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

[0:17] And we're going to start with the safe school plans since the sheriff is here with his people.

[0:24] So I'm going to ask everybody to please leave the room who's not associated with this.

[0:29] The only people that are allowed to stay are the sheriff staff, the school board, the

[0:35] superintendent,

[0:38] and the deputy superintendent, Megan, you're going to have to leave also.

[0:41] This is a shade session, as soon as it's over, we'll call it already back in.

[0:46] Thank you.

[1:00] Good.

[1:00] You should not be recording this.

[1:02] Well, there are two minutes, there should be minutes, but the minutes need to be super

[1:07] scanned.

[1:07] And it's just a good one to say the other day.

[1:09] I don't know if Kelly's going to be here or so.

[1:10] She's staying. Kelly, Kelly, yeah, Kelly, you're staying too.

[1:20] I don't know where we should not be recording this, please.

[1:49] I guess we are. I guess we are now.

[1:52] Back live with the at three o'clock with the public's part of the workshop on 529.

[2:00] Yes, Miss Martin.

[2:04] So we're running short on time, so I'll try to do this as quickly as possible.

[2:09] Good afternoon, Board Chair, Board Member,

[2:10] Dr. Monome Heather Martin Deputy Superintendent and I appreciate the opportunity to share an update on the work of the strategic plan.

[2:20] 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.

[2:29] And this plan has been under construction for about a year and I'm proud to say we are nearing completion.

[2:35] In March, we presented you with an update of the work of the strategic cleaning task force.

[2:41] And that work has been put together in a document that we're going to look at in just a few minutes.

[2:48] But first, I'd like to say thank you to the strategic plan task force.

[2:52] They've met for over a year, working on the draft of the plan.

[2:56] And I appreciate their time, their insights and their commitment that these individuals have shown.

[3:02] And it's evident they truly want this to be successful.

[3:06] So some of them may be in the audience today, so thank you to that strategic plan committee.

[3:16] So you have two documents that are attached to your agenda, items that say strategic plan.

[3:21] One is a snapshot of the plan that can be shared with our community partners.

[3:26] The idea of this would be it could be printed on a small card or a front and back and when

[3:31] you're at an event and you want to highlight parts of it would just be a quick easy

[3:34] reference to be able to do that.

[3:36] The second document will go into more detail about the organization and includes the key strategies

[3:42] and key measures in addition to the stuff that's on the snapshot picture.

[3:47] And the document, that second document that we're going to go over and just a minute, will

[3:51] be expanded as staff develops the action plans for each of the objectives.

[3:58] And the second one that says extended strategic plan that's attached to your agenda item

[4:03] is the one we're going to look at.

[4:08] So just to highlight some components of the plan,

[4:12] it is designed to focus our efforts on strategic improvement over time.

[4:16] So we created a plan to support the mission and vision

[4:20] and then seeking improvement on what we've deemed to be the key strategic priorities.

[4:28] So those are the components of the plan.

[4:36] And then to focus those efforts, the plans built on five key pillars.

[4:39] 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,

[4:58] pillar 3 is facility operations,

[5:04] pillar 4 is communication and community engagement

[5:09] and pillar 5 being fiscal responsibility and organizational effectiveness.

[5:13] So

[5:17] each of the pillars are supported by a specific goal, so this kind of just gives you the framework of the plan.

[5:26] So each pillar is supported by a specific goal, and then there are objectives under each of that goal.

[5:32] Some have one, some have two, some have three.

[5:36] And those objectives are the long-term goals that we're going to achieve over the five years.

[5:41] And then there's key strategy that support those objectives.

[5:45] And those are kind of shorter-term actions that we're going to take to meet those objectives.

[5:51] Those may be accomplished prior to the end of the year or the end of the five years of the plan,

[5:56] and they'll be replaced by new strategies once those have been accomplished.

[6:01] And then finally, each area has key measures, which we will use to measure our progress over time.

[6:07] And we're going to be coming back to you with updates on these key measures.

[6:10] and those will be reported in the form of a score card.

[6:17] So quickly I just want to talk about the validation of the plan.

[6:20] As part of this work we have looked for feedback

[6:23] throughout the creation of the plan.

[6:26] Since we presented this to you in March,

[6:28] this plan has gone back to the committee for some additional

[6:31] input and tweak.

[6:34] And then we also working with our partnership with

[6:42] input from our stakeholders. And the purpose really was to talk to our parent staff and community

[6:48] members to get an idea of what if we were moving in the right direction and for them to at least

[6:55] share if they thought the content of the different pillars and objectives if we were on the right

[7:01] track of what they wanted to see in the school district in the future.

[7:06] So a total of 381 people responded

[7:08] to that survey, 148 were parents, 121 represented employees, 64 were community members and 48

[7:16] cited. They were both a parent of a current student and an employee. I did have someone

[7:22] called the NSA while I'm a community member, a parent of a current employee, a current student

[7:27] and an employee. So next time we might expand some options there. But overall the survey did validate

[7:34] the direction of the strategic plan. There were no pillars that were suggested in addition to

[7:40] the five that had already been identified. So what it did was to really help us to identify

[7:47] which of those measures were universally important to our stakeholders. So we are pleased with

[7:53] the results and we're going to be using that feedback as we create our action plans.

[8:05] So quickly

[8:05] to seek formal board approval at a future board meeting date.

[8:11] Leaders are going to work over the summer to develop action plans around each of the objectives.

[8:17] And then once we seek approval of the plan,

[8:19] we're going to be putting together a comprehensive communication plan

[8:22] because that's important to launching this plan for success.

[8:27] And then along the way, we'll be reporting results

[8:29] through the four cards as part of our continuous improvement process.

[8:36] So, I'm proud of the work of the team.

[8:40] 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.

[8:49] 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.

[8:58] And then just requesting support for the board to move this forward for a board action item at a future board meeting.

[9:07] I see that this never road has a question.

[9:11] I do. My question would be, I see that we're working on this.

[9:14] We've been working on this for probably two years pretty diligently.

[9:20] The previous plan ran through June of 2017.

[9:25] 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

[9:35] So are we still just utilizing the other one in the interim until we get this one through

[9:40] It is still in place, but we've closed that out and we've reported on those objectives

[9:46] That we're in the plan, but it made sense that our strategic plan aligned with our fiscal year

[9:51] So that's why I thought it ended it in in June

[9:54] It did end it in January, it's just five years prior in January when it was put into place.

[10:00] 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.

[10:11] It's going to go on a board agenda in June so that we are in place in July.

[10:15] 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.

[10:22] But we are fully prepared to roll it out in August.

[10:25] Okay, so currently we're just working on the,

[10:28] of what we're looking at here to kind of guide us going forward.

[10:33] Correct, you're identifying the pillars, the objectives, the goals, and the key strategies.

[10:40] Okay, thank you.

[10:42] I've got you had a question.

[11:10] There we go.

[11:11] That was not a question on the survey.

[11:13] But it's very close to reality, isn't it?

[11:15] Can be talking like a politician matter of opinion gas

[11:25] is that it?

[11:26] I have another question unless you have an answer to that because I think I think Fistie Wall is next

[11:40] Beth go ahead

[11:41] 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

[11:50] student group asks, or was this developed specifically for our district, because I know that

[11:55] they were only brought before us, you know, a couple of months ago, not even maybe maybe a month ago

[12:00] when student group came, I'm not sure Dr. Monna, what the date was. Okay, that they came forward

[12:05] and we decided to utilize them. So is this just a kind of a prepackaged survey, or was this

[12:12] something that was developed by a team as to what we wanted to find out? The student or contract

[12:17] was approved by the board in December.

[12:20] The student group does a variety of surveys.

[12:23] There are lots of different surveys.

[12:24] So we took something that they had used

[12:26] with the community survey and just tweaked it

[12:29] to fit the pillars and objectives that we've identified

[12:32] that the committee identified in the plan.

[12:34] Okay.

[12:34] That's what I was curious because I saw the pillars

[12:36] and I know they're going with pillars,

[12:38] so I wasn't sure if that was tied together that way.

[12:43] That's it.

[12:45] That's the ball.

[12:48] Okay,

[12:55] to start with, on the vision statement, to inspire and support the pursuit of individual

[13:05] greatness, this is a personal comment, I have a problem with the word greatness.

[13:11] I think we could have potentially come up with something that

[13:18] is a little bit more defining

[13:21] than that.

[13:22] Success.

[13:23] I don't know. I just, I wasn't, it's just, doesn't seem to make. Yeah, I probably did.

[13:35] At least I'm consistent in some things, I guess. Still have a problem with it.

[13:43] And I, before I start with some specific questions, I hope would hope that every one of the key measures

[13:52] that are part of every pillar and starting with this current year should be reported back

[14:02] to the board on an annual basis no later than let's say for this one if it goes through

[14:08] than July 2019 and then the next one July 2020 and so forth. If you're going to have these

[14:20] information specific to the key measures. That being said, on pillar number one,

[14:30] objective A, you have five key strategies, and I would like to know how those are actually reflected

[14:40] in the key measures,

[14:44] and then with the objective B key strategies, how do these tie-in

[14:53] with the key measures and how are they reflected within the measures moving?

[15:00] Down from that,

[15:04] 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?

[15:28] I don't see that as being positive.

[15:34] I think the success of each school should be standalone,

[15:40] not going against each other.

[15:43] We're going to beat them.

[15:44] OK, whatever.

[15:47] And then possibly, including in the key measures,

[15:53] What about the minority assessment and graduation improvements?

[16:00] What about the minority assessment and graduation improvements for ESC and then what about

[16:07] the college readiness reports?

[16:09] Those are three areas where you dig down into the data and it's a little bit more perhaps

[16:16] relevant to the success of actually looking at student achievement because if you just look

[16:23] overall maybe we look pretty good when you start digging down it doesn't always look

[16:29] very good and I think that those specific issues should be part of the key measures in

[16:41] Pillar 2.

[16:44] Did you have an answer for that?

[16:48] Well, in response to, you want an answer where you're about to say you didn't want to do it today?

[16:54] I don't think it's important that I have, if we're coming back to this, right?

[16:58] You're going to, it's going to come back on an actual board meeting agenda for approval.

[17:06] It's not going to come back as another workshop item.

[17:08] 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.

[17:23] I'm happy to do that. We can get together on the questions.

[17:25] To do that.

[17:27] Or if you want to respond to the questions by email that would work as well, correct?

[17:32] Absolutely.

[17:34] As long as it goes to all the board, that's fine.

[17:38] on pillar two the key strategies again number one how are you going to measure

[17:51] refining recruitment and hiring plans number two refining onboarding plan how is it that going to be

[18:00] accomplished three implement a standardized training plan for employees new to the positions

[18:09] are new to the district. I think that actually there needs to be a measure of that and moving

[18:20] down to objective B the key strategies. Number one building leadership capacity at all levels.

[18:28] How do you measure that? Because I don't see it in the key measure part of this.

[18:41] And then

[18:41] down for key measures, the exit interviews, data collection, and report to the boards not listed,

[18:50] and that might be something that should be there measuring, taking a look at those documents.

[18:57] I think we've talked about them before, and the concern, and it's not a key measure.

[19:11] The compensation study as a key measure does that become part of the plan, not sure on that.

[19:22] 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.

[19:33] Another one might be what grade levels for elementary, middle, k-8 were long-term subs used.

[19:40] And what departments at high school at the high school level were used for long-term subs.

[19:47] Again, those are measures that might be insightful in terms of where do we have some problems.

[19:56] why are we having to use long-term subs in these areas at the schools? If we really, again,

[20:03] want to get down to specifics, those kinds of things might be very helpful for us to look at.

[20:13] Can I just stop you from for a second? And just interrupt you.

[20:20] A lot of what you're asking, I know how to convert back to this.

[20:23] But some of these changes and suggestions that you're making probably should be discussed

[20:28] because if they're going to be changes to a key measure, they need to be in place before

[20:33] it comes back to us to approve.

[20:37] You mentioned two basic ones, three basic ones right now.

[20:44] Removal the title one versus non-titles under number one.

[20:48] In number two, you're talking about data as it relates to long-term sub.

[20:53] I'm not against any of these, but if those changes are going to be made,

[20:57] I think we need to bring it up and discuss it now, so it can be there for the next time.

[21:01] Maybe this needs to be revisited before it goes on for the final third.

[21:05] If that's possible, if maybe some of these questions can be answered by next board meeting workshop,

[21:12] and then it goes on the following one, which should be still prior to the June

[21:15] July 1st correct. It's like the 12th, the 24th. Is that our date?

[21:19] Yes, we have. Yeah, we have a 12th. I think. Yeah, that might be suggest. I'm sorry.

[21:24] I'm just saying, yeah, because if there's multiple, multiple changes, it might be something

[21:28] that we will have to discuss. And we'll want to bring the changes back to the committee as

[21:33] well. Correct.

[21:34] Task force has worked on this for over a year. Yeah, you don't want to Shanghai and

[21:37] have it up to not trying to do that. No, no, no, I'm not suggesting that you are. I'm

[21:42] just saying I just don't want that to be the interpretation. And I think the

[21:45] appreciate all the work they're putting into this and the staff.

[21:49] Good suggestion.

[21:50] Good suggestion.

[21:51] So that's something we will, I'm sorry I didn't interrupt you.

[21:54] I just saw some areas that I thought needed to look if we were going to vote.

[21:57] I'm asking a lot of things and I'm not asking for answers right now, yes and I agree

[22:04] if we could come back on a workshop on this before it comes back to the final, I think

[22:10] that would be excellent.

[22:15] I mean, we've done with that.

[22:17] We've done without a strategic plan.

[22:20] I'm sorry.

[22:21] Isn't it possible that they might have addressed this already?

[22:25] And there's reasons why they didn't do it.

[22:27] Whether it be for manpower, whatever it may be.

[22:32] And they've gone as far as they possibly can go with the manpower they have.

[22:37] And maybe they can answer your questions that we don't have to

[22:39] workshop it again, not saying that what you're suggesting is not good suggestion. I'm just

[22:44] saying that we could possibly get ourselves an overload information that they might be getting

[22:49] a different way. I mean, it's a very impressive group that's been working on this for a long

[22:54] time.

[22:55] Yes, I think if you don't mind, if Heather brings us back to the committee and the committee

[23:02] says, we looked at this and we decided, yes, no indifferent or whatever, that could be brought

[23:07] back his information to us at a workshop and that'll be kind of like the end of a discussion

[23:11] more or less.

[23:12] Something they have overlooked or didn't look, or didn't consider, might be something worth

[23:16] addressing.

[23:17] I think it can be addressed at a workshop without overloading them.

[23:21] I just, my thought on that.

[23:25] I would agree that we don't have to make it a whole lot of long presentation the presentations

[23:29] here.

[23:30] It's just to respond to some of the key areas that Mr. Devol was talking about and then

[23:34] responding to that.

[23:35] And then obviously taking it back to the committee and if they've had reasons why they chose

[23:39] to leave something out, such as you suggested, Mr. Biden, you know, that we can turn around

[23:43] and find out what those reasons were, and then maybe that makes sense, or maybe it doesn't.

[23:48] And I'm sorry, Mr. Devon. Sorry, I didn't rough to put.

[23:51] Sorry.

[23:58] Pillar 3 under key measures.

[24:04] It says one of them says annual and monthly safety drills, but

[24:09] And I would also think that we might want to see a final compliance report by school on

[24:22] that, not just an overall, if there's a problem, as a measure, then we should look at that,

[24:30] which should be aware of it.

[24:32] And then another key measures might be to have a specific project list and the money actually

[24:41] spent for each of the half-cent expenditures, again, that doesn't take a great deal of time

[24:49] or energy.

[24:50] It's already there, but it should be a key measure for facility operations.

[24:54] How are we doing with that?

[24:57] We get updates, but we don't get a, like, in little pieces.

[25:01] They're not, they're not, they're all report back, pillar four,

[25:11] objective A, key strategies again

[25:18] how measured, particularly number one,

[25:26] objective B, key strategies, how measured in particular number four, how are you going to measure that

[25:40] because a key measure may

[25:42] not necessarily. If you look down, you see the number of students emissions to district school

[25:48] publication and medias, but that's really not directly related. I'm sorry, but it's

[26:01] not directly related to number four in terms of measurement.

[26:08] I would also under key

[26:10] measure, look at the possibility of including here the student groups surveys and the

[26:21] superintendent's performance survey results as key measures. They're both available.

[26:30] I think Ms. Neurohead a question. I did. I was just looking when you read off the top key

[26:37] of development seamless system of communication between school district, school district and the community.

[26:45] 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,

[26:52] a lot of things but we really don't have a spot for parents and the community to reply.

[26:57] 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.

[27:06] So like, I know like when you see the newspaper, for example, put out a media release or an article.

[27:14] 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,

[27:22] 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.

[27:27] Do we have that capability? Because if it's communication between, I take that to mean that it goes back and forth,

[27:34] not just from us out to the community so that that's a concern for me and I just want to

[27:40] make sure that we are when we when we measure this we're including that is part of our strategy

[27:46] that it's a two-way communication not just being measuring responsive yeah just being able to yeah

[27:51] to measure the responses and get feedback and in real time yeah okay I'm just not going to

[27:57] You want to continue?

[28:01] Pillar 5,

[28:06] objective A, one of the key strategies, for example, number 3 based budget decisions on the strategic plan goals.

[28:18] How do you actually measure that?

[28:22] And number four, evaluate and prioritize use of resources.

[28:28] Where is that actually done in the section under key measures?

[28:35] I didn't see that.

[28:38] It's a strategy, but is that strategy measured?

[28:41] I look under key measures and I don't see it.

[28:44] In objective B, evaluate program effectiveness.

[28:51] is how we going to measure that.

[28:57] And then number two, communicate school board policies, procedures,

[29:03] and forms,

[29:09] it didn't really seem to match under, doesn't match up real well with the key

[29:15] measure of number of board policies revised and updated. That doesn't ensure communication.

[29:22] And

[29:26] the under key measures,

[29:30] there's one that says return on investment results from program

[29:34] evaluations.

[29:37] And my question there is what does this look like?

[29:41] How are you going to document that?

[29:47] Not sure.

[29:49] Down below, number of procedures, protocols generated.

[29:54] I would hope that somehow.

[30:00] There's a quality associated with that, not just a quantified number. You want quality. And then, as far as adding one,

[30:17] 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.

[30:29] There are

[30:33] other measures that might be very helpful in looking at our fiscal responsibility

[30:40] and how effective we are.

[30:42] I have a question too in there.

[30:44] I don't even know if the number of boy policy revives and updated is even necessary with

[30:51] Neola.

[30:53] Is that as the function of Neola, most we're looking to see if Neola is doing their job?

[30:59] I don't see or see the necessity for that particular key measure.

[31:06] Can I answer that, Amy?

[31:09] Well, I think that it might make a difference, because I mean a lot of the needle policies

[31:12] are revised based upon statute and changes legislation, however, policies are revised and

[31:17] changed by us, because of circumstance, I think that maybe to find policies refined by

[31:27] board. Outside of the statutory requirements, perhaps maybe that's the measure.

[31:33] Are we looking to measure our performance on the number of policies that we pass?

[31:40] Because we want to reduce the number of policies and procedures.

[31:44] I like all the government.

[31:47] What a concept.

[31:47] Pretty easy.

[31:53] And the one of the things that

[31:57] In jumping to the survey,

[32:02] it might be nice.

[32:03] I don't know if it's possible, but I think having

[32:07] Survey responses perhaps sort of into different categories.

[32:12] Topics, threads of commonality.

[32:17] Might be appropriate.

[32:19] I think Dr. Romano has a response for you on that.

[32:24] Susan, I did that.

[32:26] I did that, Mrs. Duval, into 20 different categories.

[32:33] Out of the 382 comments, there were 12 specific comments related to the superintendent.

[32:40] Otherwise, there were 20 that kind of clustered together around technology,

[32:46] common core, less testing, life skills, courses, those types of things.

[32:50] So what I'm going to have our cabinet members do with their departments is to take each

[32:55] of their pillars and to go through and code them into those clusters.

[33:04] And so that will help them to be able to see what the community and those people who responded.

[33:11] I would bring their areas and then we're going to be working with their subgroups to or subcommittees

[33:17] to create their action plans, which will include those key measures and the action steps

[33:23] who's responsible in the time frame.

[33:29] My comment there would be I think that Stooter being a large organization should have the

[33:36] ability to put these responses into categories themselves, this is what they do,

[33:49] this

[33:50] So, I would, I would like to see, whatever you're going to do, that's fine, but I think

[33:56] stouter should be the one that's responsible for putting these into closely linked elements,

[34:05] topics, categories, whatever you might want to call it, I would like to see what they come

[34:14] up with for what they have given us in just, I mean, just a list of comments.

[34:23] They don't.

[34:24] I mean, they're so random, they just go back and forth.

[34:29] I'd like to see a configuration that they come up with that should be part of this really.

[34:37] They have a huge contract with them, like $95,000 a year, kind of huge for three years.

[34:43] Certainly, they have the wear with all to do something like that.

[34:48] This is their bailiwick.

[34:50] Let's see what they can do.

[34:54] Yes, Dr. Martin.

[34:55] I was just going to say, so my background being qualitative research,

[34:59] it was very interesting to be able to see how there were very common

[35:04] clusters that revealed themselves or emerged as a qualitative researcher would say

[35:09] from the comments that our community provided around 20 different clusters,

[35:14] which was pretty, pretty tallying. People were very consistent in terms of how they responded,

[35:19] which is good. Because now we can build action planes around that and then meet the needs of

[35:24] what our communities are, you know, as important to the education of the children in our community.

[35:29] And we can talk with Stooter about the clustering and the qualitative component of those comments.

[35:35] Miss, I was going to say this, this kind of reminds me a little bit, and I don't want to fall into

[35:40] that same area when we had the USF survey done where they went ahead and put the clusters

[35:45] together for us.

[35:47] And then it was said, well, it was their interpretation of the clusters, not ours.

[35:52] And I don't want to fall into that same category, but there are always common themes

[35:55] or what they called it was the thematic analysis.

[35:59] So if we're going to do a thematic analysis and, you know, we questioned the validity of a thematic analysis.

[36:05] I'm going to say that I did, but we questioned that from a group of experts said,

[36:09] does that on a regular basis from a local university just because we didn't pay them as much

[36:15] money. I questioned, at thematic analysis, done by our district who doesn't have that kind

[36:22] of a background as well. I've actually conducted a qualitative PhD level study. I've been

[36:31] highly trained to be able to conduct qualitative analysis. As was RSS. Individuals if you want to

[36:39] those two are not trained in qualitative analyses. They're trained in quantitative. There's a difference

[36:46] and how you conduct those analysis. This is a highly technical process that takes a lot of time

[36:53] to come up with themes that emerge. So I think it would be great to ask sooner to be able to do that.

[37:00] I'm simply saying that I took the time to read the report and to, as a qualitative person,

[37:05] who's actually taken many classes in how to do this work.

[37:10] I'm just sharing with you that there were some commonalities in themes that

[37:14] you did bring them U.S.F. over an afternoon.

[37:17] I wouldn't have any objections to student doing it

[37:22] in our staff doing it as well.

[37:26] Well, that's good to know that it's a board consensus, Mr. Johnson.

[37:33] Are you sorry, Susan? Is there something else?

[37:47] No, I guess I guess not at this particular moment, but certainly maybe later.

[37:56] Okay, so we'll have that brought back to a workshop, and if you address those issues and concerns

[38:02] that we're specifically mentioned, we can put it to bed and get it done.

[38:08] Is that agreeable to everybody?

[38:09] Just?

[38:14] Susan?

[38:15] Okay.

[38:16] Thank you very much, Heather.

[38:18] And in the interest of time, Dr. Monnell, what do you think you Mr. Johnson?

[38:26] We will look at agenda item ID number 3043 or review intended approval of the amended

[38:32] magnet program procedures plan for the school year 2018-2019.

[38:38] Ms. Angela Kennedy is making her way our supervisor of school choice.

[38:43] She represents the site and welcome back.

[38:51] Good afternoon, board chair members of the board and Dr. Amano. I'm Angela Kennedy,

[38:57] supervisor of school choice, and it's my pleasure to bring the amended 2018 2019

[39:02] magnet program procedures planned to you today. This plan reflects the addition of the procedures

[39:09] for requesting an appeal. As you may recall, Mr. Alfonza brought this procedure to a previous

[39:15] workshop and received approval. So what I've done here is just included the procedure

[39:21] In the plan, and I'm asking for your tentative approval of the amended magnet program procedures at this time.

[39:36] You have a question?

[39:38] Okay.

[39:39] What page?

[39:40] Where exactly on what page number?

[39:43] Yeah, that's I'm trying to find.

[39:51] It begins on 2b.

[39:55] I don't know.

[39:56] Is that four of seven?

[39:57] I feel like at the bottom of the pages.

[40:00] Three of seven?

[40:03] 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

[40:08] One it's the published on the normal agenda, but it's page 7 of 7 it's the entire red content

[40:15] Is that sound about I see you're talking about just the part that changed right.

[40:19] 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.

[40:39] Sorry. I'm in the wrong one. I'm in the choice plan. Not in the magnet plan. I'm sorry.

[40:44] Yeah, they do. There we go. They look very much the same.

[40:47] You're saying pages.

[40:48] It's not the same.

[40:50] What? Essentially?

[40:54] That is correct.

[40:56] Okay, page eight.

[41:19] 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

[41:28] I didn't think had to be written into the policy, just a note for the record of this,

[41:36] because I don't know how frequently this will happen,

[41:39] or come up as an appeal issue, but I thought it was worthwhile

[41:42] to say, I know, in the past we talked about,

[41:44] what this due process appeal looks like.

[41:48] And we did talk about it, and we did want it in here.

[41:54] So, as a board, so if it helps, I wanted to see

[41:59] if the record could accompany,

[42:01] There is a provision in Florida, statute chapter 1, 2057 sub 2, that's a weed.

[42:08] But the point of that was it contemplates these procedures for a review by this board that

[42:15] would not be an evidentiary proceeding, because we're not talking about a dispute concerning

[42:20] material facts.

[42:22] This isn't a judicial thing.

[42:24] This is really the board making certain that, I guess, somebody submits an application.

[42:28] It's really looking at all of those things, assuming the facts aren't in dispute just looking at how it would apply.

[42:35] 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

[42:42] 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

[42:54] the end of page seven or eight and when it talks about and then the one I'm

[43:00] going to right now is paragraph five in the magnet program. It says parent provides a written

[43:04] appeal with supporting documentation example legal or medical to the supervisor of choice

[43:10] will forward the appeal to the original hardship denial paperwork to the executive director

[43:14] et cetera et cetera et cetera. Then goes to the board we'll have a hearing within 30 business

[43:19] days to consider the appeal, at which the parent guardians election should be closed to the

[43:25] public to protect the student's privacy information.

[43:29] That seemed most clearly to align with the process that's identified in that statute

[43:34] I referenced.

[43:35] And the only other thing in that statute really is that the ultimate determination by this,

[43:40] because it doesn't talk about what happens then, the ultimate determination by the board,

[43:45] hearing this as an appellate body, would be that it's got to be in writing within seven

[43:49] days and that's just a correspond with the administrative procedures act. So I think this

[43:54] all this language works and I wanted to footnote it if board members have any questions

[43:59] I'm certainly happy to take a stab at it. But that language does kind of follow what we talked

[44:05] about in the statute seem to supplement it. So you're good with this. I'm good. There's just

[44:10] this cut to the chase. We're good. I'm good. Thank you. I didn't know that footnote because when it

[44:15] come up. We're going to have to say we got to have a response within seven days from the

[44:21] result of the hearing. We need to include that in it. It's in the steps.

[44:27] It's in. That's by statute. It's a statutory reference and now that it's really for me.

[44:33] So that later I can remember what it is I was thinking when this happened or whoever else

[44:36] thinking. Do you want to reference state statute? Was it above a ball? It would be fine to just put

[44:43] of autumn like we do with other policies just referencing 1.20, 57 sub 2.

[44:52] Okay, so any other questions?

[44:54] Thoughts?

[44:55] Go.

[44:55] I'm afraid.

[44:57] Yep.

[44:58] Mr. Vau.

[45:00] Thank you very much. Well done.

[45:02] Thank you. Actually, I'm next.

[45:06] We're on item number two choice.

[45:08] I'm here.

[45:09] A agenda item ID 3044 review and tentative approval of the amended control choice plan for the 2018-2019 clear.

[45:20] Welcome back.

[45:22] Thank you. Good afternoon. I'm just kidding.

[45:25] It's chair for May. I have the exact same comments that I made earlier.

[45:28] Just skip to that right we're done right that was the only thing that I had to add to those items

[45:35] Okay, which has been doing noted by angel. Look at this

[45:38] Righty down the statue. Okay

[45:41] Does anybody have any issue with

[45:43] You control choice no

[45:46] Thank you. Well thank you very much

[45:49] So we are down to two choices. So oh

[45:54] Oh, I guess we're down to number five, right?

[45:55] number five are you ready I'm ready agenda item ID three zero eight eight

[46:01] information item on the early learning model committees work and she's

[46:06] probably not wearing her Elmo slippers today we don't want to hear that but we

[46:11] refer to this as the Elmo program or early learning no Elmo

[46:16] model center no presentation red shirts and no slippers today

[46:23] So, Gina Michael Licka, our Executive Director of Academic Services, along with Michelle

[46:28] Kernan, our Director of Federal Programs and Academic Services, Ms. Laira Silva, who's

[46:34] served on that committee, Principal at Chocacatia Elementary.

[46:38] Dr. Austin, who's been working with our teacher preparation, high school program, and

[46:44] Ms. Sophia Watson, who's been helping with the coursework related to what teachers need to

[46:50] work in the best practice center.

[46:52] Welcome, team.

[46:53] Thank you.

[46:54] Good afternoon, Board Chair, Board members, Dr.

[46:56] Amano, my name is Gina Michaelika, Executive Director of Academic Services.

[47:00] And I thank you for this opportunity this afternoon.

[47:03] We are going to provide you with an update on the committee's work

[47:08] for our early learning model.

[47:10] And we want to start off with sharing the purpose

[47:14] and why we are presenting today.

[47:21] So our first purpose is how do we support early learning and we're going to give you some

[47:27] information this afternoon on our early learning classrooms and the work that the committee

[47:33] has been doing and then the second is how do we prepare our high school students for a

[47:39] career in teaching and this is when we will provide you with information on workforce development

[47:44] and our teacher academy.

[47:47] We really wanted you to have a sense of what early learning looks like right now in our community

[47:52] and why we have a need to add some additional programs.

[47:58] So currently, our early learning in the Hernando County School District, we have some wonderful

[48:03] community partners such as the Boys and Girls Club and the YMCA that provides some early

[48:09] learning opportunities on school campuses, and you'll see that the campuses that are listed.

[48:15] In addition to that, we have 19 ESC Pre-K classrooms.

[48:21] We have one Title I ESC inclusion class at Pine Grove.

[48:26] We have a brand new coming next year,

[48:29] one School of Hope Pre-K classroom at Moton Elementary.

[48:33] We have the ELMO Early Learning Model Center

[48:37] that will be part of the Hernando High School.

[48:40] 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.

[48:58] Why focus on early learning?

[49:01] Birth to 5 is a critical period 90% of the child's brain is developed by age 5.

[49:08] That's when the brain grows the most rapidly, and the neurological foundation is built for later development learning and adult outcomes.

[49:19] 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.

[49:35] 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.

[49:44] 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.

[49:56] And then we've provided you with some examples.

[50:00] This is some of our standards and expectations from language arts.

[50:06] And you can see here that students, there are six strands.

[50:11] We have our reading strands for a literary and informational text,

[50:14] foundational skills, writing, language, listening and speaking.

[50:19] And then we've provided some examples of those kindergarten standards.

[50:23] And as you can see there, it goes beyond those developmental foundational skills, that's a piece of it.

[50:32] But there are those additional five strands as well.

[50:36] So you can see there, they're retelling stories, recognizing different types of text,

[50:42] really understanding a purpose for understanding collaborative conversations,

[50:47] You know, printing, uppercase, and lowercase letters, and then drawing, dictating, and writing

[50:53] opinion pieces.

[50:56] And then the same for math, we have those areas within those domains of math.

[51:02] Students are expected to be able to count to 100 by 1s and 10s, compare numbers, add-in

[51:08] subtract numbers, describe and compare two or three dimensional shapes, and directly comparing

[51:15] objects.

[51:16] So this is just a sample so that you can see what those expectations are at the kindergarten level.

[51:26] Why invest in an early learning best practice model classroom for Hernando County?

[51:32] Early learning classrooms can yield and return on investment of 13%.

[51:37] It reduces societal costs such as retention as well as increase our kindergarten readiness rate.

[51:45] It also will be providing additional inclusion opportunities which is part of our LEA profile

[51:52] that gets reported to both the state and federal government.

[51:58] The components of our Hernando Early Learning model classroom, we're going to have a certified

[52:03] teacher with a pre-K assistant which will bring it down to a ratio of 1 to 10.

[52:09] We're going to have a developmentally appropriate curriculum, which means that students will be

[52:17] We're going to be addressing all of the early learning standards, including social emotional.

[52:23] It's going to increase our kindergarten readiness rate.

[52:27] 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.

[52:34] So that's going to be a very positive relationship.

[52:38] And we're linking it to higher education as well.

[52:44] And here we have our committee's implementation,

[52:49] timeline, October through May.

[52:51] We have done some research.

[52:52] We've had conversations,

[52:54] multiple conversations with community partners.

[52:57] Usually we're meeting about every month with them,

[53:00] input from our board.

[53:02] And then May through July.

[53:04] We are looking at hiring staff

[53:05] and making those curriculum decisions.

[53:08] And then in August,

[53:10] opening up our early learning model classrooms.

[53:12] As

[53:19] you know, there is a shortage of teachers in our schools as well as an area of STEM.

[53:26] So in response to a shortage or a district has attempted attempting to implement the early childhood

[53:34] academy and expand the principles of teaching academy which currently exist.

[53:44] As you can see from the coursework, it is definitely going to provide our teachers students

[53:49] with the opportunity to hone your passion for the career

[53:53] and also aspire to positions in teaching.

[53:57] In addition, in the bottom of the chart,

[53:58] you would notice that there are two industry certifications

[54:01] that the students would earn, the early childhood

[54:03] professional certificate, which allow them to go into the building

[54:07] and participate in the classrooms and work with our teachers

[54:10] that would be providing services to the students.

[54:13] And in general knowledge test, which is one that

[54:16] is required at the college level, so or students would attempt to earn that certification before

[54:22] leaving in the principles of teaching academy.

[54:27] So some of these credentials, the exciting part about it, would articulate right into other

[54:34] certifications as well as college credits and also put our students on the path for obtaining

[54:41] employment.

[54:45] And when adult education came on board, we realized very quickly that there was gap locally

[54:53] in providing a couple of classes, so we looked at what our role could be.

[54:58] The first classroom is introductory to child care training, and this is you can see as required

[55:02] within the first three months of employment.

[55:05] We are working with the early learning coalition.

[55:07] They're looking at putting this in a boot camp, and we don't want to duplicate work.

[55:12] 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.

[55:20] So, but this is something that our folks are currently taking online.

[55:26] 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.

[55:32] And the other course is the FCC PC course, and that is the school age certification.

[55:41] And this is 120-hour credential and classroom time for an 80-hours again in time in the

[55:49] actual program, the early learning program.

[55:52] And this is something that we are able to do because we're an accredited institution at SunTech.

[55:57] And it does show up on the region 16 data, which is our indicator of what we look at.

[56:01] 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.

[56:12] 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.

[56:24] 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.

[56:32] 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.

[56:43] 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.

[56:53] 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.

[57:13] Resortifications that don't really give them that career and that foundation to provide for their families in a long-term degree.

[57:21] 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.

[57:31] 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.

[57:42] So we're putting together a plan to start immediately where we're collaborating with those students,

[57:48] many of those students graduated from our county, and that's part of the whole grow your own,

[57:56] where we're getting together putting a plan in place to support those students as they finish their

[58:01] bachelor's so that they could come right back into our county and start teaching. So that's one of our

[58:07] other media goals, in fact, Lair and I are in the middle of coordinating our next meeting

[58:12] with St. Leo, it was very, very positive.

[58:16] We didn't discuss one time with our high school students who completed a degree in education

[58:24] to have them come back and start at a step three to give them in the center.

[58:32] Yes, that will be something that we work on through this initiative, absolutely.

[58:39] Great, thank you.

[58:42] So this last slide is just a summary, a snapshot of what early learning and the secondary

[58:48] and higher education will look like for next year and what we have that is new is going

[58:54] to be that school of hope early learning pre-K at Moten, the Elmo at Hernando High, the

[59:01] four new Title I pre-K's and then of course we have the Teaching Academy and the adult education

[59:08] opportunities that is really tying all of the resources and focusing and not duplicating services.

[59:15] So hopefully those services can be expanded out.

[59:20] Are there any questions?

[59:24] Yes.

[59:26] I don't have any questions but some of the time knows how happy I am about all this.

[59:33] I've been on the early learning for about eight years and on the college foundation.

[59:39] 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.

[59:48] My question is, since you're doing such a great job, what happens or what has to happen?

[59:55] That once a student gets through this, I'm not talking about the student that's graduating.

[1:00:00] Building that we're training from 0-5, how do we keep them involved that they don't get bored on the next step?

[1:00:07] So there's a whole education system kick it up and that's, and can you do that?

[1:00:12] Of course we can. I think that's something that we continuously work on.

[1:00:19] I don't think there's one specific answer to that. I think it's just constantly reviewing our data.

[1:00:27] Um, having collaboration with our entire community, our schools, our school community families

[1:00:34] to see how can we continuously be innovative and step it up a notch and really personalize

[1:00:41] learning for students to meet their needs.

[1:00:44] So this is one step, but I think it's something that we can continuously look at and we're

[1:00:48] doing that.

[1:00:49] You know, a couple of years ago, we did a survey of, uh, teachers, getting on the teachers,

[1:00:54] And it was remarkable how the teachers within one day would know if the child went to

[1:00:59] the world.

[1:01:00] Yeah.

[1:01:02] And also, at that survey, came out that students, children, that don't get involved

[1:01:06] in early learning, 30% of them haven't touched the book when they answered, couldn't

[1:01:10] go on them.

[1:01:12] Yep.

[1:01:13] As a former kindergarten teacher, I can say yes to both of those things.

[1:01:18] Great job.

[1:01:19] That's true.

[1:01:21] Yes.

[1:01:24] Yes.

[1:01:25] few questions. You talk about 19 ESC pre-K classrooms in the presentation. Is that how many

[1:01:36] we have right now are you projecting that number four next year? For this presentation,

[1:01:42] I reached out to Kathy Doffka who's over that program and there was currently 19. That's

[1:01:48] program that expands based on need. So it could grow next year, but at this time we're

[1:01:56] slated for 19. How many students per classroom? I'm going to have to get back with you on

[1:02:04] that because each classroom is set up differently, so depending on the level of need of the

[1:02:09] students. And if there's an opening, it would vary from classroom to classroom.

[1:02:17] And then my

[1:02:18] other question there would also be on the one you have one title one ESC inclusion classroom

[1:02:23] how many students are in that classroom. We have a one to 10 ratio so we have 20 students,

[1:02:29] but in an ESC classroom like that we have a teacher and we have at least two pairs of a

[1:02:36] pair and an assistant pre-k teacher so we do have an additional adult in that classroom.

[1:02:42] So you have one pair and one teacher right now? We have one in an ESC title one classroom

[1:02:48] we have a teacher, we have a para and we have a pre-K assistant which has a little bit higher

[1:02:57] requirement than a para. They have some early learning background and there's currently 20

[1:03:04] students in there. Correct.

[1:03:10] On the four new title one pre-K,

[1:03:19] do we currently have

[1:03:22] positions for that are called Title I facilitators? Yes. Do we have 11 of those for this year? Yes.

[1:03:32] Are these the same? Is this okay? It appears that those positions are being eliminated,

[1:03:41] but we're now adding four back and assigning them to the district instead of schools

[1:03:48] is that kind of correct? Is it correct?

[1:03:52] Title I was anticipating a 15% reduction in its allocation.

[1:03:59] We had a principal meeting where Title I principles had a voice to vote.

[1:04:04] And of course we want to make sure that all of our resources are at the school in classroom level.

[1:04:10] 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.

[1:04:23] There will be a Title I facilitator that will be over the pre-K early learning classrooms.

[1:04:30] So,

[1:04:32] these four positions will cover multiple schools then.

[1:04:36] correct, whereas right now it's one facilitator basically per each school correct.

[1:04:46] Is that going to work out?

[1:04:48] What the focus of the Title I facilitator position is going to have a little bit of a different feel.

[1:04:54] Currently they work and they might be provided training, they might be doing coaches as well as their Title I responsibilities.

[1:05:02] 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.

[1:05:12] So those funds could be used to fund a coach.

[1:05:15] 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.

[1:05:24] Are those schools hiring coaches?

[1:05:27] They've either hired resource teachers, coaches, so yes ma'am.

[1:05:33] The principal decides based on their comprehensive needs assessment, what position they need

[1:05:39] funded out of Title 1 to support their school.

[1:05:43] On the program of study, slide, there was an academy for early childhood education and

[1:05:50] like a principles of teaching academy,

[1:05:57] are there high schools that are currently offering the early

[1:06:01] childhood education class principles of teaching academy, currently at Wiki Watchy High School

[1:06:08] and it's in its first year of implementation. One cohort started this year about 14 students.

[1:06:17] The early childhood academy is proposed for next school year.

[1:06:21] So the early childhood education 1, 2, 3, 4 is a proposal, is a proposal for next year.

[1:06:28] We did have it at one time.

[1:06:29] Yes, we did at, I think, the league was strengthened and said, yeah, we did.

[1:06:40] And there were some changes at the state level.

[1:06:44] I know. And that was very hurtful for schools who had this particular program,

[1:06:51] Because we did have a lot of youngsters who wanted to, parents who wanted their youngsters to attend the program, the Eagles Nest.

[1:07:04] 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,

[1:07:19] but not necessarily, but that was primary.

[1:07:22] So I am glad this is coming back.

[1:07:25] Where is it going to come back to?

[1:07:27] What high schools?

[1:07:29] We originally, we were thinking about Hernando High School

[1:07:32] because of where we're placing the,

[1:07:35] if the model center is going to Hernando High School.

[1:07:39] So we plan on implementing it, Hernando High.

[1:07:43] For this coming year?

[1:07:43] For this coming year.

[1:07:46] Would that have any capability of being expanded

[1:07:48] to other high schools in the future, then. Absolutely. And do

[1:07:56] we have a coordinated program

[1:08:00] of studies with Pasco-Hernando for our students who are in, let's say this early childhood

[1:08:09] education program, or the principles of teaching academy, to then pick, earn, do enrollment

[1:08:17] correct. Correct. It's on so they can transition into PhD easily. Right. Your high school.

[1:08:24] The program study, the coursework that we have here would take care of the coursework for the state frameworks.

[1:08:32] However, the students that are in the academy will be taking their core classes, additional classes with PhD to meet their

[1:08:40] socials degree. So our students would be able to graduate either with a

[1:08:45] socials degree or most of that coursework completed before transferring either to

[1:08:49] St. Leo or any other university to complete their teaching degree program.

[1:08:54] Okay. And then the partnership with St. Leo, this creation of a lab school,

[1:09:04] when does St. Leo anticipate this coming to fruition?

[1:09:11] This is our one of our long-term goals, so they were bringing it back to the college.

[1:09:18] It's something when we met with them that they said that they wanted to do for quite some time,

[1:09:23] so it was exciting on both ends.

[1:09:26] And when we meet again, we're in the process of setting up our next meeting,

[1:09:30] we're going to really develop the timeline.

[1:09:33] So, is it safe to assume that they would also be working with Pasco County on this lab school idea?

[1:09:41] It would be really for their students that are in the ed program.

[1:09:46] So they'll have those hands on opportunity.

[1:09:49] So it could be for students that have graduated from our system of Pasco as well.

[1:09:54] Okay.

[1:09:56] And these students would be not necessarily enrolled at St. Leo at the beginning of

[1:10:06] their freshman year, but because you've been talking about this transition between Pasco

[1:10:11] Hernandez St. Leo, but it would be possible that a student just directly enrolled in St. Leo.

[1:10:20] Yes. Yes. So for those students that graduate high school, a sum may go directly to St. Leo or USF,

[1:10:28] those students that go directly to St. Leo will have the opportunity their freshman year

[1:10:34] to do work in that lab school. For others it may be if they transition over as a junior after

[1:10:42] so see it's degree.

[1:10:44] And this lab school is, does St. Leo envision this to be a K-8 lab school, K-12.

[1:10:55] We did talk about that to, we wanted it so that it wasn't just early childhood or elementary

[1:11:03] that we could have some pieces to it for those students that are interested in secondary world.

[1:11:09] 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.

[1:11:25] 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.

[1:11:43] Thank you.

[1:11:45] Kathy Daphca, who was a question brought up as to how many students were in the EBD?

[1:11:52] Was it at Pongro?

[1:11:55] The ESE classrooms.

[1:11:57] The Pre-K ESE, the teacher and student ratio.

[1:12:01] The teacher and student ratio.

[1:12:02] The teacher and student ratio.

[1:12:03] The teacher and student ratio.

[1:12:05] I can tell you right now because it's the end of the year.

[1:12:10] The classrooms are really large.

[1:12:12] I'm not going to tell you anything different.

[1:12:18] What happens during the year is the kids are identified.

[1:12:21] and then they are placed, and then by the end of the year kindergarteners are

[1:12:26] well up to kindergarten, so then our numbers start down again for the beginning of

[1:12:31] the year, and I can tell you right now there are some classrooms that are like

[1:12:36] 16, 17, 18, but once kindergarten goes, from what we're looking at for next year

[1:12:44] the majority of our classrooms are going to start off around 12, hopefully, but we

[1:12:49] starting fairly large next year at the beginning of the year so we anticipate our growth to be

[1:12:55] soon rather than later. Next year we usually grow around the summer January we know that we'll have our

[1:13:03] numbers up around October. Because that's 12 students per teacher or 12 with the teacher and a

[1:13:14] power and any assistant? Yes. So if you'll be thirty-six in the class of

[1:13:19] a trial. No, no, no, no, no, per class room. So there'll be 12 students,

[1:13:26] a teacher, a power and a assistant. That's correct. Thank you. That's what I was

[1:13:30] getting at. Thank you. Any other questions from the board members? Thank you very

[1:13:35] much. I

[1:13:41] think that concludes our business and we will take

[1:13:47] I'll go to the order and I'll start first with Mr.

[1:13:52] Claude Dagnino.

[1:13:56] Susan?

[1:13:58] I'm good.

[1:13:59] Nothing, sir.

[1:14:00] Thank you.

[1:14:00] I'm good.

[1:14:02] We'll adjourn this workshop at 415.

[1:14:05] We'll be back at 5 o'clock for the East School graduation.

School Board Workshop

Transcript