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Good morning everyone and welcome to our workshop meeting. We do have a quorum, so I'm going to call us to order so that we can proceed. If you would stand, please, and join me for the pledge.

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Allegiance to the flag of the United States of America and to the Republic for which it stands. One nation under God, indivisible, liberty and justice for all.

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As an adult and treasure hunter, I am committed to search for all the talent and skills and intelligence that exists in all children and youth. I believe all children are capable of success. No exception.

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Wonderful. You may have a seat. Thanks to all of you for being here today. It's great to see your smiling faces. And, Mr. Superintendent, I will turn it over to you now.

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All right. Good morning. Uh, welcome. Welcome back to another year of SLPs. I know we did have a board meeting after we had open, but not all of our schools had opened the first more meeting. So we we delayed the opening of tradition by one week. And what a wonderful first day that we had at Tradition Lakes. Uh, even though that it was delayed by a week, we had a lot of happy families, happy students and happy teachers and staffs at the school. So I want to thank everyone for their patience. It was well worth the wait. And it's been a just a magnificent, uh, kickoff to that new school. We anticipate the school is a phased construction job, so it's going to be fine. Finalized and built for 1800 students. Currently, the enrollment is 1100. Students in the last two buildings are scheduled to be complete by probably the end of September or early October, but all of our students have classrooms, but they will have some room to spread out once the once the full building is complete. Wanted to also remind board members I did to send you some messages on Sunday. You received a reminder from me just with regards to a survey, as part of my professional learning and professional development. It's important to to. It's a little different. I've gone through a process similar to this, but in the past I've only asked like at the board chair at the time to complete the survey. This time I really want the feedback from all five board members. I think it would be very, very helpful for me. So if you do have 20 minutes or so, please take the time to complete that. I wanted to also thank those of you who went to the tunnels of Hope. We had them across the district. Next year will be our 20th Anniversary for the kids at Hope, and we really want to make that very special next year when we're celebrating that 20th anniversary. We always talk about our kids at Hope pledge, and all children are capable of success. No exception. You're going to see that, of course, exemplified in our presentations today, a couple of presentations. We are coming up on time in the sense that I will be presenting today at the Boys and Girls Power Lunch, which is at Westside Church. I invite all of our board members, if you're able to, to attend that. It's some of the stuff you've clearly probably seen before, but they're expecting about 120, 130 people there. So it is a great opportunity for us to highlight the successes of the district, because once again, we did have, um, you know, two years ago we had the most successful year we've ever had. But last year we even topped that, and we're the most successful we've ever been. So I invite you to do that as well. So our presentations today. We've got a couple. One is, uh, Doctor Wilde. She's going to be updating you on our enrollment numbers. And also we have to set our, um, you know, as you know, we're a Florida empowerment scholarship or step up providers. We're actually we are offering a la carte classes and those kinds of things, but also that involves not not just academics, but athletics and athletic participation. So we have to set a standard rate for that. I did not want each school setting its own rate. Uh, so we wanted to have that discussion today and my recommendation with the board and provide a justification for why we're going to be bringing that to the board in September. In addition to that, um, doctor Summer is going to be presenting on a few things. One being is our anticipated graduation rate and acceleration rate. Those numbers are kind of finalized in, uh. We kind of can predict what the state is going to release in January, uh, based on, you know, summer schools over the you know, we can kind of anticipate the students our graduation rate within, you know, a small margin of error and the same thing with our acceleration. And he's going to be going through that along with our acceleration. When I talk about acceleration. This is, um, something really innovative we're doing with our elementary students. Uh, we're accelerating our students faster at a faster rate in elementary school, which gives them high school credit opportunities in middle school and then college credit opportunities in high school. He's going to update us on our progress and what our enrollment looks like in those courses. Time permitting. And once again, we're going to see where we are at that point with, uh, coming up on the luncheon, time permitting, we're going to get into AI. Uh, if not, we'll be hitting AI at the next workshop. But we'll just have to see how much time we have left. So you did not get a copy of that? Because I just don't think we're going to have time for it. But if we do, then doctor sama will roll in to that content. Uh, if we have time. So at this time, I'm going to turn it over to the best deputy superintendent in the entire state of Florida, Doctor Helen Wilde.

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Finally, I get that introduction. Thank you. Doctor friends.

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Good morning, Madam Vice chair, board members and Superintendent Prince. I'm happy to be here today. I want to start with our enrollment. Um, just to give you a snapshot of where we are today. Uh, our total number of students enrolled, which means applied and completed the paperwork at both our charter schools and our public schools, are non charter publics is 48,297. And you can see the breakdown between Saint Lucie Public Schools and our charter schools. We do have some new charter schools this year. Then if you look down in the bottom portion that is the most important. That is the number of students that have actually attended a day of school. They have reported for school, and we can count them as enrolled and in attendance. And that's 41,933 in our non charter schools and 6301 in our charter schools. When we look at this, this is based on all the data as of the 11th day of school. And we you can see there's 38 students that are enrolled that haven't yet shown up for school. So we have been diligently calling those parents throughout the entire ten day process, which is how it's gotten to be such a small gap at this point. Then you can see there's 113 students that are in the enrollment process. That means they have started the enrollment process, but they haven't gone to the school to complete the paperwork. And I need to caution that number changes every day as I'm speaking. That number is probably different today than it was yesterday, because as they finalize the paperwork and become enrolled, they change categories so they're no longer pending the ten day count. When we compare it from last year, it is up 12 students from the ten day count last year. So you know that it's pretty stable, pretty stagnant. But I do need to note that we did add two new VP units at Tradition Lakes at. So that's 40 of those students. And those students do not earn FTE. So it's not the same as your K-12 enrollment. And that just makes me want to also add that enrollment is a little different than unweighted FTE, that our budget is based on. Unweighted FTE takes into account other factors. Um, our senior privilege. That is not a full FTE for that student, um VPK students. And then also, if a student is taking virtual classes that fractionally raises or lowers our FTE. So it's our October FTE that begins to give us a clear budget picture in the analysis that we're able to do with that data. So I just wanted to add that clarification to the enrollment numbers. But at this time of year, our focus is on increasing our enrollment numbers. Um, getting our families to come to our schools and to finish their enrollment process. And so that's the update for enrollment today. And I want to turn it over to Doctor Printz for any additional information.

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So a couple of things for clarification. I think Doctor Wilde kind of explained it pretty perfectly, but, um, enrollment is is very different than the FTE you're earning, you know. And I'll provide an example of my own daughter. So my own daughter is only, you know, on campus for a class every day at legacy. Otherwise she's going to class at RSK. So although she's enrolled, we're not earning full FTE for for her, uh, so that it can be a little misleading with regards to enrollment versus actually what you're actually earning, especially with so many of our students taking advantage of dual enrollment opportunities, especially when they're seniors. But to give some context, I mean, there is some good news here in the sense that, you know, our our enrollment is about where it was last year. If you recall, last year our enrollment was down about 150 students. I mean, just going across the state, uh, and the top two counties that I'm comparing are like Pasco and Pinellas, that their enrollment is about 80,000 students from their ten day count last year. This year, Pasco is down 2000 students. Pinellas is down 3800 students. Miami Dade County is down 19,000 students. Broward 11,000, in Palm Beach. About 3300. So, you know, the silver lining is. We're in better shape than a lot of other districts, but it just also shows how uncertain these enrollment figures are for from year to year. With regards to the families that are taking advantage of the Florida Empowerment Scholarship. It just creates a lot of budget uncertainty. Um, you know, as we navigate the future of what education is going to look like while also trying to be fiscally responsible, while also trying to make sure that we provide adequate compensation to our employees. So I just wanted to set the table there before we pivot into fees.

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Okay, so I have been given the privilege to get more involved in athletics. Um, reminds me of my high school principal days. Yes.

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Sorry. One last thing, I didn't. I was more focused. And it's a terrible listening strategy. When you're more focused on what you're going to say than actually what you just said. But I also wanted to remind the board that, uh, our funding is really based on our FTE periods. So although the ten day count gives us an idea. Did you mention that about October? Yes. Perfect. Okay, then I won't say anything else. Thank you, doctor, for being so efficient and thorough.

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Thank you, Doctor Prince. Um, so in getting more involved with athletics, it also perfectly aligns with the fact that there's new legislation that applies to athletics this year. And it was in the form of Senate Bill 538, and it was signed into law this spring. And it modifies the Dickinson Act. And this is the statute that our athletic directors and our coaches must follow that stipulates rules around student eligibility and all things athletics. Um, with that said, this bill specifically addresses changes in student eligibility for athletics. Just makes it very explicit now as to who is eligible to play sports in public schools, as well as authorizing school districts to charge fees for participation. School districts have always charge fees for participation. Some districts have charged up scholarship students at a higher rate, but this bill codifies it and makes it more standardized across the state and make sure that all districts understand they now have this authorization.

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With that said, let's talk about who the eligible students are. They have put it all in very clear language now that to play at any sport or activity at a public school, an eligible student means a home education student, a charter school student, a private school student, an a student, an alternative school student, or traditional public school student who wishes to participate. So it's regardless of your method of instruction or education, you are eligible with stipulations to play in high school sports and middle school sports. It does not guarantee placement on the team. This bill has not done away with tryouts and actually having to make the team. So that still exists, and students must still meet all additional eligibility criteria. It must maintain a grade point average their behavior. So for an example on the behavior, if you're in an alternative school in lieu of expulsion, you're not eligible to participate. But if you're in an academic alternative school, you would be. So there's still a lot of details that our athletic directors follow in a lot of state forms they fill out to verify eligibility. But just to call out the actual very specific changes that they're there. In a nutshell, to participate in a specific sport, the student must participate in the school where they are enrolled. So if we think about a charter school, private school, or public school student, that's the school where they must participate unless they are a homeschool student or their school does not offer that particular sport or that particular activity. So if I'm at John Carroll, I can't play football at central because John Carroll has football very, very basic. And really a big change this year is that you must participate in a school that offers that sport within the the county that you reside. You can't cross counties unless what you're looking for. Is not offered anywhere in your county. And then there's an appeal process for that.

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This bill also requires that all school boards adopt a fee schedule, which is the reason why Doctor Prince said, we can't have all schools creating their own fee schedule because you as a board are responsible for adopting a fee schedule. And that fee schedule must be posted on our website during the initial phase, which we're in right now. Whenever a new bill passes, you have to have time to implement the bill. Get legal interpretation. We have done a lot of collaborating with other districts. We know exactly where other districts are in this process as well. We've also spoken to the Florida High School Athletic Association, and there's been several statewide calls that we've all been on to make sure that we're all of the same understanding of this new statute. Very typical with any statute that we implement. So we're in the process now. But every year going forward, we will be required to ensure that you approve the fee schedule prior to July 1st, either renew the existing one or make changes. And that that adopted fee schedule is posted prior to the school year starting. So that will be the normal process going forward.

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Each public school may assess this fee to participate, either at the same rate for everybody, or at a reasonable fee based on the cost to the school, not to exceed $400. So that's the statute determined that $400 is reasonable for students to be assessed. And so what we've been looking at is kind of a cost analysis and remembering that our enrolled students come with that FTE that we just spoke of. That FTE does help to cover the cost of a well-rounded education, which includes their classes and athletics. However, if a student is coming from a private school or a scholarship, no funding is coming with them, which is why the statute allows for that differentiation.

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And you have all. Yes.

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Can you go back to that slide? I think sometimes Doctor Wilde slips in things just to see if I'll pay attention. And I happen to recognize that young lady. So thank you, Doctor Walton.

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Oh, oh, so you will notice the athletic pictures I've pulled from different schools, and that is volleyball at Legacy High School.

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I didn't even notice it when I looked at it back to friends. I was focused on the words, okay. You have all seen this information before. This particular slide is pulled from step up from for students presentation from 2025. This is the number of students on the different types of scholarships. I know you're all well aware, but when we're talking about terminology, I want to make sure to remind you of the acronyms. So we have our home school students that are not on a scholarship. They can't be charged more than we're charging our own enrolled students. However, the Pep students, those are students on a personalized education plan. That program that is a scholarship for some homeschool students. Um, they receive approximately, depending on their grade level, about $8,000. And then we have our students that receive the Family Empowerment Scholarships for educational opportunities, primarily private school students, that same amount of money. And then we also have our UA students, our students with unique abilities. That 14,000 is an average. It is depending on their that student's individual needs in the cost matrix assigned to that student. So the acronyms are below the Florida tax credit. One is the same thing except it's a different funding source. So the Florida tax credit is a corporate tax credit where corporations donate to. And that is not money that we see through our FFP. That's why if you add up the amount, it's not going to total the total I have there. But this slide was really more to just remind you of the the different types of students and the different types of funding sources that we're referring to today. So in determining where to set our fee schedule, the first thing we had to look at is, um, what funding sources are we using now to, to provide athletics? And is our cost per sport above $400 per athlete. So what we focused on there is only the funding that the student that our enrollment brings general funding. So capital funding is also used for athletics. And we did not include it in any of this analysis. So I disclaimer, um, what you're going to see are athletic costs are actually quite a bit higher than this. We just wanted to see if they were higher than 400. And once we got there we knew we were within a reasonable rate. Um, so looking at this, our total general fund expenditure and this is district general funds and school based general funds, is $2.6 million. There's the exact number right there. This is based on last year, 2526. And that includes things like the salaries for the athletic directors, the supplements for the coaches, rentals of all kinds, insurance, student liability insurance. We do take we do take additional insurance for students that participate in athletics and it must, by law, cover the students coming from private schools and homeschool as well. Um, that this covers some of our equipment, our travel, our memberships to the Treasure Coast Officials Association, Florida High School Athletic Association, our fire district services for safety, um, supplies and security. And there's a lot more things that it covers if you get into small contracts. Um, then there's additional funding. I mentioned capital. We we last year we spent 453,000 in capital dollars. And the only other source is internal funds. And we didn't pull that because that's school based accounts. Um, and this gives you the big picture. These are the major funding sources for athletics. So just the simple math, the simplest form of analysis here is to say general fund alone 2.6 million.

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We had 3164 S4:

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And go ahead. Yes. Sorry.

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What are we going to say? S4:

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Go ahead.

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Now. And I know we were very, very, very conservative with with these numbers because there's things that, um, I mean, the first you just mentioned helmet reconditioning. We're purchasing new helmets all the time.

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And that's not in this number.

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Yeah. I'm just saying. I'm just trying to communicate to the board that this is. These are really, really conservative numbers that we're providing because also we don't include some of the security costs, especially at the football games, which can be costly.

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So anyway.

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Neither of these also. As you can see, neither of these included transportation, getting to the competitions, the state matches, so forth. That's not in this number because I saw that it far exceeded 400. So and there's many Pos that cover multiple sports. And to try to divide it by that sport who uses this equipment in that equipment. It, it just got to in the weeds for where we were in the analysis.

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And I also just wanted to talk about the recommendation. I know you're going to get to that right now, Helen, but meeting with other superintendents, which I have coming up in October. You know, part of our legislative platform is we're going to be actually lobbying to increase this amount because it doesn't cover our costs at all.

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I think the $400 was set by the legislator as a starting point. There were districts in Florida already charging $400. I'm not sure if that's where the number came, but I found several that were doing that. Um, so when you consider that we do get funding for an enrolled students, the scholarships that these students are receiving are intended for this purpose. Many of them instead pay for private sports, private sports companies. Um, some of our students do both. Um, and that is, that is the parents decision to make. Who they contract with is, is their decision. Um, so with all of that in mind, our recommendation is to assess a fee of $50 per sport for our home school and public school students. Our students have traditionally paid $50 For participation, $400 per sport for the private school fees and Pep students. Um that the fees will. Our recommendation is that we only assess these fees for sports that begin after board approval of the fee schedule. This was a piece that all of the districts were trying to determine. Are they going to go back and charge the fee or charge it after board approval? Our recommendation is to not start charging the fee until the winter sports. So we have a chance to notify the parents, send send a letter explaining the law and have our fee schedule posted on our website. After board approval, the parents will have two ways to pay the fee. And if you recall, when I talk to you about a la carte courses, we do have an account on Step Up for students. and we are listed as a provider in the parent's Emma account. That's their marketplace. They can find us on there. They can go there. They don't have to write a check. They can actually purchase it out of their scholarship and pay for our fee that way. So we have that. However, some of the families have already told us that they want another method to pay it because if they pay it directly to us, they can get reimbursed later. And some of them didn't have their funding yet because their new and their funding came September 1st. They're new to the scholarship, or they had already spent some of it and they wanted to use their next scholarship payment. They get payments on a regular basis. So we're setting up the opportunity for them to do it both ways at their request. We also have students not getting the scholarship that must pay the $50 the home school students. So we need school pay for them as well. Okay. Um, so I think I've covered everything on there. Oh, no. The middle bullet. Um, this fee is not assessed until they make the team. They don't have to pay this money to try out. Um, because that would be very disappointing as a parent. So it's it's after they've made the team and they're officially on the roster. And that is the extent of our recommendation at this time.

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Doctor Wilde questioned by waiting until winter sports. What is the cost going to be to the district for the athletics that are happening now, that won't have that fee assessed?

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That is an excellent question. I cannot give you an exact number because I haven't done the analysis by sport by school for that, but I can I can give you a rough amount. I can give you the amount we would have gotten had we charged already. There's 22 students on the roster right now that are non-traditional. That would many of them would be assessed the 400. There are a few of those that are homeschooled that would only be assessed 50, but I can get you that information.

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Winter sports covers football prior to winter sports.

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Football is fall. Right now our significant participation is in football, volleyball and swimming. And there are some baseball students that we already know about. And that's not a fall sport.

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Madam Vice Chair.

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Doctor Mills, I want.

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Just for clarification, and I'm sure the parents will want clarification as well. If a student is enrolled in public schools, in our public schools, you are saying that the fee would only be 50 versus the 400?

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That is correct.

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And if they're not, then it's a $400 fee.

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That is absolutely accurate. $50 for our enrolled students.

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Okay, now a situation came up recently and we we've all gotten it as board members, uh, that a parent is having a problem. Um, in this area of saying they paid the fee previously, and now they're being asked to pay it again. Explain that to us, please.

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Yes. So we did meet with the athletic directors and had a preliminary meeting about this. And some of the parents and coaches and athletic directors were already aware of this statute and had in us discussing the $400 and working with legal and other districts, we had set up Step Up to be a provider. And two schools did start the charging of the $400. And not not their fault, not a mistake. Just implementing an initial rule. We pulled that back. So we have not charged their account that $400. So they have not been charged. Yes.

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And no one is charged until we vote on this to approve.

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That is that is our recommendation to you as a board, is that we don't charge anything until after the the board votes and we notify all the parents, and that would put us right in line with winter sports. So the timeline works.

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Which will be bring it to the board in September.

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Okay.

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Mr. Aronson.

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So just to clarify, last year everybody was just $50 across the board, $50.

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$50 per year. Is it Adrian here? Go ahead.

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$50. Last year was $50 per supporter. Okay. And you played three sports in 82.

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00:33:56,910 --> 00:33:57,670
Okay.

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Did you hear that? So maximum of $100.

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So no, our recommendation now is $50 per sport.

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But $400 for those eligible through the program. So that's an increase of 350 then.

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Correct.

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And of course charter school is considered public school. So they get to remain at the $50.

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That is correct. Charter school home school and virtual school $50.

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And that would actually be printed on the attachment that you get to vote that will be clearly outlined for your knowledge and for parents. Yes.

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Are they looking for a recommendation on whether to retroactive this for to include football, since it is our most expensive sport?

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Are we looking for a recommendation.

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Or are the schools looking for it, or are you going to let them act on their own?

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No, they're waiting for a board direction. Okay. Yes, there.

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Are no retroactive as well. Since this will not come in time for football. Football is already enrolled.

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Correct. And you, you could make the decision to go retroactive, but that is not our recommendation. Our recommendation is to start it in the winter so that we've got a board approved fee schedule. That is our recommendation.

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I have a question. So prior to this, there was no charge that $400. Was there was no charge.

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Not in Saint Lucie County. There was $50.

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Yes, it was $50. Yes. So this $400 is because of the new law.

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The new statute and the cost to the district.

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Can you go back a few slides? I'll tell.

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You what.

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I think explains a lot. Keep going, keep going. Going to stop. Okay. So right now, Saint Lucie County is basically taxpayers are paying about $79 million for students that are not enrolled in our public schools. You know, I just shared with you, you know, just to districts on the other coast. They're a little larger than us. Are down 2000 and 3800 students with the Florida Empowerment Scholarships. You're seeing a lot more, um, actors getting into this space. They're going to teach you how to, you know, hit a golf ball. Baseball specialization. Maybe it's art, but there's not a lot of accountability with regards to they don't have any testing requirements. They don't have any of the requirements that public schools have. And you know, what I said at our kickoff is we're going to lean into that. You know, you're going to you know, we're going to embrace accountability. You're going to know if your child can read, write, do arithmetic if they come to a public school. But as this proliferation continues, I don't see the genie is not going to get put back in a bottle. Um, you know, we have to remain competitive. But to your point, Mrs. Richardson, where I'm going with this is, you know, all of these families are getting money from the state, and there has to be a mechanism if they're taking it, you know, if they're using our public schools to play sports or be part of clubs or whatever, then you know, they can't get that for free. It's a marketplace now. So the state passed a law because of this. In the past they weren't paying anything. So the state passed a law that at minimum or maximum, the districts can charge $400 per sport. And that's kind of our, you know, you know, starting starting at the starting gate for this. But but I will say with so many families taking advantage of it and the cost to the district to operate these sports and athletics, it's very expensive. You know, we're going to be lobbying to actually raise that number because we're underwater in athletics based on what we take in.

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So the other clubs is that $400. Is that also mandated to the clubs that you're talking about? That that's that's charging for? You know, just to teach golf or whatever. Can they charge more than that $400? Yes or.

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Yes. They have no statutory caps on what they can charge.

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So no accountability.

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Yes. That's a great question.

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Yes. So you're going to go and ask for more than $400 for the same for what we're doing right now because it's costing us double, almost double.

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Um, well, we're going to ask the state to raise the minimum or not.

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The.

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400, the maximum that we can, you know, request. Uh, you know, we have to do a further analysis to see what that would be, because, you know, for our even our own public students, we're charging $50. That doesn't cover it. But we also know a lot of our families are, you know, hard pressed for, you know, they have their own challenges. But, you know, we've got to find a sweet spot, because this is, uh. This is going to be a challenge moving forward. And the reason I want to talk about this a little bit more is I will be scheduling in the next month, individual meetings with board members, uh, to to get some feedback on where I think, you know, we have to pivot to the future because of the uncertainty. And I, you know, I guess the simplest example that I can provide the board is, you know, if your salary is the same from year to year, you can budget accordingly. But if your salary has a lot of variance, then it's it's very difficult to, to budget responsibly, uh, based on how we currently have our financial situation set up. And I want to have private conversations with our board members to have further talks about that, to provide some direction on where board members would like to take us. I have my own thoughts, but I just am going to be scheduling this because, you know, our financial stability is the most important. Uh, it's it's, uh, it's a little frightening moving forward with, with regards to what's happening in public education with enrollments. And, you know, we are fortunate right now with our enrollment being about static. But I just don't see how that is going to be sustainable in the current climate unless the legislature changes or create some accountability with where these dollars are going, because the accountability is only right now in public schools, every dollar is accounted for. We have audits, we have a thousand pages of requirements and code and all these things. We have to follow the testing that we have our students take. It's all required by the state. There is absolutely no accountability or requirements on the people and the folks that are taking these scholarships. And I'm fully supportive of parent choice. You know, parents should be able to decide where their kids, you know, go to school and where they get that experience. But we also need to have a comparable set of rules that govern us with regards to how taxpayer dollars are being spent. Because, you know, every dollar that is spent in our district is accountable. We you know, that's it's very transparent. So this is a very different landscape. And we, you know, it's you know, we I rely on the leadership of the board to provide me direction with regards to what the next 3 to 5 years is going to look like. And that's why we need to have some one on one conversations to get your thoughts. Uh, I can give you my thoughts, but but it's more important that I hear from you because you're you're elected by by the people.

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So I'm really appreciative of this statute because they, they did recognize that the purpose of this dollars, these dollars are to fund everything that the schools fund. And so this is a step in the right direction.

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Well, that's what I was going to say too, in terms of even wanting more money, I think the greater is maybe more accountability for everybody else or the same accountability. So when we are advocating or whatever it is lobbying, you know, we are lobbying for for accountability as well, because I think if we if that is in place, then it shouldn't be that bumpy of a road for for us.

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And to your point, Mrs. Richardson, that has been something that that we do. I mean, we have those conversations with our legislators, and I think they're looking for avenues to do just that. You know, they they understand the challenges that the public schools are having. And I do think that that they're, uh, you know, they're looking at ways they can they can they can work with us and work with these providers so that there's more transparency and also maybe bringing in some accountability, but it's something we have to continue to advocate for.

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And speaking on the parents, um, situation with private schools, like you said, parents should be able to take their child wherever they want to, wherever they think that their child is a fit for their child. But it's amazing how many parents do not know that private schools don't have the same accountability as public schools and their thinking that they do. And so that's why it's important to build the knowledge among our parents, you know, pick whatever school you want to go to. But know this, many of them don't know. I have had calls come to me with students that are even going to charter schools, like as if the public school. This board has the authority to make decisions for charter schools. We don't. But parents don't know that because they say that child has gone to a public school. So why don't we have the the authority to make certain decisions? So it's just a knowledge, lack of knowledge. A lot of times with people out there that are making choices that they need to really do their research a little more, I would suggest.

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And you know, Bridget Hagedorn is a great resource for that. Whenever we do have charter concerns, uh, she calls those families and lets them know, you know, who they can talk to with regards to their charter representatives and their charter representation. And they have their own governing boards. So we do work with those families. To your point, Doctor Mills, as long as we know who they are, we can provide some support of who they can talk to.

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And I know that Bridget is definitely yes, it's great for them to I now have that that person. Thank you. Bridget.

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Doctor, one other question. Do you anticipate when you bring this recommendation forward to us, that that it will be inclusive of club fees as well, beyond just the sports?

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Yes, it does include club fees, with an exception many of our actually all of the students that I can think of that do participate in after school activities that are not sports are typically co-curricular. So they it's band, it's AG, it's programs where there's a course that goes along with it. Their fee is covered in our ala carte program.

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Any other questions? Board members thank you so much.

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Thank you.

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All right. So next.

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Up.

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Is the.

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Best.

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Chief of schools in the entire on the entire Treasure Coast.

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Just kidding.

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In the entire state of Florida. Doctor Craig.

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Sommer I.

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Appreciate that, doctor Prince. Vice chair. Holly. Good morning, board members and of course, all the great people in the audience. Um, you know, just want to remind us all about how we did when it came to the class of 2026. Um, so, you know, kids work towards graduation right up until school starts. So we're going to look at how that group did when it came to actually graduating and how many of them earned, um, acceleration. And then we'll look forward to what does acceleration look like. And Doctor Prince mentioned earlier for our students this year. And it's similar to what we've seen in the past. So how did last year's class do? Let's take a look at graduation rates. And as a reminder, these are what we call lagging. So the class of 2025 was what was in our 2026 school school grade district grade. The 2026 projected rates are how the schools did with this senior class that just graduated. That'll go on next year's district grade, which is the term lagging. So we list both of those graduation rates for Pierce Central High. Awesome job. Over 96%. Same with Westwood. Lincoln Park and Mosaic reproduce those 100% graduation rates. Performance based just at about 7,980%. Port Saint Lucy High at 98, along with Centennial and Treasure Coast, is projected to round up of 100. Now, last year we came in at 94.5. It was actually 94.49, which rounded down to 94. This year we're at 92.8. And here's the good news. There's a cleanup process that will occur. This time last year we were about 92.5. When we graduate about 4000 students and we clean up our data. We usually get about a 0.7 to 1.5% bump, which we fully expect. So although we're sitting right now to be transparent at 92.8, I'd predict we'll hit that 93.6 to 94.6. Number. When all is said and done, and each of these schools will bump up a couple of points as we clean up our data, which is what we do each and every single year, which is great data for us, and we're proud to share that. On top of just graduation, we also have acceleration as a metric from the state of Florida. And what acceleration is, is each one of those graduating classes. What percentage of those kids that graduated that earned dual enrollment credit pass an Ace, Cambridge Ace, an IB, or a College Board AP exam? How many what percentage of those kids earned an industry cert? So as long as they did one of those dual enrollment industry CERT or college level tests that they passed there in this number. So as an example, Fort Pierce Central High School, 84 point or 83.9% of the kids that graduated in 2026 earned an industry cert, passed the dual enrollment course, or pass an AP, IB, or Aice exam. We are just like, we've been really doing a great job of graduation. These numbers are really impressive. So you can see down the list 84% at Fort Pierce Central High. Fort Pierce West with 78%. Lincoln Park crushing at 94%. So almost 100% of kids that graduate at Lincoln Park earn some type of college credit, industry CERT or an AP IB exam. You see down the list. Mosaic performance based PSL, awesome job at 82 Saint Lucie West Centennial 92 and Treasure Coast at 79% rounded up again last year. We came in at 80, I would predict will be about the same. Once we clean up our data, we'll be at 79 or 80%, which leads the Treasure Coast. So some good data trends. When we look at over the last 4 or 5 years where we were and where we are now, so 21, 22 was on the left hand side, we see the top. That's the blue line. That's our graduation rate is in blue. We right about 91% without even cleaning up our data. We're up to 93 this year and then down to the bottom a little bit lower on our on our axis is our acceleration in red orange. We were at 70%. We're coming at about 78% now. And the good news is, is that we will be one of we have been one of three districts with a 90 plus graduation rate. We will repeat that. And again, I expect us to hit that 94, which will mimic this past school year or that 959 consecutive years as of 2025. This being the class of 2026, it'll be ten. Okay. So kudos to all of us for accomplishing that because it is a team effort. It takes a village to raise a child as we know. So that was a look back at the class of 2026. That was last year's seniors we were talking about just now. Now let's take a look at looking forward to 2027 and what kind of accelerated learning opportunities have we given to all students. So that was just class of 2026 that graduated. This is now all of our students and we'll look at it by level. First, we'll take a look at our goals because this aligns to really superintendent goal number two, continuing improvement in core instruction while increasing access to accelerated opportunities for all students. So we can really put some data to this today. And let's start with our AMP, which we'll look at first. Then we'll look at our algebra and geometry and then our college level courses in high school. So here's our our amp numbers. Again these are our elementary school students. Comparing 2023 enrollment to 2027. We've increased our enrollment from 5% to 25%. So what that 25% represents is that about 2259 students in grades three through five are an accelerated math track, and that 25% is just 25%, or one out of four kids that are in grades three through five doesn't include the middle school or high school kids. Obviously, we want to know how many kids that are in that grade three through five on that track. We're up to 1 in 4. Before we were 1 in 20. Back in 2023. So it begs the question, how are we doing and what kind of access are we giving? So that's where we transition to this slide. And you've seen this before. And we want to highlight the fact that although we've essentially quintupled last year was quadrupled from 2023. We are still at 95, 94% proficiency for our AMP students when it comes to that end of year assessment. And it's a 400% increase. And different subgroups have benefited differently in terms of access. Our black student enrollment has increased by 642%. Hispanic 552%. Other group, which is anything other than black, white or Hispanic is at 365% and the white 229. And the good news with that is that that representation is almost a mirror. Now, wasn't in the past of our overall district enrollment. So our enrollment and our advanced math courses match our district of Rome, which is super important because elementary is critical, because that's our. Those kids will be with us for the longest period of time. We've got to get them right. Of course, we want to celebrate our seniors, but they're on to college now. So the benefit of of AMP is not just the passing rates. So this slide kind of shows what's the success rate of our amp versus our non amp students. They're both doing very very well okay. However we just want to highlight what this increased enrollment. That not only is our proficiency at 94% for our our accelerated kids. The success of that is in fourth and fifth grade. They're taking the respectively fifth and sixth grade tests. They take at a year's advanced test in fourth and fifth grade. That 94% is a great pass rate, but the learning gains actually see that of our non amp kids. The learning gain percentage is calculated by the state is just about seven out of ten. So essentially in our AMP program which we're now 1 in 4 students. If this trend continues you get about all the kids passed just about and 7 to 10. Make what the state calculates as a learning gain, some of which are skipping a whole grade level test, which is so super impressive. You're going from the third grade test to the fifth grade test, and you're still making a gain as measured by the state when you're skipping your A-level. Awesome job by our teachers by identifying kids with potential. Okay. The non amp kids are doing very well. Of course we want to improve in both areas. If you're not an amp you have a 55% pass rate with 56% learning gains. That was just last school year. Of course, our goal was to bump that up to over 60%, really 100% because we want all kids making progress. I'll continue on with enrollment by race. This is just interesting to notice is that what was the enrollment in 2223? If you were an amp, if you'd walk into an AMP class across our district back in 22, 23 and just went into the room, 18% of our students were black, 26 were Hispanic, other was nine and white, comprised of 47% of the AMP kids. Now it's almost exactly mirroring our district enrollment. Black population in AMP is 27. Hispanic is 34, other is eight, and then white is 31. Okay. Let's take a look at go back.

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Correct. Yes, sir. Sorry.

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I can't help myself. So I always say no child ever rises to low expectations. You know, your your, um, an opportunity shouldn't be defined by your zip code. So I always say that your accelerated classes, your college courses, your, you know, students are taking, you know, high school courses in middle school. Our upper level courses should, should actually look like our, our student population. Okay. And ten years ago, it's it's markedly different than it was ten years ago. But even in the last 3 or 4 years, we have done so much work to provide opportunities for students because these are transformative. Opportunities for our students. Creating first generation college students. Creating opportunities, not just. You know, are you going to graduate high school? It's where are you going to go to college? So we have done a lot and I think, you know, give so much credit to staff and our principals and our leadership because some of the biggest reluctance we have to providing opportunities, especially acceleration to our students, is not the students themselves. It's sometimes the parents, you know, because it's hard. It's not easy, you know, and they you always worry about is it too hard for my child? And then they come to the school and they're like, it's just I want them out of this class because it's too hard for them. Well, guess what? If they stay in, they're usually successful, almost always successful, and we provide that support to those students. And they it just has really created a pipeline of success that we're we're going to realize in the years to come with regards to the success of our students. As these students matriculate from elementary to middle to high school. So I just wanted to that that's a big deal with how it has shifted from what was just four years ago to what it is now. So sorry I had to sit on that for a minute. Doctor summer. No. You know.

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Doctor Mike. Sorry.

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We find that, uh, several of the children that we have are in AMP programs, and these children are coming from, um, first generation, uh, graduates and so forth. You know, many of their parents are out of work in another country, and they're not here, right? Yeah. You. So the children, they can't help the children. But I want to give kudos to all the after school programs that are helping the school district help our children be able to succeed in these classes, and how important our after school programs are, and our community programs are, and and all of us working together. You mentioned the village. And what we find is that many of the children, they don't they they have they how to put it. I, I think what I want to say is they, they, they need the motivation and the encouragement and people in their lives that are going to say, you can do it, high expectations. You can do this. I'm going to help you do it, you know, because they get what what I call lazy when it comes to like really pushing themselves. So they have to have people, adults, to help push them to the next level. And so for those of us that are working with children like that and the volunteers that are out there, I really give you high kudos on what you're doing because it is helping our children. We have them ourselves. And, you know, we're determined to say, you, you can do better than this. You know, if they're doing a research paper and they only want to do one sentence and they're an apt student, right? And they just want to do 1 or 2 sentences, you know, introduction, just one sentence. Something happened just yesterday, as you could tell. You know, especially you have to deal with the student, you know, but, um, highly intelligent kid, but he needed me to push him to the next level. So I'm thankful for all of the community programs at this time. I just want to give a quick plug out to CSC that support these community programs, because we're all doing it together and it's the only way possible. Thank you to everyone. I'm going to stop right there.

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Yes, ma'am. And it's it's a there's no really no better example of our treasurer on the pledge of, you know, we believe all kids are capable of success than telling a kid, you know, you are capable to to move forward and telling them early is the best.

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And being there to help them get there.

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And then and then the results don't happen by accident. It takes a village because the kids are learning one and a half years of math in one year, and it takes some time, some some additional supports, some teacher training, some aftercare work, work with the parent at home. And to augment.

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That help is make sure they're in these programs. Yeah, make sure they're in school. Because then we take it from there where parents cannot help them. We're able to help them because they're they're here. We can't help a child that's not coming. So attendance is very important.

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Yes, ma'am. Absolutely. And it has a trickle down impact, as Doctor Prince had mentioned before. Now we transition to middle school and essentially the the AMP version. And I'm kind of making that up. But really the the accelerated version of mathematics in middle school is high school credit. And over the last four years we've added 700 kids. And you see the similar trajectory in the light blue of algebra and the dark blue of geometry. And, you know, the geometries of interesting note to where if you're taking geometry by eighth grade, you're really excelling. And we want to of course, now begs the question of how are our kids doing? Very, very well. Um, again, when you look at our enrollment matching our student population, if you look at 26, 27, essentially the same as in the AMP, is that our enrollment in our high school credit math courses matches that across our district. Why? You know, one of the big reasons is each one of our schools believes in the methodology. So your zip code doesn't matter as to which which type of course, you get access to, because our schools are working together to offer that. And you've seen the increases percentage wide. The other good news is our passing rates maintain. So in this past spring we actually improved our geometry pass rate. In middle school it was 95. It went up to 97%. And same with algebra. With a larger number of kids, our algebra passing rate increased from 79 to 81%. So you're almost guaranteed a pass which which speaks to the work the teachers are doing from K to seven and eighth grade. Because, you know, math is cumulative. You got to fill those gaps in great data for us. We're proud to share, um, also, when it comes to our student enrollment by race, when it comes to algebra and geometry in middle school, you see the 23 to 31 for our black students, Hispanic at 35, other at eight, and white at 26, which almost exactly mirrors our district enrollment matches our middle school enrollment and advanced math coursework, of course. Now let's take a look at high school when we measure this a little different because there's so many courses in high school, you don't just take math, you might take multiple math. Multiple science. So we look at course enrollments. These are the overall course enrollments in high school of Ace, AP and IB. We usually look at dual enrollment the end of the year because kids take it by semester. So to level set it. We look at those college level courses from 2223 to 2627. We've added 7000 courses, which is huge for us, which is more than doubled our enrollment up to almost 13,000 college level courses offered on our high school campuses. We're very proud of that. And we're also proud of the fact that our student population matches, in terms of all those course enrollments, essentially matches our district enrollment of our black, Hispanic, other and our white students. We do want to just highlight, oh, one more thing before I do that, similar by race, we look at our enrollments black 33, Hispanic 33, other eight and white 25. You see, that almost exactly mirrors our middle school and our amp enrollments. I do want to highlight, um, the Cambridge piece. And then where did my slide go? I think I skipped it. Hold on a second.

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Well, for some reason it's not in there. But if you remember, a couple months back, we were designated as a Cambridge District of the year for middle sized districts, which was a huge honor. A number of kids came up and got certificates, and you guys were able to reward those students with a picture. Awesome work. So this this just kind of highlights the Cambridge Aice program and the number of Aice exams passed. We started really tracking it closely in our in our power BI system. You see that we're now up to 2800 exams passed, but we're also really proud of the number of students that automatically qualify for a Bright Futures scholarship, a full diploma. So if you see the right, the left was the Ace exams passed, the right is the number of students earning Aice diplomas. So they qualify for Bright Futures. We started tracking that it was 106 a couple of years ago. We're now up to 177 this past school year, and that's just in the senior class. So we'll look at that as a as a metric that we want to celebrate. Because obviously the goal is with all of our acceleration opportunities to get kids to, to, to qualify for scholarships. And as we know that that's a huge plus for our families. So we're proud to share that data. Doctor Prince, did you have something on that? I I'm getting to learn your body language, sir.

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Was that right? S3:

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Oh, okay.

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No, I was oh.

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Was it? Hurry up. That was a hurry up on it. No.

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No, I just wanted to say, you know, there's a number of ways that students can qualify to earn, you know, bright futures. But this is one of the pathways to to qualify for bright futures. And that is a game changer for, for our families and our in our students because they if they stay in the state of Florida, they literally don't have to pay for college. And, you know, my son graduated from Treasure Coast High with an Ace diploma and went to the University of Florida, and that certainly saved our family a significant amount of money. And, you know, this year Meredith has qualified for Bright Futures through an Ace diploma. So it's just one pathway. But I also Doctor Sommer mentioned that we had received the Cambridge award. It's a national recognition, and we've gotten it a couple of times in the last few years. And that is significant when you're nationally recognized. And it's really we're nationally recognized for all the things that Doctor Sommer has just been sharing, how we've built a pipeline of success with for opportunities for all of our students.

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And that's something we should really be proud about because, uh, and I'll give you an example, doctor Sommer, can you go back to algebra and geometry? S3:

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So this one. Yeah.

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So enrollment. Yeah. There we go. So there, there are some districts that that aren't nearly as aggressive, putting students into algebra and geometry. We're putting sixth graders into algebra. Seventh graders in geometry. If you are able to do that, then you're going to get that opportunity in Saint Louis public schools. But actually it's when when these students get to high school, they're taking college courses in math. And many of the students that are taking algebra and geometry in high school didn't take it in middle school. And some of those students aren't as strong as math. So actually, because we do this, it actually suppresses our algebra and geometry proficiency at the high school level. So where I'm going with this is, you know, I'm not going to not provide opportunities to students because it can help school grades or district grades or whatever. You know, we're going to help and support our students, and we're going to accelerate our students, because the endgame is to make sure our kids can move quickly through the curriculum and provide opportunities so they can take high school classes in middle school, college classes, and high school for those students that have that opportunity. But I will say. You know, we're an outlier as a district and and providing those kinds of opportunities. Especially as you talk to other districts. Um, and our commitment to this. I can't say enough about it's a belief system when we talk about all children and capable of success, no exceptions. Yeah. That you we're we're demonstrating that not just with the opportunities we're providing, but the success the students are having. Uh, the enrollment, if you look at the enrollment, we've gone up significantly just in the last four years, and we've actually improved our pass rates. So the more students that are going and getting these opportunities, they're actually being successful. So that's a great testimony to the great work that's happening with our teachers, because you have to have outstanding teachers to have outstanding outcomes.

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You know, I did glaze over, but when you look at Ace exams pass on the left. That could translate until college credit earned, which of course also saves money. Even if students don't fall into the category on the right of earn the full scholarship, which of course is a real benefit. Which is about seven exams. You got to pass the Ace diploma. But to Doc's point, like we want to benefit families. So the more opportunities kids get to pass exams, that could then translate based on where they go to school will determine how much credit they get potentially. But it's then saving saving dollars. And of course, there's the tertiary benefit of when kids are told they're intelligent, they're smart, they do better on the other standardized tests because they're working at a level above even possibly grade level expectation. So it's a win win win across the board for us. So it's good to share that data. And to Doctor Prince's point. Um, I did add this. Just a reminder of our our district progress monitoring. If you remember PM one and you see August 24th we're starting. So we're getting our baseline data, which we'll have in the next coming weeks to see where did we start the year, and reading and math. And just a reminder, not much has changed near near November really. It'll be December is when we'll give our our get our mid-year data, what's called the PM2. And then finally the same testing window in May. You'll see at the bottom PGM three, where we'll get our summative assessment so we'll know how we're doing. Okay. And to Doc's point, that's it on time.

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Are there any other questions? S1:

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Any other follow up questions? S9:

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He's kindergarten. My bad.

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Yeah. And, um, you know.

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So listen.

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Yeah. So, you know, I'm. We are when we raise the bar, when we raise the expectation, we need to keep raising that expectation. Because that's why we see, you know, you know, this, this leveling up, you know, um, because we, we don't expect mediocre anymore. Yes, we are expecting excellence. So thank you for raising the bar and continue to raise the bar. No matter how high we get we could get higher.

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Absolutely.

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So thank.

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You. Yes, ma'am. Thank you, Doctor Prince. Oh, I'm sorry.

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To say thank you.

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So we're going to hold off on AI until our our next meeting. Uh, that is, uh, you know, doctor Summer breathes a heavy sigh of relief because I don't thinking, get through that in ten minutes.

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I'm sad now. I love the I.

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Know you had a fun thing that we were going to do, but we will hold that off. Just a reminder, we do have the Boys and Girls luncheon. For those of you who do want to attend that PM one is starting up here very soon. Doctor Ocampo looks like wasn't selected for jury duty, so he's really excited about getting into PM one. So with that being said, that concludes all we have, Miss Jolly.

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Okay. Any other concerns to come from remaining board members? Well, again, thank you all for being here. Hope to see you at the luncheon. Um, and I think we have three more days of tunnels if we can make those. They really have been inspiring. So thank you all again, and we are adjourned.