in a document that we're going to look at in just a few minutes.

27
00:02:48,230 --> 00:02:51,890
But first, I'd like to say thank you to the strategic plan task force.

28
00:02:52,030 --> 00:02:56,110
They've met for over a year, working on the draft of the plan.

29
00:02:56,490 --> 00:03:02,470
And I appreciate their time, their insights and their commitment that these individuals have shown.

30
00:03:02,470 --> 00:03:05,170
And it's evident they truly want this to be successful.

31
00:03:06,350 --> 00:03:13,210
So some of them may be in the audience today, so thank you to that strategic plan committee.

32
00:03:16,900 --> 00:03:21,080
So you have two documents that are attached to your agenda, items that say strategic plan.

33
00:03:21,740 --> 00:03:25,760
One is a snapshot of the plan that can be shared with our community partners.

34
00:03:26,300 --> 00:03:31,020
The idea of this would be it could be printed on a small card or a front and back and when

35
00:03:31,020 --> 00:03:34,600
you're at an event and you want to highlight parts of it would just be a quick easy

36
00:03:34,600 --> 00:03:36,420
reference to be able to do that.

37
00:03:36,900 --> 00:03:42,020
The second document will go into more detail about the organization and includes the key strategies

38
00:03:42,020 --> 00:03:46,340
and key measures in addition to the stuff that's on the snapshot picture.

39
00:03:47,720 --> 00:03:51,040
And the document, that second document that we're going to go over and just a minute, will

40
00:03:51,040 --> 00:03:55,360
be expanded as staff develops the action plans for each of the objectives.

41
00:03:58,570 --> 00:04:03,370
And the second one that says extended strategic plan that's attached to your agenda item

42
00:04:03,370 --> 00:04:05,250
is the one we're going to look at.

43
00:04:08,320 --> 00:04:10,980
So just to highlight some components of the plan,

44
00:04:12,340 --> 00:04:16,340
it is designed to focus our efforts on strategic improvement over time.

45
00:04:16,920 --> 00:04:20,360
So we created a plan to support the mission and vision

46
00:04:20,360 --> 00:04:27,060
and then seeking improvement on what we've deemed to be the key strategic priorities.

47
00:04:28,360 --> 00:04:30,640
So those are the components of the plan.

48
00:04:36,200 --> 00:04:39,920
And then to focus those efforts, the plans built on five key pillars.

49
00:04:39,920 --> 00:04:56,160
And the main foundation of the strategic plan, and these areas are not new, you've seen them in March, when we talked about them before, pillar 1 is student achievement, pillar 2 is people,

50
00:04:58,500 --> 00:05:00,980
pillar 3 is facility operations,

51
00:05:04,250 --> 00:05:07,190
pillar 4 is communication and community engagement

52
00:05:09,210 --> 00:05:13,970
and pillar 5 being fiscal responsibility and organizational effectiveness.

53
00:05:13,970 --> 00:05:14,930
So

54
00:05:17,460 --> 00:05:26,000
each of the pillars are supported by a specific goal, so this kind of just gives you the framework of the plan.

55
00:05:26,460 --> 00:05:32,220
So each pillar is supported by a specific goal, and then there are objectives under each of that goal.

56
00:05:32,260 --> 00:05:34,520
Some have one, some have two, some have three.

57
00:05:36,100 --> 00:05:41,880
And those objectives are the long-term goals that we're going to achieve over the five years.

58
00:05:41,880 --> 00:05:45,460
And then there's key strategy that support those objectives.

59
00:05:45,780 --> 00:05:50,820
And those are kind of shorter-term actions that we're going to take to meet those objectives.

60
00:05:51,760 --> 00:05:56,160
Those may be accomplished prior to the end of the year or the end of the five years of the plan,

61
00:05:56,280 --> 00:05:59,480
and they'll be replaced by new strategies once those have been accomplished.

62
00:06:01,000 --> 00:06:06,860
And then finally, each area has key measures, which we will use to measure our progress over time.

63
00:06:07,080 --> 00:06:10,280
And we're going to be coming back to you with updates on these key measures.

64
00:06:10,920 --> 00:06:14,040
and those will be reported in the form of a score card.

65
00:06:17,020 --> 00:06:19,680
So quickly I just want to talk about the validation of the plan.

66
00:06:20,480 --> 00:06:23,660
As part of this work we have looked for feedback

67
00:06:23,660 --> 00:06:25,720
throughout the creation of the plan.

68
00:06:26,280 --> 00:06:28,520
Since we presented this to you in March,

69
00:06:28,740 --> 00:06:31,540
this plan has gone back to the committee for some additional

70
00:06:31,540 --> 00:06:33,440
input and tweak.

71
00:06:34,300 --> 00:06:42,240
And then we also working with our partnership with

72
00:06:42,240 --> 00:06:48,020
input from our stakeholders. And the purpose really was to talk to our parent staff and community

73
00:06:48,020 --> 00:06:55,020
members to get an idea of what if we were moving in the right direction and for them to at least

74
00:06:55,020 --> 00:07:01,120
share if they thought the content of the different pillars and objectives if we were on the right

75
00:07:01,120 --> 00:07:03,980
track of what they wanted to see in the school district in the future.

76
00:07:06,360 --> 00:07:08,600
So a total of 381 people responded

77
00:07:08,600 --> 00:07:16,780
to that survey, 148 were parents, 121 represented employees, 64 were community members and 48

78
00:07:16,780 --> 00:07:22,280
cited. They were both a parent of a current student and an employee. I did have someone

79
00:07:22,280 --> 00:07:27,880
called the NSA while I'm a community member, a parent of a current employee, a current student

80
00:07:27,880 --> 00:07:34,400
and an employee. So next time we might expand some options there. But overall the survey did validate

81
00:07:34,400 --> 00:07:40,140
the direction of the strategic plan. There were no pillars that were suggested in addition to

82
00:07:40,140 --> 00:07:47,240
the five that had already been identified. So what it did was to really help us to identify

83
00:07:47,240 --> 00:07:53,940
which of those measures were universally important to our stakeholders. So we are pleased with

84
00:07:53,940 --> 00:07:58,820
the results and we're going to be using that feedback as we create our action plans.

85
00:08:05,430 --> 00:08:05,790
So quickly

86
00:08:05,790 --> 00:08:10,230
to seek formal board approval at a future board meeting date.

87
00:08:11,210 --> 00:08:16,490
Leaders are going to work over the summer to develop action plans around each of the objectives.

88
00:08:17,610 --> 00:08:19,730
And then once we seek approval of the plan,

89
00:08:19,870 --> 00:08:22,850
we're going to be putting together a comprehensive communication plan

90
00:08:22,850 --> 00:08:26,950
because that's important to launching this plan for success.

91
00:08:27,570 --> 00:08:29,830
And then along the way, we'll be reporting results

92
00:08:29,830 --> 00:08:34,050
through the four cards as part of our continuous improvement process.

93
00:08:36,560 --> 00:08:40,120
So, I'm proud of the work of the team.

94
00:08:40,580 --> 00:08:48,820
We look forward to implementing this plan and I'm confident that this is going to focus our efforts in the areas of continuous improvement in the direction we want to go.

95
00:08:49,800 --> 00:08:58,580
So, today what we're just asking for is any input that you have, any direction you want to give as far as changes to the plan that could go back to the committee.

96
00:08:58,580 --> 00:09:05,700
And then just requesting support for the board to move this forward for a board action item at a future board meeting.

97
00:09:07,080 --> 00:09:10,240
I see that this never road has a question.

98
00:09:11,260 --> 00:09:14,880
I do. My question would be, I see that we're working on this.

99
00:09:14,880 --> 00:09:19,100
We've been working on this for probably two years pretty diligently.

100
00:09:20,660 --> 00:09:25,740
The previous plan ran through June of 2017.

101
00:09:25,740 --> 00:09:35,180
Is that correct or actually ran through January of 2018 okay so like December 31st and then it's supposed to be the new one

102
00:09:35,180 --> 00:09:39,490
So are we still just utilizing the other one in the interim until we get this one through

103
00:09:40,920 --> 00:09:46,000
It is still in place, but we've closed that out and we've reported on those objectives

104
00:09:46,000 --> 00:09:51,500
That we're in the plan, but it made sense that our strategic plan aligned with our fiscal year

105
00:09:51,500 --> 00:09:54,720
So that's why I thought it ended it in in June

106
00:09:54,720 --> 00:10:00,280
It did end it in January, it's just five years prior in January when it was put into place.

107
00:10:00,680 --> 00:10:11,520
So it expired in January of 2008 and when did we hope to have this finalized is it by the given today if the board agrees to move it forward.

108
00:10:11,520 --> 00:10:15,400
It's going to go on a board agenda in June so that we are in place in July.

109
00:10:15,880 --> 00:10:22,240
Correct and then it will be a work in progress because we will be developing action plants around all of those objectives in the summer.

110
00:10:22,240 --> 00:10:25,260
But we are fully prepared to roll it out in August.

111
00:10:25,560 --> 00:10:28,740
Okay, so currently we're just working on the,

112
00:10:28,740 --> 00:10:33,220
of what we're looking at here to kind of guide us going forward.

113
00:10:33,460 --> 00:10:39,160
Correct, you're identifying the pillars, the objectives, the goals, and the key strategies.

114
00:10:40,420 --> 00:10:41,740
Okay, thank you.

115
00:10:42,400 --> 00:10:43,500
I've got you had a question.

116
00:11:10,690 --> 00:11:11,250
There we go.

117
00:11:11,650 --> 00:11:13,350
That was not a question on the survey.

118
00:11:13,650 --> 00:11:15,630
But it's very close to reality, isn't it?

119
00:11:15,630 --> 00:11:21,030
Can be talking like a politician matter of opinion gas

120
00:11:25,410 --> 00:11:26,510
is that it?

121
00:11:26,570 --> 00:11:32,350
I have another question unless you have an answer to that because I think I think Fistie Wall is next

122
00:11:40,370 --> 00:11:41,930
Beth go ahead

123
00:11:41,930 --> 00:11:50,490
I have a series of questions. Oh, okay. No, I was just going to ask that with regard to is this a standard group of questions

124
00:11:50,490 --> 00:11:55,650
student group asks, or was this developed specifically for our district, because I know that

125
00:11:55,650 --> 00:12:00,270
they were only brought before us, you know, a couple of months ago, not even maybe maybe a month ago

126
00:12:00,270 --> 00:12:05,810
when student group came, I'm not sure Dr. Monna, what the date was. Okay, that they came forward

127
00:12:05,810 --> 00:12:12,370
and we decided to utilize them. So is this just a kind of a prepackaged survey, or was this

128
00:12:12,370 --> 00:12:17,410
something that was developed by a team as to what we wanted to find out? The student or contract

129
00:12:17,410 --> 00:12:18,930
was approved by the board in December.

130
00:12:20,390 --> 00:12:22,810
The student group does a variety of surveys.

131
00:12:23,030 --> 00:12:24,510
There are lots of different surveys.

132
00:12:24,690 --> 00:12:26,410
So we took something that they had used

133
00:12:26,410 --> 00:12:29,110
with the community survey and just tweaked it

134
00:12:29,110 --> 00:12:32,050
to fit the pillars and objectives that we've identified

135
00:12:32,050 --> 00:12:34,210
that the committee identified in the plan.

136
00:12:34,490 --> 00:12:34,690
Okay.

137
00:12:34,910 --> 00:12:36,550
That's what I was curious because I saw the pillars

138
00:12:36,550 --> 00:12:37,890
and I know they're going with pillars,

139
00:12:38,010 --> 00:12:40,070
so I wasn't sure if that was tied together that way.

140
00:12:43,780 --> 00:12:44,700
That's it.

141
00:12:45,260 --> 00:12:46,120
That's the ball.

142
00:12:48,840 --> 00:12:49,980
Okay,

143
00:12:55,240 --> 00:13:05,080
to start with, on the vision statement, to inspire and support the pursuit of individual

144
00:13:05,080 --> 00:13:10,040
greatness, this is a personal comment, I have a problem with the word greatness.

145
00:13:11,360 --> 00:13:16,240
I think we could have potentially come up with something that

146
00:13:18,960 --> 00:13:21,060
is a little bit more defining

147
00:13:21,060 --> 00:13:22,260
than that.

148
00:13:22,520 --> 00:13:23,040
Success.

149
00:13:23,040 --> 00:13:34,060
I don't know. I just, I wasn't, it's just, doesn't seem to make. Yeah, I probably did.

150
00:13:35,360 --> 00:13:41,720
At least I'm consistent in some things, I guess. Still have a problem with it.

151
00:13:43,120 --> 00:13:50,360
And I, before I start with some specific questions, I hope would hope that every one of the key measures

152
00:13:52,180 --> 00:14:02,200
that are part of every pillar and starting with this current year should be reported back

153
00:14:02,200 --> 00:14:08,360
to the board on an annual basis no later than let's say for this one if it goes through

154
00:14:08,360 --> 00:14:20,340
than July 2019 and then the next one July 2020 and so forth. If you're going to have these

155
00:14:20,340 --> 00:14:27,740
information specific to the key measures. That being said, on pillar number one,

156
00:14:30,220 --> 00:14:40,700
objective A, you have five key strategies, and I would like to know how those are actually reflected

157
00:14:40,700 --> 00:14:42,680
in the key measures,

158
00:14:44,960 --> 00:14:53,000
and then with the objective B key strategies, how do these tie-in

159
00:14:53,000 --> 00:14:59,960
with the key measures and how are they reflected within the measures moving?

160
00:15:00,080 --> 00:15:01,900
Down from that,

161
00:15:04,530 --> 00:15:28,590
you have the key measures and the first one that caught my attention in terms of a possible problem, potentially, not necessarily. Title 1 schools will meet or exceed the student growth of non-title 1 schools. And my thought on that was, do we really want to pit schools against each other?

162
00:15:28,590 --> 00:15:34,110
I don't see that as being positive.

163
00:15:34,830 --> 00:15:40,390
I think the success of each school should be standalone,

164
00:15:40,970 --> 00:15:43,330
not going against each other.

165
00:15:43,570 --> 00:15:44,510
We're going to beat them.

166
00:15:44,930 --> 00:15:45,370
OK, whatever.

167
00:15:47,690 --> 00:15:51,990
And then possibly, including in the key measures,

168
00:15:53,190 --> 00:15:57,990
What about the minority assessment and graduation improvements?

169
00:16:00,170 --> 00:16:07,150
What about the minority assessment and graduation improvements for ESC and then what about

170
00:16:07,150 --> 00:16:08,750
the college readiness reports?

171
00:16:09,170 --> 00:16:16,660
Those are three areas where you dig down into the data and it's a little bit more perhaps

172
00:16:16,660 --> 00:16:23,800
relevant to the success of actually looking at student achievement because if you just look

173
00:16:23,800 --> 00:16:29,540
overall maybe we look pretty good when you start digging down it doesn't always look

174
00:16:29,540 --> 00:16:41,420
very good and I think that those specific issues should be part of the key measures in

175
00:16:41,420 --> 00:16:43,420
Pillar 2.

176
00:16:44,620 --> 00:16:46,500
Did you have an answer for that?

177
00:16:48,000 --> 00:16:53,920
Well, in response to, you want an answer where you're about to say you didn't want to do it today?

178
00:16:54,320 --> 00:16:58,040
I don't think it's important that I have, if we're coming back to this, right?

179
00:16:58,300 --> 00:17:03,800
You're going to, it's going to come back on an actual board meeting agenda for approval.

180
00:17:06,260 --> 00:17:08,220
It's not going to come back as another workshop item.

181
00:17:08,220 --> 00:17:23,080
Okay, I will in different to time if you want to answer these questions and share it with all the board members, I'm fine with that, because it may take a little bit of time.

182
00:17:23,260 --> 00:17:25,660
I'm happy to do that. We can get together on the questions.

183
00:17:25,780 --> 00:17:26,660
To do that.

184
00:17:27,140 --> 00:17:31,160
Or if you want to respond to the questions by email that would work as well, correct?

185
00:17:32,060 --> 00:17:32,500
Absolutely.

186
00:17:34,560 --> 00:17:36,300
As long as it goes to all the board, that's fine.

187
00:17:38,220 --> 00:17:50,080
on pillar two the key strategies again number one how are you going to measure

188
00:17:51,660 --> 00:18:00,300
refining recruitment and hiring plans number two refining onboarding plan how is it that going to be

189
00:18:00,300 --> 00:18:09,890
accomplished three implement a standardized training plan for employees new to the positions

190
00:18:09,890 --> 00:18:20,590
are new to the district. I think that actually there needs to be a measure of that and moving

191
00:18:20,590 --> 00:18:28,670
down to objective B the key strategies. Number one building leadership capacity at all levels.

192
00:18:28,670 --> 00:18:36,930
How do you measure that? Because I don't see it in the key measure part of this.

193
00:18:41,260 --> 00:18:41,720
And then

194
00:18:41,720 --> 00:18:50,840
down for key measures, the exit interviews, data collection, and report to the boards not listed,

195
00:18:50,860 --> 00:18:57,340
and that might be something that should be there measuring, taking a look at those documents.

196
00:18:57,620 --> 00:19:04,020
I think we've talked about them before, and the concern, and it's not a key measure.

197
00:19:11,430 --> 00:19:21,450
The compensation study as a key measure does that become part of the plan, not sure on that.

198
00:19:22,650 --> 00:19:32,430
A couple of other key measures might be the number of long-term subs used at each school over the course of each year, each time in the duration.

199
00:19:33,270 --> 00:19:40,390
Another one might be what grade levels for elementary, middle, k-8 were long-term subs used.

200
00:19:40,910 --> 00:19:46,810
And what departments at high school at the high school level were used for long-term subs.

201
00:19:47,550 --> 00:19:56,710
Again, those are measures that might be insightful in terms of where do we have some problems.

202
00:19:56,710 --> 00:20:03,010
why are we having to use long-term subs in these areas at the schools? If we really, again,

203
00:20:03,450 --> 00:20:12,450
want to get down to specifics, those kinds of things might be very helpful for us to look at.

204
00:20:13,210 --> 00:20:18,350
Can I just stop you from for a second? And just interrupt you.

205
00:20:20,890 --> 00:20:23,630
A lot of what you're asking, I know how to convert back to this.

206
00:20:23,630 --> 00:20:28,670
But some of these changes and suggestions that you're making probably should be discussed

207
00:20:28,670 --> 00:20:33,810
because if they're going to be changes to a key measure, they need to be in place before

208
00:20:33,810 --> 00:20:36,410
it comes back to us to approve.

209
00:20:37,550 --> 00:20:43,010
You mentioned two basic ones, three basic ones right now.

210
00:20:44,250 --> 00:20:48,710
Removal the title one versus non-titles under number one.

211
00:20:48,710 --> 00:20:53,230
In number two, you're talking about data as it relates to long-term sub.

212
00:20:53,370 --> 00:20:56,850
I'm not against any of these, but if those changes are going to be made,

213
00:20:57,490 --> 00:21:00,930
I think we need to bring it up and discuss it now, so it can be there for the next time.

214
00:21:01,410 --> 00:21:05,110
Maybe this needs to be revisited before it goes on for the final third.

215
00:21:05,110 --> 00:21:11,530
If that's possible, if maybe some of these questions can be answered by next board meeting workshop,

216
00:21:12,330 --> 00:21:15,570
and then it goes on the following one, which should be still prior to the June

217
00:21:15,570 --> 00:21:19,670
July 1st correct. It's like the 12th, the 24th. Is that our date?

218
00:21:19,910 --> 00:21:24,490
Yes, we have. Yeah, we have a 12th. I think. Yeah, that might be suggest. I'm sorry.

219
00:21:24,510 --> 00:21:28,090
I'm just saying, yeah, because if there's multiple, multiple changes, it might be something

220
00:21:28,090 --> 00:21:33,350
that we will have to discuss. And we'll want to bring the changes back to the committee as

221
00:21:33,350 --> 00:21:34,090
well. Correct.

222
00:21:34,330 --> 00:21:37,990
Task force has worked on this for over a year. Yeah, you don't want to Shanghai and

223
00:21:37,990 --> 00:21:42,210
have it up to not trying to do that. No, no, no, I'm not suggesting that you are. I'm

224
00:21:42,210 --> 00:21:45,350
just saying I just don't want that to be the interpretation. And I think the

225
00:21:45,350 --> 00:21:49,130
appreciate all the work they're putting into this and the staff.

226
00:21:49,510 --> 00:21:50,130
Good suggestion.

227
00:21:50,450 --> 00:21:51,030
Good suggestion.

228
00:21:51,770 --> 00:21:54,770
So that's something we will, I'm sorry I didn't interrupt you.

229
00:21:54,790 --> 00:21:57,710
I just saw some areas that I thought needed to look if we were going to vote.

230
00:21:57,710 --> 00:22:04,250
I'm asking a lot of things and I'm not asking for answers right now, yes and I agree

231
00:22:04,250 --> 00:22:10,430
if we could come back on a workshop on this before it comes back to the final, I think

232
00:22:10,430 --> 00:22:13,110
that would be excellent.

233
00:22:15,770 --> 00:22:17,530
I mean, we've done with that.

234
00:22:17,630 --> 00:22:19,650
We've done without a strategic plan.

235
00:22:20,150 --> 00:22:20,990
I'm sorry.

236
00:22:21,810 --> 00:22:25,310
Isn't it possible that they might have addressed this already?

237
00:22:25,470 --> 00:22:27,710
And there's reasons why they didn't do it.

238
00:22:27,890 --> 00:22:31,110
Whether it be for manpower, whatever it may be.

239
00:22:32,510 --> 00:22:36,250
And they've gone as far as they possibly can go with the manpower they have.

240
00:22:37,130 --> 00:22:39,690
And maybe they can answer your questions that we don't have to

241
00:22:39,690 --> 00:22:44,830
workshop it again, not saying that what you're suggesting is not good suggestion. I'm just

242
00:22:44,830 --> 00:22:49,450
saying that we could possibly get ourselves an overload information that they might be getting

243
00:22:49,450 --> 00:22:54,710
a different way. I mean, it's a very impressive group that's been working on this for a long

244
00:22:54,710 --> 00:22:55,230
time.

245
00:22:55,850 --> 00:23:02,010
Yes, I think if you don't mind, if Heather brings us back to the committee and the committee

246
00:23:02,010 --> 00:23:07,250
says, we looked at this and we decided, yes, no indifferent or whatever, that could be brought

247
00:23:07,250 --> 00:23:11,810
back his information to us at a workshop and that'll be kind of like the end of a discussion

248
00:23:11,810 --> 00:23:12,590
more or less.

249
00:23:12,810 --> 00:23:16,770
Something they have overlooked or didn't look, or didn't consider, might be something worth

250
00:23:16,770 --> 00:23:17,190
addressing.

251
00:23:17,610 --> 00:23:21,410
I think it can be addressed at a workshop without overloading them.

252
00:23:21,550 --> 00:23:23,370
I just, my thought on that.

253
00:23:25,840 --> 00:23:29,900
I would agree that we don't have to make it a whole lot of long presentation the presentations

254
00:23:29,900 --> 00:23:30,360
here.

255
00:23:30,400 --> 00:23:34,200
It's just to respond to some of the key areas that Mr. Devol was talking about and then

256
00:23:34,200 --> 00:23:35,120
responding to that.

257
00:23:35,880 --> 00:23:39,100
And then obviously taking it back to the committee and if they've had reasons why they chose

258
00:23:39,100 --> 00:23:43,520
to leave something out, such as you suggested, Mr. Biden, you know, that we can turn around

259
00:23:43,520 --> 00:23:47,600
and find out what those reasons were, and then maybe that makes sense, or maybe it doesn't.

260
00:23:48,960 --> 00:23:50,920
And I'm sorry, Mr. Devon. Sorry, I didn't rough to put.

261
00:23:51,400 --> 00:23:51,640
Sorry.

262
00:23:58,300 --> 00:24:01,840
Pillar 3 under key measures.

263
00:24:04,040 --> 00:24:09,500
It says one of them says annual and monthly safety drills, but

264
00:24:09,500 --> 00:24:22,640
And I would also think that we might want to see a final compliance report by school on

265
00:24:22,640 --> 00:24:30,000
that, not just an overall, if there's a problem, as a measure, then we should look at that,

266
00:24:30,020 --> 00:24:32,220
which should be aware of it.

267
00:24:32,220 --> 00:24:41,810
And then another key measures might be to have a specific project list and the money actually

268
00:24:41,810 --> 00:24:49,250
spent for each of the half-cent expenditures, again, that doesn't take a great deal of time

269
00:24:49,250 --> 00:24:49,770
or energy.

270
00:24:50,290 --> 00:24:54,430
It's already there, but it should be a key measure for facility operations.

271
00:24:54,930 --> 00:24:56,590
How are we doing with that?

272
00:24:57,230 --> 00:25:01,370
We get updates, but we don't get a, like, in little pieces.

273
00:25:01,370 --> 00:25:08,170
They're not, they're not, they're all report back, pillar four,

274
00:25:11,320 --> 00:25:16,440
objective A, key strategies again

275
00:25:18,930 --> 00:25:23,710
how measured, particularly number one,

276
00:25:26,290 --> 00:25:35,770
objective B, key strategies, how measured in particular number four, how are you going to measure that

277
00:25:40,960 --> 00:25:42,740
because a key measure may

278
00:25:42,740 --> 00:25:48,580
not necessarily. If you look down, you see the number of students emissions to district school

279
00:25:48,580 --> 00:26:01,760
publication and medias, but that's really not directly related. I'm sorry, but it's

280
00:26:01,760 --> 00:26:05,180
not directly related to number four in terms of measurement.

281
00:26:08,520 --> 00:26:10,040
I would also under key

282
00:26:10,040 --> 00:26:21,900
measure, look at the possibility of including here the student groups surveys and the

283
00:26:21,900 --> 00:26:28,220
superintendent's performance survey results as key measures. They're both available.

284
00:26:30,160 --> 00:26:37,260
I think Ms. Neurohead a question. I did. I was just looking when you read off the top key

285
00:26:37,260 --> 00:26:44,000
of development seamless system of communication between school district, school district and the community.

286
00:26:45,840 --> 00:26:52,440
I just want to see if we're working to make that two-way communication because I know we put out a lot of media releases,

287
00:26:52,700 --> 00:26:56,740
a lot of things but we really don't have a spot for parents and the community to reply.

288
00:26:57,940 --> 00:27:06,960
I know that I've had people asking me for things in the past couple weeks and I've struggled to find a way to get that information back to the school.

289
00:27:06,960 --> 00:27:13,840
So like, I know like when you see the newspaper, for example, put out a media release or an article.

290
00:27:14,380 --> 00:27:22,240
When we put out a digest or something like that, if they were spot where we can have the community able to provide feedback on that,

291
00:27:22,380 --> 00:27:27,840
the ability to share that out when it's great news or a question if there's something they don't understand or they're not happy with.

292
00:27:27,920 --> 00:27:34,740
Do we have that capability? Because if it's communication between, I take that to mean that it goes back and forth,

293
00:27:34,740 --> 00:27:40,900
not just from us out to the community so that that's a concern for me and I just want to

294
00:27:40,900 --> 00:27:46,520
make sure that we are when we when we measure this we're including that is part of our strategy

295
00:27:46,520 --> 00:27:51,460
that it's a two-way communication not just being measuring responsive yeah just being able to yeah

296
00:27:51,460 --> 00:27:57,480
to measure the responses and get feedback and in real time yeah okay I'm just not going to

297
00:27:57,480 --> 00:27:58,520
You want to continue?

298
00:28:01,030 --> 00:28:02,930
Pillar 5,

299
00:28:06,150 --> 00:28:17,210
objective A, one of the key strategies, for example, number 3 based budget decisions on the strategic plan goals.

300
00:28:18,110 --> 00:28:22,130
How do you actually measure that?

301
00:28:22,130 --> 00:28:28,490
And number four, evaluate and prioritize use of resources.

302
00:28:28,750 --> 00:28:34,730
Where is that actually done in the section under key measures?

303
00:28:35,250 --> 00:28:37,210
I didn't see that.

304
00:28:38,450 --> 00:28:41,390
It's a strategy, but is that strategy measured?

305
00:28:41,650 --> 00:28:44,510
I look under key measures and I don't see it.

306
00:28:44,810 --> 00:28:51,290
In objective B, evaluate program effectiveness.

307
00:28:51,290 --> 00:28:54,490
is how we going to measure that.

308
00:28:57,350 --> 00:29:03,010
And then number two, communicate school board policies, procedures,

309
00:29:03,490 --> 00:29:05,070
and forms,

310
00:29:09,670 --> 00:29:15,190
it didn't really seem to match under, doesn't match up real well with the key

311
00:29:15,190 --> 00:29:22,990
measure of number of board policies revised and updated. That doesn't ensure communication.

312
00:29:22,990 --> 00:29:23,870
And

313
00:29:26,300 --> 00:29:28,140
the under key measures,

314
00:29:30,200 --> 00:29:34,740
there's one that says return on investment results from program

315
00:29:34,740 --> 00:29:35,620
evaluations.

316
00:29:37,580 --> 00:29:41,740
And my question there is what does this look like?

317
00:29:41,740 --> 00:29:44,820
How are you going to document that?

318
00:29:47,020 --> 00:29:48,060
Not sure.

319
00:29:49,120 --> 00:29:53,260
Down below, number of procedures, protocols generated.

320
00:29:54,840 --> 00:29:58,000
I would hope that somehow.

321
00:30:00,000 --> 00:30:13,260
There's a quality associated with that, not just a quantified number. You want quality. And then, as far as adding one,

322
00:30:17,250 --> 00:30:27,930
I wrote down that there should be a key measure that has within it audit reports from all sources for all departments, slash programs, not just finance.

323
00:30:29,450 --> 00:30:30,570
There are

324
00:30:33,640 --> 00:30:40,760
other measures that might be very helpful in looking at our fiscal responsibility

325
00:30:40,760 --> 00:30:42,720
and how effective we are.

326
00:30:42,940 --> 00:30:44,260
I have a question too in there.

327
00:30:44,600 --> 00:30:51,760
I don't even know if the number of boy policy revives and updated is even necessary with

328
00:30:51,760 --> 00:30:52,180
Neola.

329
00:30:53,400 --> 00:30:58,120
Is that as the function of Neola, most we're looking to see if Neola is doing their job?

330
00:30:59,380 --> 00:31:06,020
I don't see or see the necessity for that particular key measure.

331
00:31:06,480 --> 00:31:08,000
Can I answer that, Amy?

332
00:31:09,100 --> 00:31:12,740
Well, I think that it might make a difference, because I mean a lot of the needle policies

333
00:31:12,740 --> 00:31:17,900
are revised based upon statute and changes legislation, however, policies are revised and

334
00:31:17,900 --> 00:31:27,160
changed by us, because of circumstance, I think that maybe to find policies refined by

335
00:31:27,160 --> 00:31:33,060
board. Outside of the statutory requirements, perhaps maybe that's the measure.

336
00:31:33,720 --> 00:31:39,400
Are we looking to measure our performance on the number of policies that we pass?

337
00:31:40,200 --> 00:31:44,740
Because we want to reduce the number of policies and procedures.

338
00:31:44,740 --> 00:31:46,560
I like all the government.

339
00:31:47,120 --> 00:31:47,620
What a concept.

340
00:31:47,860 --> 00:31:49,080
Pretty easy.

341
00:31:53,680 --> 00:31:56,580
And the one of the things that

342
00:31:57,660 --> 00:31:59,480
In jumping to the survey,

343
00:32:02,310 --> 00:32:03,270
it might be nice.

344
00:32:03,390 --> 00:32:07,390
I don't know if it's possible, but I think having

345
00:32:07,390 --> 00:32:11,790
Survey responses perhaps sort of into different categories.

346
00:32:12,770 --> 00:32:15,310
Topics, threads of commonality.

347
00:32:17,650 --> 00:32:19,550
Might be appropriate.

348
00:32:19,550 --> 00:32:24,210
I think Dr. Romano has a response for you on that.

349
00:32:24,390 --> 00:32:25,690
Susan, I did that.

350
00:32:26,230 --> 00:32:30,810
I did that, Mrs. Duval, into 20 different categories.

351
00:32:33,850 --> 00:32:39,910
Out of the 382 comments, there were 12 specific comments related to the superintendent.

352
00:32:40,070 --> 00:32:46,370
Otherwise, there were 20 that kind of clustered together around technology,

353
00:32:46,370 --> 00:32:50,350
common core, less testing, life skills, courses, those types of things.

354
00:32:50,950 --> 00:32:55,950
So what I'm going to have our cabinet members do with their departments is to take each

355
00:32:55,950 --> 00:33:00,130
of their pillars and to go through and code them into those clusters.

356
00:33:04,650 --> 00:33:10,290
And so that will help them to be able to see what the community and those people who responded.

357
00:33:11,750 --> 00:33:17,670
I would bring their areas and then we're going to be working with their subgroups to or subcommittees

358
00:33:17,670 --> 00:33:23,890
to create their action plans, which will include those key measures and the action steps

359
00:33:23,890 --> 00:33:25,790
who's responsible in the time frame.

360
00:33:29,050 --> 00:33:36,870
My comment there would be I think that Stooter being a large organization should have the

361
00:33:36,870 --> 00:33:44,870
ability to put these responses into categories themselves, this is what they do,

362
00:33:49,710 --> 00:33:49,730
this

363
00:33:50,670 --> 00:33:56,670
So, I would, I would like to see, whatever you're going to do, that's fine, but I think

364
00:33:56,670 --> 00:34:04,950
stouter should be the one that's responsible for putting these into closely linked elements,

365
00:34:05,510 --> 00:34:14,230
topics, categories, whatever you might want to call it, I would like to see what they come

366
00:34:14,230 --> 00:34:23,100
up with for what they have given us in just, I mean, just a list of comments.

367
00:34:23,540 --> 00:34:24,780
They don't.

368
00:34:24,780 --> 00:34:28,180
I mean, they're so random, they just go back and forth.

369
00:34:29,320 --> 00:34:36,640
I'd like to see a configuration that they come up with that should be part of this really.

370
00:34:37,180 --> 00:34:43,960
They have a huge contract with them, like $95,000 a year, kind of huge for three years.

371
00:34:43,960 --> 00:34:48,280
Certainly, they have the wear with all to do something like that.

372
00:34:48,780 --> 00:34:50,220
This is their bailiwick.

373
00:34:50,560 --> 00:34:52,260
Let's see what they can do.

374
00:34:54,020 --> 00:34:55,300
Yes, Dr. Martin.

375
00:34:55,540 --> 00:34:59,920
I was just going to say, so my background being qualitative research,

376
00:34:59,940 --> 00:35:04,380
it was very interesting to be able to see how there were very common

377
00:35:04,380 --> 00:35:09,020
clusters that revealed themselves or emerged as a qualitative researcher would say

378
00:35:09,020 --> 00:35:14,260
from the comments that our community provided around 20 different clusters,

379
00:35:14,260 --> 00:35:18,880
which was pretty, pretty tallying. People were very consistent in terms of how they responded,

380
00:35:19,400 --> 00:35:24,640
which is good. Because now we can build action planes around that and then meet the needs of

381
00:35:24,640 --> 00:35:29,220
what our communities are, you know, as important to the education of the children in our community.

382
00:35:29,680 --> 00:35:34,800
And we can talk with Stooter about the clustering and the qualitative component of those comments.

383
00:35:35,740 --> 00:35:40,860
Miss, I was going to say this, this kind of reminds me a little bit, and I don't want to fall into

384
00:35:40,860 --> 00:35:45,880
that same area when we had the USF survey done where they went ahead and put the clusters

385
00:35:45,880 --> 00:35:47,820
together for us.

386
00:35:47,880 --> 00:35:51,820
And then it was said, well, it was their interpretation of the clusters, not ours.

387
00:35:52,700 --> 00:35:55,740
And I don't want to fall into that same category, but there are always common themes

388
00:35:55,740 --> 00:35:58,600
or what they called it was the thematic analysis.

389
00:35:59,540 --> 00:36:05,280
So if we're going to do a thematic analysis and, you know, we questioned the validity of a thematic analysis.

390
00:36:05,720 --> 00:36:09,700
I'm going to say that I did, but we questioned that from a group of experts said,

391
00:36:09,700 --> 00:36:15,400
does that on a regular basis from a local university just because we didn't pay them as much

392
00:36:15,400 --> 00:36:22,620
money. I questioned, at thematic analysis, done by our district who doesn't have that kind

393
00:36:22,620 --> 00:36:31,020
of a background as well. I've actually conducted a qualitative PhD level study. I've been

394
00:36:31,020 --> 00:36:39,680
highly trained to be able to conduct qualitative analysis. As was RSS. Individuals if you want to

395
00:36:39,680 --> 00:36:46,280
those two are not trained in qualitative analyses. They're trained in quantitative. There's a difference

396
00:36:46,280 --> 00:36:53,340
and how you conduct those analysis. This is a highly technical process that takes a lot of time

397
00:36:53,340 --> 00:36:59,980
to come up with themes that emerge. So I think it would be great to ask sooner to be able to do that.

398
00:37:00,100 --> 00:37:05,440
I'm simply saying that I took the time to read the report and to, as a qualitative person,

399
00:37:05,440 --> 00:37:09,440
who's actually taken many classes in how to do this work.

400
00:37:10,300 --> 00:37:14,280
I'm just sharing with you that there were some commonalities in themes that

401
00:37:14,280 --> 00:37:17,080
you did bring them U.S.F. over an afternoon.

402
00:37:17,580 --> 00:37:21,700
I wouldn't have any objections to student doing it

403
00:37:22,060 --> 00:37:25,440
in our staff doing it as well.

404
00:37:26,460 --> 00:37:30,380
Well, that's good to know that it's a board consensus, Mr. Johnson.

405
00:37:33,500 --> 00:37:36,020
Are you sorry, Susan? Is there something else?

406
00:37:47,760 --> 00:37:53,860
No, I guess I guess not at this particular moment, but certainly maybe later.

407
00:37:56,170 --> 00:38:01,490
Okay, so we'll have that brought back to a workshop, and if you address those issues and concerns

408
00:38:02,170 --> 00:38:07,610
that we're specifically mentioned, we can put it to bed and get it done.

409
00:38:08,370 --> 00:38:09,330
Is that agreeable to everybody?

410
00:38:09,970 --> 00:38:10,070
Just?

411
00:38:14,380 --> 00:38:14,560
Susan?

412
00:38:15,320 --> 00:38:15,520
Okay.

413
00:38:16,220 --> 00:38:17,320
Thank you very much, Heather.

414
00:38:18,820 --> 00:38:24,600
And in the interest of time, Dr. Monnell, what do you think you Mr. Johnson?

415
00:38:26,080 --> 00:38:32,660
We will look at agenda item ID number 3043 or review intended approval of the amended

416
00:38:32,660 --> 00:38:37,520
magnet program procedures plan for the school year 2018-2019.

417
00:38:38,440 --> 00:38:42,360
Ms. Angela Kennedy is making her way our supervisor of school choice.

418
00:38:43,340 --> 00:38:45,500
She represents the site and welcome back.

419
00:38:51,710 --> 00:38:56,990
Good afternoon, board chair members of the board and Dr. Amano. I'm Angela Kennedy,

420
00:38:57,230 --> 00:39:02,910
supervisor of school choice, and it's my pleasure to bring the amended 2018 2019

421
00:39:02,910 --> 00:39:09,270
magnet program procedures planned to you today. This plan reflects the addition of the procedures

422
00:39:09,270 --> 00:39:15,190
for requesting an appeal. As you may recall, Mr. Alfonza brought this procedure to a previous

423
00:39:15,190 --> 00:39:21,290
workshop and received approval. So what I've done here is just included the procedure

424
00:39:21,290 --> 00:39:27,670
In the plan, and I'm asking for your tentative approval of the amended magnet program procedures at this time.

425
00:39:36,550 --> 00:39:37,450
You have a question?

426
00:39:38,990 --> 00:39:39,210
Okay.

427
00:39:39,590 --> 00:39:40,150
What page?

428
00:39:40,150 --> 00:39:41,790
Where exactly on what page number?

429
00:39:43,410 --> 00:39:44,770
Yeah, that's I'm trying to find.

430
00:39:51,320 --> 00:39:54,820
It begins on 2b.

431
00:39:55,440 --> 00:39:56,120
I don't know.

432
00:39:56,780 --> 00:39:57,900
Is that four of seven?

433
00:39:57,900 --> 00:39:59,480
I feel like at the bottom of the pages.

434
00:40:00,620 --> 00:40:01,640
Three of seven?

435
00:40:03,200 --> 00:40:08,720
I don't know if I'm helping out with this or not I I know the at least when I'm looking at it's not the agenda packet

436
00:40:08,720 --> 00:40:15,080
One it's the published on the normal agenda, but it's page 7 of 7 it's the entire red content

437
00:40:15,080 --> 00:40:19,160
Is that sound about I see you're talking about just the part that changed right.

438
00:40:19,160 --> 00:40:39,280
change part. Page eight of eight in it. Page on page three of eight. The proceed. It says a procedure for requesting an appeal is located on page eight of this document. So I flipped to the document and there's page eight. That's correct in the magnet plan. It's page seven in the choice plan.

439
00:40:39,480 --> 00:40:44,200
Sorry. I'm in the wrong one. I'm in the choice plan. Not in the magnet plan. I'm sorry.

440
00:40:44,200 --> 00:40:47,760
Yeah, they do. There we go. They look very much the same.

441
00:40:47,760 --> 00:40:48,500
You're saying pages.

442
00:40:48,740 --> 00:40:49,340
It's not the same.

443
00:40:50,140 --> 00:40:51,540
What? Essentially?

444
00:40:54,440 --> 00:40:55,160
That is correct.

445
00:40:56,100 --> 00:40:57,840
Okay, page eight.

446
00:41:19,720 --> 00:41:28,220
So I was going to, okay, and I don't want to step on any toes, but I did write a note on this, that

447
00:41:28,220 --> 00:41:36,120
I didn't think had to be written into the policy, just a note for the record of this,

448
00:41:36,120 --> 00:41:38,940
because I don't know how frequently this will happen,

449
00:41:39,200 --> 00:41:42,500
or come up as an appeal issue, but I thought it was worthwhile

450
00:41:42,500 --> 00:41:44,560
to say, I know, in the past we talked about,

451
00:41:44,740 --> 00:41:48,080
what this due process appeal looks like.

452
00:41:48,760 --> 00:41:53,240
And we did talk about it, and we did want it in here.

453
00:41:54,280 --> 00:41:59,140
So, as a board, so if it helps, I wanted to see

454
00:41:59,140 --> 00:42:01,780
if the record could accompany,

455
00:42:01,780 --> 00:42:07,520
There is a provision in Florida, statute chapter 1, 2057 sub 2, that's a weed.

456
00:42:08,140 --> 00:42:15,640
But the point of that was it contemplates these procedures for a review by this board that

457
00:42:15,640 --> 00:42:20,920
would not be an evidentiary proceeding, because we're not talking about a dispute concerning

458
00:42:20,920 --> 00:42:22,120
material facts.

459
00:42:22,160 --> 00:42:23,780
This isn't a judicial thing.

460
00:42:24,200 --> 00:42:28,900
This is really the board making certain that, I guess, somebody submits an application.

461
00:42:28,900 --> 00:42:34,600
It's really looking at all of those things, assuming the facts aren't in dispute just looking at how it would apply.

462
00:42:35,380 --> 00:42:42,060
So my only thought was I just wanted to at least accompany this conversation with that reference to the statute so that when we get there

463
00:42:42,060 --> 00:42:54,100
that somebody can go back and say now what is this supposed to look like when we're done that procedure in the statute just talks about well it would make its path to the board through this

464
00:42:54,100 --> 00:43:00,700
the end of page seven or eight and when it talks about and then the one I'm

465
00:43:00,700 --> 00:43:04,240
going to right now is paragraph five in the magnet program. It says parent provides a written

466
00:43:04,240 --> 00:43:10,680
appeal with supporting documentation example legal or medical to the supervisor of choice

467
00:43:10,680 --> 00:43:14,700
will forward the appeal to the original hardship denial paperwork to the executive director

468
00:43:14,700 --> 00:43:19,320
et cetera et cetera et cetera. Then goes to the board we'll have a hearing within 30 business

469
00:43:19,320 --> 00:43:25,200
days to consider the appeal, at which the parent guardians election should be closed to the

470
00:43:25,200 --> 00:43:28,780
public to protect the student's privacy information.

471
00:43:29,900 --> 00:43:34,340
That seemed most clearly to align with the process that's identified in that statute

472
00:43:34,340 --> 00:43:34,980
I referenced.

473
00:43:35,540 --> 00:43:40,920
And the only other thing in that statute really is that the ultimate determination by this,

474
00:43:40,920 --> 00:43:44,880
because it doesn't talk about what happens then, the ultimate determination by the board,

475
00:43:45,440 --> 00:43:49,200
hearing this as an appellate body, would be that it's got to be in writing within seven

476
00:43:49,200 --> 00:43:54,960
days and that's just a correspond with the administrative procedures act. So I think this

477
00:43:54,960 --> 00:43:59,620
all this language works and I wanted to footnote it if board members have any questions

478
00:43:59,620 --> 00:44:05,360
I'm certainly happy to take a stab at it. But that language does kind of follow what we talked

479
00:44:05,360 --> 00:44:10,920
about in the statute seem to supplement it. So you're good with this. I'm good. There's just

480
00:44:10,920 --> 00:44:15,700
this cut to the chase. We're good. I'm good. Thank you. I didn't know that footnote because when it

481
00:44:15,700 --> 00:44:21,480
come up. We're going to have to say we got to have a response within seven days from the

482
00:44:21,480 --> 00:44:26,480
result of the hearing. We need to include that in it. It's in the steps.

483
00:44:27,500 --> 00:44:32,960
It's in. That's by statute. It's a statutory reference and now that it's really for me.

484
00:44:33,200 --> 00:44:36,600
So that later I can remember what it is I was thinking when this happened or whoever else

485
00:44:36,600 --> 00:44:43,540
thinking. Do you want to reference state statute? Was it above a ball? It would be fine to just put

486
00:44:43,540 --> 00:44:52,020
of autumn like we do with other policies just referencing 1.20, 57 sub 2.

487
00:44:52,360 --> 00:44:53,760
Okay, so any other questions?

488
00:44:54,200 --> 00:44:54,560
Thoughts?

489
00:44:54,660 --> 00:44:55,260
Thoughts?

490
00:44:55,420 --> 00:44:55,560
Go.

491
00:44:55,940 --> 00:44:56,320
I'm afraid.

492
00:44:57,420 --> 00:44:57,700
Yep.

493
00:44:58,720 --> 00:44:59,360
Mr. Vau.

494
00:45:00,660 --> 00:45:02,660
Thank you very much. Well done.

495
00:45:02,660 --> 00:45:04,260
Thank you. Actually, I'm next.

496
00:45:06,460 --> 00:45:08,480
We're on item number two choice.

497
00:45:08,680 --> 00:45:09,120
I'm here.

498
00:45:09,600 --> 00:45:20,480
A agenda item ID 3044 review and tentative approval of the amended control choice plan for the 2018-2019 clear.

499
00:45:20,840 --> 00:45:21,680
Welcome back.

500
00:45:22,040 --> 00:45:23,960
Thank you. Good afternoon. I'm just kidding.

501
00:45:25,040 --> 00:45:28,580
It's chair for May. I have the exact same comments that I made earlier.

502
00:45:28,580 --> 00:45:33,560
Just skip to that right we're done right that was the only thing that I had to add to those items

503
00:45:35,140 --> 00:45:38,420
Okay, which has been doing noted by angel. Look at this

504
00:45:38,940 --> 00:45:40,880
Righty down the statue. Okay

505
00:45:41,360 --> 00:45:43,800
Does anybody have any issue with

506
00:45:43,800 --> 00:45:46,120
You control choice no

507
00:45:46,740 --> 00:45:48,580
Thank you. Well thank you very much

508
00:45:49,720 --> 00:45:54,040
So we are down to two choices. So oh

509
00:45:54,040 --> 00:45:55,920
Oh, I guess we're down to number five, right?

510
00:45:55,920 --> 00:46:01,560
number five are you ready I'm ready agenda item ID three zero eight eight

511
00:46:01,560 --> 00:46:06,980
information item on the early learning model committees work and she's

512
00:46:06,980 --> 00:46:11,820
probably not wearing her Elmo slippers today we don't want to hear that but we

513
00:46:11,820 --> 00:46:16,300
refer to this as the Elmo program or early learning no Elmo

514
00:46:16,300 --> 00:46:21,540
model center no presentation red shirts and no slippers today

515
00:46:23,200 --> 00:46:28,220
So, Gina Michael Licka, our Executive Director of Academic Services, along with Michelle

516
00:46:28,220 --> 00:46:34,660
Kernan, our Director of Federal Programs and Academic Services, Ms. Laira Silva, who's

517
00:46:34,660 --> 00:46:37,660
served on that committee, Principal at Chocacatia Elementary.

518
00:46:38,620 --> 00:46:44,380
Dr. Austin, who's been working with our teacher preparation, high school program, and

519
00:46:44,380 --> 00:46:50,080
Ms. Sophia Watson, who's been helping with the coursework related to what teachers need to

520
00:46:50,080 --> 00:46:51,960
work in the best practice center.

521
00:46:52,300 --> 00:46:52,820
Welcome, team.

522
00:46:53,320 --> 00:46:53,920
Thank you.

523
00:46:54,140 --> 00:46:56,220
Good afternoon, Board Chair, Board members, Dr.

524
00:46:56,280 --> 00:47:00,120
Amano, my name is Gina Michaelika, Executive Director of Academic Services.

525
00:47:00,600 --> 00:47:03,240
And I thank you for this opportunity this afternoon.

526
00:47:03,960 --> 00:47:08,460
We are going to provide you with an update on the committee's work

527
00:47:08,460 --> 00:47:10,300
for our early learning model.

528
00:47:10,840 --> 00:47:14,040
And we want to start off with sharing the purpose

529
00:47:14,040 --> 00:47:16,380
and why we are presenting today.

530
00:47:21,110 --> 00:47:27,230
So our first purpose is how do we support early learning and we're going to give you some

531
00:47:27,230 --> 00:47:33,130
information this afternoon on our early learning classrooms and the work that the committee

532
00:47:33,130 --> 00:47:39,470
has been doing and then the second is how do we prepare our high school students for a

533
00:47:39,470 --> 00:47:44,970
career in teaching and this is when we will provide you with information on workforce development

534
00:47:44,970 --> 00:47:46,990
and our teacher academy.

535
00:47:47,970 --> 00:47:52,710
We really wanted you to have a sense of what early learning looks like right now in our community

536
00:47:52,710 --> 00:47:55,490
and why we have a need to add some additional programs.

537
00:47:58,960 --> 00:48:03,800
So currently, our early learning in the Hernando County School District, we have some wonderful

538
00:48:03,800 --> 00:48:09,280
community partners such as the Boys and Girls Club and the YMCA that provides some early

539
00:48:09,280 --> 00:48:15,180
learning opportunities on school campuses, and you'll see that the campuses that are listed.

540
00:48:15,180 --> 00:48:19,940
In addition to that, we have 19 ESC Pre-K classrooms.

541
00:48:21,140 --> 00:48:25,680
We have one Title I ESC inclusion class at Pine Grove.

542
00:48:26,840 --> 00:48:29,340
We have a brand new coming next year,

543
00:48:29,660 --> 00:48:32,480
one School of Hope Pre-K classroom at Moton Elementary.

544
00:48:33,780 --> 00:48:37,820
We have the ELMO Early Learning Model Center

545
00:48:37,820 --> 00:48:40,620
that will be part of the Hernando High School.

546
00:48:40,620 --> 00:48:54,140
And then we have four new Title I pre-case that will be at Deltona, Spring Hill, West Side, and we have just finalized the two B-determined will be another inclusion class at Pine Grove.

547
00:48:58,170 --> 00:49:00,230
Why focus on early learning?

548
00:49:01,950 --> 00:49:08,990
Birth to 5 is a critical period 90% of the child's brain is developed by age 5.

549
00:49:08,990 --> 00:49:18,350
That's when the brain grows the most rapidly, and the neurological foundation is built for later development learning and adult outcomes.

550
00:49:19,450 --> 00:49:31,270
When children enter kindergarten without the foundational developmental and academic skills, it puts them at risk for school failure that follows them throughout their educational years.

551
00:49:35,200 --> 00:49:43,120
So, as you know, each grade level has a set of standards that students should be able to master by the end of the year.

552
00:49:44,480 --> 00:49:56,840
And those standards are based on student expectations, knowledge and skills and performance that they should be able to do by the end of kindergarten.

553
00:49:56,840 --> 00:50:00,140
And then we've provided you with some examples.

554
00:50:00,640 --> 00:50:06,160
This is some of our standards and expectations from language arts.

555
00:50:06,520 --> 00:50:10,700
And you can see here that students, there are six strands.

556
00:50:11,240 --> 00:50:14,640
We have our reading strands for a literary and informational text,

557
00:50:14,800 --> 00:50:18,940
foundational skills, writing, language, listening and speaking.

558
00:50:19,400 --> 00:50:23,060
And then we've provided some examples of those kindergarten standards.

559
00:50:23,060 --> 00:50:32,060
And as you can see there, it goes beyond those developmental foundational skills, that's a piece of it.

560
00:50:32,400 --> 00:50:35,880
But there are those additional five strands as well.

561
00:50:36,340 --> 00:50:42,380
So you can see there, they're retelling stories, recognizing different types of text,

562
00:50:42,660 --> 00:50:47,020
really understanding a purpose for understanding collaborative conversations,

563
00:50:47,020 --> 00:50:53,400
You know, printing, uppercase, and lowercase letters, and then drawing, dictating, and writing

564
00:50:53,400 --> 00:50:54,460
opinion pieces.

565
00:50:56,380 --> 00:51:02,440
And then the same for math, we have those areas within those domains of math.

566
00:51:02,860 --> 00:51:08,940
Students are expected to be able to count to 100 by 1s and 10s, compare numbers, add-in

567
00:51:08,940 --> 00:51:15,800
subtract numbers, describe and compare two or three dimensional shapes, and directly comparing

568
00:51:15,800 --> 00:51:16,300
objects.

569
00:51:16,300 --> 00:51:22,580
So this is just a sample so that you can see what those expectations are at the kindergarten level.

570
00:51:26,950 --> 00:51:31,390
Why invest in an early learning best practice model classroom for Hernando County?

571
00:51:32,130 --> 00:51:36,730
Early learning classrooms can yield and return on investment of 13%.

572
00:51:37,550 --> 00:51:45,050
It reduces societal costs such as retention as well as increase our kindergarten readiness rate.

573
00:51:45,050 --> 00:51:52,090
It also will be providing additional inclusion opportunities which is part of our LEA profile

574
00:51:52,090 --> 00:51:55,290
that gets reported to both the state and federal government.

575
00:51:58,370 --> 00:52:03,490
The components of our Hernando Early Learning model classroom, we're going to have a certified

576
00:52:03,490 --> 00:52:09,330
teacher with a pre-K assistant which will bring it down to a ratio of 1 to 10.

577
00:52:09,630 --> 00:52:17,330
We're going to have a developmentally appropriate curriculum, which means that students will be

578
00:52:17,330 --> 00:52:23,090
We're going to be addressing all of the early learning standards, including social emotional.

579
00:52:23,970 --> 00:52:26,950
It's going to increase our kindergarten readiness rate.

580
00:52:27,490 --> 00:52:34,450
We have a parent engagement component that most likely is going to be the first time that we're welcoming parents into our school system.

581
00:52:34,670 --> 00:52:37,830
So that's going to be a very positive relationship.

582
00:52:38,370 --> 00:52:41,370
And we're linking it to higher education as well.

583
00:52:44,410 --> 00:52:47,850
And here we have our committee's implementation,

584
00:52:49,390 --> 00:52:51,090
timeline, October through May.

585
00:52:51,590 --> 00:52:52,750
We have done some research.

586
00:52:52,990 --> 00:52:54,230
We've had conversations,

587
00:52:54,590 --> 00:52:56,870
multiple conversations with community partners.

588
00:52:57,450 --> 00:53:00,390
Usually we're meeting about every month with them,

589
00:53:00,630 --> 00:53:01,750
input from our board.

590
00:53:02,430 --> 00:53:03,710
And then May through July.

591
00:53:04,270 --> 00:53:05,710
We are looking at hiring staff

592
00:53:05,930 --> 00:53:07,990
and making those curriculum decisions.

593
00:53:08,830 --> 00:53:09,750
And then in August,

594
00:53:10,630 --> 00:53:12,790
opening up our early learning model classrooms.

595
00:53:12,790 --> 00:53:13,650
As

596
00:53:19,000 --> 00:53:25,820
you know, there is a shortage of teachers in our schools as well as an area of STEM.

597
00:53:26,260 --> 00:53:34,520
So in response to a shortage or a district has attempted attempting to implement the early childhood

598
00:53:34,520 --> 00:53:39,980
academy and expand the principles of teaching academy which currently exist.

599
00:53:44,220 --> 00:53:49,280
As you can see from the coursework, it is definitely going to provide our teachers students

600
00:53:49,280 --> 00:53:53,340
with the opportunity to hone your passion for the career

601
00:53:53,340 --> 00:53:56,540
and also aspire to positions in teaching.

602
00:53:57,240 --> 00:53:58,840
In addition, in the bottom of the chart,

603
00:53:58,960 --> 00:54:01,580
you would notice that there are two industry certifications

604
00:54:01,580 --> 00:54:03,980
that the students would earn, the early childhood

605
00:54:03,980 --> 00:54:07,860
professional certificate, which allow them to go into the building

606
00:54:07,860 --> 00:54:10,980
and participate in the classrooms and work with our teachers

607
00:54:10,980 --> 00:54:13,240
that would be providing services to the students.

608
00:54:13,840 --> 00:54:16,680
And in general knowledge test, which is one that

609
00:54:16,680 --> 00:54:22,340
is required at the college level, so or students would attempt to earn that certification before

610
00:54:22,340 --> 00:54:25,180
leaving in the principles of teaching academy.

611
00:54:27,780 --> 00:54:34,200
So some of these credentials, the exciting part about it, would articulate right into other

612
00:54:34,200 --> 00:54:41,080
certifications as well as college credits and also put our students on the path for obtaining

613
00:54:41,080 --> 00:54:41,940
employment.

614
00:54:45,380 --> 00:54:53,220
And when adult education came on board, we realized very quickly that there was gap locally

615
00:54:53,220 --> 00:54:57,760
in providing a couple of classes, so we looked at what our role could be.

616
00:54:58,260 --> 00:55:02,400
The first classroom is introductory to child care training, and this is you can see as required

617
00:55:02,400 --> 00:55:04,100
within the first three months of employment.

618
00:55:05,280 --> 00:55:07,520
We are working with the early learning coalition.

619
00:55:07,720 --> 00:55:12,300
They're looking at putting this in a boot camp, and we don't want to duplicate work.

620
00:55:12,300 --> 00:55:20,020
So we're going to just make sure that we stay in constant collaboration with them and communication with them and make sure that if they do it there, it's not something we're going to offer up the road.

621
00:55:20,960 --> 00:55:25,220
So, but this is something that our folks are currently taking online.

622
00:55:26,120 --> 00:55:32,920
And we know that they're missing out on a world of training by not taking that in person and that's something that we can do.

623
00:55:32,920 --> 00:55:40,260
And the other course is the FCC PC course, and that is the school age certification.

624
00:55:41,380 --> 00:55:49,040
And this is 120-hour credential and classroom time for an 80-hours again in time in the

625
00:55:49,040 --> 00:55:51,460
actual program, the early learning program.

626
00:55:52,380 --> 00:55:56,840
And this is something that we are able to do because we're an accredited institution at SunTech.

627
00:55:57,160 --> 00:56:01,200
And it does show up on the region 16 data, which is our indicator of what we look at.

628
00:56:01,200 --> 00:56:10,440
So we'll complete the application and plan the role that out, but the following school year, and that'll help us again as we look at bringing people into the district and offering those opportunities locally.

629
00:56:12,970 --> 00:56:24,170
But we didn't want to stop there. We wanted to offer opportunities for our students that graduate from high school to possibly pursue education as a bachelor's degree or even further.

630
00:56:24,770 --> 00:56:32,810
So we looked into a partnership with St. Leo University and they were very excited on our first meeting and have been looking forward to making a partnership with Hernandez.

631
00:56:32,830 --> 00:56:42,530
So we did bridge that gap, we had some connections with that school, and so some of our short-term goals are first to create a lab school.

632
00:56:43,070 --> 00:56:53,390
We're thinking of having it possibly be located on St. Leo's campus so that their students that are going to their bachelor's degree will be able to have a hands-on experience with children of the preschool age.

633
00:56:53,390 --> 00:57:12,990
And then we also wanted to have a venue for existing Hernando County CDA that are working in private industry or our students that are graduating from Hernando schools to pursue that further education, so that they can make a career and not just have a recycling back and forth of CDA.

634
00:57:13,830 --> 00:57:19,770
Resortifications that don't really give them that career and that foundation to provide for their families in a long-term degree.

635
00:57:21,090 --> 00:57:31,530
One of the other things that when Larry and I met with St. Leo that we are going to start working on immediately is connecting with PHSC as well.

636
00:57:31,930 --> 00:57:42,610
The students start at PHSC for two years. They are in their associates and then many move on to St. Leo or take St. Leo classes right at PHSC.

637
00:57:42,610 --> 00:57:48,730
So we're putting together a plan to start immediately where we're collaborating with those students,

638
00:57:48,770 --> 00:57:55,870
many of those students graduated from our county, and that's part of the whole grow your own,

639
00:57:56,350 --> 00:58:01,470
where we're getting together putting a plan in place to support those students as they finish their

640
00:58:01,470 --> 00:58:07,950
bachelor's so that they could come right back into our county and start teaching. So that's one of our

641
00:58:07,950 --> 00:58:12,750
other media goals, in fact, Lair and I are in the middle of coordinating our next meeting

642
00:58:12,750 --> 00:58:15,010
with St. Leo, it was very, very positive.

643
00:58:16,010 --> 00:58:24,370
We didn't discuss one time with our high school students who completed a degree in education

644
00:58:24,370 --> 00:58:29,370
to have them come back and start at a step three to give them in the center.

645
00:58:32,230 --> 00:58:39,630
Yes, that will be something that we work on through this initiative, absolutely.

646
00:58:39,630 --> 00:58:42,290
Great, thank you.

647
00:58:42,690 --> 00:58:48,330
So this last slide is just a summary, a snapshot of what early learning and the secondary

648
00:58:48,330 --> 00:58:54,270
and higher education will look like for next year and what we have that is new is going

649
00:58:54,270 --> 00:59:01,970
to be that school of hope early learning pre-K at Moten, the Elmo at Hernando High, the

650
00:59:01,970 --> 00:59:08,470
four new Title I pre-K's and then of course we have the Teaching Academy and the adult education

651
00:59:08,470 --> 00:59:15,610
opportunities that is really tying all of the resources and focusing and not duplicating services.

652
00:59:15,910 --> 00:59:19,190
So hopefully those services can be expanded out.

653
00:59:20,590 --> 00:59:21,850
Are there any questions?

654
00:59:24,770 --> 00:59:24,990
Yes.

655
00:59:26,550 --> 00:59:31,730
I don't have any questions but some of the time knows how happy I am about all this.

656
00:59:33,250 --> 00:59:39,290
I've been on the early learning for about eight years and on the college foundation.

657
00:59:39,290 --> 00:59:47,450
And it's the disconnect that we had that really has me passionate about this seat and you've been through it too, so you've seen it.

658
00:59:48,770 --> 00:59:55,150
My question is, since you're doing such a great job, what happens or what has to happen?

659
00:59:55,650 --> 00:59:59,290
That once a student gets through this, I'm not talking about the student that's graduating.

660
01:00:00,000 --> 01:00:07,040
Building that we're training from 0-5, how do we keep them involved that they don't get bored on the next step?

661
01:00:07,280 --> 01:00:11,080
So there's a whole education system kick it up and that's, and can you do that?

662
01:00:12,900 --> 01:00:19,240
Of course we can. I think that's something that we continuously work on.

663
01:00:19,300 --> 01:00:27,180
I don't think there's one specific answer to that. I think it's just constantly reviewing our data.

664
01:00:27,180 --> 01:00:34,420
Um, having collaboration with our entire community, our schools, our school community families

665
01:00:34,420 --> 01:00:41,320
to see how can we continuously be innovative and step it up a notch and really personalize

666
01:00:41,320 --> 01:00:43,920
learning for students to meet their needs.

667
01:00:44,080 --> 01:00:48,640
So this is one step, but I think it's something that we can continuously look at and we're

668
01:00:48,640 --> 01:00:49,440
doing that.

669
01:00:49,600 --> 01:00:54,060
You know, a couple of years ago, we did a survey of, uh, teachers, getting on the teachers,

670
01:00:54,060 --> 01:00:59,800
And it was remarkable how the teachers within one day would know if the child went to

671
01:00:59,800 --> 01:00:59,940
the world.

672
01:01:00,920 --> 01:01:01,160
Yeah.

673
01:01:02,080 --> 01:01:06,940
And also, at that survey, came out that students, children, that don't get involved

674
01:01:06,940 --> 01:01:10,900
in early learning, 30% of them haven't touched the book when they answered, couldn't

675
01:01:10,900 --> 01:01:12,020
go on them.

676
01:01:12,720 --> 01:01:13,060
Yep.

677
01:01:13,280 --> 01:01:16,980
As a former kindergarten teacher, I can say yes to both of those things.

678
01:01:18,060 --> 01:01:18,660
Great job.

679
01:01:19,760 --> 01:01:20,350
That's true.

680
01:01:21,460 --> 01:01:21,640
Yes.

681
01:01:24,760 --> 01:01:25,120
Yes.

682
01:01:25,120 --> 01:01:36,300
few questions. You talk about 19 ESC pre-K classrooms in the presentation. Is that how many

683
01:01:36,300 --> 01:01:42,500
we have right now are you projecting that number four next year? For this presentation,

684
01:01:42,880 --> 01:01:48,600
I reached out to Kathy Doffka who's over that program and there was currently 19. That's

685
01:01:48,600 --> 01:01:56,480
program that expands based on need. So it could grow next year, but at this time we're

686
01:01:56,480 --> 01:02:04,040
slated for 19. How many students per classroom? I'm going to have to get back with you on

687
01:02:04,040 --> 01:02:09,020
that because each classroom is set up differently, so depending on the level of need of the

688
01:02:09,020 --> 01:02:14,580
students. And if there's an opening, it would vary from classroom to classroom.

689
01:02:17,400 --> 01:02:18,320
And then my

690
01:02:18,320 --> 01:02:23,440
other question there would also be on the one you have one title one ESC inclusion classroom

691
01:02:23,440 --> 01:02:29,120
how many students are in that classroom. We have a one to 10 ratio so we have 20 students,

692
01:02:29,780 --> 01:02:36,200
but in an ESC classroom like that we have a teacher and we have at least two pairs of a

693
01:02:36,200 --> 01:02:41,640
pair and an assistant pre-k teacher so we do have an additional adult in that classroom.

694
01:02:42,600 --> 01:02:48,260
So you have one pair and one teacher right now? We have one in an ESC title one classroom

695
01:02:48,260 --> 01:02:56,120
we have a teacher, we have a para and we have a pre-K assistant which has a little bit higher

696
01:02:57,220 --> 01:03:04,080
requirement than a para. They have some early learning background and there's currently 20

697
01:03:04,080 --> 01:03:05,980
students in there. Correct.

698
01:03:10,980 --> 01:03:15,320
On the four new title one pre-K,

699
01:03:19,560 --> 01:03:20,480
do we currently have

700
01:03:22,020 --> 01:03:31,900
positions for that are called Title I facilitators? Yes. Do we have 11 of those for this year? Yes.

701
01:03:32,460 --> 01:03:40,160
Are these the same? Is this okay? It appears that those positions are being eliminated,

702
01:03:41,200 --> 01:03:48,060
but we're now adding four back and assigning them to the district instead of schools

703
01:03:48,060 --> 01:03:51,780
is that kind of correct? Is it correct?

704
01:03:52,480 --> 01:03:57,960
Title I was anticipating a 15% reduction in its allocation.

705
01:03:59,080 --> 01:04:03,660
We had a principal meeting where Title I principles had a voice to vote.

706
01:04:04,660 --> 01:04:10,440
And of course we want to make sure that all of our resources are at the school in classroom level.

707
01:04:10,440 --> 01:04:22,580
So, they decided that we would have tiff the Title I facilitator split schools for the paperwork and the budget and the ordering and the fidelity of the program.

708
01:04:23,140 --> 01:04:28,680
There will be a Title I facilitator that will be over the pre-K early learning classrooms.

709
01:04:30,040 --> 01:04:30,040
So,

710
01:04:32,100 --> 01:04:36,760
these four positions will cover multiple schools then.

711
01:04:36,760 --> 01:04:44,000
correct, whereas right now it's one facilitator basically per each school correct.

712
01:04:46,070 --> 01:04:47,930
Is that going to work out?

713
01:04:48,490 --> 01:04:54,450
What the focus of the Title I facilitator position is going to have a little bit of a different feel.

714
01:04:54,990 --> 01:05:02,990
Currently they work and they might be provided training, they might be doing coaches as well as their Title I responsibilities.

715
01:05:02,990 --> 01:05:11,950
So when the tits got moved to the district, it's coming out of the district allocation of funds, and it's not costing the school money.

716
01:05:12,110 --> 01:05:14,530
So those funds could be used to fund a coach.

717
01:05:15,370 --> 01:05:24,010
So the job description responsibility of the focus is going to be more on the paperwork and compliance and fidelity of the Title 1 program.

718
01:05:24,610 --> 01:05:26,030
Are those schools hiring coaches?

719
01:05:27,850 --> 01:05:32,790
They've either hired resource teachers, coaches, so yes ma'am.

720
01:05:33,430 --> 01:05:39,370
The principal decides based on their comprehensive needs assessment, what position they need

721
01:05:39,370 --> 01:05:42,150
funded out of Title 1 to support their school.

722
01:05:43,630 --> 01:05:50,910
On the program of study, slide, there was an academy for early childhood education and

723
01:05:50,910 --> 01:05:53,230
like a principles of teaching academy,

724
01:05:57,900 --> 01:06:01,480
are there high schools that are currently offering the early

725
01:06:01,480 --> 01:06:08,900
childhood education class principles of teaching academy, currently at Wiki Watchy High School

726
01:06:08,900 --> 01:06:16,440
and it's in its first year of implementation. One cohort started this year about 14 students.

727
01:06:17,320 --> 01:06:21,940
The early childhood academy is proposed for next school year.

728
01:06:21,940 --> 01:06:27,780
So the early childhood education 1, 2, 3, 4 is a proposal, is a proposal for next year.

729
01:06:28,020 --> 01:06:29,340
We did have it at one time.

730
01:06:29,860 --> 01:06:34,260
Yes, we did at, I think, the league was strengthened and said, yeah, we did.

731
01:06:40,970 --> 01:06:43,730
And there were some changes at the state level.

732
01:06:44,050 --> 01:06:51,390
I know. And that was very hurtful for schools who had this particular program,

733
01:06:51,390 --> 01:07:03,830
Because we did have a lot of youngsters who wanted to, parents who wanted their youngsters to attend the program, the Eagles Nest.

734
01:07:04,710 --> 01:07:19,550
And we had a large number of students who worked within this program, and who eventually went on to universities or colleges to get their mainly elementary education degrees,

735
01:07:19,550 --> 01:07:21,910
but not necessarily, but that was primary.

736
01:07:22,550 --> 01:07:25,590
So I am glad this is coming back.

737
01:07:25,630 --> 01:07:26,970
Where is it going to come back to?

738
01:07:27,150 --> 01:07:28,050
What high schools?

739
01:07:29,250 --> 01:07:32,390
We originally, we were thinking about Hernando High School

740
01:07:32,390 --> 01:07:34,590
because of where we're placing the,

741
01:07:35,510 --> 01:07:39,730
if the model center is going to Hernando High School.

742
01:07:39,970 --> 01:07:42,730
So we plan on implementing it, Hernando High.

743
01:07:43,090 --> 01:07:43,930
For this coming year?

744
01:07:43,950 --> 01:07:44,890
For this coming year.

745
01:07:46,030 --> 01:07:48,690
Would that have any capability of being expanded

746
01:07:48,690 --> 01:07:54,370
to other high schools in the future, then. Absolutely. And do

747
01:07:56,390 --> 01:08:00,910
we have a coordinated program

748
01:08:00,910 --> 01:08:09,990
of studies with Pasco-Hernando for our students who are in, let's say this early childhood

749
01:08:09,990 --> 01:08:17,770
education program, or the principles of teaching academy, to then pick, earn, do enrollment

750
01:08:17,770 --> 01:08:24,810
correct. Correct. It's on so they can transition into PhD easily. Right. Your high school.

751
01:08:24,950 --> 01:08:32,350
The program study, the coursework that we have here would take care of the coursework for the state frameworks.

752
01:08:32,910 --> 01:08:40,770
However, the students that are in the academy will be taking their core classes, additional classes with PhD to meet their

753
01:08:40,770 --> 01:08:45,510
socials degree. So our students would be able to graduate either with a

754
01:08:45,510 --> 01:08:49,830
socials degree or most of that coursework completed before transferring either to

755
01:08:49,830 --> 01:08:54,110
St. Leo or any other university to complete their teaching degree program.

756
01:08:54,510 --> 01:09:01,660
Okay. And then the partnership with St. Leo, this creation of a lab school,

757
01:09:04,010 --> 01:09:09,650
when does St. Leo anticipate this coming to fruition?

758
01:09:11,230 --> 01:09:18,450
This is our one of our long-term goals, so they were bringing it back to the college.

759
01:09:18,830 --> 01:09:23,310
It's something when we met with them that they said that they wanted to do for quite some time,

760
01:09:23,550 --> 01:09:26,350
so it was exciting on both ends.

761
01:09:26,590 --> 01:09:30,190
And when we meet again, we're in the process of setting up our next meeting,

762
01:09:30,990 --> 01:09:33,030
we're going to really develop the timeline.

763
01:09:33,030 --> 01:09:41,870
So, is it safe to assume that they would also be working with Pasco County on this lab school idea?

764
01:09:41,870 --> 01:09:45,830
It would be really for their students that are in the ed program.

765
01:09:46,510 --> 01:09:48,750
So they'll have those hands on opportunity.

766
01:09:49,270 --> 01:09:54,310
So it could be for students that have graduated from our system of Pasco as well.

767
01:09:54,310 --> 01:09:54,730
Okay.

768
01:09:56,970 --> 01:10:06,170
And these students would be not necessarily enrolled at St. Leo at the beginning of

769
01:10:06,170 --> 01:10:11,550
their freshman year, but because you've been talking about this transition between Pasco

770
01:10:11,550 --> 01:10:20,530
Hernandez St. Leo, but it would be possible that a student just directly enrolled in St. Leo.

771
01:10:20,530 --> 01:10:28,130
Yes. Yes. So for those students that graduate high school, a sum may go directly to St. Leo or USF,

772
01:10:28,490 --> 01:10:34,810
those students that go directly to St. Leo will have the opportunity their freshman year

773
01:10:34,810 --> 01:10:42,330
to do work in that lab school. For others it may be if they transition over as a junior after

774
01:10:42,330 --> 01:10:43,530
so see it's degree.

775
01:10:44,530 --> 01:10:55,170
And this lab school is, does St. Leo envision this to be a K-8 lab school, K-12.

776
01:10:55,490 --> 01:11:02,070
We did talk about that to, we wanted it so that it wasn't just early childhood or elementary

777
01:11:03,390 --> 01:11:09,390
that we could have some pieces to it for those students that are interested in secondary world.

778
01:11:09,390 --> 01:11:25,250
We have to work out all of those details but we want this to really be, I think we all walked away from that meeting, knowing that we want this to be, you know, just a model lab school.

779
01:11:25,250 --> 01:11:42,150
They have one, we were able to visit Dr. Mono and I and Lera at USF, we toured their lab school and we want this to really, you know, really stand out and be an example for other universities.

780
01:11:43,350 --> 01:11:44,430
Thank you.

781
01:11:45,570 --> 01:11:52,890
Kathy Daphca, who was a question brought up as to how many students were in the EBD?

782
01:11:52,890 --> 01:11:55,010
Was it at Pongro?

783
01:11:55,850 --> 01:11:56,930
The ESE classrooms.

784
01:11:57,310 --> 01:12:01,270
The Pre-K ESE, the teacher and student ratio.

785
01:12:01,290 --> 01:12:01,410
The teacher and student ratio.

786
01:12:01,410 --> 01:12:02,030
The teacher and student ratio.

787
01:12:02,350 --> 01:12:02,530
The teacher and student ratio.

788
01:12:03,070 --> 01:12:05,110
The teacher and student ratio.

789
01:12:05,150 --> 01:12:09,930
I can tell you right now because it's the end of the year.

790
01:12:10,270 --> 01:12:11,930
The classrooms are really large.

791
01:12:12,990 --> 01:12:15,450
I'm not going to tell you anything different.

792
01:12:18,170 --> 01:12:21,750
What happens during the year is the kids are identified.

793
01:12:21,750 --> 01:12:26,710
and then they are placed, and then by the end of the year kindergarteners are

794
01:12:26,710 --> 01:12:31,350
well up to kindergarten, so then our numbers start down again for the beginning of

795
01:12:31,350 --> 01:12:36,650
the year, and I can tell you right now there are some classrooms that are like

796
01:12:36,650 --> 01:12:44,670
16, 17, 18, but once kindergarten goes, from what we're looking at for next year

797
01:12:44,670 --> 01:12:49,350
the majority of our classrooms are going to start off around 12, hopefully, but we

798
01:12:49,350 --> 01:12:55,950
starting fairly large next year at the beginning of the year so we anticipate our growth to be

799
01:12:55,950 --> 01:13:03,610
soon rather than later. Next year we usually grow around the summer January we know that we'll have our

800
01:13:03,610 --> 01:13:14,590
numbers up around October. Because that's 12 students per teacher or 12 with the teacher and a

801
01:13:14,590 --> 01:13:19,310
power and any assistant? Yes. So if you'll be thirty-six in the class of

802
01:13:19,310 --> 01:13:25,310
a trial. No, no, no, no, no, per class room. So there'll be 12 students,

803
01:13:26,030 --> 01:13:30,410
a teacher, a power and a assistant. That's correct. Thank you. That's what I was

804
01:13:30,410 --> 01:13:35,990
getting at. Thank you. Any other questions from the board members? Thank you very

805
01:13:35,990 --> 01:13:37,690
much. I

806
01:13:41,210 --> 01:13:47,410
think that concludes our business and we will take

807
01:13:47,410 --> 01:13:50,890
I'll go to the order and I'll start first with Mr.

808
01:13:52,170 --> 01:13:53,210
Claude Dagnino.

809
01:13:56,610 --> 01:13:56,830
Susan?

810
01:13:58,350 --> 01:13:58,690
I'm good.

811
01:13:59,470 --> 01:13:59,930
Nothing, sir.

812
01:14:00,150 --> 01:14:00,430
Thank you.

813
01:14:00,990 --> 01:14:01,530
I'm good.

814
01:14:02,150 --> 01:14:04,970
We'll adjourn this workshop at 415.

815
01:14:05,110 --> 01:14:07,710
We'll be back at 5 o'clock for the East School graduation.