[0:06] Good afternoon. I would like to call this workshop to order it to a 1 p.m. We'll begin with our presentations.

[0:13] Item number 127-3990, presentation of resolution R27-006, bell and oak property and ed plant survey by Mr. Reagan, director of facilities and construction. Good afternoon, Mr. Reagan.

[0:29] Good afternoon, Madam Chair, Superintendent Pender and board members.

[0:34] I'm here to give you a presentation about some property we own on the corner of Belle and Oak Street.

[0:41] That has been recommended for this position.

[0:46] We went through this recently with the cowgirl citrus wave property, so it's the same procedure, so I'm not going to bore y'all with all these details on this slide.

[0:56] But I will go through the procedure in each slide as to what the steps are.

[1:04] The first thing this parcel is, you'll notice here at the bottom, the little green

[1:12] square, a lot 14 at the bottom of the screen.

[1:16] That's that parcel itself that's highlighted there in the tail kind of, I say green, it's

[1:21] green but it's a different color green kind of any way it's right there at the bottom is

[1:31] everybody's see understand okay so it's point two acres which is only 8800 square feet we

[1:39] bought it in 1961 for $10 so I don't know if that was a deal or not but I wasn't here

[1:47] in. This first step is the Ed Plant Survey. So we've already had that prepared and sent it

[1:55] to DOE. They said it's approval by us if your board approves it. So that would be the first

[2:02] thing we would bring the all in a board meeting for approval followed by a subsequent meeting.

[2:09] We would bring the board resolution that gives superintendent pender the authority to dispose

[2:16] of the property per Florida statute.

[2:20] And the third step is Council had determined that the property would not need to be offered

[2:25] to charter schools because we haven't offered it to any other schools in the district,

[2:30] the way the statutes written and has been interpreted by a couple of people smarter than

[2:36] me is that if we don't offer it to higher schools, we don't have to offer it to charter

[2:40] schools.

[2:41] So that's their stance.

[2:46] Then the fourth step would be a praisel,

[2:50] which y'all can guide me on that,

[2:52] if you're agreeable to move forward with this.

[2:56] The tax assessor valued this at 21,000.

[3:02] The praisals gonna cost 355,500 depending on who's next on the list.

[3:08] And it's like, is it worth spending that much

[3:10] to find out what is worth?

[3:11] We've had some interest in the property through the years, so it might be a, you know,

[3:19] take beds or something.

[3:20] I don't know whatever y'all's desire is, but I wouldn't recommend for sure, getting

[3:27] two appraisals because you're going to get half the cost, you know, what it's appraised

[3:32] for.

[3:32] The tax assessor, which could be wrong to the actual sale of the property.

[3:38] The, as I said, there's been a lot of inquiries about it.

[3:42] The location could be desirable, even though it's a small lot.

[3:47] The superintendent would determine if it's in the best interest of the public to list

[3:51] with a real attorney, negotiate a sale, or put it up for bid or auction.

[3:57] And if we did a real attorney fees would be paid by the district unless we negotiated

[4:03] into the purchase agreement where the buyer paid them, there is some value to

[4:08] using a really normal private sale, like prepare agreements, assist with not negotiations, etc.

[4:14] If we put it up for auction, I think an auction here would get a cut out of that too.

[4:20] So that's different methods and you all may have some other things.

[4:24] I think the resolution kind of gets him the lead way to do what's in the best interest of the district for that.

[4:31] And then the funds, once we close, we got the money on the other one,

[4:36] and it went to finance and then they would make sure it was put back into the original funding source.

[4:42] If we knew, if not, it has to go into capital out late projects.

[4:47] And that's just some general information there.

[4:51] So that's all I've got.

[4:52] If you've got any questions or comments.

[4:56] Mr. Ball.

[4:58] Is there enough square footage on with the...

[5:00] A lot to build a house on it according to the city.

[5:03] From what I saw driving through, well, I will say yes because my lot 7,000 square feet and I've got a house on it.

[5:15] So, within the city.

[5:17] No, ma'am. No, I'm in the county, but so I would think a small house should be able to fit on there.

[5:23] I didn't, I just didn't know if the city had a regulation on the number of square feet

[5:28] allowed the build a house on the certain sized property.

[5:33] Yeah, I'm not sure.

[5:34] I'm sure they have some regulations and setbacks and all of that, but I don't have them,

[5:38] you know, in front of me,

[5:45] so any further questions, Board,

[5:49] do we want to have him go out

[5:51] for an appraisal?

[5:51] I think that was part of the question, or do we want to just list it for the 21, 21,

[5:58] and 168 is that what you listed for or that's just that's the tax assessor's value and keep in mind.

[6:05] He listed he had 40,000 on the I don't know their methodology but he had 40,000 on that landlock.

[6:12] One acre that we sold and we only got like 20 something and to me this parcel would be more valuable than that.

[6:18] So I think that's just a they have a more factors that go into it than just I don't know what their methodology is but this could be worth more.

[6:26] could be worth less.

[6:29] Superintendents, Pender.

[6:31] OK.

[6:31] OK, Mr. Ball, don't we have an agreement already

[6:34] with the real estate?

[6:36] Yes, ma'am.

[6:37] We need to, OK.

[6:39] So it's not looking to try to find someone new.

[6:43] We have a company.

[6:44] Correct.

[6:45] OK.

[6:45] It's just choosing if we want to get a.

[6:47] I'm going to list it with the real estate.

[6:50] What?

[6:50] Why don't we risk it on it?

[6:52] When we list it with our realtor,

[6:54] and let him have it.

[6:55] just go with it. It's not when I tell you about a terrible amount of money, either way you look at it.

[7:00] Right. Well, like $35,000. Around $3,500, but not to do it twice to just do it twice.

[7:04] Right. Do it twice. Yeah, you'd have to do it twice.

[7:06] Let our insurance guy are our real estate broker. It's willing to do it.

[7:10] So let's see what price you can back with. That's a simple way.

[7:14] Mr. Rodriguez, I don't want to incur any extra expenses on it.

[7:19] Wouldn't the real estate, like our real estate person, be able to tell us, like,

[7:23] parables and just use that instead of a $3,500.

[7:27] Yes, that's what I was going to say.

[7:28] They wouldn't do an appraisal.

[7:29] They would do a valuation, which they would just say, you know, this is our best estimate

[7:34] of what it's worth, but we're not, they're going to disclame that they're not appraisers.

[7:38] They're not going to do an investigation.

[7:39] So we wouldn't have to essentially get.

[7:41] It would be no cost for that.

[7:43] And then once the land sold, what fund does it go into?

[7:47] Does it also go into the capital outlay fund where the original payment goes?

[7:51] Yeah, I doubt if we'll be able to trace where the $10 came from in 1961, so it'll go back to capital.

[7:56] So all of it will go back to capital soon.

[7:58] I think you just want to clarification on that.

[8:01] Any further discussion board, Mr. Johnson?

[8:03] I can get mad on it.

[8:04] Maybe we can get mad to do some research.

[8:07] He's a historian.

[8:09] All right.

[8:10] Anything further, Mr. Reggie?

[8:11] No, ma'am.

[8:12] I appreciate it.

[8:12] Thank you for your time.

[8:13] Thank you.

[8:19] All right.

[8:19] Item number two.

[8:20] 2427-4022 review and tentative approval of the 2728 controlled choice plan by Niston Williams supervisor of school choice.

[8:34] Welcome, Dawn.

[8:35] Ms. Williams.

[8:38] Good afternoon.

[8:39] Superintendent Madden chair, board chair, board members.

[8:44] I am here to present the controlled choice plan for the 2728 school year.

[8:52] I'll be going over the outline of revisions,

[9:12] so all the dates in the 27-28 controlled choice plan have been changed to reflect the 26-27 school year and the page number, I also inserted a page number this year.

[9:25] On page one, I think that would correspond to page 93 in your binders.

[9:30] I deleted McCay and under, I deleted McCay and under examples of school choice options.

[9:38] So McCay used to be there as a scholarship that McCay was folded into the family

[9:43] empowerment scholarships. That was outdated language. On page two that are A, I deleted

[9:48] the home education language about playing sports at a non-zone school because, currently,

[9:53] any home education kids can participate in any school in the district.

[10:00] And that would of course, bottom to your page 94. On page 7, which corresponds to your page 99, I deleted

[10:08] the McCase Scholarship again and then under the IB program, I deleted district and added

[10:14] school and under the ACE program, I deleted and the district. So for those two programs, families

[10:21] go directly through the school and then they send me their roster of students that they've

[10:25] accepted into their programs, and so that's those are the revisions for the 27-28 controlled

[10:32] choice plan, and at this time, if you have any questions for me?

[10:37] Any questions?

[10:39] Mr. Volk?

[10:41] Yeah, go first.

[10:44] Okay.

[10:45] Going to the application process, I'm going to ask stuff that's probably not what you've just

[10:55] going over.

[10:57] So this is application process, letter D, schools at capacity.

[11:08] Do you know, it here it says referred to the capacity report that's posted on the controlled choice web page.

[11:16] Do you know what those schools are for 2627?

[11:20] Currently, I'm updating them, working to update.

[11:23] I was waiting after the 10 day count.

[11:25] I have the capacity, the updated capacity from the end of this last school year, so I'll be working on that this week.

[11:35] There are a few schools that aren't capacity, but yeah, that will be listed.

[11:41] That will be posted on the controlled choice website.

[11:45] It's not changed.

[11:47] Do you think from last year?

[11:49] Yes, probably.

[11:50] Okay.

[11:50] We've offered more choice seats this year than we've had in the past.

[11:55] So should we change this number or just leave it alone for?

[12:03] Well, that I believe is state statute.

[12:05] The 90 percent.

[12:06] Yeah.

[12:07] But sometimes we're not following that.

[12:11] No, it's only offered choice if it's at 90 percent.

[12:14] Correct.

[12:14] 90 percent.

[12:15] We no longer offer choice.

[12:16] Correct.

[12:17] Because we're then concerned of the capacity.

[12:19] But if they're up at 90 percent or above, then they're not eligible to choice into that school.

[12:24] correct because we have to reserve 10% for zone kids. That is correct. All right. Thank you for the clarification. Just don't know the the names of those schools at this point. Right. Top of my head, all like it suncoats comes to my elementary school. Powell for sure nature coast. It's okay. If you can give that information to us. When you have it, it would be great. Sure. I'll be updating it this week. Like I said, they stopped the 10 day count. So Powell's only at 90.

[12:55] percent capacity, then. I don't know the exact number. Yeah, okay.

[13:04] Ms. Bonsick. So, our preference for our mission into our school choice gives preference

[13:11] for siblings, but our magnet doesn't. And I know we've all spoke about this before, but why

[13:18] can't they match for our school, because a magnet is a choice too. So, why can't our preference

[13:25] is much. Does that make sense? No, it makes absolutely okay. We're going to come into that.

[13:32] Okay. So next. On the next one. Yeah. Okay. I just wanted to bring it because we do have

[13:35] preference for siblings for choice. And that'll be in my presentation for the next one.

[13:40] Okay. Perfect. Thank you. Mr. Paul, did you have something further? Sorry.

[13:45] It's okay. Under resending of approved school choice

[13:53] letter E,

[13:57] it just talks about there's two

[13:59] two questions here. It talks only about students who commit level four offenses. And level

[14:07] three in our code of conduct has some very, those are, it's a major offenses. So I'd like to

[14:15] know what the school board thinks about adding Burby Jen about level three, and perhaps more

[14:26] And importantly,

[14:30] it says we'll be returned to their zoned district.

[14:34] This is going to get into something I'm going to ask in another question.

[14:39] But there's no timeline.

[14:43] So that, as I have seen in situations has created some problems with not having a timeline.

[14:55] We do, we do have the best practices around recending school choice.

[15:00] There's actually processes, procedures that least are properly and I developed several years ago.

[15:06] But it's not written here. And I think

[15:14] it needs to be more specific,

[15:19] and that goes into

[15:22] Resenting of school choice procedures question that I have,

[15:37] the fourth bullet point or

[15:39] little arrow there, if academic behavioral and or attendance concerns persist, the parent

[15:45] will be notified in writing that school choice is being rescinded, and the student must

[15:51] return to his or her zone school.

[15:55] A little later on, and that document, I have another question about the timeline, but is

[16:02] it not possible that we look at for the students who commit level four offenses, especially

[16:11] those, that they return immediately, level three would it not be appropriate to put down

[16:22] and in what I'm talking about right now on rescinding that the withdrawal could occur at the end

[16:28] of the nine weeks or the semester, whichever approach is, whichever is approaching first.

[16:36] My apologies. There's language in the manual about, so K through 8 can

[16:43] rescind at the end of each nine weeks at high school, is at the end of each semester.

[16:49] that's that's in the manual in here yeah help me with that because I

[16:56] what I saw was at the end of a school year in one document that's for the

[17:03] magnet program so the magnets students they I stay and correct it on that

[17:18] so I'm

[17:19] page four of the manual the decision it says a high school student whose reassignment

[17:29] has been rescinded, we'll return to his or her own school at the end of the current semester.

[17:34] An elementary or middle school student who's reassignment has been rescinded, we'll return

[17:37] to his or her own school at the end of the quarter.

[17:40] But it's not in this document, it's in the controlled choice manual, controlled choice plan.

[17:47] It's on page four, so page four, be 96 in your binder.

[18:01] In the electronic upload, I'm sorry.

[18:13] It's under E, under resending of a true school choice.

[18:23] Under E, the paragraph after E, rather.

[18:41] That's the paragraph.

[18:42] That explains when students can be returned to their own school.

[18:47] Back to Out of Can.

[18:54] Are you okay with the end of the semester on that one, though?

[18:56] On Out of Cany?

[18:58] No, on the one that we just left.

[19:00] Yeah, I have a problem with that at the high school level.

[19:02] Yeah, okay.

[19:04] First of all, out of county, that just means they need to go.

[19:08] Yeah, and it needs to state that.

[19:11] But I would also like to look at some of the issues

[19:16] on level 3s that we have.

[19:19] And whether that would, in your opinion, as a board,

[19:24] warrant removing an out of county student

[19:29] on certain interactions.

[19:31] So I don't know and forgive me for not knowing this, it's been a long time since I've dealt with the code of conduct, but I don't know if a level four is automatically

[19:42] Right, so I can tell you and my experience

[19:47] We don't have that many schools rescinding school choice kids when they're on choice they're behaving

[19:53] I think we had one this year at the end of this year

[19:58] But I understand you're need to want

[20:00] Are you looking for something like multiple level threes or something like multiple

[20:07] or just a long time ago?

[20:11] That's right.

[20:12] For out-of-count.

[20:14] Out-of-count?

[20:14] The out-of-coun, the out-of-coun, the out-of-coun, with level 3 or 4.

[20:18] Then.

[20:18] Any level threes?

[20:19] Any level threes?

[20:21] They're out-of-coun.

[20:22] I think it, there are things.

[20:25] Level 3 doesn't automatically expulsion.

[20:28] Right.

[20:28] correct? No. So, a level 3 could be something that's not, I won't want to say it's

[20:38] not a major, but, so, it could be something very, but we have to discipline. So,

[20:47] yes, and then they don't live in our county. They're taking up space. But it's, okay,

[20:51] It's a level three level three alcohol possession use

[20:55] burglary bullying drug use possession faults accusation

[21:02] Fighting grossing some ordination harassment hazing interference or physical contact with school person now

[21:12] Those kinds of things

[21:16] Okay, level three is yeah, but but but unfortunately like what if a kid said something stupid another kid

[21:23] records it and then puts it out or puts it a fortify and then the top you know talking about a game or something

[21:30] But then there's a whole thing

[21:33] That's a level three offense

[21:34] It has to be founded around

[21:37] But is that I would imagine

[21:39] Okay, so level three is there

[21:41] There's a navigation at the

[21:43] Yeah, yeah, yeah, okay. Okay, so

[21:44] Then gate what you're talking about Michelle

[21:46] Yeah, all right, then the other one that I

[21:49] So the paragraph underneath that, are we still on the same topic, or are you moving

[21:57] to sending approved school choice, the same level, is it a paragraph that says the

[22:04] decision to send a school choice, okay,

[22:12] a high school student who has, whose reassignment

[22:16] has been rescinded, will return to his or her zone school at the end of the current semester.

[22:24] I believe that that really should be at the end of the nine weeks or the semester,

[22:29] which ever comes, is coming first.

[22:32] I agree with that.

[22:34] Yeah.

[22:34] You're so.

[22:35] I agree with that.

[22:35] Thank you.

[22:37] And then that would change,

[22:51] that's going to take care of that next page.

[23:05] I don't know what page is this on for y'all.

[23:07] This is continuity of school assignment.

[23:11] Is that the heading?

[23:12] Yes.

[23:12] That's the heading.

[23:13] It

[23:25] comes after preference for admission, change of residence.

[23:31] It may be on your page 95.

[23:35] Ms. Hawkins.

[23:39] I got you sending appeals.

[23:45] I don't know.

[23:49] I don't know.

[23:51] What

[23:56] we've just discussed, and I think somewhat agreed on here, would take that last sentence.

[24:04] It needs to be re-worded.

[24:06] The principal has the right to resend approval due to poor attendance grades and or behavior.

[24:18] I'm not sure we're leaving it up to the principals of a student as a level three or

[24:23] level four, but the principal needs to initiate the process for removing the student from attending.

[24:35] That's what's currently in practice.

[24:38] Okay, but can we get it in writing instead of just the right to resend?

[24:43] Because it's really an obligation now and the principle to make sure this happens.

[24:50] So do you want language?

[24:52] The principle is obligated?

[24:56] The principle shall? Yes.

[24:59] Thank you.

[25:05] And then,

[25:09] rescinding of approved school choice,

[25:23] which is page 96,

[25:36] you may need to change the language in there, because it's saying repeated violations of the student code of conduct and we're changing it to level 4, level 3, you are going to be removed if you're out of county.

[25:53] student.

[26:00] So what letter are you on? D.

[26:05] While you're looking at that, I wanted to add

[26:10] piggyback off of what Mr. Johnson said a minute ago that if they are here and they

[26:16] come here as a guest, basically, that when something happens like that, that they should

[26:22] have to no longer remain. So I do think that that's appropriate.

[26:30] And I think if they're here

[26:31] And it's an, it's an opportunity for them that they should be doing what's right and if they mess up the no longer are they going to be able to stay.

[26:41] I agree.

[26:43] I think on letter D what I'm looking for is maybe some, it says repeated violations of the student code of conduct.

[26:51] Maybe some.

[26:53] I don't think that.

[26:53] Or clear language on.

[26:56] I don't think so because if we're saying with a three or four, they're gone.

[27:01] But that's out of county.

[27:04] This is, if I'm here in county now.

[27:08] I don't get 96 pages on here.

[27:10] So I don't know, you know, it's hard to follow.

[27:13] Well, I have as a four-page document, five-page document.

[27:18] So to go into something I don't have.

[27:30] It starts circumstances through the school choice at the very top.

[27:35] So it's like page three on your.

[27:38] reciting of school choice preferences, reciting of a proof school choice

[27:43] yep, she's looking at D. I don't have, okay, I got that now, okay, okay, what

[27:50] letter? D. D. And these are for our in-school, these are kids that may live in

[27:58] Reneto Beach and want to go to, we can watch a high. So you don't like the word

[28:02] repeated violation of the student code of conduct, Mr. Ball, I think, because I

[28:08] would hate for it to just say a violation of the student code of conduct because then

[28:12] it can be one small thing.

[28:14] Looking for that because that's not appropriate either but I think if you flip it over to

[28:23] the parent side and now your student is going to potentially be removed you would look at that

[28:31] and you would ask the administrator well defined repeated what makes it what why can you do this

[28:37] that I think that's where it comes from

[28:40] is having that experience of being questioned

[28:44] about what does that really mean?

[28:48] Well, how do you know, multiple violations of any?

[28:53] Can I ask you the question that get clarification?

[28:57] When it's a level four offense,

[29:00] it should that it would be automatic, right?

[29:02] So maybe sort of put that into the sentence.

[29:05] So it's a multiple violations another one three or four automatic

[29:11] Yeah, go on

[29:13] Three or four is automatic so it would be multiple violations of levels one one

[29:18] Two one and two one three two on a map with three and four

[29:24] Can you rephrase it then in the language so under letter D you want me to strike out repeated and put in multiple violations of

[29:35] level one and two of the student code of conduct and it's a debt to die. Okay,

[29:45] then level three level four violations require automatic automatic for

[29:54] in county, three or fours, multiple three or fours.

[30:00] Okay. A single violation. Okay.

[30:18] I believe that's all I have right now.

[30:36] So, students' committee levels three or four automatically resend? Yes. This is a privilege.

[30:43] It's great for them to take this and it's not going to be anything else, the privilege is

[30:51] withdrawn.

[30:55] Yeah, because if the situation is mitigated, it would say a little real poor, right?

[31:01] I mean, they're all, the three and four are all terrible.

[31:04] I just think that some are more severe on three than, I mean, they're all pretty bad.

[31:09] I just, like, perfinity directed toward a staff member, I mean, that's pretty bad.

[31:15] And it is a privilege to be in our schools, but theft is worse.

[31:22] So maybe you're having a really bad day

[31:24] and you say something.

[31:27] But you really shouldn't.

[31:28] When I get kicked out of the school for that one time doing it.

[31:32] That's why it says repeated.

[31:34] Not three and four.

[31:36] Not three and four.

[31:37] Not three and four.

[31:39] But also when three is drug use.

[31:41] So that's appropriate to be, you know,

[31:43] I feel like that's appropriate to be.

[31:44] But then bullying, too, is in that, which is also terrible, but the first defense of bullying.

[31:51] But most of all, it's usually, there's an investigation.

[31:54] There's an investigation with that.

[31:57] Found it.

[31:58] A verbal altercation, alcohol, well, verbal, that might be under two.

[32:05] Let me see.

[32:05] Hold on.

[32:07] Wearing leg things.

[32:07] I'm just looking at three.

[32:08] I just don't want to make it so,

[32:14] I don't know that everything we have listed in three should

[32:17] be lumped together.

[32:18] I think there's one or two that that's what I'm worried about. Like if we say if you want a fence of three, you're automatically kicked out of your school choice.

[32:27] Like what some are a little bit more.

[32:29] What came to my mind was a verbal word. There is a process in place for an appeal.

[32:38] But I, I just think I can appeal.

[32:40] Like, my characterization, I mean,

[32:42] Ms. Cropley's joined us.

[32:44] What do you want to say, Ms. Cropley?

[32:45] Just to put up a chime in.

[32:46] OK.

[32:47] So in letter D, it can be any and all of those things.

[32:55] So typically, you're going to not kick a student out of your school

[33:00] on school choice if just one of those things are happening.

[33:05] You're going to watch for those patterns.

[33:07] so are they excessively absent? Are they failing? Those are two things. Are they

[33:13] excessively absent? Do they have a lot of disciplines? Do they meet all of those things?

[33:18] Are they failing? They have a lot of disciplines or excessively absent? We have a procedure up and

[33:23] we go over it with principals each year. If you're going to rescind a school choice,

[33:28] you need to make sure that we've had parent conferences. We've had warnings. They're still your

[33:32] student. So you're going to have to put interventions in place, things like that. A level

[33:38] for violation of the code of conduct in any circumstance is going to recommend you for

[33:43] expulsion. It doesn't matter. So you're not getting your school choice anyway. You're not getting

[33:48] a choice, right? You might be at Endeavor. But any of, I mean, most of them will have like a file.

[33:56] You know right from the beginning of the year, we encourage the administrators to put like a

[34:02] sticker on the discipline files of those kids that are there on school choice.

[34:07] They can pull lists to say these kids are here on school choice.

[34:11] So when they're processing disciplines, we encourage them to write on the discipline.

[34:16] If behavior continues, you may lose your school choice seat.

[34:21] So how do you feel about putting it in here that if it's a level, like if you have one

[34:25] offensive of a level three that you're automatically kicked out, do you think that what

[34:30] we have in place?

[34:32] I think what we have in these works, I feel like we follow the process.

[34:38] We have had some appeals, we get with the schools, we make sure that they send all of their

[34:44] documentation.

[34:45] Have you had parents' conferences?

[34:46] Have you tried to intervene just like you would if the kid was owned at your school?

[34:50] That's what we expect.

[34:52] I feel like in the competitive market that we're in right now to take that choice away.

[35:00] For one level three, now if it's egregious and that's, you know, we have those conversations, like we're revoking your school choice. But that hasn't necessarily been the case. Typically when we're revoking, it's, it meets multiple of these. It's not just, you got two level three, so now we're revoking you.

[35:19] So why couldn't we add just simply a violation of a level three offense, you may be returned

[35:29] to this old school?

[35:32] It's a little ambiguous, but if it's drug use in syllable three, that would be up to the

[35:41] principle.

[35:42] Drug use is a three.

[35:44] Drug use is a three.

[35:44] I think distributions of four, right?

[35:46] I think, you know.

[35:47] Mr. Val.

[35:49] I feel I have got.

[35:53] I agree with, I will agree with Mark.

[35:56] I do believe that there has been issues with choice and magnet.

[36:05] And the student should not, in a parent should not rely on having a problem with attendance, grades, and discipline, in order to finally be removed out of a school.

[36:19] This is, and I especially go after the behaviors, the academic requirements, that's pretty

[36:28] cutting dry, either doing what you need to do or you don't, but to give

[36:36] students who

[36:37] are gaining a seat in a school, maybe even keeping a weightless kid out of the process, and

[36:51] Ms. Behaves, that's an issue for me, especially, and that requires, to me, action, and it

[37:01] also requires that we as a board define what that action, what the action is and what

[37:09] the consequence is. So it's very clear to parents and students that if you do this, this is what

[37:17] this is the consequence

[37:22] and we've gotten away from consequences yes we have and we need to

[37:28] get back to that and back to meritocracy so that's where I'm coming from on this is yes I'm looking

[37:35] at more the behavior issues that may occur than the attendance or the grades those to me are a little

[37:45] easier to work with, and yes, I would expect the staff probably works with all of their kids,

[37:52] not just someone who's there on choice to improve. But behaviors? No. So maybe I may be removed

[38:01] if a level three and will be removed for a level four on D. So the way I read this,

[38:11] All of those things may be rescinded, so it has been, it has been the administrators discretion as far as rescinding based on any of these instances.

[38:25] Mr. Mayor?

[38:25] No, obviously you're going to put there's still the right of appeal.

[38:27] Right, there isn't appeal.

[38:28] So you're trying to specify what leads to a possible removal, understanding or notwithstanding the fact there's still the right of appeal.

[38:37] So whether it's a level three offense or level four offense, you know, the parents still have the right to appeal the decision and that may be staying there not a level four

[38:45] And maybe that needs to be clarified definitely level four is isn't automatic, but that's a lot of matter for where I'm going to be recommended for

[38:52] promotion, but right, so I just still have to be right

[38:56] But they will have their whether you're in county around come right there

[39:02] So we want to do maybe removed with a level three and we'll be removed with the level four.

[39:09] So as much as you have.

[39:11] We'll return to this own district and I guess it's a comma.

[39:16] And then I want to be a room three or four right for a level three offense.

[39:21] Out of county is three or four removed.

[39:33] Okay, and we're saying the principal shall or the principal may.

[39:41] May for all the three shall.

[39:45] I'm in love with the lower.

[39:46] We guard this with our county or out of county.

[39:49] You're going to be recommended for pre-expulsion.

[39:52] May.

[39:53] So, I mean, typically a lot of times in that process, even if they're out of school

[39:59] choice in the record.

[40:00] For pre-expulsion, for the most part, unless it's one of those major ones where we have to have them out for a year, they go to endeavor.

[40:08] And part of that is once you're done, once you complete endeavor, you're going back to your zone school.

[40:13] You don't have the privilege of going back to the school of choice that you came from.

[40:19] So I guess without getting too wordy in the manual, we can go through that.

[40:27] But I feel like principals need to have a little bit of discretion as far as, because they know their kids, they know the students, and they know what they're putting in place for those students and some time.

[40:38] In principle, it does mean we'll contact the supervisor's school choice about the possibility of school choice of approval being rescinded.

[40:49] It tells you right there that the principal makes the final decisions, so there's no argument.

[40:56] Yeah, and they'll send on all their documentation.

[41:00] And as long as they've had meetings, and it comes down to even attendance.

[41:06] Sometimes kids have atrocious attendance, and they're there on school choice,

[41:10] and maybe it's best for them to go back to their zone school, because we don't offer transportation with school choice, right?

[41:15] So, maybe it's best for them to go back to their zone school so that they can use transportation and get to school in time.

[41:23] So, it that comes out at true and see meetings that we have, we talk about, they're on school choice and they're having a problem getting to school.

[41:32] Maybe that's one of the interventions that's put in place.

[41:35] They go back to their zone school where they can use a bus to get to school.

[41:39] So I just want to circle back May or shall because I don't think we have, I don't think we're

[41:46] I heard a shall and I heard some Mays so even if it's May then the principle still has the final discretion.

[41:56] But if it's shall then there really isn't any discretion.

[41:59] The process is full.

[42:02] With the process in place and in a big process in place.

[42:07] So it takes some of the stress off the principle.

[42:10] I'm just looking for consensus to, you know,

[42:13] what word to put there.

[42:18] Read it again.

[42:19] Read it again to me.

[42:21] The way we're going to word it.

[42:22] And then I can tell you if I feel like mail may yourself.

[42:24] I feel like it should say may.

[42:25] I want to appear.

[42:27] If you look at the very top,

[42:28] or it says,

[42:29] resending approved school choice,

[42:31] approval of school choice application,

[42:33] may be rescinded if,

[42:38] and then you have ABCD and E.

[42:48] So, under that language, if it was repeated level 1s, it may be, right,

[43:00] 10 level 1s.

[43:02] Well, 10 of them.

[43:04] Then it may be after 10 of them?

[43:06] Yeah, that's one question.

[43:07] Not Mr. Mayer.

[43:08] No, I mean, just what you read about may be rescinded.

[43:11] Just say except for level 4, it's not a child, it's mandatory.

[43:16] But for the others, it's still may be.

[43:19] I mean, that sort of captures it doesn't it?

[43:24] You're laughing.

[43:26] You're laughing.

[43:27] E is out of the county.

[43:29] E is out of the county.

[43:30] Level 3 and 4 show.

[43:32] Yes.

[43:33] Out of the county.

[43:34] That accounting.

[43:35] That accounting.

[43:35] Three and four.

[43:36] Decision three cent.

[43:39] I don't know if you're going to say that.

[43:40] D is level 3 may and level 4 show.

[43:46] For out of the county?

[43:48] No.

[43:48] It's for regular.

[43:50] I think Ms. Cropley has it.

[43:53] Yeah, okay, level three is May anyway, but level four will always clarify that it will be happened,

[43:59] because it will happen regardless of your school choice or not.

[44:04] All right, any further questions or discussion?

[44:07] Mr. Ball, you'd like to still have extra?

[44:11] I think she's finished, sorry.

[44:18] I would just, with the word May, I would just hope there's some consistency, because

[44:23] I know I have known that there has been inconsistency, and that word shall removes

[44:33] that from the plate.

[44:35] But if that's what you all want, that's,

[44:41] I go with it.

[44:41] Well, I could say me for a level three on the first defense and shell on subsequent offenses.

[44:53] So he has somebody as a level three.

[44:56] Yeah, maybe he has maybe no.

[44:58] They do the same behavior or different behavior.

[45:00] That's why he's gone, six shall from multiple level three offenses, shall from multiple level three.

[45:07] We also have the quarter, so we're revoking at the quarter for K through eight and semester for high school.

[45:16] No, I suggested nine weeks at high school across the board, nine weeks. Do you change that?

[45:21] You know,

[45:27] and Mark, I do agree with that language, I think that covers my concerns,

[45:35] say that again, Mr. Johnson.

[45:39] Shout for multiple three offenses.

[45:42] Shout for multiple.

[45:43] And shout for more likely.

[45:46] One, you know, a level four offense.

[45:49] Shout up to level three.

[45:56] I think we got it.

[46:00] Thanks.

[46:01] All

[46:03] right, and her like turned off, so I think she's finished.

[46:08] I'm just kidding.

[46:09] Just teasing.

[46:10] OK, all right.

[46:12] So at this time, if there are any other questions,

[46:14] I would ordinarily say, I would ask for

[46:18] tentative approval.

[46:19] Now would you like me to make these corrections

[46:21] and bring it back to you in another workshop?

[46:23] No, you don't.

[46:25] You know, not if we make the tentative changes,

[46:29] then we can just put it on a board agenda and board agenda.

[46:32] Yeah, put it on the board agenda.

[46:33] and if you have issues with it, then you can pull it.

[46:36] I mean, you can pull it, correct.

[46:38] Okay, is that answer?

[46:40] Requestion?

[46:40] Okay, thank you.

[46:41] Thank you.

[46:42] All right, and now we will move on to item number three,

[46:45] 27-4023, review and tentative approval

[46:48] of the 2027-2028 magnet program procedures

[46:52] by Ms. Williams, Supervisor of School Choice.

[46:55] Welcome back.

[46:58] Thank you, Ms. Croftly.

[47:11] Good afternoon again.

[47:13] Thank you.

[47:14] I'm going to go over now the outline of revisions for the 2728 magnet program procedures.

[47:25] So I think I went ahead.

[47:28] So number one, all of the dates in the 2728 magnet program procedures were changed to reflect the 2627 school year on page one.

[47:37] Dynamic Sports Performance Academy.

[47:41] Schoolment was added to and at the designated location was deleted from the application procedures.

[47:49] On page two, Dynamic Sports Performance Academy.

[47:52] And schoolment were added to number five.

[47:56] And then on page five, Dynamic Sports Performance Academy was added to letter C.

[48:00] And under D, one changed May to Must and Added School Mint portfolio upload under 2

[48:09] Added Language about Portfolio submission for Dynamic Sports Performance Academy.

[48:14] So all of that language that was added is in relation to Dynamic Sports Academy.

[48:22] I have a few things to repeat.

[48:24] I have an on page 7 letter G.

[48:28] Specified that portfolio applicants not selected for Choke Chattie and Challenger K-8

[48:33] will automatically be placed in the lottery and then under C I added Dynamics Sports Performance Academy

[48:40] on page eight under four regarding hardship exemptions added that the only way into dynamic sports performance Academy is through portfolio as it is for all of our other magnets

[48:52] and then on page nine added Dynamics Sports Performance Academy

[48:56] change Challenger portfolio submission to electronic submission using Google share to upload

[49:03] portfolio to schoolmen. So Chokachati currently does electronic collection of portfolios,

[49:10] dynamic sports academy is chosen to do that and Challenger expressed an interest this year

[49:15] to collect those portfolios online as well.

[49:18] I got a question. What's the difference between this and what they wanted to do

[49:28] at

[49:28] Yeah, this is parent.

[49:31] Yeah.

[49:31] I thought it said Challenger.

[49:34] I just updated language around Challenger in there in that same area.

[49:39] Does it add, does it allow them to do attachments of the student work in the portfolio with the electronic version?

[49:44] This is just for mine.

[49:46] Yeah.

[49:46] They upload.

[49:47] It's like a Google.

[49:48] You just upload same thing.

[49:50] Save your artifacts to your Google Drive.

[49:52] And then you make that Google Drive public.

[49:55] You share it with us.

[49:56] And then we have your portfolio.

[49:57] I love that. Thank you.

[50:00] What is that all of your updates? Are we going to entertain sibling preference?

[50:03] I have that on my thing to speak about. Those are all my revisions. Okay.

[50:13] So you do is devolent. I have something to

[50:16] you want to go first though. Let me to go first. All right. I think we all have something go ahead.

[50:24] Okay. Sorry.

[50:25] My pages don't match up. Under the heading continuity of a magnet program enrollment.

[50:33] It's right towards the front of the document.

[50:43] Number one,

[50:51] it's the enrollment at a school.

[50:54] Got it.

[50:54] OK.

[50:58] The last sentence, a student whose reassignment has been rescinded

[51:03] by the principal will return to his or her zone school the following year.

[51:09] And I'm not sure why we're allowing that to happen as opposed to nine weeks or the semester.

[51:16] I think nine weeks if we have nine weeks in the magnet, right, or in the choice, yeah, I should be in the following nine weeks.

[51:26] So I think that that was put into place because the enrollment is tied for enrollment purposes.

[51:34] But that could open a spot for a new kid to come in through.

[51:37] So we should show you.

[51:38] She's on a waiting list, too.

[51:39] We should show you that nine weeks following nine week.

[51:43] Yep.

[51:44] Thank you.

[51:46] Should we use Mayor shall I'm just kidding?

[51:50] Do that again.

[51:51] So I'm going to add at the end of the nine weeks.

[51:54] The end of the nine weeks are the semester, whichever comes first.

[52:01] The next nine weeks.

[52:04] Or end of the year.

[52:07] Or end of the semester, right?

[52:11] Yes.

[52:13] The next question.

[52:14] I'm not sure exactly where it fits in.

[52:20] but I wonder about level 3s and 4s.

[52:25] If you all know what page that's on, I would appreciate it.

[52:29] So it's not on this page in the manual.

[52:31] The manual refers them back to the controlled choice

[52:34] because that's the umbrella for all school choice options.

[52:39] So let's be covered the level 3 and 4.

[52:41] Correct. So then they would go back into the controlled choice

[52:44] and look at the language there.

[52:46] Should we have it here though?

[52:47] So, they don't have to go back and look at something else to know what the consequence is.

[52:58] We can.

[52:58] Sure?

[52:59] I can add it.

[53:00] Thank you.

[53:01] Well, you know, you have under four, it will be terminated false information had a parent

[53:06] of guardian fails provide residency certification.

[53:10] You see a student withdraws from the school.

[53:13] Make a D.

[53:15] Yeah, you can make a D and just reinstate the control

[53:19] the choice paragraph that covers 3s and 4s. Now, if you can

[53:27] insist in.

[53:32] Now, you did say that this was going to be a

[53:38] lottery? No. Portfolio? Portfolio? Portfolio?

[53:45] Portfolio? Portfolio? Portfolio? Portfolio?

[53:50] Portfolio?

[53:51] All right, then we get down, I guess, to the crux of my concern with this, with Parrot.

[54:02] And I apologize, I was not in on the original discussion on this

[54:09] change, but I do disagree

[54:14] with making or allowing, whatever you want to call it, a dynamic sports performance, a cadmium

[54:23] at parent.

[54:26] And I do that because I don't see the issue, I've gone back and looked through attendance

[54:33] and enrollment.

[54:34] I don't see the issues there that might be something that y'all considered.

[54:44] But I look at it as you've got a school who wants to pull students from other schools,

[54:58] but it appears primarily that...

[55:00] That it's designed to pull students or could pull students from eastside. And I have a concern with that, because now you're taking a school that has the athletic facilities, which creates the draw to pull kids out of the eastside when they don't have. At this point, the gym, the fields, they have a plan for that.

[55:27] but we haven't agreed to do any of that.

[55:30] So now it's at any quality that I have a problem with.

[55:34] Well, Susan, the presentation was for 60 students.

[55:42] It wasn't for more than that.

[55:44] So I don't think we're going to pull that many from the east side

[55:46] by itself.

[55:48] We're going to come from all over.

[55:49] It's the program develops.

[55:51] We should be putting out quality athletes

[55:54] over in a few years.

[55:56] And where are those kids going to go?

[55:58] That's the other part of the food.

[55:59] They go back to, they go to high schools that they would go to.

[56:01] No, that's what's not going to happen.

[56:04] Well, what's going to happen?

[56:05] I don't believe it, Mark.

[56:06] That's the thing.

[56:06] I think he's also trying to pull from citrus counties and other counties.

[56:09] And I think he could also argue that he feels like East Side took some of, not that they're

[56:13] all our kids.

[56:15] But you could maybe argue the same thing that some of his kids are at East Side, that

[56:19] they're not coming to him.

[56:20] So he's trying to feel that cab.

[56:22] because of where the enrollment zone is, that's not all, it's not, yeah.

[56:27] You say it's not putting something out there that parent doesn't have in sense of athletic facilities.

[56:39] Well, and we haven't voted on doing it.

[56:41] This is just for adjusting case because he's collecting data and he's going to bring it back in front of the board

[56:47] and then at that time we decide to think they said October.

[56:50] So he's going to, so this is just in case because I have a hard time at this moment with any of this because of the cost and financially where we are and with our teacher pay with the insurance with all the above and everything else happening financially so for me I cannot sit up here and be physically responsible to say yes to something to a million dollars or more at this very moment.

[57:20] without. We're not drawing it tonight. I know that, but let me speak. Without uncertainty of how

[57:27] this is going to happen financially. So for me, I have to be physically responsible. That's

[57:33] my number one goal. And I have to look at everything across the table. When it comes to also 60 students

[57:39] coming in, let's say we're doing this in order to, for retention. We're doing this in order to

[57:44] fill seats. So that's the problem. The reason this all started was to fill seats. So when that happens

[57:49] and we get them, but yet we've still lost seats or we're losing seats is one just counter

[57:55] offering the other. Are we are we just trading? And at what point if we're trading, where

[58:01] is the money that we're spending to make this happen? So really, at this moment would we be ahead

[58:07] or would we be behind because it's going to cost, like you said, Mrs. Duval, quite a bit of money

[58:12] for this program and even to get it up and running, even if we go as minimal as we possibly can,

[58:17] We're still going to have to continue as we go throwing money into this and then coaches.

[58:23] So we have our coaches at school, and they've been there 30 years, a lot of them.

[58:27] We've had them a long time, and then we're bringing more staff on more coaches for the specialized

[58:33] students in order to make this program robust and make it stand out because it's not going to be like

[58:38] every other school. It's not going to be a wiki wiki high. It's not going to be what we're saying

[58:42] parents are going to be understanding some middle school, but parents are going to be elite.

[58:45] it's going to be sports that no one else has. So if these programs are going to be that qualified,

[58:50] and these parents are going to be bringing their kids and stopping wherever they are with any

[58:56] programs already in because they're bringing them here for those qualified sports. They're going to

[59:01] expect qualified coaches, not your regular coach, not a PE coach. So are we going to be double doing

[59:08] when it comes to salaries? I'm not okay with that either. So there's a whole lot of this that

[59:14] to make me convince to say yes to something.

[59:16] I need to know that we are going to be watching our money.

[59:20] We are going to be physically responsible.

[59:22] We're not going to be throwing good money to bad.

[59:24] And it's going to work out.

[59:26] So I will never vote yes to something for that kind of money

[59:29] on a what if.

[59:30] So we would for me, there's a lot of questions

[59:33] that would have to be answered.

[59:35] And I would need to be convinced more than I am.

[59:37] And I have a lot more to say on this today's not the moment

[59:41] of why I fill the way I fill and we can dissect it thoroughly, but Mrs. Duval, you're right.

[59:47] We have to be very cautious moving forward on this because I love the idea that they're

[59:52] wanting to do something different.

[59:54] I love their gumption, but it also has to have some proven substance behind it.

[1:00:00] I think that's what he's working on, and he's going to bring back to the workshop, and we can discuss at that time, Mr. Johnson.

[1:00:04] Yeah, I don't see this. I like the idea that this is thinking in the future when it happens that the program would be there. It'll be established. It's not costing us anything to have this in the manual. Just so it's memorialized.

[1:00:21] We all, what are they? 900 homes being built in the city of Brooksville and if we're still at

[1:00:26] .3 students, that's 270, that's 90 more students, there'll be a middle school if it's 130.

[1:00:33] So I mean, we are not going to be lacking for seats. It's 29,000 homes that are slated to be

[1:00:39] built in this county in the next 5 to 10 years. That can bring it a potential 8,700 new students

[1:00:45] to have something that may be beneficial in the future, even if we don't activate it, at

[1:00:52] least we set the groundwork and we have a framework that's established, and I think that

[1:00:55] would be a good idea.

[1:00:57] I agree with Mrs. Rodriguez, we don't have the money to spend on unbinding equipment and

[1:01:02] getting the coaches at this time.

[1:01:04] Things may change next year of the year after, but if we're in a position where things are there

[1:01:08] to go forward, then we're looking to the future, and we're not living in the past.

[1:01:12] The same thing I like, I like the leadership academy and the innovation academy.

[1:01:17] We're giving those kids the skills they need to get jobs in the aerospace industry.

[1:01:22] Do we have the teachers for that?

[1:01:23] No, we don't even know what those jobs are going to be yet.

[1:01:26] We don't know what skill sets they need.

[1:01:27] There's no CTE's that are proof of that as of yet.

[1:01:31] So I agree with being forward thinking.

[1:01:34] I also agree we shouldn't be, we should not be spending money on it.

[1:01:37] But if we're putting it into a, into a, uh, a manual, it's setting, it's setting the foundation,

[1:01:45] the groundwork for the future. And that's all we're doing. It's the option. Right.

[1:01:48] Mr. All you had more to add? Could I just add? I don't think it needs to go in the manual at this

[1:01:54] time. I believe it has to, or it has to, if it's approved. So I would like to add the approved.

[1:02:01] Well, I agree. That's all. If I could just add a little caveat in here.

[1:02:07] I'm subject to board approval, regarding dynamic sports academy.

[1:02:12] I don't like it.

[1:02:13] I feel like that's moving forward without saying or moving forward.

[1:02:17] For me, I don't like to put something in.

[1:02:19] That's not happening yet, and that we've not agreed upon,

[1:02:22] and that we haven't looked at all the superintendent,

[1:02:24] sorry.

[1:02:26] So I think what you're saying is that it needs to be,

[1:02:29] if we have a chance of moving forward next year,

[1:02:34] it has to be in there for that.

[1:02:39] Yes, I understand that that's correct, but it doesn't have to be next year that we're

[1:02:44] even looking.

[1:02:45] Right.

[1:02:45] Yes, that is true.

[1:02:46] So it doesn't have to be there.

[1:02:48] I think it's false hope.

[1:02:49] I don't think it's right.

[1:02:50] I don't think in teleboard makes a decision.

[1:02:53] I don't think we should be putting it in there because that does tell our constituents and

[1:03:00] everybody else watching that they already think, well, they're already going to do it.

[1:03:04] to me? No, I'm telling you, in my opinion, I don't think that there needs to be a reason at this

[1:03:09] moment that to go in there until we know what we're doing with this program.

[1:03:13] My superintendent, Pender.

[1:03:15] So if we do, if that happens, then this would not be able to take place. If it's not in there

[1:03:21] now, we would either have to bring it back after whatever decisions made in October when we

[1:03:27] bring that back. Yes, or no, we would have to bring this back. But by that time, it would

[1:03:32] there's still being a time. It would just be delayed a year. Okay. That's a lot of

[1:03:36] time. So if we don't put it in this, it'll be delayed a year. Correct. So why have that option?

[1:03:40] Why not just take it out? Because why why run the risk of delaying it another year if we

[1:03:46] if we may prove it, I mean we told him to go forward and get the data and come back. Where are you

[1:03:51] getting the money? I don't understand. We've just came out of a meeting. I don't know where you think we

[1:03:57] have the money for it to happen any time this year anyway. So at the end of the day, I'm a realist

[1:04:02] And I know, and I see the money, and I'm not certain where we are doing this, not to mention we have coaches at that school.

[1:04:09] Those coaches have been with us for 30 plus years.

[1:04:12] Those coaches are not going anywhere, nor should they ever.

[1:04:15] And at this moment to add extra coaches with specialized requirements of what they need to be, that's double paying.

[1:04:23] If that's the case, no, I want to give that money to our teachers, our teachers need more money.

[1:04:28] So no, I'm not okay with all of this right now.

[1:04:30] I think this is premature.

[1:04:32] I think that we're talking about something

[1:04:34] that we don't even have data for to support it.

[1:04:37] You can't even come not you, but whoever cannot even come

[1:04:39] before me with a good argument to make me to sell me on it.

[1:04:43] And until then, I don't think we should be doing this.

[1:04:46] I don't see where we have the money unless you guys know

[1:04:48] something I don't know.

[1:04:49] I know he's doing a pilot right now with students.

[1:04:52] And then he also collected data

[1:04:53] and he had over 100 people respond that they are interested.

[1:04:56] Yeah, that's the information I have, I understand.

[1:04:58] But they're in.

[1:05:00] It is an elite program. Based on athletics, based on the fact that we've got a school in the same zone that doesn't have the same capability. So it is a recruitment tool, not only to east side, but to every other, based on the fact that we need a track read on a central high school. Based on the fact that our other schools on our sports need a dressed. We have a lot of things that we can do on our other schools right now that we have just that.

[1:05:30] side and we have not done because of Mr. Pender, finances. So, at this moment, we do not even

[1:05:37] have a track. You go look at Central High School's track and then come back and tell me that

[1:05:41] we have money to play with us and I'm not trying to sound negative at all. And I know that you

[1:05:46] guys are listening to a parrot and I support each and every one of you. I will do anything and

[1:05:50] get behind any teacher, any principal, anybody in the school district. If I know that it's going to

[1:05:55] beneficial. And by all means, financially, that we're capable of pulling it off. But at this

[1:06:00] moment, we're not. At this moment, we have other schools that still need things. We have kids

[1:06:05] playing volleyball over in a development at a home with homes around and the people are calling

[1:06:11] in constantly on the children, because they don't want the noise. They don't want the kids there.

[1:06:16] It's just, we have a lot of things happening. That's one small thing I get it. But there's a million

[1:06:20] more I can sit here and tell you. We need to stop and realize with our sports, with our

[1:06:25] schools, where we're at, what we needed to clean up the schools that we currently have,

[1:06:30] what we need to do to update and to fix us to where we need to be and then we can move forward.

[1:06:34] But right now, financially, this is not a place that we have any business trying to put money into.

[1:06:43] I don't agree with, I mean, I don't disagree with you on a lot of that. However, in his presentation,

[1:06:48] and he did show. If we are able to capture so many students, you will receive this much money

[1:06:55] and the program itself will be paid for through capturing those students. I think it's worth

[1:07:00] having him come back and presenting and discussing that for money when you're losing students

[1:07:05] at other schools. Gainings, where he's talking about gaining students from citrus and the new

[1:07:10] developments coming in. Yeah, talk is cheap too. And at the end of the day, we could talk about

[1:07:14] a lot of things right here and we can make a lot of decisions at this moment all on talk.

[1:07:18] I'm not going to sit here and discuss on talk, and I'm not trying to be just respectful.

[1:07:22] Please don't take that way, but understand that the five of us have a responsibility to watch out for our schools, all of our sports, everything that's happening on our campuses that we've not maintained, everything that's in ruins when it comes to that.

[1:07:38] If you really want to sit here and put out our dirty laundry, we can, and we have a lot we could discuss, and it's up to y'all if you want to.

[1:07:44] I'll go there. And then the next thing is we have to consider these teachers. We have to consider all these coaches. And like I said, I'm not going to keep repeating it, but but at the end of the day, at this moment, this is this should not be going on. That's all.

[1:08:01] Well, then we shouldn't have probably told them to do the trial in the first place. And then we were going to do this doesn't cost us money to try.

[1:08:09] there's nothing wrong with having a vision board. You have to have this as

[1:08:13] Hawkins a vision board before you can move forward. You have to have something on

[1:08:17] the table and you have to be able to see if it's going to work as called

[1:08:20] vision board. That would be like saying we want to build a new house but we're

[1:08:24] not going to have a vision board beforehand and make decisions. We're just going to

[1:08:27] do it at no point even thinking about the vision because we can't get the house yet

[1:08:30] today. Well, how do you end up with the house? You have a vision board. And this is

[1:08:34] great. And how do you end up having a program like this? You have to be proactive and get your

[1:08:40] paperwork and stuff on time. So it doesn't hurt to have the paperwork in place and then take it

[1:08:46] off if we all decide at the workshop that we're not going to move forward with it. But you can't

[1:08:51] backtrack and try to submit this at a later date when it's October, November. And you're put

[1:08:56] as a hurt to move forward with it. It's not costing us at the moment any money to at least have

[1:09:02] the right things in place and be proactive in my opinion.

[1:09:05] Oh, great.

[1:09:06] Let's do all.

[1:09:08] If he was going to pull or whoever's at Parrot,

[1:09:11] was only going to pull from Citrus County,

[1:09:13] I wouldn't have a problem with it.

[1:09:15] But when they're pulling kids from our other schools,

[1:09:19] based on an equity of programs,

[1:09:23] I do have a problem with this.

[1:09:25] This becomes an athletic recruiting tool.

[1:09:29] And I've dealt with that for years, and I've never

[1:09:35] appreciated the fact that that could happen again here.

[1:09:40] And that's what it is.

[1:09:41] It is recruiting kids.

[1:09:44] The majority will come.

[1:09:46] You know, unless I've to hold it in as data surge,

[1:09:49] that there are 60 kids coming from Citrus County.

[1:09:51] I'm not in favor of pulling kids from other schools.

[1:09:55] My ball from Chuck and Chattie.

[1:09:57] And this is putting the car on, sir.

[1:09:59] Once again though.

[1:10:00] So this is putting the cart before the horse. When we need to do it, and if it turns out to be beneficial, then we can do it.

[1:10:07] But to do something like this premature and put it up here, that's false hope, that's also, that's an expectation you're putting on there that it's a done deal.

[1:10:15] So to me, I don't think that that's right. Once again, like I said, it's putting the cart before the horse and I don't agree with that.

[1:10:22] Superintendent Pender?

[1:10:22] What do you want?

[1:10:25] I wish you two a

[1:10:26] vote for consensus.

[1:10:28] So I just wanted to clarify that the money,

[1:10:30] because that was taught.

[1:10:31] So the money would come for this.

[1:10:33] Some would come out of general fund and someone come out of

[1:10:35] out of capital for the project.

[1:10:36] Yeah, we'll take your general fund money and put it on

[1:10:39] towards the teachers.

[1:10:40] Okay. So do we want to take a vote really quick on if we

[1:10:43] want to even move this forward in the manual?

[1:10:46] If we want her to take it out, if we don't move it forward,

[1:10:50] they won't be able to start this next year,

[1:10:52] even if we decided to prove it, it would have to be the following.

[1:10:55] That's true, right?

[1:10:56] If we did that.

[1:10:57] Do you have one more thing to say?

[1:10:59] Well, I think we would just.

[1:10:59] It can be added.

[1:11:00] It can be added.

[1:11:01] You can, you can't have it.

[1:11:02] You can't have it.

[1:11:03] But you can talk.

[1:11:04] You can sense this.

[1:11:05] Right.

[1:11:06] And you can add this later.

[1:11:08] She's saying it.

[1:11:08] There's a deadline.

[1:11:10] Please clarify that.

[1:11:11] Yes.

[1:11:11] So the application and schoolman's going to open up on October 13th.

[1:11:15] So we'd like to get these manuals.

[1:11:18] The magnet manual.

[1:11:19] So by October.

[1:11:22] And you could, and you could, and you could, and you could, and so it might be.

[1:11:25] I could be putting this in here implies that it's probably going to take place.

[1:11:30] That's right.

[1:11:31] And that's an implication that I don't, and that think is appropriate at this time.

[1:11:35] And that's not conducting.

[1:11:37] Oh, let's take a vote on it.

[1:11:38] So that's, all right.

[1:11:39] That's not.

[1:11:40] Let's take a vote on it.

[1:11:41] Let's take a vote on it.

[1:11:42] That's appropriate.

[1:11:43] So Mr. Johnson, how do you feel?

[1:11:46] I'm in favor.

[1:11:47] Okay.

[1:11:48] Mr. Rodriguez?

[1:11:49] No. Okay.

[1:11:50] I'm in favor. Leave it off. Okay. Off. Okay. So then we're going to take it off.

[1:11:55] So you take all the reference out to the dynamic sports performance academy.

[1:12:00] That's correct. Okay. I will strike all of that. Okay. And then are you finished with your

[1:12:07] spiel? You have anything else on that? Yes. Mr. Ball, because I'm ready to go on to something else.

[1:12:13] will say this if and when it's time and everything is handled appropriately and all the

[1:12:20] money is there and it's not going to impact the district and it's not going to impact our

[1:12:23] coaches and it's not going to affect us and our other schools are also maintained and taking

[1:12:27] care of by all means I like the idea I think the program wouldn't be a bad thing but once

[1:12:33] again you have to fill your refrigerator full of groceries first before you can buy the cake in

[1:12:40] ice cream. So then I would be a part be in favor of something. I don't I do not think that

[1:12:45] it's a bad thing. I like the idea, but I'm not at this moment in favor of moving forward

[1:12:50] to something that we cannot

[1:12:54] prove where we're getting the funds, the students, all of the

[1:12:59] costs that it would, that it would take to for the district to make this happen. So that's

[1:13:05] why I say no. The other option is to try to bring him back here for a workshop before

[1:13:08] October 13 meeting and then are before you you know you want to get this

[1:13:13] published my October 13th that would be your other option to bring him here.

[1:13:16] No we just- Oh I know we're just saying but that would be the other. Yeah.

[1:13:20] No other thing. I would say that's not an option.

[1:13:23] Okay so I'm just taking all of the dynamic sports.

[1:13:27] It can be language out of the coronavirus manual. Got it.

[1:13:32] Any other questions or concerns?

[1:13:34] I do. Yeah I do. We need a swimming pool too.

[1:13:37] And that's a real need. So if we're going to do that, then we need to look at a pool. I'd like to

[1:13:44] pull it with you. Watch your high school, please. Wait a minute. We need a pool. If we need a gym and a

[1:13:49] fee, we have lots of athletic facility. I get athletic facilities at Eastside, please. All right. So I

[1:13:55] have more of that. I'm requesting. I'm requesting. So let's figure this all out. All right. Getting off

[1:13:59] of dynamic sports. I can we do magnet. Thank you. I want to do magnet. Yes, I have to chime in on that.

[1:14:06] I know last year I brought it before the board the sibling preference and I'm hoping that you guys can meet me in the middle. Although it's not starting all far and great.

[1:14:16] But I don't have hope. No, I have hope.

[1:14:22] I've kind of tried to make it meet me in the middle here.

[1:14:25] So I would like to amend it where the current magnet school mission process is to provide sibling preference for eligible students who have a sibling currently attending the same magnet school.

[1:14:34] Siblings preference would not guarantee the admission or override the program's eligibility

[1:14:40] or class size requirements, eligible siblings would receive priority within the existing lottery.

[1:14:48] That would place them on the top of the lottery list. So for example, if my brother goes to school

[1:14:56] challenge or a choke a chatty and his sister walks.

[1:15:00] To go, they would apply for the, for the, do the portfolio. And if they didn't get in, they would automatically get placed at the top of the lottery list before you do your lottery selection. So they would have preference on the lottery list to be selected. It doesn't guarantee them a seat, but it gives them preference on top of your lottery list.

[1:15:22] That makes sense. Yeah, it makes sense. So what I have on the screen is, I pulled the multiples preference language from the procedures manual. Okay, so because we do get multiple we are not well, the multiples preference I'm I want to talk about that when to the multiples preference language is from the magnet program. So what happens with multiples right now if one multiple gets in on the lottery or say portfolio and the other

[1:15:52] multiple doesn't they go up to the top of the waiting list under military, right?

[1:15:56] I know, sometimes they still don't get in, even doing that.

[1:16:00] So I would, with that, that's a whole other section that I want to talk about, but with

[1:16:05] our twins and multiples, I would like to see where they, when they enter, like it's a

[1:16:14] family package.

[1:16:15] So if I'm submitting a portfolio, I'm submitting one portfolio for my two children,

[1:16:19] say their twins. And if that poorly,

[1:16:23] portfolio is selected, then both get in.

[1:16:25] If not, then they go to the weight list,

[1:16:28] but it's still one number on the weight list.

[1:16:30] They don't have to be top of the list.

[1:16:33] They just go to the weight list like anybody else.

[1:16:35] Instead of it having two submissions, it's one.

[1:16:39] So do you see what I'm saying?

[1:16:40] Yeah, I see what you're saying.

[1:16:42] But if part of admission to the magnet is

[1:16:46] do they meet the magnet criteria, like for Chogachatty, a painter, a dancer, a singer.

[1:16:53] Yeah, because there could be different. But it offers them two opportunities to get in.

[1:16:57] If both of them automatically got in, if one got in, then that would be two submissions,

[1:17:02] two opportunities for them to both get in. That's why I was thinking more of the one

[1:17:08] the one option for both kids. Because if you're going to let them both in any ways, you might as well.

[1:17:13] Well, we're not letting them both in necessarily anyways right now, but we go to the top of the way.

[1:17:20] I think we should. I think it's silly to have one twin there and one twin not.

[1:17:25] So Palm Beach County has one of the clearest approaches for the 2627 choice lottery.

[1:17:30] A student can receive sibling preference when a sibling is already and what choice are being.

[1:17:36] This is magnet. She said choice. Okay, because they had it worded. Okay, so magnet.

[1:17:44] When a sibling is already enrolled in the program, then they are going to return the following year.

[1:17:50] The applicant must list that school program as the first, the existing student cannot be in an exiting grade.

[1:17:59] So if that student is leaving, is that what you are saying?

[1:18:01] That's the language we currently have in the screen.

[1:18:03] Sivling preference can fill up to 50% of remaining elementary seats and 25, they can do 50% of the seats or you can do 25% depending on what percentage you think after the other categories are all met.

[1:18:19] So you can do you can pull a certain amount a certain percentage that you're going to give four siblings.

[1:18:23] I know in the past we've had discussions on the sibling preference and it was not overwhelmingly

[1:18:30] in favor because I think that I did not or a lot of a sit-in want a process that would make

[1:18:37] admissions automatic and this intern would be shutting new families out. So being unfair to a child

[1:18:43] who doesn't already have a sibling there, I felt like that wouldn't be appropriate just to

[1:18:50] automatically give five or six siblings in a household automatic entrance into the school.

[1:18:55] And then the parent that has one child has been waiting does not get in.

[1:18:59] That was my feelings before and that feel while that feeling still remains.

[1:19:05] I am willing on revisiting this as long as we can come up with a fair process.

[1:19:09] I would consider a policy where all the students must first meet the same

[1:19:12] magnet eligibility requirement.

[1:19:14] Subliming preference should mean that a sibling automatically receives a seat, regardless of qualifications or capacity.

[1:19:22] And I think establishing an order such as eligibility requirements first followed by sibling preference and then the established lottery process.

[1:19:31] So, agreed.

[1:19:32] The siblings should have to do the same process.

[1:19:35] Mr. Johnson?

[1:19:36] Yeah, my thoughts are the last time and they still haven't changed.

[1:19:39] So we have 70% of the kids go in by lottery who reserve 20% of the vacant seats in kindergarten

[1:19:46] first grade for a civil preference that gets filled up.

[1:19:52] It's done.

[1:19:52] It's not used to go back into the lottery system and the only grades I can see that happening

[1:19:57] or children entering kindergarten.

[1:20:00] Or 1st grade. After that, they don't wouldn't get a sibling preference.

[1:20:05] But you could buy me. And that would stop a lot of these parents who go from school to school to school.

[1:20:12] And then home and can't work in a situation where the economy is tough.

[1:20:15] And you could cap the sibling preference.

[1:20:18] So I just say 25% of available incoming seats. So if 100 were available, no more than 25 would be filled to the sibling family.

[1:20:26] Miss flames. So just just so you know I did rush to this side because we did just review this back in May

[1:20:36] So this year for example in first grade there were zero seats offered for a challenger and

[1:20:43] There were a couple for first grade the majority of the seats that are offered in our magnet lotteries our kindergarten

[1:20:50] fifth and six and then ninth

[1:20:55] So, you could, you could, you know, say it's not guaranteed.

[1:21:00] Correct.

[1:21:01] You could change the preference.

[1:21:02] But if there's no seats offered, they're still not going to get in.

[1:21:05] And I think that's a lot of what the public doesn't understand.

[1:21:08] That's necessarily is that there's just not a lot of seats.

[1:21:12] Once kids get in these schools, they're typically leaving them.

[1:21:15] Or there's things.

[1:21:16] They don't know anything.

[1:21:17] So, right.

[1:21:17] And that's why I would like to change that way to state that you still have the preference.

[1:21:22] like we're looking at it, but there's no guarantee.

[1:21:25] It's due to what we have available.

[1:21:28] Right. Right.

[1:21:29] Class size, school capacity, class capacity.

[1:21:30] We're up on the slide.

[1:21:32] I had the proposed language.

[1:21:34] So we're not guaranteeing admission simply because you have a sibling.

[1:21:38] But we don't have to go through the same process.

[1:21:40] We want to recognize the importance of keeping families together

[1:21:43] while protecting the majority of available seats

[1:21:45] for all qualified students.

[1:21:47] So at the end of the day, it's more about, I think, Mrs. Hawkins.

[1:21:49] Correct me if I'm wrong.

[1:21:51] parents who are having to go to three and four different schools for their children because

[1:21:55] they have one there and the rest of their places. But back when we had this discussion,

[1:22:00] once again, I want to be fair to the parents who only have one or two kids opposed to a family

[1:22:06] that's got five or six. So I'm okay with revisiting this and trying to figure out something

[1:22:13] to be able to help all parties involved, but I also want to be fair throughout it.

[1:22:20] So the language I came up with is if you apply for children that already have a sibling

[1:22:26] attending the school applying to and they are not placed via a lottery or portfolio.

[1:22:31] The sibling will be placed on the weightless immediately following children designated as

[1:22:38] multiples.

[1:22:38] However, if the sibling attending is an exiting fifth, eighth or 12th grade student, the preference

[1:22:43] will not apply in applications during the application period for each child are required

[1:22:47] in order to claim multiple's preference that should really be siblings' preference.

[1:22:55] I don't know if that encapsulates what you're looking for.

[1:22:59] I'm just limiting it to students going in kindergarten in first grade.

[1:23:04] Because now, over Charlie, you've got a kid going in and then he's got a younger brother, a sister.

[1:23:09] As they get older, you've got one kid and third grade of fourth grade.

[1:23:12] Now, you have a child who's school age going to kindergarten.

[1:23:16] net that child to get a a sibling preference not an older brother a sister for a first grade

[1:23:23] because we could offer it to the other ones but like she's saying there's nine times out of

[1:23:27] the tent there's not going to be a seat right for the idea like it was kindergarten parent and

[1:23:32] convenience and keeping the kids together. We also have a job for all the voting for what you are

[1:23:38] what a 20% or whatever that we can enjoy. Can you read it to me again please?

[1:23:44] to say a little louder.

[1:23:45] Yeah, I had it.

[1:23:46] Is what I wanted to say.

[1:23:48] The only thing with the exiting fifth grade, he's great in Towsker.

[1:23:52] I know that's across the board for different magnet schools.

[1:23:54] I just don't want that to apply for challenge or challenge.

[1:23:57] We have to be more specific.

[1:23:58] Yeah, we have to be more specific with that right.

[1:24:00] But if they're leaving eighth grade and they have one coming in and they shouldn't get the

[1:24:05] preference.

[1:24:05] That's right.

[1:24:06] Because to me, it's no different than the family that has one kid.

[1:24:09] They're the same.

[1:24:10] Correct.

[1:24:10] But I was saying in fifth grade, if they're at challenge or in their fifth grade, then they

[1:24:13] should get, I feel like they should get a preference.

[1:24:15] All right, so here's a few others.

[1:24:17] Miami-Dade has another interesting model for siblings

[1:24:21] applying together.

[1:24:22] Its magnet policy allows siblings to be linked

[1:24:24] in the application, so they run together

[1:24:26] in random selection programs.

[1:24:29] If one linked sibling is selected,

[1:24:31] the linked sibling siblings can be admitted,

[1:24:34] provided each child independently

[1:24:36] meets the eligibility requirements

[1:24:38] and applies to that magnet program.

[1:24:41] That's exactly kind of what I was saying

[1:24:43] What was your first one now first one? Let's go back to Palm Beach. I think that was Palm Beach County has one of the clearest approaches for its 2627 lottery. A student can receive sibling preference when a sibling is already enrolled.

[1:25:00] In that program, and we'll be returning the following year. The applicant must list that school, slash program, as the first choice. So this must be on choice. That's choice. And the existing student cannot be in an exiting grade.

[1:25:15] Importantly, Palm Beach caps the impact. Subliming preference can fill up to 50%. Now, they're working on choice to solicit. Subliming preference can fill up to 50% of remaining elementary seats.

[1:25:27] and 25% of remaining secondary seats after higher priority categories are handled.

[1:25:34] What is it right now for the Portfolio and the Lottery? Maybe we can

[1:25:39] 730.

[1:25:40] Thank you. We do 630 and 10.

[1:25:44] Let me read one more. Let me read one more. 10 more and 10 County.

[1:25:48] 30 for or limited for 60. It's published magnet guide guidance provides sibling preference for

[1:25:55] elementary magnet applicants when the older sibling will return the following year.

[1:25:59] The younger siblings still has to meet the program's qualifying criteria.

[1:26:03] When demand exceeds available seats, eligible students are placed through the computer-generated

[1:26:08] lottery.

[1:26:10] That's what they do.

[1:26:11] Michelle?

[1:26:13] What I was thinking is that the lottery is 70%, so you reserve 20% to sibling preference per

[1:26:19] grade.

[1:26:20] If it's not used, it goes back into the lottery.

[1:26:23] So you go 50, 20 and the left to the lottery is our lottery pills.

[1:26:29] Well, because you had a figure in the school, what all the teachers we have, we were

[1:26:32] So I think what you said, the Palm Beach you liked because if our goal was to be family

[1:26:36] friendly, but still fair to the families that are trying to get into the magnet for the first

[1:26:40] time, which is what I want to make sure that we do on both sides, that Palm Beach concept

[1:26:44] gives us the best starting point.

[1:26:47] They're going with eligibility first, sibling preference second, lottery for remaining

[1:26:52] And then you could go one step further and cap the sibling preference, like we were talking at 25% of available incoming seats.

[1:27:00] And so that's when I originally was saying about having them at the top of the lottery list, but I like the percentage better.

[1:27:08] The remaining seats would remain available through the, like if we did 100 seats, the remaining 75 seats would remain available through the regular magnet lottery.

[1:27:19] I don't know about the numbers whether I agree with that yet.

[1:27:23] Yeah. We have to think about it.

[1:27:26] But the reason this came about years ago is because you had parents who were wanting to get their kids in.

[1:27:35] But there's no seats because the siblings were taking up all of the seats.

[1:27:40] So we have to be fair.

[1:27:42] Well, that's what the percentage of them do.

[1:27:44] Yeah, that's why you have the percentages.

[1:27:46] That's why we found ourselves where we are today with it.

[1:27:50] And where we just cut it off.

[1:27:52] Yes, we just eliminated.

[1:27:53] So a portion of those seats is protected.

[1:27:55] It's what we need to do if we're going to do this for new families.

[1:27:58] So the magnet remains accessible, district wide, rather than gradually

[1:28:01] we can be becoming dominated by sibling admissions.

[1:28:04] Great.

[1:28:05] We've been with that as we change the percentages.

[1:28:07] is that one time it was 50% or 60% by portfolio,

[1:28:12] and the rest was through lottery.

[1:28:15] And that's where the problems.

[1:28:16] Then we changed that we reversed it.

[1:28:17] We gave 70% to lottery, and 30% to a portfolio.

[1:28:22] And since it's so high, like you say,

[1:28:24] if you take 25% of those 70% or if you take 20%

[1:28:28] of the total seats and reserve it for sibling preference,

[1:28:34] and if it's not used, it gets converted back to a lottery.

[1:28:37] Yeah, so the seas could fill that that's not a problem, but I I I I prefer I'd like the idea of limiting it to

[1:28:45] Can the garden first grade see can't have it. Just don't limit it. That would be too too much

[1:28:52] Am I not correct it's going to be limited no matter what it's going to be right don't have no seats and

[1:28:57] Besides fourth grade and how it's open because they just move up right and maybe middle school

[1:29:03] We might start to have seats six-grade come around

[1:29:06] if some of the kids are leaving from to most don't.

[1:29:10] But if they do challenge or move, whatever,

[1:29:12] we may have a seat open.

[1:29:13] But other than that, those seats are always going to be limited.

[1:29:16] So I think if we do a percentage, if we're going to do this,

[1:29:18] we do a percentage, and you make it some more fair,

[1:29:21] and you do a 10% of siblings.

[1:29:24] Some more fair, fair, 10% of siblings,

[1:29:30] 60% of the lottery,

[1:29:32] And then you still have your 30% of your portfolio.

[1:29:37] I like 2040, just personally, 30, 2040.

[1:29:42] Shall or may?

[1:29:43] Great.

[1:29:43] Okay, Superintendent Hender.

[1:29:44] If I just wait long enough, it comes up.

[1:29:46] So I was going to say that.

[1:29:48] I mean, if you do a percentage, I was going to say what you said.

[1:29:51] If you did a percentage, and I'm looking back here, Gina and Lisa, those seats,

[1:29:56] or if you did whatever the percentage is, 10% let's say that.

[1:30:00] I would be basically in kindergarten, maybe first grade, a little, but after that, there's not many seats moving forward anyway.

[1:30:09] It would be kindergarten but first, let's think about this. If you do a 10% of our things, right, and it's 90.99.9% is our kindergarten kids. They would have a thing that say we have a sibling that would put them to the top of the list, top of the lottery, once that 10% is filled, that's it for siblings and then we move on.

[1:30:28] And the story, we let some siblings in, we can't let every sibling in, and it still has to be fair.

[1:30:34] So, right, it's going to still be a lottery of those siblings. They're not guaranteed.

[1:30:39] But 10% is nothing. If I go to the store and I, it's something's 10% off, it's that is something we want.

[1:30:44] So, we can do 20%, we can change it too. Well, it's good. It's the 20%, 20%, 50%.

[1:30:52] I have.

[1:30:52] It's 20, 30.

[1:30:53] Well, portfolio is 30%.

[1:30:55] And I can ask.

[1:30:56] And siblings 20 and 40's lottery.

[1:30:58] Can I ask a question?

[1:30:59] Mrs. Micolico, Mrs. Cropley, which is not 100.

[1:31:02] Coming forward.

[1:31:03] I would like to hear from that one.

[1:31:05] 50.

[1:31:07] Sorry.

[1:31:10] So I think that at kindergarten, if I remember, right, they have six kindergarten allocations.

[1:31:16] I think it's six pretty much.

[1:31:18] the way through. So six times 18 is 108 and 108 students, so 10% would be 11, 10 or 11.

[1:31:32] There's 20 children throughout the district. That's, that's.

[1:31:38] Okay, reasonable first.

[1:31:39] Well, all right.

[1:31:40] Welcome. Thank you.

[1:31:41] Was it properly?

[1:31:44] So was there a question, are you?

[1:31:46] Our question is tell us what you think.

[1:31:48] Let's have a discussion.

[1:31:49] Do you like the percentage of it?

[1:31:51] Do you like any of it?

[1:31:52] The original intent of a magnet is to draw students with a particular area of interest or talent.

[1:32:02] And that doesn't necessarily mean that everybody in that family has that same interest or talent.

[1:32:08] We do know that our magnets weren't necessarily set up the way a magnet should have been set up in an area of the county

[1:32:18] that you're trying to draw people to.

[1:32:21] We have very successful magnets here, and I think that the intent of this board is to try

[1:32:27] to make it so that families can stay together and not be running all over the place.

[1:32:32] I feel like a few years ago there was a movement when it came to multiples and putting

[1:32:37] language in the magnet procedures for multiples.

[1:32:42] We do have statutory, we have to give the military first preference for that waiting list.

[1:32:51] And I would think, and Don worked on the language kind of duplicating what the multiple

[1:32:56] languages for sibling preference.

[1:32:59] I think it's going to get a little muddy when you start limiting percentages, you know,

[1:33:05] and then I just think about from being a magnet principal.

[1:33:08] Okay, this this one would drew I have to try to call up the same thing where they lottery where they portfolio was at sibling preference so if you are going to do it

[1:33:21] I would say we follow the same procedures as what we have for multiples if there's enough spots

[1:33:28] You know, they get in if there's not then they go on that portion of the

[1:33:36] being a former principal, what, from there, what would you say?

[1:33:42] I would say, um, Don's right, a years ago, there was, it was all of the spots were taken

[1:33:49] up by sibling preference.

[1:33:51] That's why I like to have the percentage, though.

[1:33:53] I feel like it's not, putting them at the top of the list, no one's going to get in because

[1:33:57] you're going to take all your magnet, you're going to take all your lottery, and then they

[1:34:01] go to the top of the lottery list after it's selected, so they just sit there, so we're in

[1:34:04] position is changing absolutely nothing. But that's why last time when this came a few months ago,

[1:34:10] that's why I had said no, only because I do not want to be unfair to a child who does not already

[1:34:15] have a sibling there. And once again, like you said, we'll be in that position where the whole school

[1:34:21] is siblings. And if you have just one student and you've always wanted to see your student go there

[1:34:28] and the chances you ever getting there are slim to none, I think that's unfair too. So for me,

[1:34:33] I don't mind compromising. I don't mind helping families. I don't mind making it to where a mother or a father or a grandparent does not have to run to three different schools, but not at the expense of

[1:34:45] the right the parents who do not have siblings like that. I want it to be able to.

[1:34:49] So a child in a magic school, who who's not zone there and they're failing the classes, aren't they removed to their zone school?

[1:35:00] Now right away, we just work with them. Right away, I want to be silent, we're like current, but you know, we shot the point, I think the safest way to feel it would be a percentage, a great 10% or fit, whatever the board agrees upon, 20% that sibling preference get for a shot at going into the school. And then the rest goes lottery and yada yada yada.

[1:35:21] This is Michael Ike, do you like the idea at all or none?

[1:35:27] So I'm looking at this from both perspectives from, you know, a fan.

[1:35:32] family perspective, you know, where you have a family that has young children and they

[1:35:37] have to drop their child off at this school and this school and this school, going back

[1:35:43] to what Lisa had shared and how our magnets, you know, where they were built and the purpose

[1:35:48] and that kind of thing, you know, that's, it is what it is at that point, but I think for

[1:35:53] families there needs to be, you know, if we can't all agree on what that looks like then

[1:35:59] doesn't need to be a percentage because I feel like that's the right thing to do for families,

[1:36:04] and keeping families together, having one sibling in kindergarten at this school and another

[1:36:11] third grade is really difficult.

[1:36:16] So I think having some flexibility would definitely be beneficial

[1:36:21] for students. I'm releasing families, but not the other thing, you know, that whole choice piece.

[1:36:27] I mean, there's a lot of choices and that helps with our car line as well, and all the different schools.

[1:36:33] Right. Right.

[1:36:34] And I just stand corrected that there's five allocations at Challenger and kindergarten

[1:36:38] one is, I guess, gifted. So there's a total of six, but five for magnet. So that would be 90 students.

[1:36:46] So don't just trying to give you the number. So when you think of percentages that you know, like,

[1:36:50] so if it's if it was 10%, basically you're talking about nine nine possible spots,

[1:36:59] So do we want her to come back and bring this back or do we want to agree and have her fix it and move forward?

[1:37:06] Okay, so what person would like her just explain. So Mrs. Cropley, do you share the same sentiments?

[1:37:11] I mean, I think at this point in our school choice journey and all of the barriers that we're up against.

[1:37:17] Why are they?

[1:37:18] Obviously the two of you is good cop.

[1:37:20] I know.

[1:37:22] So I know.

[1:37:22] I need to get your perspective as well.

[1:37:24] Maybe the bad cop answer.

[1:37:26] I didn't.

[1:37:26] The bad cop.

[1:37:27] She's already answered it.

[1:37:29] So basically if I heard you write, you really don't want to open it back up because of what happened in the past.

[1:37:36] I agree.

[1:37:37] I think sibling preference are going to have a school of all siblings.

[1:37:41] I absolutely understand not with the instance.

[1:37:45] Not with the person.

[1:37:46] Right.

[1:37:46] I understand the intent of it and and do you help families out?

[1:37:50] Do you want to speak on Mrs. Hawkins telling you not what the percentage is?

[1:37:53] What do you feel about?

[1:37:53] I think that that is a compromise.

[1:37:57] That would be to allow.

[1:37:59] So now we think under so many of the.

[1:38:02] Well, that's where I am.

[1:38:03] When is that going to happen if it?

[1:38:05] Well, and if it is a sibling that.

[1:38:08] Um, moves in the sibling position is open at the end of the day.

[1:38:11] There's not a sibling goes back to lottery anyways.

[1:38:13] So your lottery number may end up being higher.

[1:38:18] Do we want to talk about what if it's more?

[1:38:21] No.

[1:38:22] We can.

[1:38:23] What if the siblings are more than they're just on the lottery list?

[1:38:26] They're on the list.

[1:38:27] I mean, because we don't.

[1:38:27] And we said it's not guaranteed.

[1:38:29] It's not quite for any.

[1:38:31] But I do want to go back to twins.

[1:38:33] I do still hold strong that I think if one twin gets any other should get in.

[1:38:37] That's a different category.

[1:38:39] That's a different category.

[1:38:40] We have to talk about it, but I know.

[1:38:41] Can you imagine having two kindergartners and one of them doesn't get in and that's just terrible?

[1:38:48] That that is that is a reference. Yeah, there is but it doesn't happen. It doesn't because you're your your magnets kids get in and the water

[1:38:56] Get in and they like go to that talk and usually at that point. They go to their zone school together the twins and they tie it in the next year

[1:39:04] We still disagree and I had triplets and our thing and my kids. Yeah, so

[1:39:10] Okay, but anyway, 60, 30, 10, the multiples, if they get in, one gets in and one don't.

[1:39:18] Okay, I'll then prepare and help make the choice.

[1:39:21] I'll give you guys some percentages, and I'll go with that some.

[1:39:26] But the multiples, I agree with Mrs. Bonsick.

[1:39:29] Okay, fine. I still think I'm not going to give you Mrs. Hawkins the multiples.

[1:39:33] So I got, I thought I'm 10. I'm good. I think 30, 20, 50.

[1:39:42] I said six months ago.

[1:39:44] Didn't see the lottery.

[1:39:47] Thirty.

[1:39:49] Fort.

[1:39:50] And ten.

[1:39:52] That's not very many.

[1:39:54] That's what's.

[1:39:55] That's okay.

[1:39:55] It's like one night.

[1:39:57] What percentage do you like?

[1:39:59] My concern.

[1:40:03] So, my concern is if you, if you have 10% and you're saying we're just doing kindergarten, we're offering 90 cents, that's nine kids.

[1:40:12] We probably wouldn't have more than nine siblings.

[1:40:15] But if you had more, then how do you block the route we want?

[1:40:19] Hold on, don't change your numbers yet. Let's miss this way.

[1:40:24] go ahead, and how do you what? They would just go on the waiting list if they didn't get in

[1:40:30] in that percentage. So we say it would be nine kids, essentially. If it's the 10 percent.

[1:40:36] Well, well, depending on how many, if we're, as guests, we're meeting in nine, it's between eight and nine

[1:40:41] siblings are allowed. That's for kindergarten. That's in a kindergarten. So that means in mind,

[1:40:46] there's a lot of years having been the principal there. There's a lot of years where

[1:40:50] are most of your other grade levels don't have any seats available.

[1:40:55] You might have one.

[1:40:57] Right.

[1:40:58] It's interesting.

[1:40:58] Six grade.

[1:40:59] It'll be kindergarten.

[1:41:00] But that's where you do the whole.

[1:41:02] If we don't have a availability.

[1:41:04] We don't have a availability.

[1:41:06] We can't put kids in.

[1:41:07] Even if they were on the lottery and not siblings, we can't put them in a seat.

[1:41:10] If we don't have available.

[1:41:11] Okay.

[1:41:11] Let's make consensus here.

[1:41:12] Are we doing, are we doing the 10% or we doing that?

[1:41:15] I prefer a 20%.

[1:41:17] one did you what did you what did you guys suggest she's asking the board I know but I want

[1:41:23] to ask a more responsible as well I just want that you want 50 30 20 or do you want my

[1:41:28] recommended to be the 10 and let's see how that goes but let's start with that. Well it's good

[1:41:34] and we'll also be able to click data and see honestly it would be great. I mean this is brought to you

[1:41:38] every year we'll have that data and I'll argue the twins next year. Every year you can yes 60 30 20 for

[1:41:46] 70%. I think it's 10%. Thank you.

[1:41:49] 60, 30, 10. 30. 10. Yes.

[1:41:51] That's what I said, didn't I?

[1:41:53] No. No.

[1:41:54] You said that.

[1:41:54] They say they've got the 20 going on.

[1:41:56] Okay, 60, 30.

[1:41:57] 10, that's what I had to begin with.

[1:41:59] Okay. And that is speaking specifically for

[1:42:02] challenge or that is anybody that has

[1:42:05] at the school because that does include

[1:42:06] our gifted programs.

[1:42:07] So if they're, anybody at the school, I agree

[1:42:10] with that. And challenge and

[1:42:12] choke a chatty.

[1:42:13] Any, both schools like six.

[1:42:15] That's what we got.

[1:42:16] Right.

[1:42:16] First of all, what program they're in is my question.

[1:42:19] Yes.

[1:42:19] San Diego is nature coast.

[1:42:21] Nature coast is zoned, partially.

[1:42:24] Partially zoned.

[1:42:27] So.

[1:42:27] Same for senators.

[1:42:28] Why make it?

[1:42:29] Why complicated?

[1:42:30] Because they don't have a portfolio at nature coast.

[1:42:33] They don't have a lottery.

[1:42:33] It's all auto with nature coast.

[1:42:35] All lot of you, so.

[1:42:36] For Senna's farm.

[1:42:37] 10% percent.

[1:42:37] I'm going to have 10% keep it the same.

[1:42:40] So it works.

[1:42:41] So it's 70% lottery, 30%

[1:42:44] zone right now.

[1:42:47] So we're 60.

[1:42:48] We're 60, 30 and 10.

[1:42:53] Okay.

[1:42:53] Same as all.

[1:42:54] I'm 60, 30, 10 period.

[1:42:56] All across our mag.

[1:42:58] And if we're less than 10% it goes back to the lock.

[1:43:01] Correct.

[1:43:01] All right.

[1:43:02] We're done.

[1:43:04] Why you look like that, Miss Williams?

[1:43:06] You can be watching the thing.

[1:43:08] I'm just thinking this through.

[1:43:09] What it looks like.

[1:43:11] Think about it for a second.

[1:43:12] So that you know, it'll be fine. I just need to think about it. Okay. Okay. So any further

[1:43:18] we'll get the courage correct in here. Get it spelled out. And I think I think that'll

[1:43:25] be fine. All right. Thank you so much. Anyway, she has one more question. I can see I just

[1:43:31] to clarify now does this does the sibling include down the multiples are we changing the

[1:43:36] multiples language? Now they said to keep the multiples the same I lost that battle. Okay.

[1:43:42] Okay. All right. Thank you very much, ladies. All right. At this time, we're going to take a short break. It is 345 p.m. We'll

[1:43:51] ravine a little bit.

[1:43:56] We are returning to our meeting at 352 p.m. Item number 4 273861 discussion of the

[1:44:05] student delegate program and role of the student representative to the board. Welcome. Good afternoon,

[1:44:12] Madam Chair, members of the Board, Superintendent Pender, students, faculty, staff and community members.

[1:44:19] At this time, on behalf of the Hernando County School District, I would like to present a

[1:44:23] agenda item 27-3861 discussion of student delegate program and role of the student representative.

[1:44:30] I am joined today by my colleagues, Principal Edleros, lead high school principal,

[1:44:36] and as Amy Chris, Hernando County School District student delegate advisor,

[1:44:40] and we are available to answer any questions you have at this time Amy will guide you through the presentation.

[1:44:51] Hi, good afternoon.

[1:44:52] Thank you for the opportunity to revisit the Student Representative Program and preparing for this workshop.

[1:44:58] I've spent time reviewing the history of our

[1:45:00] Program, looking at practices and other four districts, speaking with our own student delegates and advisors, and reaching out to representatives, connected with state and national student board member, and student voice organizations.

[1:45:12] I've tried to look at this from several angles, governance, student leadership, preparation, family involvement, and student support.

[1:45:20] I'd like to briefly walk through the history of the program, how it currently operates, and some recommendations for strengthening it, moving forward, and then I'll get into the representation models.

[1:45:29] and the feedback that we've gathered.

[1:45:35] The purpose today is really to look at how we continue providing a meaningful student leadership

[1:45:39] opportunity while recognizing that this is also a very public-facing role.

[1:45:44] I'd like to first establish where the program came from and how it has evolved before we

[1:45:48] get into the specific options.

[1:45:53] The position dates back to 2011, the board workshop did in March of 2011, held a public hearing

[1:46:01] in May, and ultimately, formally adopted the non-voting student representative position

[1:46:05] into policy 2.213, that policy was included in this presentation and attached to the agenda

[1:46:14] item.

[1:46:14] There's a snippet of it up there for you.

[1:46:17] That policy language was not carried in to the Neola Conversion in 2017, but the program itself

[1:46:23] continued.

[1:46:24] As we know, today we're looking at how to strengthen and refine a program that has been a

[1:46:29] of Fernando County Schools for about 15 years, stemming from this policy.

[1:46:35] When I went back through previous board discussions, I found that many of the same themes

[1:46:40] have come up over time, and these specifically I pulled from those early workshops in 2011.

[1:46:47] Board members have recognized the value of student engagement, leadership development, and direct

[1:46:52] student feedback.

[1:46:53] At the same time, there have also been concerns about public exposure, attendance, and making

[1:46:58] appropriate safeguards are in place. So I think what we are discussing today is really

[1:47:03] part of an ongoing conversation about how to do this well.

[1:47:09] So our current structure of

[1:47:11] our student representative program, each high school identifies one senior candidate. Those students

[1:47:17] receive information about the campaign process and the responsibilities of the role. I do this

[1:47:23] through Canvas, giving the materials and also having a virtual meeting with their advisors,

[1:47:28] students and advisors, and the students then campaign across the district with rules and

[1:47:35] expectations set in place for that campaign process. Our younger student delegates also

[1:47:41] participate in the process by viewing those campaign materials. So we house the videos

[1:47:46] on campus, the different information about the candidates. Those students then engage with students

[1:47:52] at their schools, whether it be through student governments, student council, so they can collect

[1:47:57] feedback and start to form their decision.

[1:48:01] One area I'm proposing we strengthen significantly this year is what happens before a senior

[1:48:06] candidate is ever authorized to campaign before that process starts and I will show you that

[1:48:11] in a few slides.

[1:48:15] One of the unique pieces of this program is the district wide mock election that we hold in

[1:48:20] partnership with the supervisor of elections.

[1:48:23] I want to emphasize the word mock.

[1:48:25] It's an educational civic engagement experience for our students.

[1:48:28] The Supervisor of Elections helps us provide an authentic election experience and formal voting procedures, but it is not a certified government election.

[1:48:39] Students here from guest speakers, many of you spoke at our election last year.

[1:48:43] They view campaign materials, including the campaign videos.

[1:48:47] They hear from the senior candidates and experience the process of what casting a ballot is like.

[1:48:52] The mock election is the process our district uses to select the senior student who will serve in the district's non-voting student representative role.

[1:49:05] Once selected through the district wide mock election process, the student representative begins serving in the role.

[1:49:12] That student becomes the visible senior voice of a much larger student network, so they do give their board updates, they have that agenda item, they attend many different district events.

[1:49:23] They are responsible for organizing the student delegate meetings and they've also been given speaking opportunities.

[1:49:31] This year we are able to have our student speaker at Hernando Grown for the middle school dates as well as the teacher of the year celebration.

[1:49:40] So that's something that will continue to grow.

[1:49:43] One thing I want to strengthen is the connection between those activities so that the standing agenda item at the board meetings reflects more than just the school events.

[1:49:51] It can increasingly show what students are being asked

[1:49:54] and the student delegates that I'm referring to.

[1:49:57] What we're hearing from them and what follow-up has a...

[1:50:03] Candace is something that we started using last year. It's something that the district has available and in my role as an instructional

[1:50:11] technology specialist. I work with campus every day, so it really has become something successful to help the program.

[1:50:17] It gives us a district-wide structure to connect the students and our entire student delegate cohort between meetings.

[1:50:25] We've used it for communication, discussions, gathering, student input, photos and videos, and what I'm proposing this year is to expand Canvas considerably, not just for the delegates, but as it required onboarding course for our senior candidates before the mock election.

[1:50:42] And I'll show you what that looks like in just a moment.

[1:50:48] And this brings us to the piece of the program that has generated the most discussion over the last several months.

[1:50:53] So, under the current model, our student representative is seated at the dias, providing their update during a standing agenda item, and they are not in a voting member.

[1:51:03] They generally do not participate in board deliberation unless they're specifically asked.

[1:51:09] And before we talk about whether that seating structure should change, I want to show you the changes I believe we should make regardless of where the student ultimately sits.

[1:51:19] So our high school advisors met in May to talk through the program and possible models,

[1:51:26] possible alternatives, but became clear to me afterward is that there are several improvements

[1:51:31] we can make that have nothing to do with the chair specifically and probably the biggest gap

[1:51:36] identified was a family involvement on the front end. We're asking a high school senior who is a

[1:51:42] minor to accept a very visible leadership position and I feel that the student and their parent

[1:51:47] a guardian should fully understand that role and make an informed decision together before

[1:51:52] they even officially become a candidate.

[1:51:55] And on top of that, knowing what support exists before they step into the role as the student

[1:52:01] representative, because the support, it's there, we have it.

[1:52:05] So the recommendations I'm about to show you apply under either seating model and these are

[1:52:10] things that I organized, like I said, from eating with the high school advisors, from speaking

[1:52:15] with students and then from research from different national, student-borne member associations,

[1:52:22] state associations, and the superintendents association.

[1:52:29] All right, so the first change would actually begin with the application, that would include

[1:52:35] a student acknowledgement, a parent and guardian acknowledgement, an approval, a principal

[1:52:39] acknowledgement and approval, advisors would give their information on there as well.

[1:52:44] it would bring attention to the availability and time commitment that comes with the role and also

[1:52:51] acknowledge the public facing nature of the role. So, see, after that they'll have the canvas course,

[1:53:03] the senior candidates would complete a much more intentional canvas onboarding course. So instead of

[1:53:09] just giving them the election roles, letting them know a preview of the role this will really take

[1:53:15] them through what the role can be and what they'll need to know and be able to do to serve

[1:53:21] it well.

[1:53:23] The Canvas onboarding, I have a course that I've been building.

[1:53:28] It's eight modules.

[1:53:29] I can give you more information on if you would like, but it would bring students through

[1:53:35] understanding the role, understanding student perspective, meaningful representation, knowing

[1:53:40] the district, so who's who who does what, who would you go to if you're seeking clarification

[1:53:46] on certain topics, seeking for support, school board 101, how the meetings operate, different

[1:53:53] sunshine laws, aspects pertaining to the school board, meetings themselves, public service

[1:53:59] and civil discourse, student voice and action, so how to gather meaningful input, how to lead,

[1:54:06] you know, those student voice workshops that we have where all the delegates come together

[1:54:10] and how to do follow-up with that and have that meaningful change, public presence and digital

[1:54:18] citizenship, so that would be how public-facing leadership roles can affect and tie into

[1:54:24] social media, personal communication in the way that others might interpret what you say or share,

[1:54:30] and then at that point they'd be able to build their campaign video, which we already have students do.

[1:54:37] Right now, the campaign video, it really serves as, you know, introducing themselves and what

[1:54:42] they're passionate about, but after doing this Canvas course, they'll build that video

[1:54:47] to be something where they can explain how they will use the role, how they will gather and put

[1:54:52] from students and how they will represent them at board meetings or just different district events.

[1:55:03] All right, the orientation that may have been out of order with the slide. Let me see. All right. So, let me just skip ahead to the orientation.

[1:55:14] Okay. Another aspect that we are recommending as the high school advisors and myself would be a pre-service orientation.

[1:55:23] So, the students have already completed the application. They've gone through the canvas course all five of our high school candidates.

[1:55:30] and then this pre-service orientation would come in after the student is selected at that

[1:55:36] mock election. So, once the student is selected, we would require a pre-service orientation

[1:55:41] between the student and then at least one parent or guardian before they assume the role

[1:55:47] and start attending those board meetings in their role. So, those meetings would include meeting

[1:55:54] with our superintendent, our board chair, it could include meeting with Mr.

[1:56:00] Ellerman, our director of communications, student services, and myself as a district

[1:56:04] advisor, just so they're aware of the support that exists having a walkthrough of the

[1:56:11] school district and getting them acquainted with the role, answering questions that they

[1:56:15] may have talking about potential scenarios.

[1:56:18] It would be a great way to establish that open communication and build that support early

[1:56:23] on.

[1:56:27] Okay. Our third recommendation would be the ongoing adult support and escalation.

[1:56:33] A lot of these things have already been in place, but this really formalizes it. So,

[1:56:39] it gives us structure throughout the year. The regular check-ins pre-meaning preparation.

[1:56:44] I already have met with our student or been in contact with them before every board meeting,

[1:56:49] looking at their presentation, giving suggestions and answering questions. So that is something

[1:56:54] that would continue are those check-ins before the board meetings.

[1:56:57] If there are concerns, we would have that clear escalation process where it starts at the

[1:57:02] school level, reporting it to their high school advisor.

[1:57:06] They would involve then whoever is necessary, whether it's admin, a counselor, and then

[1:57:12] from there, it would escalate onto the district advisor.

[1:57:16] I would get in touch with anybody I need to hear, and then just making sure that board members

[1:57:21] have things brought to their attention whether it's a brief that needs to happen that way

[1:57:27] they're aware if there is something going on that is relevant to that board member and their

[1:57:33] ability to carry out their role.

[1:57:39] Okay, so our recommendation number four would include an

[1:57:41] expanded meaningful student input system. This is something where we see an opportunity to make

[1:57:49] the role more meaningful. The idea is to create opportunities for our high school representatives

[1:57:54] to have real conversations with district leadership about issues that affect students and

[1:57:58] this would be outside of the board meetings.

[1:58:01] That's how it can come from the school board to the student representative.

[1:58:05] It could come from our students' elegance or perhaps our student in observing a board

[1:58:11] meeting in a agenda item, something that was said in public comment where they can then

[1:58:15] take this back to their other high school representatives.

[1:58:18] They can bring it to their theater schools to get student input and carry on with them.

[1:58:23] those important conversations, the representative can use the board update to not just report

[1:58:31] what's happening in our schools, right now they share all of the positive things that are

[1:58:35] going on, different events, but they could also use that time to share what's going on with,

[1:58:41] whether they're meeting with the other high school students to workshop a certain topic,

[1:58:46] or just what they're talking about, what students are talking about. So it's just that chance to

[1:58:52] coordinate what students want to bring with the district personnel that can help answer those questions or an act change.

[1:59:05] All right, so with all of those supports in mind, now I want to come back to the question that prompted much of today's workshop.

[1:59:12] There are two primary models before us. This is something that I developed through surveys with our high school advisors, with our caterate advisors, with students to narrow it down to really

[1:59:24] two options. Option one would be to maintain the seat at the

[1:59:29] dieous with the supports that I just described. Option two retains the

[1:59:34] selected student representative and their standing board update, but it moves

[1:59:39] their regular seating to the staff area and it has them come forward to their

[1:59:42] presentation to do their presentation such as from the podium. The added

[1:59:47] preparation, family involvement, and support would apply under either model. So

[1:59:53] with option one. I know I've already gone through the different slides of the supports. It would maintain the existing see.

[2:00:00] Instructure, but what surrounds that seat would look significantly different with the onboarding, the application, and the current visible structure would remain.

[2:00:11] So I have the benefits and concerns, and again, these were taken from surveys with the students and from the high school advisors.

[2:00:19] The benefits are pretty straightforward. This option preserves the visibility of student voice, maintains the tradition and reinforces that this is a meaningful, distant leadership position.

[2:00:29] And the concerns are also real.

[2:00:32] The student is continuously visible.

[2:00:34] They do spend considerably more time on camera,

[2:00:37] and they would, then they would,

[2:00:40] if they were just giving the presentation,

[2:00:42] and there can be pressure associated with sitting

[2:00:45] alongside elected officials, even though they're not voting,

[2:00:49] because that kind of misunderstanding,

[2:00:51] and those are legitimate concerns.

[2:00:54] Now with options too, this does not eliminate the student representative.

[2:00:58] we still have a student representative, but that student would have a reserved place at our board meetings

[2:01:04] alongside our district staff and they would come forward to give that update. Again, all of the on-boarding,

[2:01:12] the family orientation and that support would remain. The benefits and concerns that I collected

[2:01:19] regarding option two, the obvious benefit is that it may reduce some of the continuous pressure

[2:01:25] and that live stream exposure while preserving their presented as public speaking role and the trade

[2:01:31] off is that it does change that longstanding tradition that we have. It could have the perceived

[2:01:38] value of reduce the value of student voice and it may appear reactive to criticism.

[2:01:48] As part of my

[2:01:49] surveys I did ask our high school advisors and at the time this is our junior and senior delegates

[2:01:55] Just if they had to choose which option best balances, student voice, the leadership opportunity and the response to the current concerns, which option would they choose.

[2:02:07] So I have those results here on the slide.

[2:02:11] Out of our high school advisors, three voted to, they would maintain.

[2:02:15] while two would move to the rear table model, and out of our junior and senior delegates,

[2:02:21] five voted to maintain while two voted to do the rear table model.

[2:02:30] All right, so there are a couple of things I think we can say regardless of which direction that we take.

[2:02:36] There has been broad support for continuing the tradition of selecting one senior student representative.

[2:02:42] That's something that I did ask our students in our high schoolers.

[2:02:45] just because I mean, that is an option of having multiple or not having one at all, but out of

[2:02:51] everybody that I surveyed, they still want the one student that represents our district students.

[2:02:59] Either model still does carry public visibility with it as well, which is something that we do have to

[2:03:05] acknowledge. So the unresolved question is really how we want that visibility structured during the

[2:03:10] meetings.

[2:03:13] Now, over the past several months, I've done a lot of research on other

[2:03:18] four-to-school districts. There is the model that aligns with R's with students

[2:03:22] seated on the dius. So there are multiple districts that do this, but there isn't a

[2:03:28] standard approach. It does not look the same from district to district. So with some of

[2:03:33] these schools, and I put on here how they identified the student. So what they call

[2:03:38] The student advisor is a common name.

[2:03:42] Some school districts do call them a student school board member.

[2:03:46] But these are all districts that do put students on the ZIS.

[2:03:52] There is one district on here that formally had a student representative.

[2:03:56] They no longer do, but I could not find the reason why.

[2:04:01] They took away the position.

[2:04:02] I even emailed board members, but I haven't received a response because it did happen in 2009.

[2:04:07] So that was the only instance I could find of a district to take me away the position.

[2:04:14] The second model, these are all other districts that have some form of student representation,

[2:04:20] but it's not with that formal role, the leadership opportunity.

[2:04:24] They may have advisory councils, Pasco County Schools is one example of that,

[2:04:29] where they have a superintendent's advisory council that meets and then they may come to some board meetings to give updates.

[2:04:37] There is a precedent for both philosophies here.

[2:04:41] It's just a matter of thinking what we want,

[2:04:44] and what works best for our district.

[2:04:48] Right, so the conclusion I reached from the research

[2:04:51] is that there simply isn't one statewide model.

[2:04:54] Districts make different choices based on their own traditions,

[2:04:57] priorities, and philosophy about student president.

[2:05:00] Participation. So I think our question is, how does Hernando preserve meaningful student leadership? Make sure students are prepared and supported, maintain authentic student voice and balance that with the realities of a public facing role.

[2:05:15] And finally, when I began working on this, the most visible question was where the student should sit. And the more I looked at the program, the more I felt that the greater opportunity was everything surrounding that student, the support and preparation we give the student. I want students to understand the responsibility before they

[2:05:31] come candidates, parents to feel informed, and involves before their child accepts the opportunity,

[2:05:37] and the student ultimately selected to know that they have a clear support system throughout

[2:05:41] the year. Whatever seating model we ultimately choose, I think we can preserve meaningful student

[2:05:45] voice while doing a much better job preparing and supporting the student who volunteers to

[2:05:50] represent their peers. Thank you. Thank you. I know that was a lot. Yes. Thank you for all your research

[2:05:55] and putting this presentation together. I'm going to go around and let everybody speak how they

[2:06:00] on this and then if we have questions as well we're going to try to really use our light so we

[2:06:04] don't so we're able to really get our thoughts put out. Mr. Johnson. I believe Gatson is the county

[2:06:11] that had 12,000 students and it was reduced to 4,000 and they've closed school so that may be

[2:06:18] why they didn't respond to you not getting an answer. That's basically what I was going to say.

[2:06:23] Yeah and I couldn't find anything. I looked in there agenda like meeting minutes. There was never a

[2:06:28] discussion about it. That was public record. It just disappeared. Thank you. All right, so we'll go around who wants to go first with their thoughts on this or have questions. Let's start with this default.

[2:06:44] Having been a part of this program since 2011,

[2:06:51] I value the report that you have put together is very concise.

[2:06:59] changes the structure in the format quite a bit, which is good.

[2:07:05] I still want, bottom line, I still want the student up here on the dias.

[2:07:11] I think that is a message that goes out to our community, our students, especially.

[2:07:20] And

[2:07:24] let's, let's everybody know that this board is very supportive of the student voice.

[2:07:35] And yes, we had an issue.

[2:07:38] I think what you've put together resolves.

[2:07:42] Most of that, although we never can,

[2:07:46] Apparently in society today treat each other with kindness and respect, I don't think that should be the driving force that makes us remove a student from being up here with us.

[2:08:06] Thank you.

[2:08:08] Sponsor,

[2:08:11] I also appreciate everything you did.

[2:08:15] Be in a mom.

[2:08:17] It scared me last year, and I will never put a child in jeopardy.

[2:08:22] So as a school member, it's my job to protect every child in any child.

[2:08:26] No matter where they're at in our district, right?

[2:08:30] With that being said, do I want to remove our student from sitting next to me?

[2:08:36] no, but I also want, and you did put it in the acknowledgement, I want parents to be aware of what

[2:08:43] we can and we cannot do to protect their child, right? And, and that's the biggest thing for me,

[2:08:50] is that before they even come up here and say, I'm going to do this. Everybody knows what could happen.

[2:08:56] I'm going to doubt, I get attacked. So what I do in decisions I make by sitting here,

[2:09:02] But I'm going to thought I can accept that and I would never put that on a child ever.

[2:09:07] So with that being said,

[2:09:09] Deep and I know what the rest of the board is, I am fine.

[2:09:13] With them sitting here, I am fine with them giving.

[2:09:16] I also don't want to put a child in jeopardy that she sits her the whole meeting and gets criticized because she looked the wrong way.

[2:09:23] Or he.

[2:09:25] Boy or girl, whichever sitting next to me,

[2:09:27] but a student, I don't want them to be attacked or criticized

[2:09:31] or anything like that and have it put back on them without the support of their family.

[2:09:37] Because as a school district, we'll always support our children.

[2:09:42] But sometimes it's a family decision on what they do.

[2:09:46] So, I do have an acknowledgement that I kind of wrote up for our board attorney to look at

[2:09:53] to see to make sure that everything is covered in some of the incidents that we went through

[2:09:58] last year.

[2:10:01] I will go either way. I don't want to remove the program from our schools. I wanted to stay. I did have an idea that when we do our voting, our voting, I would like to see more middle school kids and not so much delegates or into the thing, but middle school children coming in and voting for our senior reps that aren't just random classes, three kids from each middle school come in and vote and make them more.

[2:10:31] of our deciding factor, then kindergarten kids.

[2:10:35] I don't want it to be a popularity contest for kindergarten kids and I've watched

[2:10:39] the two years in a row in the kindergarten kids.

[2:10:41] Well, I like her hair.

[2:10:42] I like her dress.

[2:10:43] I like this.

[2:10:44] They didn't hear anything they said.

[2:10:46] And I think that, you know, part of me was like, I kind of wanted the adults to decide

[2:10:51] because the adults are actually listening to what these children are saying and how

[2:10:56] they want to better represent the schools.

[2:10:58] but then it defeats the purpose to have it as student.

[2:11:02] So I'd like to see at least three middle school kids come from each one of our middle schools

[2:11:08] in vote.

[2:11:10] So that would be my only suggestion.

[2:11:12] Okay.

[2:11:12] I want to respond to that.

[2:11:13] Yes.

[2:11:13] So our current structure right now for the voting, we have our elementary schools.

[2:11:18] They used to receive one vote, the middle schools receive one vote, the KTHR8 schools

[2:11:22] receive two votes.

[2:11:24] So the elementary student is voting, the middle school student is voting from the KTHR8s.

[2:11:28] I'd like to see three from.

[2:11:30] Put your light on please, Ms. Ponceck.

[2:11:32] I'd like to see three from the middle school.

[2:11:35] Ms. Diffault?

[2:11:37] That brought up a point that I remember from a while back,

[2:11:43] our district calendar at one point

[2:11:47] was always swayed by elementary teachers

[2:11:51] because they outnumber secondary.

[2:11:54] And so there was a solution put in place for that.

[2:11:58] So I understand what you're saying and I think that is something that should be considered

[2:12:05] because you have, obviously, a larger number of elementary schools than you do, middle

[2:12:13] and even maybe high school.

[2:12:16] So if something could be worked out on valuation of votes, that might help.

[2:12:21] Okay.

[2:12:22] So I'm thinking our middle schools, we do ask our middle school advisors to have a seventh

[2:12:27] grade in an eighth grade representative is something where we could expand it to have a sixth

[2:12:32] seventh in eighth grader and instead of just the eighth grader casting their vote perhaps

[2:12:36] all three students from the middle schools cast a vote. I have other voting just proposals

[2:12:45] for the voting process. I didn't attach it. It's not something I didn't know if we were going to

[2:12:49] discuss it or not, but it's something I can definitely share with you all. I know for the high school

[2:12:54] well, our current structure, the senior cast the vote. I'm not sure if we should change that

[2:13:02] to where the junior delegates are the ones casting the vote and not the senior. Or if you

[2:13:07] wanted to expand the number of votes, our high schools get as well if we're going to look at

[2:13:11] middle school. I would like to say that expanded more. So we're trying to teach our kids, right?

[2:13:17] That this is how election is done, right? And I don't just say when we when we go to run,

[2:13:22] We don't say only half only our district four can vote for us.

[2:13:26] Our whole school should really be voting for who's representing.

[2:13:32] But I have a problem with that completely.

[2:13:34] This is basic is correct.

[2:13:36] I have a problem with that with this.

[2:13:39] And I also have a problem with that with our high schools.

[2:13:41] Because when our high schools turn out that 60 kids vote out of the whole high school,

[2:13:45] or out of a grade level, there's a problem.

[2:13:48] So right now, our students and high school are not efficient.

[2:13:52] They're not understanding how important it is to vote, but that's on us because really they should be voting in their history class

[2:13:59] They're civics class. It should be voting to where it shouldn't be it shouldn't be open say at a high school at lunchtime

[2:14:08] At lunchtime they already don't understand a lot of parents don't even speak this to them. So they have no idea. So then when they're voting for

[2:14:19] a

[2:14:20] sophomore year and these kids are expected at lunch to take time out from being able to talk

[2:14:25] and mingle with their friends and eat and go over and do the responsible adult thing because

[2:14:31] they're not adults to go and vote they don't because it's not significant to them. So I think

[2:14:36] that falls on us. I think it falls on us to help teach that important part of that your school

[2:14:43] that who you pick for a president for a vice president dictates how that year runs and how

[2:14:49] bus that's going to be and I think that we're missing the mark. We're missing the mark at many high

[2:14:54] schools. I'd say, you know, on the fact that maybe some of them are, I've heard that some do it

[2:14:59] better than up.

[2:15:00] Let's put it that way. But I think that when I'm getting the results of 60 students in all of the whole

[2:15:07] junior class or senior class, whatever it is for the President for the junior, not for this, but for

[2:15:13] other things. I'm just talking about that. That is weak. That means that those kids that worked hard to run,

[2:15:19] like Mrs. Bonsick said, it's a limited amount. They shouldn't have even ran really. There's no point

[2:15:24] making all those signs going there, putting them up, posting them, working hard, doing what they did,

[2:15:29] when there's not even a turnout.

[2:15:30] So I think that's on us.

[2:15:31] I think we could do better.

[2:15:33] I don't think that putting it in the lunch room

[2:15:35] at or at times where these kids are passing through,

[2:15:37] that's going to be the time to capture them.

[2:15:39] I think when they're sitting in a classroom

[2:15:41] and they get the option to be able to vote at that time,

[2:15:44] not that we make them, never do we make them.

[2:15:47] But if they so choose to participate,

[2:15:49] they're going to participate so much more

[2:15:51] because they're sitting in their class

[2:15:53] and they're not out having to do extracurricular activities

[2:15:55] for themselves.

[2:15:56] So they're not being selfish if you will.

[2:15:58] at that moment, they're in a classroom so they're going to do what they need to do.

[2:16:03] And then back to this, I was there last year and I was in this same room right here when it happened.

[2:16:07] And I didn't think that that process was accommodating. I thought in even teacher delegates that

[2:16:13] were in the room with me said that they didn't like it as well. So I do think that you're on

[2:16:18] this something when you say we can restructure it, we can revamp it. I think we need to look at

[2:16:22] the whole thing and not just making a couple changes. Because any of you can come here and

[2:16:27] how that's run and you've got the little, the small children picking the person that had

[2:16:31] the pink bow. You've got the small children picking the girl in the pink dress. I just don't

[2:16:36] think that for these upperclassmen that have worked this hard to get here and they've taken this job

[2:16:41] serious that we should put the fate of their decision in these children's hands that are 5 and 7

[2:16:46] and 9. I just don't agree with that. I think that there's a time and a place for them to start learning.

[2:16:52] But if you think about it, you guys all say, well, let's not take this from them. They're little,

[2:16:56] they need to learn the process. Well, if that's the case, and you want them at 57 and 9 to have

[2:17:01] some importance value of this, why are we not reaching that at the high school level? So if you're

[2:17:06] going to argue the point with me that they need to be a voice in this, which I don't think they do

[2:17:10] at that age, I'll argue the point that the age that you should be concerned about is the high school

[2:17:14] age. The high school age where these kids are not having a turnout, and nobody is voting. So if you

[2:17:19] really want to get into something, that's when we should be looking at it, not here, whenever these

[2:17:24] little children are looking at these upper class men trying to have to pick to put them up here

[2:17:30] to me. That's not a fair shake and I've seen that time and time again. So one school

[2:17:35] may get the same person every single time but it's not fairly selected. It's on a bunch

[2:17:40] of small children that like how that person looks. Let's say that school happens to have a

[2:17:45] girl each time and she's all dressed up and has everything in the pose and all the stuff in her

[2:17:49] hair and those little kids. I watched them. I watched what they said. I was observant. I heard

[2:17:53] of them. They pick on the clothes. They pick determining on what they the outfit. You know what

[2:17:59] they'd like the girls long hair, curly hair, what have you. So I think that all of that

[2:18:03] needs revamped. Okay. I do hear it you're saying. I know for when it comes to the high schools,

[2:18:09] the way that it works right now is every school determines how they run their student government,

[2:18:13] how they would run elections. That's not guidance that we give to the high schools. No, I understand

[2:18:18] And I'm not here to take that away.

[2:18:21] I think the principal should be able to,

[2:18:23] I'm not here to micromanage.

[2:18:25] I think the principal should be able to keep control

[2:18:27] and have the ultimate decision and have that power.

[2:18:30] By no means am I one to sit up here on this board

[2:18:33] and take that power in that control out of their hands.

[2:18:36] I believe in our principles.

[2:18:37] I just don't think that our principles

[2:18:38] are our system principles are so busy

[2:18:40] wearing so many hats, doing so many things.

[2:18:42] It's a lot for them to undertake on every facet.

[2:18:45] But I just am here to say

[2:18:47] that these are all things that we have to bring to people's attention and all of us have to work together

[2:18:52] because no one's doing it on purpose.

[2:18:54] But when we get the results and the turnout are less and there's nothing there, there's no significant amount of people even voting.

[2:19:01] Why even have the, why even hold that, the, you know, why even hold the election.

[2:19:07] Why should somebody even work at that?

[2:19:09] So Mr. Loroz, I think you understand what I'm saying.

[2:19:11] So I think that it's something you as a lead principle can probably do with everybody

[2:19:16] because these kids work hard, you know, the couple that want to try it.

[2:19:20] And then when all of a sudden they realized they didn't get it, and they look and see how many people voted.

[2:19:24] 47 out of the whole class. Well, of course, they didn't hardly see any chance. 47.

[2:19:30] So if 38 of them were that person's friend, the other person,

[2:19:33] you know, they went around at 30 people and said vote for me.

[2:19:35] The other person didn't even get a fair shake. So you get what I'm saying. It's just very hard.

[2:19:40] So I think that we could do better all the way around, which all of us learn and all of us can

[2:19:44] continue to grow. And then just to add, I can let our high school advisors know and you can share

[2:19:51] with the other principles that our supervisor of elections, she is willing to go out to the different

[2:19:56] high schools and help them run those elections. I know Hernando Hides.

[2:20:00] At the end of this last school year, and turn it into an assembly of full events where the students

[2:20:05] are involved, have a system in place so that it's something that we can share and at least offer guidance,

[2:20:10] offer recommendations on you. Mr. Johnson had to comment really quick. Good, Mr. Johnson.

[2:20:15] Thank you. I agree in part, mostly in part, with Mrs. Rodriguez, but why not? Ms. LaRose,

[2:20:23] have an election day at your school where at one period you take 10 minutes and say, okay, vote for your representative.

[2:20:32] You'd get how many classes full of full of votes?

[2:20:36] And if they all didn't vote, that would be fine.

[2:20:39] But you could do it very simply.

[2:20:41] And we could do that throughout maybe throughout the district on the same day, make it election day.

[2:20:48] And we guys, more over to the whole situation, I would don't think I'd like to see the representative stay on the dies.

[2:20:57] Only from the exposure we had last year, which was horrible.

[2:21:00] Nothing that she did to do anything wrong, but some people in the community are a little off-balance.

[2:21:08] That's not going to go away very soon.

[2:21:10] So, my concern for the safety of the student would be not to have her on, have here she

[2:21:16] on the diast for a little while.

[2:21:19] It's a year or two years until things calm down and that person hopefully grows up.

[2:21:25] I'm also in favor of reducing the number of speaking engagements the representative has.

[2:21:32] I think that the representative also should have less input on issues facing the school board

[2:21:41] so they're not in the middle of a controversy.

[2:21:44] What I'm looking at is how to protect the student, not to limit a voice.

[2:21:50] And I think that might help.

[2:21:51] You said expand meaningful conversations.

[2:21:53] I 100% disagree with a student representative having access to any sensitive or confidential conversations or issues facing the school board.

[2:22:06] Absolutely, 100%.

[2:22:07] Their children, they would don't know how to keep the secret when they have to.

[2:22:12] inadvertently it would come out. I am opposed to that for that reason. Hold on.

[2:22:21] And the misunderstanding you spoke to about the role, I think if they're sitting in the back

[2:22:27] and I think it's a good idea they sit with staff in the back that would kind of maybe separate

[2:22:33] them from the school board. So the role that visually the public can see that there's a separation.

[2:22:43] And my concerns are more about protecting the student and not putting in a position like we had

[2:22:52] left here.

[2:22:52] That was just plain disgusting.

[2:22:56] And I'm sorry, I feel so strongly on that.

[2:22:59] But I still think we should continue the program.

[2:23:01] I think it should be in the back of the room again.

[2:23:03] If we could range it, we have an election day and take, I don't know,

[2:23:07] arbitrarily 11 o'clock on whatever October or whatever day you want to do it and have an election in the classroom.

[2:23:16] I'm sure our teachers can give up 10 minutes of a classroom time to collect ballots and have them marked by somebody here.

[2:23:23] Have the student government at that point count the ballots and check them off whatever you want to do.

[2:23:28] That would be that would instill the civics involved, the lesson is supposed to be learned by having that delegate up here and not having

[2:23:36] a 60 student vote in the school.

[2:23:41] Mr. Johnson, are you finished?

[2:23:42] I think she wanted to respond to Mr. Johnson

[2:23:44] and then we'll go to Ms. Rodriguez.

[2:23:47] So to go back just to the meaningful input part,

[2:23:50] that was something we were recommending

[2:23:51] as the student representative

[2:23:54] and the other high school students

[2:23:56] could meet with, say, Mr. Pender

[2:23:58] and be able to have those conversations

[2:24:00] not to receive district information

[2:24:03] but to share concerns that are going on

[2:24:06] the schools, because that's not something that they currently are able to do, where they could

[2:24:10] ask questions.

[2:24:12] I think that's a great idea, and I wrote it to Mr. Pinder and he came up and wrote it

[2:24:17] to the board.

[2:24:17] That would be the proper way to go about that.

[2:24:20] That's what I meant for meaningful input, not to have any access to sensitive information.

[2:24:25] It was more keeping the student conversation confidential, rather than public record where

[2:24:31] a student could say something where a situation could occur or something be taken out

[2:24:35] contact. Thank you for the clarification. My interest is solely, is protecting the student

[2:24:40] up here from her. Thank you, Mr. Johnson.

[2:24:43] Can I add just one more about the voting? So I know in an ideal world and it's something

[2:24:48] that we've discussed to have the entire district vote, but right now if the schools are

[2:24:53] having trouble having to turn out for their own elections, I think that would be a difficult

[2:24:59] accomplishment.

[2:25:00] Make to have all students in the district voting. The student delegates right now, the youngest student

[2:25:05] delegate that we have is a fourth grader. We have fourth and fifth grade, so they're the upper elementary

[2:25:09] students. And those are students who, after own schools, are being identified based on their

[2:25:14] leadership. So they're student government presidents. They're involved in student council. So they're

[2:25:19] working hard to earn those student delegate roles. And those are the students that come to represent

[2:25:23] their school with that vote. The way that I explain it to their advisors is the elementary students

[2:25:29] the middle school students, they're supposed to view the campaign videos of our representative,

[2:25:36] bring that to those student government meetings, student council meetings, talk about

[2:25:40] the different candidates and which way the school would want to vote.

[2:25:44] So it is not supposed to be a popularity contest or some of the other things that were described

[2:25:49] that happens here.

[2:25:51] They're supposed to come informed.

[2:25:53] I also play the videos at our election that way the students who perhaps didn't get to see

[2:25:57] would get to see those videos. And then they make that cast, cast, and vote for their school.

[2:26:02] What, what, typically, when do those elections take place? So for this at the elementary

[2:26:08] schools? At the school level. So currently, I would say in August right now, which is why we

[2:26:13] scheduled the election for the student representative early October. All right. So by middle

[2:26:18] September, they're in place. So at that point, if you had an election day in school and celebrated

[2:26:27] to correspond close to with the general elections.

[2:26:32] Now, you're getting bring civic sense to it,

[2:26:33] you're bringing history into it.

[2:26:35] You can bring a whole host of other activities

[2:26:38] that would center around that.

[2:26:40] We had one day take a half a period,

[2:26:42] 15 minutes, put the ballots out,

[2:26:46] let the kids all fill them out,

[2:26:48] collect them, have the student governments,

[2:26:50] mark them and grade them and put them in piles.

[2:26:52] And now they get the experience of being a campus or a pole work.

[2:26:59] And now you have your totals.

[2:27:00] Now you come into this room and you have more than 60 students in high school.

[2:27:05] I understand what you're saying.

[2:27:06] I think it shows our students' elegance who works for the role that they are the ones responsible

[2:27:12] for casting that vote for their school.

[2:27:14] I know in an ideal world that would be great to have all of the students in the district vote.

[2:27:19] As a principal, do you want to speak to how?

[2:27:21] So you think that would roll out if we had all elementary middle and high schools.

[2:27:27] I'm voting.

[2:27:27] I think, honestly, we need to probably decide how we want our student delegate to go.

[2:27:31] And then we can move on how you want to handle the voting if we have time.

[2:27:35] I'm just afraid of it with our time management.

[2:27:37] Even if later on you follow up with emails with us like, hey, this is how these are our ideas on how we're going to vote.

[2:27:43] And then we could chime in on that.

[2:27:45] But ultimately today, we really have to decide, are we going to have the delegates sit here or from the back or

[2:27:51] what's happening. Okay. Ms. Rodriguez wants to. It's going to take

[2:27:55] share her opinion. This has been a big thing. So I will be lengthy. That's

[2:27:59] usual. I want to be clear that this is not about taking student voice

[2:28:03] away. According to 2026 statewide information that I also did research on. Only

[2:28:10] five of a Florida 67 school districts currently seat student delegates on their

[2:28:15] school boards and there are reasons. That means 93% of Florida school

[2:28:20] districts have found other ways to hear from students without placing a minor in that highly visible position.

[2:28:27] We can preserve and even strengthen our student delegate program while changing where the student sits and how that student participates.

[2:28:35] Students can provide a report at every meeting. They can have a dedicated agenda item.

[2:28:40] They can participate in student advisory councils. They can meet regularly with the superintendent and the board members, which did not happen before.

[2:28:48] So, all of these things that I think you did tell me that this all coming to the forefront has impacted you and has changed things because I think you said before there was really no activity

[2:29:01] And they can bring recommendations directly to us.

[2:29:04] My concern is that once we physically place a minor on the diets beside five elected officials

[2:29:11] The public can perceive that child as another public official

[2:29:15] That exposes the student to a level of scrutiny, controversy, and personal attack that the five adults that are sitting here voluntarily accepted when we ran for office.

[2:29:27] That minor did not.

[2:29:29] And we saw that firsthand and it was horrific.

[2:29:33] When we already know that a student is being targeted through social media or in person,

[2:29:38] I don't believe that we should just ignore that risk simply because this is how we've always done it.

[2:29:43] And we just want to dig our heels in and just say we're not changing it. We're just not. And especially sometimes it's the kind of the Trump syndrome. It's the Shannon syndrome because Shannon said it. So then you got everybody showing up the ones that.

[2:30:00] Are not thinking everything through and looking at both sides just a fact just to rebuttle because it's what I'm saying.

[2:30:06] I'm not saying it for anything for myself because I have three children. One in fifth grade, one in ninth grade, one in 11th grade.

[2:30:14] I would love nothing more and be honored to have them sitting up here where their mother sat. I think that would be absolutely fantastic.

[2:30:23] But at the end of the day, I have to stop and not consider my children, not consider putting them up here,

[2:30:31] not consider having them walk and have a legacy with me.

[2:30:33] But I have to consider ultimately the safety of that student.

[2:30:38] That's what I have to consider.

[2:30:39] More than anything, and I have to consider also the risk and the liability that the district takes on.

[2:30:49] I don't think that we have to, well, her name is on website, currently acknowledges that the student has no voting power, and it does not participate in official board decisions.

[2:31:00] So there is no governance necessity for the student to physically occupy a diasposition.

[2:31:07] Mrs. Vansik said it correctly, and so to Mr. Johnson, when she said,

[2:31:11] Ultimately, what has to happen for her is she has to sit here and make a decision when she votes.

[2:31:17] Is she putting a student in harm and what we just saw and how bad it was and what could happen in the next year.

[2:31:26] So, when they're occupying this dies position, resembling that of the elected members,

[2:31:32] in order for the student to provide a report and meaningful input, it's not necessary.

[2:31:37] We don't have to put them through that. That's a lot of stress.

[2:31:40] That's a lot of mental anguish.

[2:31:42] I think that taking Hernandez

[2:31:46] entire delegate election system,

[2:31:48] but we can have the elected student representative

[2:31:50] sit in a designated student representative location,

[2:31:54] such as you had suggested.

[2:31:56] Off the elected board, Dias, they can come forward

[2:31:59] for a standing agenda item near the beginning of every meeting,

[2:32:02] or however you guys decide to do it, your formality.

[2:32:05] They can give the student report.

[2:32:07] They can answer board questions.

[2:32:08] They can continue attending delegate advisory meetings that preserves virtually every benefit of the program while creating a visual and functional distinction between a minor serving in an educational advisory role and adults up here holding elected public office.

[2:32:27] And then if anyone up here wants to say, well, coming forward at the podium isn't that the same as them sitting on the dais.

[2:32:33] Coming to the podium to give a student report is absolutely not the same as sitting on the

[2:32:39] Daias for an entire school board meeting.

[2:32:41] The podium is where people come to provide information and perspective to the board.

[2:32:46] The Daias is where the elected governing body sits, deliberates, debates, questions, staff,

[2:32:53] and ultimately makes decisions.

[2:32:55] A student coming forward for a designated agenda item is clearly there in an advisory and

[2:33:01] representative capacity.

[2:33:02] A student sitting beside elected board members for hours creates the appearance that the students part of the governing body, even though that student has no vote and no legal authority.

[2:33:16] More importantly, limiting the student's exposure matters.

[2:33:20] a five or 10-minute student report, them coming up to the Dias.

[2:33:25] That does not place a minor visually alongside elected officials

[2:33:29] throughout Controversial Debate, such as Mr. Johnson said,

[2:33:34] contentious public comments in difficult board decisions.

[2:33:38] So my question I'd like to pose to all of you

[2:33:41] would be to those who want to keep the position exactly as it is,

[2:33:46] regardless of the impact on the student.

[2:33:48] I would respectfully ask, do you not feel some responsibility when a child is placed in an environment that has clearly become harmful?

[2:33:59] We just went through it for a year and it was not good.

[2:34:02] There isn't one of us up here that can say that they didn't have that impact and that we didn't see what that was like.

[2:34:09] Tradition cannot outweigh student safety and well-being.

[2:34:12] And you have to ask yourselves, at what point do we, as adults, become responsible?

[2:34:18] That's exactly what Mrs. Vonsec said.

[2:34:20] Hats off to her.

[2:34:21] She said the responsibility lies in her decision.

[2:34:26] And as adults up here, I understand you did the consensus you asked, if I let my children

[2:34:36] make decisions right now for their selves, we would be in trouble because they're children

[2:34:41] because they don't know better.

[2:34:44] And that's why we're adults.

[2:34:47] So if we continue allowing a student to sit on this diet,

[2:34:50] knowing that they're being targeted, harassed,

[2:34:53] and attacked on social media,

[2:34:55] are we truly acting in that student's best interest?

[2:34:58] That's what I want all of you.

[2:35:01] And when it comes to our liability,

[2:35:08] let me explain that. A parent could potentially sue a Florida school district under many circumstances.

[2:35:17] We have a lot of different reasons that that could happen to us because the key issue would be, did the district?

[2:35:24] Didn't merely know generally that cyberbullying exists, it knew this particular minor was being targeted, even if the parent signs a waiver.

[2:35:33] Guess what? We knew. We watched. We witnessed. We kept them here. We didn't change it.

[2:35:39] Doesn't matter what the parent signs that paper doesn't do anything in the court of law.

[2:35:45] So while they were participating in a district created, because we created that environment, we set them up here.

[2:35:52] Mrs. Bonsick was dead on when she said that. We put him up here with us.

[2:35:57] Highly visible student position, we knew the harassment was escalating and nevertheless we

[2:36:02] felt to take reasonable steps to reduce a foreseeable danger. So at the end of the day,

[2:36:10] we also know that this board has actual knowledge that a minor serving in a district created

[2:36:16] student-delegive position is experiencing cyberbullying and public harassment connected to that role.

[2:36:22] what potential liability does the district assume

[2:36:25] if we knowingly continue that exposure

[2:36:27] and that the student suffers serious harm?

[2:36:30] Does our knowledge of the ongoing harassment change

[2:36:33] our duty from a risk management standpoint

[2:36:35] and have we satisfied every requirement of Florida statute

[2:36:39] 1 0 0 6.147 and our own anti-bullying policy

[2:36:44] regarding investigation, parental notification,

[2:36:48] intervention and protection of the student.

[2:36:51] So, at the end of the day, I cannot sit here and say, the what we witnessed, what we felt, what we went through, all the private meetings, all of the things that the public is not aware of, I am aware of, so I cannot stand here in good earnest and say that we're just going to dig our hills in, and no matter what, we're going to put them through the ringer and they're going to sit up here because we're just not going to make that change, because traditional, this is what we've done and we're going to continue.

[2:37:19] You know, not to mention, we also had a board up here before that was not for this.

[2:37:24] Mr. Pinder, I think you remember that.

[2:37:26] We did have a board before years and years ago that expressed this exact potential problem.

[2:37:31] They went with it, but they said, our fear is what could come ahead.

[2:37:36] And guess what?

[2:37:37] It did.

[2:37:37] And it's here.

[2:37:38] And that was a long time ago.

[2:37:40] And the climate now in this world has caught up to what they predicted.

[2:37:44] back then it wasn't nearest bad, but we have become treacherous. This community, all communities,

[2:37:52] people, they're ugly, people are vindictive, people are hateful, people have no regard for

[2:37:56] somebody's emotional well-being. So now we're here. So at the state that we're in right now

[2:38:01] is what our current boards have predicted would happen. And guess what folks open up your eyes

[2:38:06] because we're here, we just went through it and you don't know what's going to come next. So I'm not

[2:38:11] to put the safety of that student in a position like that ever again, not at this moment.

[2:38:17] Mr. Johnson, I concur. I agree completely with Mrs. Monzick. I concur with you, and I would like to see

[2:38:24] us be sensible about this and it not be a Shannon thing because this isn't a Shannon thing.

[2:38:29] I would love nothing more than it not be the way it is, but we are here. Thank you for your time.

[2:38:35] Thank you, Ms. Rodriguez.

[2:38:37] So, I appreciate that we are looking at different models.

[2:38:44] However, I don't believe that changing where the student sits solves the problem.

[2:38:50] Whether the student sits at the dieous or comes to the podium to give a report,

[2:38:54] I still believe there are going to be publicly identified as the student representative

[2:38:57] and could still be a target online.

[2:39:01] This program has been in place since 2011 and provides an incredible opportunity

[2:39:04] opportunity for student leadership and civic engagement.

[2:39:08] I would hate us to take that opportunity away because of the inappropriate behavior of adults.

[2:39:14] We should absolutely put safeguards at the best we can in place clearly define the student's role,

[2:39:19] but I don't believe eliminating the program as the answer.

[2:39:22] I think that as a parent explaining the safeguards what we can do is a district what we can't do,

[2:39:29] the potential letting that parent and the student decide what's best for their child if they

[2:39:34] are elected. Do they want to sit up here? Maybe give them both choices. Instead of us just

[2:39:39] deciding, oh, they're going to definitely sit at the die. Let the student delegate and their

[2:39:43] parents have that decision. I don't want to listen. I don't want the lesson to our students to be

[2:39:48] that when adults behave badly, the student loses the opportunity. I feel like social media. We have

[2:39:55] post, students on social media, we obviously have parental consent for that, but it-

[2:40:00] Any time somebody could go online on our Facebook page and see our students and target that student, and that student become bullied at the same thing that happened with our student delegate.

[2:40:13] I think that we provide the best possible safe environment every day for our students, and just like someone had said to me about sports.

[2:40:22] A parent knows there's a risk when you play sports.

[2:40:25] If a child is playing football, we provide them with a helmet, we provide them, you know, with the pads to help prevent and hopefully to help prevent injuries.

[2:40:35] Excuse me.

[2:40:36] But at the end of the day, there's still a risk to that.

[2:40:38] There's a risk when you send your child to school every day.

[2:40:42] A risk that your child could be bullied every day when they go to school.

[2:40:46] There's a risk to drive in a car.

[2:40:48] We take risks.

[2:40:49] We can't put a bubble around our children all the time.

[2:40:54] I just feel that if the families know the risk involved in the students and we've done everything

[2:41:01] we've can to explain this, I feel that it should ultimately come down to their decision whether

[2:41:08] or not they want to sit in the back and come to the podium or sit at the Daias.

[2:41:13] I believe it's a great opportunity learning opportunity for them.

[2:41:17] We are advocating for our students to be leaders and what a really unique experience and all

[2:41:22] the things that you are doing to prepare the students. I'm like, wow, I wish I had that as a school board member.

[2:41:29] I have somebody come in and prepare, you know, with the knowledge that you're going to give these students.

[2:41:35] And just the experience alone, if you've heard past student delegates speak on on that.

[2:41:41] It really is an opportunity that's unique.

[2:41:45] And I'm proud that Hernando County has that opportunity, and I would hate to see it go to the wayside.

[2:41:50] So that's my opinion. I know that I respect and I can view and understand Mr. Johnson, Miss Rodriguez, and Miss Bonsick's views on it, but personally, this is how I feel.

[2:42:03] So if we want to just go around, we don't have to discuss if we agree or disagree. We just need to decide, are we going with Model 1 or Model 2, which is Model 1 was to come from, or say that at the dias, and Model 2 was to sit in the back and come forward.

[2:42:19] So if we can just go around and you can just say whether you want to stick with model one day at the diet's or model two come

[2:42:26] Unfortunately to be respectful

[2:42:30] Mrs. Chair, I don't agree that we can just go around and speak with model one and model two. This is a big event right now and for you just to say pick one or two. I don't I don't agree. I think but I think that everybody has voiced their their concern and we're just going to be a dialogue back and forth. So when you say that

[2:42:49] anything can happen anybody it's risky that's not exactly accurate on any level it's not adults

[2:42:54] attacking kids and sports like what's happening to the delegates it's a completely different

[2:43:00] animal altogether and we're just gonna have to disagree to agree to disagree on on a lot of this

[2:43:07] and that's why i'm saying i think it would be best in this situation to just go around and say switch

[2:43:12] model you prefer so you're not telling me that so there's but there's a significant difference

[2:43:17] between the ordinary risk that comes with student leadership and a specific risk of this

[2:43:21] for nose is already occurring. That's entirely that doesn't even, that's like apples

[2:43:26] to oranges. And I don't disagree, I'm not disrespecting what you have to say. I, what

[2:43:33] you say you don't have to be a shaman and I don't have to be a Casey, I get that. But what

[2:43:36] I'm trying to say to you is what the case that you're trying to claim here is that there's

[2:43:41] risk with anything, so let's just leave them sitting up here. But that doesn't fit. That

[2:43:47] size. At the end of the day, we're not talking about a hypothetical situation. We're talking

[2:43:53] about a minor who's been subjected to cyberbullying in public harassment while occupying

[2:43:58] a highly visible position on this diet. Saying that everything has risk, it's not a reason

[2:44:03] to disregard a risk that we can reasonably reduce. We are the adults, we chose to run for this

[2:44:09] elected office to sit on this diet, to make difficult decisions, and subject ourselves to public

[2:44:15] scrutiny, but we also are supposed to safeguard these children.

[2:44:19] That is our job first and foremost, a student delegate is a minor participating in what

[2:44:24] is supposed to be an educational leadership opportunity.

[2:44:28] That child should not have to endure the same political environment that elected adults

[2:44:32] voluntarily accepted.

[2:44:34] Moving the student from the Dias does not silence that student's voice.

[2:44:39] I do not want to see this program gone.

[2:44:41] I've never wanted to see it.

[2:44:42] a long time ago someone came up and someone said,

[2:44:46] a long time ago, somebody said something about,

[2:44:48] well, you said you wanted to remove it completely.

[2:44:51] No, I never did.

[2:44:52] If it came out that way, I am sorry that it came out that way.

[2:44:56] What I was trying to convey is I want to remove the child.

[2:45:00] I've heard from being put in harm's way. I want to keep the program. I would never want to eradicate it. So, back to people that wrote on social media that, you lie, you said one day, you want to remove it, and then you said you didn't. I've never wanted to remove it. I have always wanted to keep that program. But I also want to make sure that the student sitting up here is safe. I never want something to happen, and that is on our hands. So moving the student from the diet, once again, does not silence the student's voice. Give the student a statement.

[2:45:30] handing a gender item, give them the microphone, let it report directly to the sport, bring

[2:45:34] forward students, concerns, make recommendations, answer our questions, but once we know

[2:45:39] that the current structure is contributing to a child becoming a target, I don't believe

[2:45:44] everything is risky. In an adequate, it's an adequate reason to do nothing. I don't agree.

[2:45:50] I think that, because everything's risky, that just gives us an adequate reason, once again,

[2:45:55] I just said to do nothing about it. We'll just leave it because everything's risky. Our responsibility

[2:45:59] isn't to eliminate every possible risk.

[2:46:02] Our responsibility is to take reasonable steps to reduce the foreseeable risk when we know

[2:46:07] that it exists, which we know it exists, especially when we're talking about the safety

[2:46:12] and well-being of a minor.

[2:46:13] That's what you were elected for.

[2:46:15] We were elected to sit up here and to safeguard these children and to keep them out of a

[2:46:19] position that could be horrible.

[2:46:21] If we can preserve 100% of the students' voice while reducing the students' unnecessary

[2:46:26] very exposure. I believe that that's a responsible choice. Thank you. I believe it's just

[2:46:31] this risk you have and I'm coming from the podium or coming to the podium. Mr.

[2:46:34] Wall, it's your turn and then Mr. Myers would like to speak. Thank you.

[2:46:39] Okay. I think what you had was a great idea.

[2:46:44] Option one option two, let the student decide.

[2:46:47] The student and the parent. I mean, they're child. I mean, you know, they're,

[2:46:51] where it's actively involved in this new process.

[2:46:56] So,

[2:46:59] I will defer to letting the student family decide

[2:47:05] if they want option three.

[2:47:08] Option three.

[2:47:10] They know the rest.

[2:47:11] They know we'll write.

[2:47:13] The student can add parents and family

[2:47:15] and whoever else involved.

[2:47:17] Let them, we set up this process.

[2:47:20] We've got it down.

[2:47:21] Let the student, parent, family, make the decision each year.

[2:47:28] And they can sit here or they can sit back there.

[2:47:32] It's the student voice.

[2:47:35] Now we are hearing their voice and what they would like to do.

[2:47:40] And isn't that the ultimate of what we are all about?

[2:47:45] Putting them on this.

[2:47:47] Okay, yes.

[2:47:47] Hold on.

[2:47:48] Hold on.

[2:47:49] Okay.

[2:47:52] So I would like to put it out there, third option, agree with you,

[2:48:02] let the chips fall.

[2:48:04] Thank you.

[2:48:05] All right, Mr. Johnson.

[2:48:07] Would you please call?

[2:48:07] We can't.

[2:48:08] We're not really voting.

[2:48:09] We could just have a consensus.

[2:48:11] But I think.

[2:48:12] Ask for a consensus.

[2:48:13] I will.

[2:48:14] But Mr. Mayors asked to.

[2:48:16] Mr. Mayors asked to have input.

[2:48:18] And my job is to be legal advisor to the board.

[2:48:21] Do you kind of agree or disagree with me?

[2:48:24] If an item is presented that I believe is dangerous,

[2:48:30] cannot be justified, legal, I would tell you that.

[2:48:32] Option number one, in my opinion, may not be the best policy choice,

[2:48:36] but it is legally defensible.

[2:48:38] If you wanted to keep the student on the dice,

[2:48:43] from a legally defensible, it is legally defensible.

[2:48:46] Okay, there clearly is greater risk, there's greater exposure, is it foreseeable?

[2:48:52] You could make all of those arguments, but if I felt that this is something that would cause

[2:48:57] great legal damage to the board and the district I would say that, having said that, it's

[2:49:02] a policy decision whether you want this person to sit on the bias, whether you want this

[2:49:06] person to sit in the back with staff at the end of the day, there is visibility attached

[2:49:13] this position. And you can't ignore what's happened in the past. The question is, is the district

[2:49:18] done enough to try to insulate the student as best they can from these third party attacks.

[2:49:24] And I can tell you, the laws not really recognizes that there are third parties that threaten

[2:49:31] people and students and the responsibility of the board to try to minimize or mitigate those

[2:49:39] dangerous to the student. At the end of the day, though, I think you can legally justify having

[2:49:45] the student here, but that may not be the best decision light will happen. Before that's

[2:49:49] a policy, it's not to legal decision for me to make. But if I believe that this was not

[2:49:54] defensible and a court of lie, would tell you, you can't go with option one. So it's...

[2:50:03] This is not my decision, I don't have a vote in this, but I would go with, I mean, if I was asked.

[2:50:14] what would you do. So I would I like option two or three. I like giving a little bit of a choice.

[2:50:25] In three, I think the safest obvious thing to do for students is option two of the three, but

[2:50:33] in my opinion two or three. It's devol.

[2:50:41] Oh, sorry. God. I'm sorry. I said devol. And then I'll come to you.

[2:50:45] Sorry, her life was on first.

[2:50:47] Go ahead, Mr. Ball.

[2:50:50] If I only had the two options, I would go with one.

[2:50:55] But as I said, I liked that option

[2:50:57] of letting the student and the parent and the family

[2:51:00] make that decision.

[2:51:02] I think the board could be comfortable, hopefully,

[2:51:05] with whatever that group of student, parent, family,

[2:51:10] would decide.

[2:51:12] I'm sorry.

[2:51:12] I asked a question.

[2:51:14] Even if the parents that did make that decision

[2:51:16] last year and they said it was fine. Leave them up here. It didn't mitigate the risk and it didn't

[2:51:20] mitigate the treacherous abuse that she went through. So at the end of the day, it was bad. So

[2:51:26] whether the parents say, oh, we're okay, we're just going to stick it out. It's not as adults sitting

[2:51:31] up here and acting as elected officials and in the capacity of what we have to go through, we don't

[2:51:36] have to put a child through that just because they want to dig their hills and then say we're going

[2:51:40] to make sure that we're going to see this thing through. There doesn't have to be a reason for that.

[2:51:45] Why would we subject somebody through that?

[2:51:47] We, she didn't go through it gracefully,

[2:51:49] and everything was perfect.

[2:51:51] We had problems.

[2:51:52] We had lots of problems.

[2:51:53] So I agree, Mr. Fender, as you're shaking your head,

[2:51:56] because you know the problems in how significant it was.

[2:51:59] So when you say option two, I will say,

[2:52:02] and that's not a Shannon thing.

[2:52:03] I have three children that I would love to be sitting up here.

[2:52:07] If anything, I'm extremely competitive.

[2:52:11] When it comes to being able to do everything,

[2:52:14] and us make it all happen. And one of my kids get to be up here too. I love it all. My kids

[2:52:18] run for everything. I want that. But I know that that's not a mature adult decision after what

[2:52:24] we've subjected ourselves to and what we've been through. So, Mr. Pender, hats off. I commend you.

[2:52:30] Mrs. Vonsick, thank you for looking at it the way you did. Mr. Johnson, the same. Because we are in a

[2:52:36] position. What did she do? Mrs. Duval, you can say it in your mic. She was explaining that the safety

[2:52:41] of the children is the utmost importance.

[2:52:44] So I know you're talking to her in laughing, trying to get her to,

[2:52:47] no, I won't tell you is.

[2:52:48] Is that all of us would love if the days were different

[2:52:51] and times were different to still have it the way it was.

[2:52:54] But option two, it does protect the student

[2:52:56] and it protects the district.

[2:52:58] Thank you, Ms. Rodriguez.

[2:52:59] Ms. Ponsik, you did have your light on.

[2:53:01] Our Mr. Valer, you finished?

[2:53:03] Ms. Ponsik, do you want to speak now?

[2:53:06] Are you finished?

[2:53:07] No, I think I'm good.

[2:53:09] And I will always put the safety of the children first.

[2:53:14] I want acknowledgment from parents either way, however the board goes, I want something

[2:53:19] from the parents that at any point in time, if something like that was to happen, it's

[2:53:25] the parents' choice to take them off of wherever they're at or take them out and protect

[2:53:30] them.

[2:53:31] I can only protect their children so much.

[2:53:33] So, again, I'm okay with student parent input on where they sit, but there has to be something

[2:53:42] majorly drawn up that they know the risks that come with sitting next to here because not

[2:53:48] everybody can handle it. And I will not have a child commit suicide or do something while I

[2:53:55] sit on this board. That will never happen for me. Well, if it won't, then that's when we need to be

[2:54:00] the ones making the decision.

[2:54:02] I don't agree with KC whether they say here or whether they come up to the front.

[2:54:06] There's still our student delegate.

[2:54:08] It's still could happen.

[2:54:09] They can still take charges.

[2:54:10] They can still target.

[2:54:12] The only way to stop that is to take all kids that are any role into our district.

[2:54:18] Stop.

[2:54:18] That's not true.

[2:54:19] Look at.

[2:54:19] Do some homework on that and you'll see.

[2:54:22] I have.

[2:54:22] That is not true.

[2:54:23] When they're up there for a few minutes and they leave, it's totally a different

[2:54:28] Perception is a different perspective of them sitting up here for hours and a meeting being part of what we're going through.

[2:54:34] It's totally as different.

[2:54:37] Okay, so at this time, we need to decide what we're going to do if we're going to do option 1, 2, or now 3, 2, 2, 2, I say 3,

[2:54:50] you said 2.

[2:54:52] Okay, so she's removed.

[2:54:54] You're she's removed.

[2:54:55] They'll have to sit at the back and then come forward.

[2:54:58] Okay.

[2:54:58] Thank you.

[2:55:00] Thank you.

[2:55:04] Thank you everyone. No, we're going to do anything about limiting the role they have as far as public speaking, is I think that also puts them in a jeopardy.

[2:55:14] But we're going to let that go. When they come to the diocese, it's a thing.

[2:55:17] That's different. That's how I'm at speaking engagements and going out representing the school district.

[2:55:22] Outside functions, we're going to do anything with that or not.

[2:55:24] No, I don't think that's part of her.

[2:55:30] No.

[2:55:32] So, Mr. Myers, do you have any closing comments?

[2:55:35] No, I don't let him care.

[2:55:37] All right.

[2:55:38] Board, do we have any closing comments?

[2:55:41] I do very quickly, and I want to thank Susan for going to the VAB.

[2:55:46] I couldn't make it this week.

[2:55:48] It meets twice a year.

[2:55:50] So, somebody's going to have to fill my shoes.

[2:55:54] And basically, with the value adjustment board,

[2:55:57] Every year, the amount of cases have been going up that they rejuvenate, and they had

[2:56:04] 433 petitions filed for the 2025 tax year, and 139 were withdrawn.

[2:56:13] They heard 271, which is a little less than 2024.

[2:56:19] However, the total expense for the special magistrate was 55,000

[2:56:27] six hundred and six dollars. We're responsible for one third of that, which was 22,242.

[2:56:34] It's up a little bit from 24 when it was 19,600. It's expected to rise again, because, of course,

[2:56:43] the magistrate's now make more money, so that will go up. So we're probably looking at about a $25,000

[2:56:49] expense on special magistrate. And I just wanted to announce that again, Susan, thank you for

[2:56:55] I'll bring for me.

[2:56:58] All right, any further discussion?

[2:57:01] All right, and with that, the meetings adjourned at 505 p.m.

School Board Workshop on 2026-08-25 2:00 PM

Agenda

Transcript