Academics, Innovation, Evaluation, and Technology Committee - Regular Meeting

All right, good afternoon and welcome to the Academics Innovation Evaluation and Technology Committee meeting for July 15th, 2026. Board member Dr. Bendros-Mindigal is caught up in an appointment and asked me to take charge as alternate. Before we get started, I'd like to state the committee membership. Dr. Dorothy Bendros-Mindigal is committee chair. Ms. Mary Blanco, myself as your vice chair, Robert Alonzo member, alternate members, I have Mr. Danny Espino and Luisa Santos, and the next official members, Chair Rojas and Vice Chair Colucci. Our first order of today's business is to approve the committee meeting minutes of June 10th, 2026. Any questions or concerns? No. Move it. Can I get a motion? Move it. I'll second. Thank you.

All in favor?

All in favor? Aye. All right, our next order of business will be to move the C items to the floor. Thank you. C1, Ms. Diaz, this is your item.

Thank you. Through the chair, C1 is requesting school board approval of the 2026-27 mental health assistance allocation plan.

Any comments?

Yes, very quickly. Thank you so much for bringing this forth. Extremely important. Again, because of the mental health related issues that many of our students are encountering. Very important to me is that children that need the assistance get the help that they need in an expeditious manner. can, through the chair, can you let us know if somebody is in crisis, if something is happening, what is the process that is being followed, and is this being disseminated to our administrators at our school sites, through the chair?

Yes, ma'am, thank you for that question, through the chair. So, of course, the... When cases arise at a school site, we immediately, I guess triage is the right term, the situation. If it is something really, really urgent, it would require even a 911 call. In some cases, we have school police, we have our team. and we work to see what the situation is if the student is in crisis. So we have our assessment team and so on. But then for the routine cases, we have our school counselors and we have the mental health coordinators and there is a process for referral. So if it is a situation where it can be handled at the school site with one or even multiple visits to the regular counselor or to the regular mental health coordinator. Of course, we want it to be done that way. Those are tier one, just kind of the regular things that a student would see the counselor for. Now, if there are things that escalate a little bit more, such as, for example, like grief counseling or something like that, that we consider a tier two or even a tier three situation, then again, there's where we would refer to an outside agency. And there are timelines built in, and that is one of the assurances that the plan requires, that a student has to be seen within a certain number of days of the referral, and then we follow up and we track that, and we make sure that the student is being seen by the outside agency, and that the mental health coordinator is monitoring that, and that the information is relayed back to the school counselor as well, so that everyone is informed and on the same page.

Thank you, so through the chair, how many days is it that they have? After they go into.

If I may, I will ask Ms. Stewart to join me up here so she can, but I will pull it up. I believe it's 30. Chair.

Good afternoon through the chair. For the mental health referral, it's 30 days, but we, I personally attended region meetings for principals and assistant principals through the support of Dr. Lewis and the region superintendents to present to all principals and administrators so they understand the process and understand that their buildings have other school-based mental health professionals available. That includes staff through our Children's Trust program, schools have agencies that are there, their counselors, but for a mental health referral, it's up to 30 days.

Through the Chair, thank you. This is disseminated to our principals. They know the resources that they have readily available. And if a family cannot afford certain services, because mental health is very expensive. If anybody goes into private, you know, going to get a psychiatrist, psychologist, counselor, whatever you want to call them, they are expensive. It is not something that everybody can afford. I know we have families that... encounter situations with their children and they're simply struggling i know that we have resources available but are those resources available on the spot if a family needs it right away for a child through the chair absolutely so that referral gets immediately sent to my office through an email we receive it the parent chooses one of the 14 agencies that we have contracted with

We send that referral to the agency and they immediately, that's the great thing about the agencies, they immediately contact the parent and complete the screening and assessment and provide those services. And that's what we ultimately pay for.

So through the chair, one last question. I'd like to find out, does a family have to make a certain income to be able to qualify or you can be making whatever and still qualify to get the services?

Through the chair, you can qualify under any income for the services. Under any income? With our contract agencies. Okay. Completely free.

All right. Thank you very much. I appreciate it. Thank you, Madam Chair.

Thank you. Any other questions or comments? I did have a question, and I had an opportunity during briefing yesterday with Dr. Diaz. So I was looking at the last page, which is the one with the actual expenditures, and I couldn't help but notice these contracted agencies that we're talking about, I think you just mentioned there's 14 of them, 2.3 million of the mental health allocation is allotting to go to that. but I was asking her for an update, and I'm so glad that you're here, Ms. Stewart. You can maybe give me an update, and I think it would be beneficial, because you and I spoke about it, but I think for the rest of the board to hear, when you came in and saw some of the things that were happening with the billing and just kind of getting that under control, if you could give the other board members an update, and then I don't have handy with me what we spent or what we had on the mental health allocation plan last year for those contracted agencies, and just wondering what efficiencies you were able to find.

So some of the discrepancies that I found initially looking through the invoicing, because there are hundreds of pages, and it requires line-by-line review. And I definitely could not, without moving forward, congratulate my team on really taking to the task, because it's hours of work. What we found were a lot of discrepancies when it came to students that were either left the district altogether, weren't even our students, that we were getting billed for, students that were underage, pre-K, at a private school or something like that. The agencies serviced the entire community. So they were, in some cases, mixing their private clients with our bills. So that was a major impact on the money that was being sent and spent with the agencies as incorrect billing. So every single invoice that came through, at least through December, I personally contacted the owners of the agencies and let them know, this student needs to be removed, this student doesn't attend Miami-Dade County Public Schools, this student has left, they were out of town, or whatever the case may be. So it was a personal update with all of the agencies by myself, and eventually what we call it is it's been called a triage where the mental health coordinator is not there just to refer out. They're there to actually conduct a screening with the student, provide services, and if it rises to the level of Tier 3, then we're going to refer out to an agency for additional services, which made a major impact in our budget.

Thank you. Thank you for sharing that. So then again, maybe you don't have this information handy right now. I'm just kind of curious, how much were you able to save in efficiencies? And when we're looking at the current year's allocation with the $2.3 million, what had been allocated in the past in that category? And I know this could change, right, because we don't know exactly. This is just a plan. But just wondering what we had allocated in previous years, how much did you find in efficiencies and were you able to kind of get off the books, right, for this year?

I don't have those exact numbers. Last year was allocated 2.5 million. Okay. In previous years with plans that I've reviewed, it's been as high as 3 million. So the number here is us tracking all of the invoices and coming to the number that's been close to what we spent and still allocating a little bit more.

Okay.

So.

All right. That gives me a ballpark. Thank you. Any additional questions? No?

Okay. Moving on to C2. Ms. Diaz. Thank you. Through the Chair, C2 is requesting that the School Board of Miami-Dade County, Florida approve the 2627 Comprehensive Evidence-Based Reading Plan. Any questions from my colleagues?

Comments? Chair Rojas? Just a very brief comment. Very comprehensive. Thank you for bringing this forth. So important, reading. What's more important than that? Every subject area requires, even math, where a lot of people say, well, math is computational. No, it's not. and you have the word problem, so on and so forth. So it's extremely important that we have the plan, very happy to see that you all included in here the contact information because a lot of people don't know who is spearheading specific areas. So the fact that you have main reading contact Vanessa de la Pena and then you have the data element with Omar Riaz and the third grade promotion, it's great for the principals for teachers and for us. Because if I have a question related to any of these, I know that I have to go to this one, that one, or the other one. So I'm happy to see that you did put that on there. Could you elaborate through the chair also a little bit about the district expenditures on this? Ms. Diaz?

Absolutely. Through the chair. So through the CERP, we purchase primarily reading coaches. We also fund the third grade summer reading camps, which are taking place have been taking place since June 15th, and the students are testing now. It's another opportunity for promotion to fourth grade. The supplemental reading materials we purchased through here, for example, this year we were able to include the Sadlier Phonics books, which last year we purchased out of a different fund that is no longer available from the state. We include magnetic reading, which the schools really appreciate that additional resource to be able to work with with students that need extra practice or to hone different skills. And then we also have some funding for professional development to make sure with a particular focus on the early literacy on the K through two, K through three is our focus this year. And we're also, we mentioned in the plan, one of our initiatives this year as a result of an item that was brought before the board from the word to us is the focus on accelerating in level fours and fives. So that is written into the plan, and there's a distinct focus on training teachers and training coaches to then be able to turnkey that, not just moving the kids to level three, but moving them from three to four and to five. So we did make sure to incorporate that, and of course, there's professional learning tied to that.

Thank you so much. Through the chair, also, I'm happy to see that for VPK, you have very clear and measurable student literacy achievement goals. Can you just elaborate on that? Because those grades are critically important for the foundation. Sure. Through the chair. So in the chart there,

it asks us for our goal now, excuse me, so for VPK, that one is on page two, we already had 92% of students at and above, so we're pushing that to 93, because it's really high and it's hard to maintain, and then for all the other ones, same thing, we worked on the, working our way to the 70% goal, and so we have goals for each grade level, according to basically how far they are away from that goal. So we set intermittent goals to get them there, but by no means is that the maximum, but rather that's the minimum. and it's all based on assessment and progress monitoring.

Thank you. Very comprehensive plan. Thank you very much. Thank you, Madam Chair.

Vice Chair Colucci, you have some comments? Thank you, and I want to thank the team for this. I just want to ask and just make sure, and I know we discussed it in the briefing, that the phonics materials will be, they've been budgeted for, and I just want to make sure that as we start the school year that all materials will be in the classrooms, ready to be handed out the first day of school to students. So there's no delay in instruction. So through the chair.

Yes, through the chair. So as this passes this board meeting, then we will request the forward funding if the funding is not already here so that we can make the purchases now and have them here for the beginning of the school year. So once the item passes, we'll do that.

Perfect, thank you. And I'm glad to see that there will be, through the chair, a focus on the item that we approved as a board unanimously to, raise the number of four and five proficiency levels and move our students beyond to the next level. And while we're discussing this, I just want to commend the district and the teachers and the team for all of their hard work in making us another district again. for the seventh time. So that's commendable. It's something to be proud of. And the work has to keep continue because the state's going to keep raising the the bar for us. So we have to make sure that we get ahead of that. And we do that so that we continue to be the district of excellence that we have always been. Thank you.

No, okay. Can I get a motion of the sea items to the board meeting? Second. All in favor? Aye. Thank you. Motion to bring the H items to the floor. Move it.

Second.

All in favor? Aye. Okay. H2, Board Chair Rojas, this is your item.

Yes. Thank you very much, Madam Chair. And this item is the feasibility of expanding the concept of establishing K-12 school campuses in Miami-Dade County public schools. And basically, this item is directing the superintendent of schools to explore the feasibility of establishing a K-12 campus or campuses in Miami-Dade County and to provide a report to the board at the Academics Evaluation and Technology Committee on October 7th of 2026. The K-12 concept has already actually been successfully implemented in some of our Miami-Dade schools, very limited, but the I-PREP is one example of a K-12. and this is a flagship school, and it is within Miami-Dade County Public Schools, and it serves students from pre-K all the way through 12th grade. It is a nationally recognized school of excellence, It's being recognized for its forward-thinking approach that is being implemented for learning. But furthermore, our school board has established a precedent for K-12 campus models through the implementation of the Attendance Boundary Committee's recommendations. And these were subsequently approved by this board, resulting in the creation of the combined Pineville Elementary and Arthur and Polly Mays Conservatory of the Arts campus. This was just done recently. And so this demonstrates the board's willingness to be able to embrace innovative forward thinking concepts. There has to be a paradigm shift NOT ONLY WHEN WE DEAL WITH BUDGET, BUT IN EVERY SINGLE ASPECT OF THE EDUCATIONAL ARENA, WHICH IS VERY FAST EVOLVING. AND WE HAVE TO KEEP UP WITH THE TIMES. SO AS THE BOARD CONTINUES TO ADDRESS THE REALITIES OF DECLINING ENROLLMENT, RESOURCE CONSOLIDATION, AND THE NEED TO STRATEGICALLY REIMAGINE THE USE OF OUR SCHOOL FACILITIES, I THINK IT'S APPROPRIATE to explore whether the K-12 campuses and that model can be expanded to other areas of our district. Such models offer several potential benefits. They would include the operational efficiencies, improved continuity in the students' educational experiences, enhanced collaboration, amongst educators across grade levels, and of course, a more effective utilization of district resources, and needless to say, parents who are very pleased to be able to have their children not have to transition from elementary to middle to high school or to K-8s. This would be going from pre-K all the way through 12th grade. And consideration for expanding the K through 12 campus model again is crucially important that it does have to be taken through our ABC process, the Attendance Boundary Committee, so that we can ensure that a very comprehensive, transparent, and data-driven evaluation is indeed conducted. The ABC process is able to provide us the appropriate forum to assess the educational, the operational, the demographic, and the community impacts of any proposed changes, which will allow us for meaningful stakeholder input, which is critically important in the success or lack thereof of any endeavor that we undertake. Careful planning would be required to address the campus operations, including a very clear delineation of separate school entrances. That's very important, the safety and security portion. Designated student drop-off and pick-off areas. The traffic circulation patterns, which is something that we look at continuously. And also, again, the campus security protocols, which to me is... a massive priority. These operational considerations are essential to maintaining a safe, efficient, and age-appropriate learning environment while ensuring, again, that we are offering state-of-the-art opportunities for all of the families that we serve. That's the item, my colleagues, and thank you, Madam Chair. Thank you.

I see Board Member Alonso, you have some questions?

Thank you so much, Madam Chair, and thank you, Board Chair Rojas, for bringing this item. I think it's always important for us to explore different options, especially as the environment changes around us and parents are looking for their opportunities. This would be an interesting study to bring up because it's one that I've been having a lot of concerns with in my own district. I have two co-location schools coming into my community where we're gonna be putting elementary school students inside of high schools. So this would almost be introducing the same type of co-location of bringing elementary schools together with high schools in one campus. So I think either way, it's a great analysis, because it'll help us understand the impact, either a positive or a negative, that co-location could have if it continues throughout our district, while also seeing if it's something that we want to explore ourselves. So I'm really looking forward to seeing the data, and I appreciate you bringing it up, because it's one that, I mean, Mr. Bueno's been in meetings with me. I've been having discussions with the superintendent. Principal students in our schools have brought up very, you know, valid concerns, right, about having little kids together with 17, 18-year-olds on the same campus. So this could probably help us even as we look at co-location, how do we best separate the students throughout the school and this analysis can further that. Through the chair of staff, while we were looking at co-location, have we done any of this analysis already to understand what the impact of having smaller students in a high school campus per se is? Would have, has any of that already occurred in the work that we've done with the five schools that are having co-location through the chair?

We'll be answering.

I will.

Thank you.

Thank you, Madam Chair. Ms. Respino, so our work, I'm sorry. I'm sorry. I apologize. Ms. Rolanzo. So our work with the K-8s, which was a tremendous process when we kicked it in. We were one of the first school districts that really introduced the K-8. And I have to say, I was one of the first assistant principals back then that did the MOC. We've done a lot of work in understanding the young students in with greater number with older students, right? And it always comes down to the areas where they may converge, right? That always is a conversational point. But I believe as a school district, we have a background in it. Typically the areas that we have to really consider are the media center is one, a cafeteria is another, entry points and exit points. But I believe a K-12 school is different than a co-location separation. because of the different supervisory elements in it. So we're comfortable in being able to develop K-12 environments, which I think is very innovative and we have to do them, because I know our principals and we've had a lot of background in doing the separation and the inclusion as well, because we want the beauty of a K-12, just like a K-8 is that you can have your older students even tutor and support the younger ones. So that's something that we're good at. However, I do see it as two separate pieces, and we have to learn from it. Now we have to learn about the co-location and how to really create that security amongst both teams, because at the same time, a building has students, whether it's yours or they're mine, so we have to attend to the security and some other aspects of the students as a whole, not necessarily where you're part of this or you're part of that.

Thank you. Just as a follow-up, I appreciate that. And I completely understand that it's a different scenario where you still have students in a school building that are mixed ages and you have little ones versus older ones. So I just think it's a great analysis that we can use to learn from as we kind of go into this world a little bit in a larger scale with now five schools this coming school year, this data's gonna be very beneficial. So I think it serves a lot of purposes in having it. And look, the more options we have for families, and I would love to have my kid in the same school, right, from beginning to end, and not having to worry about changes, and I'm sure kids would love it too, right? So it's good to explore, but it'd be interesting, and what I would love too in having conversations with high schoolers at the schools that I've sat in round tables with them talking about co-location is how has the district analyzed it? What have we learned from it? What could we learn from it? Because whether they're part of us or not part of us, we're still co-located, we're still in the same building, and I think we can learn from this some best practices that we can share with future partners that come in to use some of these vacant spaces. so that we can do the work that we have to do in a safe manner within our school. So thank you Board Chair Rojas for this item and I look forward to seeing the analysis back from staff on it.

Okay, Vice Chair Calucci.

Thank you, thank you, Madam Chair, and thank you to our Board Chair for bringing this item. I think it's time that we start exploring this. I think we're a little long past due in it. It's something that needs to be looked at, needs to be analyzed. I'm looking forward to seeing the results. I'm in full support of the item. I really think that this is something that builds community. It continues that because schools are communities. People like to have their children in a place. And we lose a lot of our students from the elementary to middle school. We do that and it's a problem for us as a district and I think this continuity, if we create that sense of community, we offer a high rigorous curriculum and have that community support and parents are happy there, they're likely to keep their child there. I was actually in one of the first schools in the district to create a K-8 center And it was really, really cutting edge at the time. It wasn't the first, but it was, I think, the second. And people loved the concept because they were able to keep their child at the same school. And we addressed security issues and safety issues by having a different uniform for the sixth, seventh, and eighth graders so that it was clearly identifiable. We had the middle school students in one area of the campus. So those are all things and considerations that I'm sure you will come back with in your study, but I'm in full support of the item and I think it's time we have to start thinking outside the box and looking at different models to move our district forward during these times. Thank you, Madam Chair.

Okay, any other comments? No, okay. Okay.

Very briefly, when the children start in kindergarten and the families are happy, more likely than not, they're going to stay with us all the way throughout. And that's why it's so important to start with the little ones all the way up because It's proven. If they are in a school starting at a very young age and they are pleased with the education, with the administration, with the teachers, they're going to stay with us. And we have a lot of other competition. We have homeschooling out there. We have charter schools. We have private schools. We have parochial schools. And we're working arduously so that an enrollment goes up instead of going down. And this is, again, basically a paradigm shift into a new arena that I think Again, community-based, the families are gonna be happy that their children are able to remain with their friends. They establish the relationships from early, early on, and they don't have to worry about what happens when my child finishes fifth grade. What am I gonna do? Am I gonna put my child in a public school? Am I gonna send them to a charter school? Am I gonna send them to a parochial school? No, we stay right here all the way through 12th grade, which will help us. with maintaining our enrollment in addition to everything else. And thank you to my colleagues that have made comments so far. I really appreciate it because I think this would be something very, very beneficial for our children and for their families.

Vice Chair Calucci, you had additional comments? Yes, thank you. And I just want to, this is for your consideration, Madam Chair. I think another option of expanding, too, is the 6 through 12 model. We have already some, but some of our middle schools are very under-enrolled, and perhaps combining 6 through 12, just not looking at K through 12, but expanding the 6 through 12 model, I think might be something, if you want to consider that, adding that in your recommend, but that's totally up to you. I'm good with the item as it is through the chair.

Board Member Espino?

Just a comment on the 6 through 12. I think that was... Board Member Gallin's parting gift to us last month, which is to explore the feasibility of 612. So, I mean, I don't know if these reports are going to come back together or separately, but I'm saying at the same time or not, there'll be separate reports, but I'm saying we'll be getting reports on both.

I did have some additional comments, and I'm in full support of the item, so this in no means is not a sign of support. I absolutely am. And I think I've shared this before. When I was working at a neighboring county and I first heard that Miami-Dade was doing K-8s, I thought it was wonderful, and I think in the beginning it was. And now on the board, some of the things that I'm encountering from the K-8s is that they're... some of the parents are now looking more again to the traditional middle school experience because of the sports and because of the activities and things that can be offered. So I think As we look to explore this, because I think we definitely need to, and I think there's a portion of the population that definitely wants this, and I think there's a portion of the population that maybe wouldn't want it, right? And I think that's the beauty of choice, and that's the beauty of a large district is that we can offer many choices. So while I'm definitely in favor, and I do think a lot of families out there would want something like this, and more than just two in a district that's so large, I would encourage district staff as we go through the data to think about and use that K-8 model that had successes and now maybe we're seeing some of the shortfalls, I think what is most attractive when we give these options is not just a K-12 or 6-12, it's what makes that place special, right? So in other words, I-PREP is extremely successful but it's probably not just because of the K-12 model, it's because of the academics, the rigors, and I think Vice Chair Colucci, you mentioned it, right? The rigor, right? So what are we going to do if we do expand the K-12 model, and I'm all in favor for it if the data comes back good, but just to ensure that it's not just about having a K-12, it's about what's going to be enticing and that they're spread out around the district so that, again, it creates that choice. because I think, you know, there was a lot of fear at one point, middle schoolers together with high schoolers, but you see 612 models that work, right? And then what a lot of that middle school loves about being on a campus together with high school is the availability of the sports and the extra resources amenities that come with a high school campus that don't come with a middle school campus, and especially don't come in a K-8 campus, right? So ensuring that there's a balance, ensuring that all of those things are considered in the follow-up would just be my only comments on that, but definitely something we should look at and to co-sponsor at the appropriate time. All right, any other comments, staff? No? Okay. Can I get a motion for co-sponsorships? All in favor? Motion to move the item as amended to the board? All in favor? Great, thank you. I think that was our only H item. The next item on the agenda is new business from board members. Anyone have some new business? Madam Chair?

Yes, I do. Thank you so much, Madam Chair. And first of all, I like, I know that many of us have interns that are here with us today. My intern is sitting right over there from Young Women's Preparatory Academy, Marvette Ocean, can you please stand to be recognized? This is an all-girls school, the only one that we have in the entire district, and exceptional student with a great future ahead of her, and the internship is opening her eyes to so many different arenas that she would not have had an opportunity to do so. If you could allow her to just say a few words I would appreciate that. That would be my first order of business. Marvette, I don't want to put you on the spot, but show them women power, right? Here we go. See? All right. Now, I know she's not the only one, and some of my other colleagues also have their interns as well, but I just wanted to take it.

Yeah, if any of the other interns that are here, if you wouldn't mind standing, and you're more than welcome to say a few words or at least introduce yourselves by name and who you're under and the schools you're coming to us from. We'll start right over here.

There we go. Awesome. In the back.

Are you Ms. Diaz's son? Oh, no wonder you're so brilliant.

I don't think he wanted to acknowledge that. In the back to my left.

Oh, excellent.

Excellent. And I think we just had many join us from board member Santos' office. So just briefly go around as you came in, you know, just your name and what school you're from.

Excellent.

Great, we're over here now.

Great.

Excellent. It's a pleasure to have you joining us, and really from across, I think, the entire district, right, from every corner. I hope you've been able to learn quite a bit. I hope we've encouraged you to either go into education or maybe even public service. Hopefully we haven't discouraged it. But either way, as a high school counselor, I say it's always great for you to just explore and be exposed to different career paths. that you might appreciate. So I hope you've had a wonderful opportunity this summer.

Chair Wim Blanco?

Yes.

I just want to take a moment of privilege because Jacob had to leave, but Jacob is once again here. He's an intern in my office. He has to have transportation back home. But it's an honor to have Jacob back again here this year. He's excited to work on board items. He's at Miami Lakes Educational Center, and he just left a few minutes ago so he can have his transportation taken back home. I also want to give a big shout out to district staff for supporting these students. Jacob at first thought he could never have an opportunity to do this, and our ESC department together with our teams here have done an incredible job to make sure that this internship is open to all students throughout our district. So thank you so much.

Thank you. Did you want to say anything? Okay, all right, yes.

No, no, I'm gonna keep on going with my new business. I just wanted to start with them first, so if I may.

Thank you all. We were happy to recognize you, and we'll continue now with the new business from Chair Rojas.

Thank you, Madam Chair. Effective July 1st of 2026, Florida students in grade three through five are now required to learn how to write in cursive. And they have to show proof that they have been able to master it because sadly there were students that were not able to master cursive writing by the time they got to fifth grade. And so at the last board meeting I did ask a question, the last committee, I'm sorry, referencing this situation. Can someone or you, Ms. Diaz, be able to give us an update? How are we going to implement this Have our principals had any training and given input on the process that they have to follow in their schools in reference to this scenario?

Through the chair. So through the chair, yes. SB 182 requires that instruction in grades three through five, and then the students need to demonstrate mastery by the end of fifth grade. So we're working to incorporate that into our pacing guides. um, for those grades and we're anticipating additional guidance from the state. You know, usually when a law passes, then they do rulemaking and then more details come through. Um, to date, I'm not, we don't have a full information on the assessment for fifth grade, like what that will entail. They have to be able to write like uppercase letters and lowercase letters. Is there some language to that? So we are prepared to embed it into, uh, into our pacing guides. And as we receive more information, we'll work that out. The principles, will be informed now through the summer as well as all the leads, the grade level leads in the elementary schools as we work through the summer and into the beginning of the school year. So we are confident that we can fold it in through our pacing guides and deliver the instruction accordingly.

So through the chair, via our region meetings with the principals and with the assistant principals, there will be training and expectations that will be given to everyone across the county, not just in one region or in another, that all of us will be doing the same thing with the implementation portion and that they're all going to get the same type of training that they need to have through professional development or however you are all going to do it with them.

Yes, ma'am. Through the chair, the same as we do, you know, every year there are new things that are part of the legislative action. And we do it the same way through skilled leadership, through professional learnings with the actual teachers, with the coaches as applicable. All regions, all schools receive the same training, access to the same. We put out with briefings. We incorporate it into, now it will be through our learning management system as well. So the same process that we normally use, we'll be implementing so that everybody gets the same information.

Thank you. Before I go to the next part, I believe that Vice Chair Colucci wants to say something, Madam Chair. Sure.

Thank you. And I just want to ask, it's very, when you're teaching handwriting, you need a lot of practice. So as a teacher, I know that the teachers, they need to trace the letters, they need to, so would it be more cost effective to look at getting some sort of program of workbooks for third through fifth grade having teachers run copies and because at the beginning you really do need you know it can't just be copy this from the board you've got to trace you've got to have there's a whole system to teaching cursive it's not just you know yeah it's a whole I know we've kind of lost that you know i you know that that we did it's something and i think it's so important important cognitively as well for the development of of you know literacy so through the chair i i don't know if that's something that we can consider i i you know i know that our budget constraints are but i think it's if we're going to teach that and teach it properly and give the teachers the resources that they need especially if you know you some haven't really been taught properly how to teach cursive. And I know that we have a lot of things to teach. We have a lot of things to, but given that it's a mandate and it's something, just like I know that the phonics books, the teachers, when I go out to the schools, they love them and they- they ask me for them, and it's been something that's really been very, very helpful to the teachers. So I'm just putting that there, you know, so that you can, something to think about. Thank you, thank you, Madam Chair.

Thank you. Did you want to respond to that, or?

Through the Chair, no, I'm agreeing, I think at this point, we're looking forward to some guidance from the state, again, that we haven't received anything, usually that comes now, in the summer months, there's rulemaking that takes place, or some additional guidance, and sometimes There's funding also that we can apply for and receive because there would be some associated cost to implement this across those multiple grade levels at all schools. But we are also exploring other ways to ensure that our schools receive what they need in the event that additional funding doesn't come through or from the state.

The teacher and Vice Chair Colucci needs to make some additional comments.

And just very quickly, something as simple as having the correct paper, maybe we can order a lot of that for the schools, because it makes a big difference. That's all I'm going to say. Thank you.

You just took me back, Vice Chair Colucci, to the wooden things with the wires and the three lines that the teacher would do across the board.

Correct. And then, you know, halfway for the Capitol, all the way to the top for the Capitol, and And even in the primary grades, it makes a very, very big difference. I used to go through that paper very quickly with my students, and it makes a big difference. So thank you.

Actually, Madam Chair, as I continue, before I go to my next topic, when I came from Cuba, I was six years old, and I started school in Cuba. And we wrote cursive. So when I got to the United States, I came in and I was going to second grade at that time. And I had to go to print. And that's why my handwriting is so awful.

Because I went from cursive to print back to cursive.

But I could be a doctor because, you know, you can't read anything doctors write either. But in certain countries, they start teaching you cursive since you are... in the lower grades, not even third grade. So I was an example of that because that's how I came. But anyways, with that said, let me go to my next area that I wanted to address. That's summer 305 through the chair. Ms. Diaz, can you let us know a little bit about how summer 305 is going? The participation, is it steady? Are the kids continuing to go? What kind of progress are we seeing being made throughout the district? And just elaborate on that first. Sure. Through the chair.

Through the chair. So, yes, we started on June 15th. So we had an earlier start this year because the state moved up the testing window. So normally the state was offering the testing the last week of July or the second to last week but they moved it up so students are testing right now this week those in third grade for third grade promotion and then those who are retakers for algebra one etc we have about about 13 000 students in the k through eight grades including esy and then there's another group of students um through in the high schools through the adult ed program for credit recovery In grade three, we have close to 2,000 students participating, and so we're looking forward again to their success this week on the assessment. And the attendance has been consistent, as you asked, throughout the summer. We had 47 sites open. This year, we focused the locations on K-8 centers, because kind of as what we were discussing a few moments ago, the K-8 allows us to consolidate our resources so we could have the younger students and also the middle school students in one location, so that makes transportation more efficient. supervision more efficient of the summer site. So there were a few instances where we had an elementary and a middle that were adjacent or very close by because geographically there was no K-8, but we tried to focus on using K-8 buildings so that, again, we could have, it would be easier for folks transporting and so on. So yeah, we're very excited about the turnout also for VPK Summer Bridge. I think we were getting around 150 students that were participating throughout the schools. So that also is another opportunity for those youngsters that were getting ready for kindergarten to have an opportunity to come in and kind of get a little bit more practice and ramp up to the following school year. And then, of course, I mentioned briefly ESY, extended school year for our ESE students. those who have that on their IEP, who require those additional services, and we've got about 2,600 of those students participating as well, so they continue to receive all of their therapies and instruction and everything throughout the summer, so they have year-round continuity. The program will end next Tuesday on the 21st.

Thank you. So through the chair, two things that I wanted to ask. You said you had about 2,000 students in third grade, and many students in third grade, in order to be promoted, had to pass, if they didn't pass the original assessment, then they had the portfolio. If they did not get it through the portfolio process, I'm sure they're attending now for other opportunities that we give these students to be able to be promoted to fourth grade, do you have a percentage or a number that you could give us as to how many students you have going to the summer program now that are in that particular scenario that have to be able to pass the next assessment in order to be promoted to fourth grade through the chair?

Through the chair, that number, all of them, It's about 18, it's 1835. Thank you, Dr. Rios, just texted me the number. So 1,835 are in the grade three reading camps because they need to test to pass and promote to fourth grade. So that, and they are testing now, this week, so we don't have the results yet, but we should soon.

When you have the results through the chair, I'd like to know how many we have that still have not passed the assessment, and then the next steps that are gonna be taken for those children to have yet one more opportunity to try to see if they can proceed to the next grade level. through the chair. Also, I would make a recommendation for next year. I know that we started on the 15th. But we got the information, the board, on the 8th with reference as right before. Maybe you could give us the information sooner next year, sometime maybe in May, so that we are cognizant of what schools are going to be open, you know, which ones are the K-8s that you're opening or the elementaries and, you know, what. what is the summer program going to be all about? Just like you gave us, but I would like to recommend for your consideration, actually, Mr. Superintendent, if you could give it to us sooner, because I think it would be more beneficial, at least for me, to have that information sooner. And the other area through the chair, do any of these schools offer any type, there have been so many deaths of children lately sadly in two different arenas. One is swimming pools and two is children that are being left in the cars in this heat in these two areas. And especially here in Miami where everything is the ocean, the water, the pools and everything else. I remember when we used to have programs at my school, we had the swimming program, and we had one of those pools. It was put in the cafeteria. It was a mess at the end of the day, a lot of work, but it was certainly well worth it. Are we offering anything in any of these areas that I've addressed in any of our summer school programs? or not? Through the chair.

So we still have the Learn to Swim program, but that takes place during the school year with the pools being built in the schools as well as the Zero Drownings Initiative. But the summer program, I thought you were going to ask if we have mental health support, which we do. I neglected to say that, but we have multiple mental health coordinators at every open site. So the primary focus of the summer programs in our schools, the academic ones, are academic support or ramp up and enrichment for the following school year. So those types of programs do not run through my shop in academics, but I know that we have a lot of CBOs and different camps that are also running in conjunction with us through Dr. Linda America Roberts office. She's like hundreds of contracts. So I can't provide that answer. But I know that we have a lot of those working with our students, but through our community based organizations.

Thank you. And through the chair, and I'm sorry, but academics is very important to me. I have another question. One has to deal with the area of, as I assess the results of testing of our last assessment, science was an area that concerns me. It concerned me last year, it concerned me this year, because that was an area that we need to enhance. And so... As we are looking at the science arena, I was wondering, what are we doing? And also, the interdisciplinary approach to instruction, which is something that I might even bring an item on later. But I did it many, many times, and it proved to be very successful for me when I was principal of numerous schools. If science is an issue, than the interdisciplinary approach to instruction, whether it's in music, art, Spanish, PE, whatever special areas we have going on, that with, it has to be something that has to be done in correlation with a classroom teacher, obviously, or it will not succeed. The planning has to be done together with the administrator and the special area teacher and the classroom teacher. Are we doing anything with the interdisciplinary approach specifically to address the science portion which can be taught in all of the other subject matter that we offer through the chair? Who will respond?

I will, Ms. Rojas, through the chair. So let me share the data with science. Levels three to five, in science, they've gone up. They have. Last, the prior year, we had a fifth grade increase because we were lower, but yet, no, we did a good job with eighth grade, then we lifted fifth grade. This year, both of them rose. To me, it would be important for us to also be above the state. However, there is a differential between fifth grade And we were at the roundtable that Mr. Alonzo provided in Hialeah. I wanted to make sure that we understood this, right? The data in fifth grade is very, very direct and specific. Our students in fifth grade, they take the same test. So we are definitely trying to, we are, and I'll tell you a couple of things that we're doing. Eighth grade, however, has two pieces to it. We have eighth graders that are taking the regular eighth grade science test, but then we have some eighth graders that we are accelerating that they're taking the biology test. So they reflect on one side and not the other side. So when you see the data for eighth grade, and I've been telling my team, we need to report it in both, right? Because when you typically get the results from the state, you're only getting the eighth grade science results. We're going to start splitting it so you know how our regular eighth grade science testers are doing versus our eighth graders in biology. So that's one point of discussion. As a person with curriculum background, sometimes being more specific on the content area is really important. What we're trying to do is we've done a lot of STEAM, right? A lot of the STEAM projects and things of that nature is really important. But I believe we need to pivot a little bit and become more purist as it relates to science. And so we are making several modifications. To your point, Ms. Rojas, yes, interdisciplinary curricular activities do help. anything we can do to add to the value and the instruction of science. But organizationally, we're going to be now focusing on a science department that is more well-defined versus a science department that was kind of combined and integrated into STEAM. So we're actually making a couple of personnel changes, plus there's a lot of great collaboration happening in that department also through curriculum and with ETO to really raise our focus on science and lift the students levels three and above. And I know we're gonna do it. I know we're gonna do it this year with all these immediate changes because we have to. We have to like reorganize and create a more delineate focus on science like we do in reading and like we do in math. Thank you, manager.

Thank you very much. I appreciate that explanation. Looking forward again to more enhancement in that arena. I'm sure that and we can enhance anything and everything. But that was the one area that I noticed where we needed more, a little bit more. through the chair. There is, synergy took place this summer, I went, and I'm glad to see that this year you did it only for the principals, not the assistant principals together. I think it was more beneficial for the principals to be able to have the opportunity to address areas of interest that they have to deal with, and then maybe a separate thing, at another point in time for the assistant principals. And it was an opportunity for camaraderie to take place and to learn from one another. Is there anything in reference to synergy this year as opposed to last year that you see occurred, Ms. Diaz, that you would like to share or not? Through the chair.

I need to take this one as well. Because of budget constraints, we were not able to bring the teams that we typically bring to synergy. So when we were discussing it, we said, what a wonderful way then to really maximize time with principals. And sometimes principals, during the year, it gets really busy. They do have their feeder pattern meetings, but never an opportunity to have like three days with your own feeder pattern colleagues to really reflect, learn, and create a great foundational piece for the feeder patterns. So that was our focus. I think at the end of the day, the PD department and academics, everybody that worked together, they created what they called leadership labs at the end of the day. And what happened is the principals had an opportunity to engage with their feeder pattern colleagues on branding, articulation into the middle school or the high school. So it really provided a great opportunity for principals to be with their colleagues at extended period of times. So I too was very glad to see that we provided this extended time for principals for three days and feedback that we received is quite, quite positive.

Thank you and through the chair do you like the subject matter that you present do you have like prior to synergy taking place do you ask them to submit the subject matter that they want to be addressing or is this something that is just developed through academics because I think that input in that area would be very beneficial for the principals to put the main areas that are of concern to them through the chair.

So yes, so through the chair. Throughout the school year, we're always soliciting that type of feedback. And I know, I'm not sure if Dr. Baglos is here, but I know that her department does at the end of the year put out something to request information from principals about areas of need. Also through our PLSTs, we have that monthly back and forth communication. So We do look at those things. And then also, you know, sometimes synergy is an opportunity for us to bring new things to the principals as well. Like this year, there were different sessions about, like, leadership and creating culture and things that are not so nuts and bolts, but very necessary in creating a good climate in your school. And as you were saying before, having families involved. that are happy, students that are engaged. So there was a lot of work done around that in Synergy as well.

Thank you. So lastly, through the chair, it was partially what the principals gave that they would like to hear, and the other part, new initiatives that you want to bring to the table. I do want to let my colleagues know, when I spoke, I spoke on behalf of all of my colleagues here and thanked everyone. on behalf of everyone sitting here and I know that board member Alonso also had his chief of staff over there on one particular date as well so thank you so much to everyone and lastly I've been hearing about on TV about I'm probably going to say it wrong but it's cyclosporiasis a foot-borne illness that is occurring, and it's because of the vegetables and the fruits, and it's hitting Florida. But we offer our children vegetables and fruits on a regular and ongoing basis, so it put me to think. I'm always thinking about the children whenever anything comes up, right? So will someone please be able to let us know if you have What are we doing proactively? Because they're saying it's hitting a lot of children and adults throughout the state and other states as well.

Through the chair, Ms. Ross. So, yeah, we've had correspondence with the health department related to this. However, there has been no guidance in the sense as it relates to food and nutrition and meal participation and what's going to be provided for next year. There has been nothing in the sense of changes being made currently because of this. However, our eyes and ears are on it. We rely on their information. We meet with them on a regular basis whenever there's something such as this that comes out that there has to be some type of guidance as well as maybe some type of prohibiting type of vegetable, et cetera. But as of now, Nothing has changed. Again, we have four more weeks, so we don't know between now and then until school year starts, so we'll advise if anything comes about, but as of now, nothing has changed in the sense of guidance, in the sense of exempting certain fruits or vegetables as part of our program.

Okay, thank you so much, and thank you, Ms. Diaz and Ms. Torres and your team for testing students that are gifted, but I would also like to recommend that The assessment portion for students that are gifted is great, but we also have to have placement specialists to be able to place them before the school year starts. And that would be my last comment. Thank you. Thank you.

Vice Chair Colucci?

And thank you, Madam Chair. And just a quick question. How did the testing and the go for the referrals, especially since there was a lot of deployment? So I just want to make sure we're on track since a lot of the team was deployed in different areas. Did that impact our referral process? Because you know that that generates funds for our school when we have... these students, you know, for gifted programs. Who can answer that question through the chair? Through the chair.

So when we were identifying folks for deployment, we prioritized those that were in the Office of Academics and in areas where, obviously, primarily those that work in content were the ones that we first deployed because they work in content right in math and science and so on and then we started to go into other areas but as that was a district-wide effort from all the offices in central office we were able to minimize and not really deploy very many folks from from ESE because that was an area where you know together the superintendent we realized that that is we can't fall behind in that area because those first of all the students they're Students need all services, but that is a priority. Students that need to receive ESE services, it's timely, and there are timelines tied to it. So we did not really deploy many folks from that office to ensure that the process continued.

Thank you, and through the Chair, just so that it's on record that it's imperative that we are timely with our placements, with our psychological tests. I know that our psychological evaluations, because the sooner the students get into the program and the services that they need, without a lot of time elapsing at the beginning of the school year, they're in the right place and they're getting what they need early on from the beginning of the year. So I just want to have that discussion. So thank you. Thank you, Madam Chair.

Absolutely. All right, if there's no additional new business, we'll move to the staff follow-ups. We have from May 2026, H3, analysis of student screen time. Any questions?

Remember, Alonzo, I know that was your item. Sorry, can we get a split screen for the soccer game to play while we're here?

Is that why your eyes were bulging just a few seconds ago?

No. So I do have some questions. I don't know if Mr. Mateo would. would be willing to come up. I wanna first thank the superintendent and staff for taking this board item seriously. I mean, my goal was never, as everybody probably knows here, to eliminate technology from our classrooms, because technology is an important part of preparing our students for college, for the careers, for life, and it's just a part of life nowadays, right? But my goal was to better understand how much instructional time our students are receiving, whether it's age appropriate and whether we're using technology in a way that truly benefits learning, right? Not to replace a teacher, but that it's truly benefiting learning. And I know that many parents that I've spoken to and we see across the national news channels are concerned that their children spend too much time in front of screens. As both a parent myself and a school board member, but somebody who loves technology, I still share that concern that we all share, right? And that's why I brought this board item forward and I wanted to really look at the data rather than just on assumptions, right? We rely on a lot of assumptions. Social media feeds us to even us as adults, right? A bunch of information every day. So a couple questions I had for the superintendent or Mr. Mateo through the chair. The report references research recommending one to two hours of daily screen time limits. Can you clarify those recommendations and primarily to like recreational screen time, total screen time exposure, is it instructional time? What does it really refer to when it talks about that through the chair?

Okay, Mr. Mateo.

Thank you, through the chair. So, yes, at the end of the day, what the research, and we poured through many, many journals, right, scientifically peer-reviewed journal studies, what the research shows is that structured screen time that is active actually has a positive correlation on learning when when what what the narrative is out right now when when people are speaking of screen time what what the research is showing is that passive screen time the in other words the watching videos scrolling on social media that is what is actually hindering right cognitive development students ability to have an adequate attention span. It affects their sleep patterns, it affects their depression, et cetera, their emotional state. So there has to be a delineation between what is considered active and what is considered passive. The recommended guidance is for active screen time. There is a point of diminishing return where once you exceed a certain amount of screen time, even if it is active, it can actually be harmful. So the recommended amount is for active time, and that is what we aspire to have our students engage in, whether it's during the school day or after school.

All right. Follow-up? Go ahead. How, I mean, because it's so important, right, and you mentioned the videos versus instructional time, how are we going to ensure that parents know where to find, like, these resources on screen time? I know the superintendent has been extremely supportive of our Parent Academy program, and getting that information out there, and how will we measure whether families are actually using them? How do we let families know this, and then how do we explain this information out to families about the importance of screen time through the chair?

Thank you through the chair. So this is the key, and Danny and I have had conversations about this. It's unfortunate that sometimes we speak in the general, screen time, screen time, screen time. But creating this differential conversation is critically important. Danny will share some of the things that he's done via a parent website. But one thing that through the parent academy, remember every year we do like two or three live stream events. We're going to do several things on screen time. and we need to start getting to the process of saying active versus passive when we discuss screen time. And so I think that's going to be part of the narrative and kind of like the education awareness that we have to provide not only for our parents but for our teachers and for our community to understand that the label screen time really doesn't tell the story. And so Danny, go ahead and you've done great work in this and the materials that we're presenting for the parents.

Thank you. Absolutely. Through the chair. So we've developed an entire site for parents that we're going to be broadcasting out to all parents. It contains several tools that parents will be able to access. So it'll have information by age bracket, basically explaining to parents what they can expect in terms of brain development and growth, right? Social, emotional growth for the child, and then giving them strategies like a playbook. and then differentiate it by grade level. But then in that site, we're also going to give parents an interactive screen balance tool where parents can go in and say, all right, if my child has, let's say, an hour of in-school screen time, two hours of out-of-school screen time, And I'm going to, of course, children are children, so an hour of passive time, maybe on a YouTube video or watching on social media, whatever it is. But that interactive tool will allow parents to kind of identify by age bracket what is moderate, what is excessive, what the literature says is a good strategy. And so parents can then vary that tool to make a determination as to what they feel is appropriate for their child. And then at the very end, we've even provided them with the ability to create an automatic, like a digital constitution. So they can select what their goals are as a family. It'll create the document for them, print it out, and then the student parent would sign it, put it on your fridge, whatever you call it. But something that you're agreeing to as a family to say, hey, we are going to agree, for example, and I'll I won't say the name of the person, but I know somebody who is relatively close to me that, you know, they leave their digital devices on the counter in the kitchen at night, right, so that they're not in the bedrooms, right, so that you're not engaging with it. So strategies like that are important. Being able to kind of set a line as to how much time is appropriate and at what time, that's extremely important. So this website that we provided, and the link is in the follow-up, but we will be placing it out for all parents this fall.

Board Member Alonso.

Sorry, another follow-up.

It's something that gets me excited to talk about. Beyond measuring minutes, you talked a lot about minutes there. How do we evaluate what the digital platforms are actually doing, and how are they actually improving student outcomes? I just came back from ISTE. The superintendent was there speaking, and everybody was talking about outcome-based contracting, outcome-based implementations. Anything that we're implementing has to have an outcome-based sort of review, right? What are we doing as a district outside of measuring minutes to measure outcomes of any of these platforms that were placed in front of our students through the chair?

Through the chair. So it is tricky to do this, right? Because at the end of the day, the the bulk of your work when you use these platforms is correlative in nature. As we well know, it's not just the platform that's educating the child. The primary instructional tool in the classroom is the teacher. So we know that teacher-driven instruction the most effective strategy, right? So these are supplemental tools or enrichment tools, tools that we use to engage students in other ways. When we look at data, all of our platforms, by requisite, must have data dashboards, the ability to pull data on student performance metrics, et cetera, and we do analyze that. So academics sits annually. particularly over the summer when we're about ready to go in to procure new contracts and new titles or even renew, right? We will go in and analyze not only the usage by our students, we look at usage by schools, usage by teachers, we pull metrics on students, we compare it to their performance data on PM 1, 2, 3, right? We go through the full gamut. But again, all of that analysis is strictly correlative. There is no way to say that a particular platform is 100% tied to performance.

Okay. Final question. And this is one that I'm sure everybody here has at the top of their head. It wasn't really structured into what we were talking about, but goes to AI. And I just came back, as I said, from ISTE. Every software company that are existing software products of ours, their label is AI. Everything's AI now. It's like the new buzzword, which is crazy because AI to me was already always there, but now it's become that. But as it becomes integrated into pretty much every instructional software we're using, I mean, the band-aid's been ripped off. How do we ensure that all these AI tools and tools that we already have that are now embedding AI into it are enhancing learning while also are always age-appropriate? because we know that they can hallucinate, and that we have teacher oversight and district oversight, because we've heard some nightmare stories that none of us want to ever experience as a district. So what are we doing around those areas? Through the Chair.

Madam Chair, through the Chair, and I know Danny will be able to specifically address this, but this is really interesting. Because just like when we say screen time, we have to break it down into two buckets or two distinctive pieces, I think we need to do the same thing with AI. And now as I speak to AI, and I was at ISTE as well, and it's kind of easy to say, but it's true. If you speak to the parents about AI and AI and artificial intelligence, and you don't also describe two other concepts, right? Well, There may be AI, artificial intelligence, but what we're doing, what about our actual intelligence that's more important than ever? Sometimes we don't mention that, and then sometimes we view AI as a complete replacement, start seeing as additional intelligence that you can provide to your actual intelligence. So phrasing this and setting it up in a way where it becomes really obvious understandable because many of our, I'm concerned about our parents, and one thing that we've done in our school district is we have not left the parents behind. We've tried to, as we implement, we've been guiding and educating. So that within itself is an important point when we discuss AI, when we discuss screen time. And I just wanted to lay out, because I think we need to do a better job of articulating what it is, what it isn't, And what it truly does, which is enrich learning if it's done properly under the correct ethical use and monitoring of the tool. But if we stay at the surface level with these generalities, we are not really addressing what these tools can do, what they cannot do, or how they can be misused. So Danny, go ahead.

Absolutely, through the chair. And I think to follow up with the superintendent has stated 100%, but we need to also define AI, right? Because when we say artificial intelligence and education, most people automatically contemplate generative AI tools. And we've already been there, done that in Miami-Dade County Public Schools, right? We have selected a generative AI tool. And we're firm on that. As newer... software packages and tools, et cetera, come out, it is very unlikely that the district, and I'm not going to say it's impossible, but it's very unlikely that we would transition to a different generative AI tool right now. However, other artificially intelligent tools back-end systems may enable the future products that we decide to adopt, right? So in other words, artificial intelligence may be embedded for, hey, the analysis part, or for the scripting of what should be presented, right, as it analyzes students' performance data. So it's not that the student is necessarily engaging directly with the artificial intelligence, but that the artificial intelligence is powering the system. And I think it's important that we kind of differentiate the two. It is most likely, and that's what most of these software companies are doing, they're embedding the AI tools to enhance the product. but it's not necessarily, and some, there are exceptions, but some do have the front-facing generative, most do not.

And just to follow up, and I completely understand that point that you're making, Danny, or Mr. Mateo, but It's important, though, that we take a deep dive and look into those because what those companies are using in the back end could also expose our student data, could put our district in heavy vulnerabilities that then we are responsible and, you know, our CIOs are responsible and then cleaning up a company's mess. So we want to make sure that as these companies embedded in the back end, it might not be impacting our students in the front end, but it could impact our students in the long term. and even our teachers, right, and what's being exposed there. So I really appreciate, you know, this board supporting this report, and I believe that the report really reassures to our parents that Miami-Dade County Public Schools is not replacing our teachers with computers. Our students are not sitting in front of a computer all day long. The technology, our academics team looks at strategic ways to use it for reading, mathematics, language development intervention, and college readiness, so many But at the same time, I think this report really shows that the responsibility really goes beyond just the minutes and tracking. We have to really ensure that all these products and all these solutions that we're putting in front of our kids have a clear educational purpose. If it doesn't have an educational purpose that is supported by research and improves outcomes, we cannot be part of the problem. Because we know, I know it, going to restaurants, that society as a whole, we're part of the problem too. And we have to do better as a school district to make sure that doesn't happen. So as technology evolves and we'll continue having these conversations, especially with artificial intelligence, I think we have to continue working on that balance and making sure that our goal is on less screen time, more teacher time, And hopefully in enhancing some of the technology for our teachers, we can give our teachers more time in front of students, right? Because we can eliminate some of the work that they have to put into in data, in lesson planning and in so many other efforts that go into that sometimes we don't realize that can give them more of that time, but never replacing the teachers. Thank you, Madam Chair, for allowing me the opportunity to ask these questions, and thanks again to staff for the hard work on this.

Of course, and I know, Mr. Superintendent, you wanted to make some more comments. I just had some very brief comments as I looked through it. I think, as you mentioned, very important to differentiate the active versus passive screen time. And when I looked, because I looked at the breakdown of the minutes that we have already built into instructions, all the tier three, et cetera, and it is under the recommended, but that's not the only time that they have. And I know you're talking about educating parents. I just think that's really the uphill battle, right? Because we can have as many sessions as we want on the Parent Academy, but there's only so much that parents are going to watch. And sometimes it feels like the parents that need to watch those are the ones that are not watching those. And just because they hear it doesn't mean that they're going to follow through. So while I'm very happy that ours is active and it's educational, I think we need to be cognizant of eliminate as much as possible because we can only control what we can control. We can't control what the parents are doing. Mr. Superintendent, I know you had some questions or some comments.

Yeah, and I'm sorry, I'm kind of speaking a lot about this because it is important. It is the, not the world that we're entering, it's the world that we're actually into. So interesting, we had a meeting the other day about the, our portrait of a graduate, right, and how we're going to lift the attributes, and one of the things was when we speak about how we're using AI in our school district, and I don't like to say AI, AI tools, they're tools, is how can we demonstrate that these tools are also helping our students become greater collaborators, better researchers, right? community champions, we're trying to attach the tools to the attributes that they can help build instead of coming out of these abstract conversations. So to your point about the parents, absolutely. We can do stream events, we can do seminars, but we also have to do activities at the school sites, and these are not things just done once. We're gonna have to be very repetitive and kind of incorporate it into a constant that we develop in our school district. I think our parents will appreciate it, but I feel there is a huge piece of education that we must do with our parents. Thank you, Madam Chair.

All right, the other staff follow-up from May, preparation of implementation of Florida histories of communism standards. Board Member Espino.

Thank you, Madam Chair. Just very briefly, two comments. First, I'd like just to request a separate briefing to understand who's running point on the development of materials and tracking and things like that. So we can talk about that here. And secondly, the weekly update where the standards are going to teach in the pacing guide, there's a link that lets you follow it. And when you click on it, unless you have Schoology, there's a wall that doesn't let you see exactly that. So that's just a technical thing. But otherwise, we'll have a sidebar about it. But thank you for the information.

Okay. Board Member Colucci, I believe I saw your hand up.

Yes, thank you. And this was about the prior, the screen time. But just to note that the artificial intelligence, there is something called cognitive surrender, where students or adults are not thinking, and they're relying on the AI to to do the thinking for them. So there's a very big issue with that as educators that we have to face. We have to make sure that our students are having the proper, that we're utilizing the AI properly and that we are allowing them as much time as possible within the classroom for cognitive development. so that we do not get to the point. I mean, sometimes I see some people in the office say, oh, I'm going to write an email, and they run it through. I mean, not in my office, of course. But no, but I'm saying, like in my other job, sometimes we become reliant upon it, and that should never be the case, especially when we're teaching our students to write We need to allow them that opportunity. The other thing that I'm very concerned about, and this is our society in general, is that we're not reading books, the whole book from cover to cover. And it's sad because we're missing out on a lot of literature. We're missing out on a lot of important things that a small passage in a screen doesn't allow you to develop. And I know that that's something that we use as a tool for intervention, we use it as a tool to help our students get more fluent. But as far as reading books and reading novels, I think it's imperative that students do that. I read a report not too long ago that there was a student that got through all of school and said, I never read a whole book in my school career, I don't remember where it was from. but the point is that we're they're missing out they're missing out and reading read-alouds from teachers those are things that a computer it's not the same as having a teacher with the book reading to the students it increases the vocabulary it allows for interactive discussion and questioning so i just wanted to state that as we move into this fast-paced age of AI, which is getting faster by the second. And by all means, it has wonderful, wonderful possibilities. It allows us to be more efficient in certain things. But when it comes to children, we must, we must, we must allow them to develop cognitively so that they can think for themselves. And when they use AI, they can differentiate and say, you know what, I'm the one putting in the information, and I'm the one to distinguish because of what I've studied and what I know, if it is accurate or not, or that I can actually go back and research what is giving me. Because as Board Member Alonso said, it can hallucinate the AI. So it's a double-edged sword that we're facing. It's a double-edged sword. It's something we have to move forward with. But we have to protect the cognitive development of our students with interaction. And I know that this is something that we use in our school district, the course recovery. And I know it is online. through ingenuity, so that's another thing that concerns me, but we can have a discussion about that on the side of Ms. Diaz and I and the superintendent if he so wishes to, but those are things that I have to put on the record that I really want us as a district to be cognizant of, and again, as Board Member Blanco said, what we can control as much as we can control because at the end of the day, the parents are the ones that are in charge of their children and they're the ones that if they so choose to allow, we can educate them, we can provide guidance of best practices, but let's face reality. A lot of parents now, they're working all day long and they don't even have the time because they're so busy making ends meet to monitor their students, their children with the screen time. So good practices as a school district, but what we can control within our school buildings, I think it's imperative. So I just wanted to put that on the record and not let the opportunity that we were having this discussion.

Thank you, Madam Chair.

Of course, Ms. Diaz, you had a follow-up. Thank you, Madam Chair.

I just wanted to add that, again, this year, the district is providing accelerated reader for all the elementary grades because, to your point, absolutely the joy and the excitement about reading and competing about how many books, and we saw tremendous use last year a lot of circulation in our libraries. So we will be providing that again this year too for all schools. Wonderful.

Thank you. And I'm a big fan of that program because it really motivates students to read and get them in the library and pick up those books. So thank you for that.

Okay, we received the ETO update from Dr. Tri-Diggs. Anyone have any questions or comments? All right, I think that for a three-item agenda, this is probably the longest committee meeting we've had. Can I get a motion to adjourn today's meeting? All in favor? Aye. We will be starting the personnel committee in just like two, three minutes. I see Dr. Baglos is here to change staff around. Thank you. All in favor? Aye. All right, our first D item on the floor, D-19, Chief Silva.

Good afternoon, everyone. D-19 is a presentation of the Quarterly School Safety Compliance Report to the School Board of Manatee County.

Any questions or comments, Madam Chair?

Thank you very much, Madam Chair. It seems to me like this is a much better report than the other one we had, so congratulations for all the work you've done to the principals and members of the school sites and all of the sites that have been... looked at and reviewed again for the outcome that we have here because there's nothing more important than safety and security and the well-being not only of the students but of the entire workforce that we represent. I commend you on that, first and foremost. And my second area that I want to address is the ones that did not. Could you address, in general terms, if you're able to do so at this time, what are the areas that have – is it that the doors haven't been locked? Is it that They don't have someone where the parking area is monitoring that area or maintaining it locked all the time. I mean, what security breach, if you can, if you cannot address it here, then that's fine. I'll talk to you privately about it. It's an area that we have to enhance.

Through the chair, yeah. I'll be more happy to discuss it offline.

Yes, okay, great.

Due to the nature of the information. That's fine.

Thank you. Through the chair, that's all I have now.

Okay, thank you. I had similar questions, and this is an item that I have been very vocal about, and so while I've been critical at times, I did want to say very happy to see You were able to give me some numbers. I think 42 of the 50 schools were ones that were looked at again because they had not passed or met the standard for security, and we did this time. And, Madam Chair, I think you'll be happy to know the two that didn't. You'll get the information, but it puts us in a very good light. All right, any other questions? No. Okay, we'll move on to Dr. Baglos, your items, D20, D21.

Through the chair, D20 requests approval of personnel action listing 1205. Okay, any questions or comments?

All right, how about moving on to D21?

Through the chair, D21 requests approval of administrative appointments for 2627.

All right, I do want to take a moment, and I know Mr. Steiger is not here, but that was a revision that we got, and I joked around with him. I couldn't get his call. I think it was on Friday, and I said, Mr. Steiger, I missed one call from you, and you leave us. But he has done an outstanding job, and we definitely wish him the best. And I want to congratulate Miss Maggie Betancourt as the interim. I've had an opportunity to meet her over the years. She always comes to two specific graduations in my district, and she is a lovely, lovely lady, and I'll look forward to working with her. Any other comments on D21?

Yes, thank you very much. Madam Chair, I did have some, but I understand that we'll have a revision that will be submitted to us, so I'm going to reserve my comments at this time. I did have some, but I'll wait to get the revised document through the Chair. Mr. Superintendent, if you want to say anything in reference to that.

Yes, Ms. Rojas, and I did speak to Dr. Baglos today, and so we have temporary assistant principals that we're going to have to revise and bring them on board as well. But it's not movement. It's actually their status that we have to go from temporary to permanent. And so you'll probably get a batch of those. But we do that because we wanted to really reflect up front first the moves. These are not moves. These are just their status as an assistant principal. And thank you, Madam Chair, for bringing that up. Really appreciate it.

Thank you.

Any other questions or comments on D21? All right, can I get a motion to move? Actually, let's do all of the D. D55? Well, we don't typically talk about that. I'm so sorry. All right. I know D69. I believe Dr. Lewis is not here. This Dr. Lewis Diaz will take over.

Through the Chair, Ms. Blanco, yes. So this is proposed renaming of Hialeah Elementary School to the Lincoln Diaz-Balart Hialeah Elementary School.

Any questions? Yes, Madam Chair. Well, first, I'd like to take a moment to thank everyone who participated in the initial portion of this process, which was held right here, and I chaired, and extremely well deserved. This is someone who truly has been absolutely fabulous throughout all the years in service to our country, to our communities, and especially in this particular community. I also want to TO THANK THOSE MEMBERS OF THE COMMUNITY THAT ATTENDED THE INITIAL MEETING AND STATED THE REASONS WHY THEY WANTED TO HAVE THIS DONE. AND THEN, OF COURSE, TO BOARD MEMBER ESPINO, THIS IS IN HIS DISTRICT. AND I WANTED ALSO TO LET YOU ALL KNOW THAT CONGRESSMAN CARLOS GIMENEZ has submitted a letter supporting this particular possibility and if I, at this time I'd like to read the letter that he wanted me to please share. And if I don't, if you'd rather read it, Mr. Espino, I don't have a problem, because I believe you and I both got the letter, I believe. It doesn't matter to me, whichever way. But the bottom line is the fact that... This is a gentleman who truly has earned the naming of a school after him, and if the board votes for it, I think it will be a great thing. So it states, Miami-Dade County School Board, dear members of the Miami-Dade County School Board, I am writing to express my strong support for the proposal to rename Hialeah Elementary School in honor of the late Congressman Lincoln Diaz-Balart. Throughout his distinguished career, Lincoln Diaz-Balart was a tireless fighter for our South Florida community and a champion for democracy, particularly for the oppressed people of his native Cuba. His commitment to public service and his dedication improving the lives of his constituents has left an indelible mark on our region. Renaming this goal would serve as a fitting tribute to his legacy inspiring students to revere the importance of civic engagement and principled leadership. The Hialeah community which he represented with such passion and integrity is the ideal location to honor a man whose life's work was so deeply intertwined with the values of the city's hardworking families. From the United States Congress, I thank the board for its consideration and urge the approval of this measure ensuring that future generations of students are reminded of the significant contributions of Miami-Dade's legendary public servant, Lincoln Diaz-Balart, signed by Carlos Jimenez from Congress. And so I just wanted to state that we did receive that. And again, thank you to everyone who participated and particularly Board Member Espino, for your comments in the meeting and your participation. This is your district and a school that I also love very much so because I was an assistant principal there for several years as well.

Board Member Espino, I know this is not only your district, but you proffered an item.

Yes, thank you so much. Thank you for the preface, Madam Chair. It was a privilege to, along with residents of my district initiate this process for an honor that I think is very fitting, probably not as much as he deserves, but what we can do as a school district to recognize the life, the service of Lincoln Diaz-Balart. It's interesting because he was a friend, I know his family, and they're all individuals of character, integrity, and service. You've got the very large ticket items that Lincoln Diaz-Balart does in Congress that affects entire communities represented in Miami-Dade and throughout the United States. And then you've got the stuff that is not written about in the newspaper that was done by constituent by constituent in his office that one of the individuals that served on the committee said, I still remember when this happened in my life. And like that, there are countless stories I think some of the most incredible stories were at his funeral mass. When you hear how significant legislation for Nicaraguan residents or refugees was passed or the work that was done for the Cuban community or just the stuff done for all Americans. And obviously, I brought a recognition posthumously provided to his family. I want to thank him for the work that he's done for me personally. And so he's going so far, as I mentioned during that presentation. even giving me guidance on my law review article when I was in law school. That's the kind of person that he was, and his family's going to continue that legacy. So this is the least we can do. The community is very eager. As a matter of fact, I found out during this process that his cousin, Jose Ballart, is part of the custodial staff at Hialeah Elementary presently. So the community's looking forward to it. I look forward to passing it and ultimately unveiling the name before school starts. Thank you.

Board Member Geller.

Thank you, Madam Chair. I'm happy to see this item and certainly support it entirely. Lincoln was my dear friend for over 45 years, going back to when we were just both very young lawyers, and he was my friend in and out of politics. We spent a lot of time together. He's indelible. He's unforgettable with us. a full head of steam, he could command a room with a speech like few people have ever seen. So passionate, so brilliant, and such a thoughtful, smart, ethical person. His loss is a tragic loss, but his life, I mean, above all, Lincoln was a patriot, and he felt that deep within him, and I have to say he had a profound influence on my view of some things in the world. He changed my point of view in many ways. So I'm very pleased to see him honored, his family, the entire family. They're just a very remarkable group of people, and I know they'll all be appreciative as his friends and all those he touched. So I'm very, very gratified to see this item.

Board Member Alonso?

Thank you so much, Chair, and thank you, Board Member Espino, for this recognition, to the community for recognizing Lincoln. I still kind of get goosebumps as a kid sitting at my grandparents' house in Hialeah and Lincoln giving speeches and always representing the community that he loved so much, right? And it was, Hialeah was the center of his work, so there's nothing more telling or important than to name this school after him because I can tell you, He helped so many families throughout that community that had always come through my grandmother's house or through other grandparents' houses. He was always in the community visiting. And if you called his office and asked for help, he was there to help you. He didn't ask you what political party you were or where you lived or who you voted for. It was how can I help you and make sure that his staff immediately resolved those issues, and they always did, and then they followed through on it. So what an incredible person. What a loss to our community. I know that Mario fills in those footsteps nowadays and really is an incredible advocate. I know that on that day his entire family will be proud, as well as so many that are not here today that will be watching down together with him at that celebratory day, and I can't wait to be there. So thank you so much, Board Member Spina.

Okay, yes. Dr. Dorothy Vandross-Mendigo.

Thank you very much. I was contemplating not saying anything, but it wouldn't be right if I didn't. And my seatmate just brought it up when he said those who are looking down from heaven. He was the best friend to one of my favorite Congresswomen, Carrie P. Meek. Best friend. When I say that, if it were a party at her house, which she loved to party, he was there.

And we were, Mr. Spino, look at that smile.

He was there, and with Carrie being as near and dear to me, I got to go. But I thought he was very, very special. Mario and I served together in Tallahassee. So I got to say this. It goes into the people that someone said he's a patriot. He was a patriot. He was more than that. He was just a wonderful human being. And you have to know when you mention Hialeah, I served in Hialeah. I served at a school that I didn't even know was there along with James Bright Elementary School. J.W. Johnson. I know you're looking like, well, who is that and what was that? James Weldon Johnson who wrote Lift every voice and sing. He and his brother. That was not a part of my speech, Mr. Espino. Just had to put that in. So thank you, Madam Chair, for bringing the item. And Mr. Espino, I know you worked hard for this, because this is no joke. But the idea that now he has a school named in his honor, and so does Carrie. So... That's my praise report. Thank you very much.

All right, I believe we go now to D70. Mr. Diaz.

Through the chair, authorization to assess extracurricular activity fees for the 26-27 school year.

Comments or questions? Yes, Dr. Dorothy Bendros-Mendigo.

Thank you, Madam Chair, because we had a real big conversation last year on some things referencing What can and cannot be done for children and all. What, tell me exactly, explain to me what this is.

To the chair, Dr. Vendris-Menegal. So there's a Senate Bill 538 that was passed this past year, and actually there's a companion board item, G3, that's connected to this item. And within G3, it more or less provides the specifics of what extracurricular activities are, It identifies the type of students that can participate in certain sports and in what locations. So what this bill basically, as you are very aware, these days you can basically participate at any school you want to participate as long as you meet the age requirement, the credit requirement. This bill was specific that those students that attend a private school or what we call a personalized education plan student, these are students that get scholarships anywhere from $7,500 to $9,000. They take their FTE with them, and they educate somewhere else, usually at home or through some type of a la carte program, that those students, since their FTE does not come to the traditional school that they might be able to participate in because they want to play one of our sports at one of our schools, those students would be charged a $400 fee, up to $400, no more than $400. And that's a new Senate bill that came through. It's only for those students alone, only the private school students or the PEP students, because at the end of the day, our extracurricular activities come from our general fund, which obviously comes from FTE. Their FTE does not come to our schools. Therefore, they're asking $400. That's part of the Senate bill. So that's what it's specifically for, Dr. Bender, a minute ago.

Thank you so much. Madam Chair, may I follow up? Of course. Thank you. Do we have everyone who is responsible for athletics, for sports, and the like, do they know what you're telling me?

Through the chair, Dr. Bendros-Menegal, so what took place when this Senate bill came through, the state FHSAA has leads from each geographical area. Our lead from Miami-Dade County Public Schools is Ms. Latoya Williams. So she, along with all the other leads amongst the state, got together and more or less identified what they believe would be a best practice across all districts. At that point in time, we will start articulating, which she has already. It's summertime. It's a little different than a regular year, right? Athletic directors, even though they're visible, they're not really required to be visible, but they will be soon. So principals will be advised as we move forward with board approval because this requires board approval. But the main gist is going to be the athletic directors, athletic directors at the schools, that understand the work, that more or less Latoya Williams, when she goes up and participates, more or less works with these athletic directors prior to going up to get their feedback, to get their advice, and that she's the voice for the district when she goes. So for the most part, yes.

But for all, very shortly with board approval, they will definitely know.

I know. Absolutely. Continue. I know this is not what they say my job description is, but I want to know everything. I'm just so disappointed in some things, and I won't talk about them right now. But this is a part of our business, athletics. And you know, in some communities, that's it. You know, I don't know about my colleagues, but they have a seat for me, Mr. Bueno, at the football games, because they know I'll be there. But I do not like to be asked questions about certain things that happen in certain schools, and I don't know the answer. Madam Chair, I want to just speak just a little bit. I want athletic directors and principals and all others who are responsible for our children, whether they play football, and Tiger was signed, I should let you know that. Tiger from Northwestern, you know that? want you to know that this takes up a lot of my time on the weekends. Board member, did you know? Well, you are out there. Did you know? It is important. I know it might not sound like, well, how many third graders do we have who are not being promoted? But, you know, to me that's important because that was a conversation I had in every board meeting when I first got elected. But this, in some communities, as I said, It is the conversation, the conversation. So that athletic director, whomever it is, has to be in charge of athletics. And I don't know if you meet with them and the principals, the question becomes, do you, with athletic directors and principals?

Through the chair. So at the opening of school, there is one opening of school meeting that takes place at very early August. I want to say August 4th that we're dealing with all the principals and the athletic directors, as well as the assistant principal at the high school that's over athletics. But every month, every month, an athletic director's meeting during the year, every month, an athletic director's meeting, mandatory meeting takes place throughout the year every month. So the opening of school meeting, August 4th, mandated meeting where every principal, high school principal that provides athletic offerings meets as well as the athletic director, as well as the assistant principal that oversees the athletic offerings at that school meet. That will be August 4th. Last year we held it at the Justice Center program at Miami Dade College, and I believe we'll be doing the same this year as well.

One more. Absolutely. The floor is yours. I need an invitation. Oh, he's here? I have lots of questions. No, I don't. Please. He would probably want me to stop now because he'll get a phone call. What's going on and why is it going on? What is the title of the individual? I think it's female now. What is the title going, you know, as you go up in this thing called being responsible?

Through the chair, Dr. Bendres-Menegos. So our representative is Ms. Latoya Williams. Her exact title, I'm not sure, but she's a regional representative for the FHSAA. She's phenomenal. I think you know her. She's phenomenal. She comes up with a lot of knowledge. She speaks on behalf of all. What I really appreciate about her is she grabs the advice of the athletic directors in our world here in Miami-Dade County Public School and becomes their voice. She's a true advocate. Her exact title, I'll get that to you later, but I can tell you my title of her is she's a leader. She's a leader.

Last, Madam Chair, please. I have to sit down with you and Mr. Cohn and some specific principals and athletic directors at some of the schools that I'm elected to serve. It's important. It's important. We're not gonna have this school year the way we had last school year, because someone asked me, how do you know so much about athletics? Well, I had five brothers. So it didn't matter whether I could go long and catch a football. It was just what we had to do. And I think you know all that I'm talking about. And Mr. Cohn, I know he knows. He answers my calls, though, because it's important I promise you I am at my wit's end at some of the schools and just need you to know. When it gets to you, it's kind of rough. Thank you so much. Thank you, Madam Chair. Absolutely. Chair Vaz.

Thank you very much, Madam Chair. And just a friendly amendment for consideration on the recommend. IT STATES THAT THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA, APPROVE EXTRA CURRICULAR ACTIVITY FEES FOR PRIVATE SCHOOL AND PERSONALIZED EDUCATION PLAN STUDENTS FOR THE 26-27 SCHOOL YEAR. I WOULD PROBABLY RECOMMEND THAT YOU INCLUDE THERE $400, THAT IT WOULD SAY FEES FOR $400 FOR THE PRIVATE AND THE REST THAT'S ON THERE. I THINK IT WOULD, BECAUSE WHAT COUNTS IS REALLY THE RECOMMEND ALWAYS. So that's just for your consideration?

Due to chair, yes, definitely.

Thank you. I had a question that I didn't think of during our briefing yesterday. This $400, would that allow them to play any and all sports they want, or is that $400 per sport?

Due to chair, $400 in totality.

Whether they play one or multiple sports at that school.

Due to chair, that's correct.

if they played at different schools, different sports, would each school be able to do the 400?

Due to chair, that's a very good question.

I mean, at the high school level, most are committing to one sport, but some might be playing two sports. I don't know what the Senate bill allows for as well. I know 400 is a maximum. I don't know if it's maximum per sport, per school.

Anyway. Through the chair, let me look into that, Ms. Blanco. That's a very good question. As we read through it extremely thoroughly with the general counsel, but that is very unusual. However, it's possible. It's possible. We'll get back to you prior to the board meeting.

I don't know if it happens, but I know usually they're looking for the school that excels in a certain particular sport. Okay. D71 continues, Mr. Diaz.

Okay, through the chair, requested the school board authorize school mill prices for full-price students effective August 2026.

Questions or comments from my colleagues?

Yes, Chair Rojas. Yes, thank you, Madam Chair. One other question is, what's the difference between the prices from the 25-26 year and what is being proposed in 26-27? Through the chair.

Through the chair, for the last four years, we've had free breakfast, free lunch because of the community eligibility provision that we're allowed to have since 2022, but that ended.

Right. So through the chair, how many schools fall into this category this year?

So through the chair. So for this upcoming year, the state has identified there's a. So just to go back a little bit. So obviously, the community eligibility provision that we entered in 2022 allowed for all of our students based on our direct certification status district wide for to have free breakfast and lunch for four years. Each year in April, the data is looked at for the upcoming year. That's not the case. So for the upcoming year, based off of state data, they're the ones that are certified. We have 121 schools that will continue to move forward with the free breakfast and lunch for all students. And then everybody else at the other schools that is direct certified will obviously be free breakfast and free lunch as well. It would only be those students that are not qualified as direct certification, regardless of what school will have to do a lunch application.

Thank you. So through the chair, those that are doing the free and reduced lunch, applications will be monitoring, of course, their numbers and making sure that they are reaching the threshold that is necessary to maintain the Title I status. Question being with those that are not, that are going through the CEP. I believe that the monitoring is not done in the same manner and therefore adversely affecting some schools, which is a conversation that you and I had previously in reference to concerns on this one. How are we monitoring in these if The numbers are not where they should be before it gets to a point where a principal then is told you're going to lose the eligibility status because you're not at that threshold, you didn't make it this time. Whereas if I'm doing my free and reduced documents myself, as I did as a principal, I'm monitoring on a regular basis, because I know if I don't have those numbers, when this gets audited and when they come out, I'm gonna lose the eligibility.

TO THE CHAIR. THIS IS REFERENCING DIRECT CERTIFICATION. I BELIEVE YOU MIGHT BE REFERENCING TITLE I FUNDING WHICH WERE

I'm referring the Title I funding issue to maintain the Title I funding, and maybe there's some confusion, and if there is, I'd like clarification. I know I saw the superintendent raising his hand. The Title I funding where you have free and reduced lunches is how we've done it for years, right? And then all of a sudden we reached a different level when we had the threshold, I believe it's over 63%, to be able to be CEP. Is that threshold correct, around there?

Due to chairs, 62.5.

Okay, there we go. And so that was the question and the concern. If you have it in this manner, the CEP, and maybe you can elaborate. I know the superintendent, I guess, wants to, so let me just, let me wait until he does so if Madam Chair allows the superintendent to respond. Yes, thank you, Mr. Superintendent.

Thank you, Ms. Rojas, and hopefully I get it correct. So Louis, Mr. Diaz, I think what the board chair wants is like, she's comparing the monitoring process of the reduced lunch application forms, and we monitor and we know if the school will drop below the 63%, but she's referring to on the CEP side, right? If we feel a school, how are we monitoring to make sure that we don't lose schools on the CEP? And if we do, how can we help the school? It's almost like, are we monitoring in the event that a school that is on the CEP list may not make it the next year? Am I?

You're absolutely on point, Mr. Superintendent, through the chair.

Through the Chair, Ms. Blanco. So the way that the CEP schools are determined, as I referenced prior, is obviously they have to be above that 62.5%, and the state verifies. So what happens is periodically throughout the year, we have to report through survey periods to the state the status of the students at each location, right? The status of those students, some students withdraw, some enter, because remember, this data is based off of April 1st of the previous year. That's when the data is driven, from the April 1st of the previous year. So based off of the reports that we received from the state, based off of their, I'm sorry, based off of their federal status, we know more or less from every child in that school exactly where they lie, right? At that point in time, Title I really is like the backbone of this when it comes to the Title I funding. They're the ones that kind of look at to make sure that there is this consistency above. When we see that there is a population of students that have decreased from the year prior, The extra step that we can take from the district side is we create what's called income. We have income survey forms. Those are utilized outside of the lunch application form to provide certain services that we gather information. So that has been the mechanism that we have utilized the last four years because we've not had to do the lunch application for the last four years. So the income survey report is something that we're able to submit. We're actually able to verify these income survey reports through a system, a software system we utilize that's connected to the state. that allows us to more or less gather other information from students that we're not sure exactly where they lie because the information that they might have a record with the feds is not connected to a direct certification. status if that makes sense yes thank you through the chair so who is we who monitors this so you're saying we we we but who is we right so there is a connection there's through the chair i'm sorry miss walker there is connection through title one and food they're not a hundred percent connected but they are connected so title one is very heavily involved with this obviously they're the ones that do the reporting as well on our end when i say our food and nutrition side We also have to report specifically food and nutrition data to the Department of Agriculture on the food and nutrition side. As it relates to the Title I submissions, I'm not sure. To be honest, I don't want to speak out of line on that. Even though we meet, I'm not sure exactly who that reporting status is to, but I know they have to do periodic reporting as well.

Through the Chair, Madam Chair, Madam Chair, we have Omar Riaz who is the Assistant Superintendent over accountability and he can better explain the Title I portion. Mr. Riaz.

Good afternoon.

Good afternoon. Through the chair, what Mr. Diaz was indicating was exactly the case that when our district went to the community eligibility provision, the culture of filling out the income survey, the free and reduced lunch forms changed. most of our students reading lunch at no cost without the need to fill out these forms. So as we revert back to the requirement for students to fill out forms, that's gonna be contingent upon identifying students who are not only free and reduced lunch, but that also, as Mr. Diaz suggested, it's directly linked to the identification of Title I schools based on the threshold that's set for the number of schools, for the percentage of students that need to meet that threshold for the school to be a Title I school.

Okay. Through the chair, thank you. I'll have a further conversation with you about specifics that I want to address on this issue. But that's fine for now. Thank you very much, Madam Chair.

Dr. Dorothy Vandross-Mindigo and then Board Member Alonzo.

Thank you, Madam Chair. As we're listening to our leaders in this space, I have a question. What happens, how do we provide for children who pay little and they don't have it? They come to school and they're supposed to pay, let's say, $1.50 and they don't have it.

Mr. Diaz.

Mr. Diaz.

Through the Chair, Dr. Bendres, and we've all been there. So there is a provision within in which we are really not, by any means, able to not feed the child, right? Obviously, there's an obligation that's put forth, but at the end of the day, we provide provisions through Food and Nutrition. It might be a meal that's maybe a little different than the normal, but at the end of the day, it is a meal that is healthy. It's a meal that's approved by the Federal Food and Nutrition Commission. and we provide to those childs. We do make conversations with the parent and let them know that, listen, you know, Luis Diaz has come through quite a few times. Luis Diaz is not someone that's hungry for a reduced lunch. There is a cost for Luis Diaz, and it becomes a little scenario at certain times. Most of the times, the parent obliges, and they understand, but there are times where it takes it a little bit further. But at the end of the day, we're not going to not serve a child breakfast or lunch, but we do make it known that this is something that they're obliging. they're supposed to be paying for based off of their lunch application status.

Madam Chair. Absolutely. Continue. Thank you. We have all of these partners who provide for so much in our schools. Is there some way through the chair that we can partner with some of these people who are the haves and many of the children who are have-nots? They don't have to know. When you say to me, through the chair, that the meal is a little bit different. What can we do? I know we have policies and statutes and rules and regulations. What can we do to provide for the children and their meal does not look different through the chair?

Dr. Dolchis. Thank you, Madam Chair. Thank you, Dr. Mendez-Meningo. That's a great question. Aside from, you know, there's a lot of individual schools that make provisions. I was a principal and my PTA covered all of that, right? But you just provided a good opportunity. So I know that Dr. Linda Amaker-Roberts is listening. So we have plenty of community-based organizations and other like philanthropists that maybe we can find a couple of folks that can cover that and be partners with us on that. So I'll speak to Linda to see if she can look at that. I would rather I hope we can find like one or two versus just a host of folks so we're consistent with it. But that's a great recommendation and we'll try to see if we can connect with a partner that can assist.

Thank you, Mr. Superintendent. One more, Madam Chair.

The floor is yours.

Thank you. I say that because, you know, we talk about what we have been and how great we were. No one walked the community the way I did. No one. At one time, the Seventh Avenue corridor was probably one with the most money. Now it's US 1. I would go up there because they had a lot of automotive selling of the cars, and I would ask them, for each car that they sold, what can they do for Lily C. Evans Elementary School and our children? And I suggest, I heard Madam Chair, I was trying to get back here. I heard you talking about what happens with the meetings, with the synergy and all of that with our principals. They've got to know. They've got to know. And they've got to do. I know they'll say, that's not in my job description. It wasn't in mine either. Okay, but I knew. because I knew the children, I knew. So I'm looking at how can we start the new year, because my staff knows, where's LaQuisha? Yeah, that's Dr. LaQuisha Williams, if you all didn't know. Yeah, that's who that is. She knows, yeah, she knows that we will hit the ground in a heartbeat, and we will provide, so... I'm looking at the new year and we're gonna make sure that all the schools, and to my seat, in District Two, we're gonna make sure that there is not one need that is not met. And for those of us who get to come down here and sit in the air condition and smile when things are not even funny, we've got to make sure, I see it as we drive through District Two, and it's just a beautiful district, Adrian R. Center is in District 2, but then so is Overtown. Mr. Superintendent, I know you know that I know you, and you're going to go on a field trip you didn't know. We have to, things that are. you know, we have to talk about. Thank you, Madam Chair.

Of course, Board Member Alonso wanted to say something first.

Thank you so much, Madam Chair. And thank you for the clarification, Mr. Diaz, on that no student's going to go unfed in any one of our schools. And I wanted to have that reassurance as well, that irregardless of the status of their application or whatever it may be, every child should always have access to a meal. Though on the flip side, I have walked as well as many of us and we've talked about food waste and our cafeterias have been wasting a lot of food and not at their fault, just children that already had their own lunch or weren't interested that were getting the free and reduced and everybody got it and everybody's going through the lane and walking through and then throwing it right into the garbage. I hope this helps us reduce some of that food waste because there's a lot of starving people in this world and it was always sad for me to see that food waste. But in the same time, we had so much food waste but yet so many students are starving or in need of food. How do we balance that now as we go into this new school year? As my seatmate said, you know, last year I could We probably threw away several tons of good food in our school cafeterias. How are we going to address that? And it's not that our cafeteria, just for the record, it's not any of our staff. It's just students who would take a meal and eat one bite and throw away the rest. How do we help with that? And as Dr. Bendos Mendigo said next to me, through our community partners, those find a way to feed those that really need it and eliminate the need to throw away and have food waste from those that don't need it. Through the Chair.

Mr. Diaz?

Through the Chair, Ms. Blanco. So, great question, and it's a big endeavor, starting with professional development with our cafeteria workers. One of the things that we've been heavy on, however, it hasn't landed everywhere, is making sure that Estimations are put accurately, right? Understanding the count of students that you know or you believe just because of experience or what has been traditionally taking place for the past few weeks of how many meals you really will be serving and not overcooking coming to a point where then you have food waste. That's number one. So definitely estimation on the professional development side. Number two, operationally. As you referenced, Mr. Alonso, the last four years, we've had free breakfast, free lunch, so everyone just go through line. Well, really operationally, and we're gonna work with the regents very intensely. If the child, for whatever reason, does not want to eat, or maybe they brought their lunch, there's really no reason for them to go through the line to pick up a lunch that they're not gonna eat anyways, but maybe in some instances, that's just been the operational world in which that school operates. Everyone comes inside the cafeteria in the morning, because it's maybe a holding area, then everyone goes to go get breakfast. Those type of mindsets have to change. Third part is we have been working pretty aggressively, and I know this board has been aware because we've done presentations and we've spoke about it. We are trying to get a little bit more aggressive when it comes to the share-tell option. It's not the best option for all kids, but it is an option in which we can provide food for kids that don't want it. They put it on the table, and they can share it out to others. A third thing, a fourth thing is that we have been working intensely to try to solidify donation, real food donation systems in which when we did lock into contracts this past year, which was a big thing. When it comes to those students that are hungry, you know, at the end of the day, those personalized relationships that take place at the school between staff and or students saying really is key. As you know that we piloted certain programs like foster care, et cetera, relating that relationship that we have and just building those relationships. It might not be something you want to do out loud and say, but it's that underground, you know, discussion that that mentor has with the child is seeing what kind of support it was. It was discussed. Dr. Linda Ambika Roberts, known her for many years. She's been a key ingredient. and connecting partners with certain schools. So really that personalized approach needs to take place for those specific kids. And that's what we'll, you know, we'll engage. We have to ensure that the schools know, the leaders in these schools know that we do have connections. They might not have it on their own. As Dr. Bendres many ago mentioned, yes, they need to have the connection with their community and make those relationships, but sometimes they need someone from the outside, from the district, or maybe the region to tap on their shoulder and connect them with somebody. So all of those things are into play. That's something that we take place every year, but I think more this year than ever because in the past it was free for everybody. Now we have to be very strategic and intentional.

Madam Chair. Yes, thank you so much. Board Member Bendros-Mendingal for the points you brought up. And you recall when you and I were principals many years ago, we would have to work very closely with our PTA, PTSAs that we still can use them to either provide some funding so that The kids can have the lunch without it being different than everybody else's. But way in the old days, even before principalship when I was a teacher, if a child didn't have it, in those days there were no peanut allergies. So they would have peanut butter and jelly, a fruit, and milk. That's how it was. That's how it was for years and years during my teaching years. And then as we continue to move through the years, the PTAs were able to get more involved. But I think that the PTA, PTSA is a venue They're with us. They support Miami-Dade County Public Schools. And if we could work with them, as to your point, so that a child would not get a different meal than someone else, I think they would be in 100% if every school's PTA would say this much is for this need.

Thank you. Board Member Geller, I know you wanted to say something.

Yes, thank you, Madam Chair, and I'll be brief, but I do want to, before I say what I was going to say, just commenting on the Chair's shout-out for the PTAs, a little shout-out to the fact that there's a new Florida PTA president, who is right here from Dade County, Jude Bruno. And they haven't had that many men as presidents, and they've had even less black men, and they've had not that many altogether, some from Miami-Dade County, so shout out to Jude Bruno. Mr. Davis, we talked about this in the board briefing, so I certainly, again, want to associate myself with the remarks of my dear sister on making sure that kids don't feel stigmatized. It's not that we question whether those meals are federally approved and are healthy, but there's something about being different that is stigmatizing among the children. And so it's not just the sufficiency of the meal, it's the degree to which it affects how the kids feel about themselves. So with that said, let me just say as I did with you, the reason that we have to do all of this is it puts us back now to those questionnaires, filling out forms, and the problem, as always, as it is when I talk to Project Upstart, we are relying entirely on people stepping up, complying, filling out the forms. And we're expecting that from the most challenged parents that we have who may be working two or three jobs and just doing everything just to keep a roof over their heads. And it may not be a highly compliant, self-identifying population. The drop from, I think it was, what, 64% to, was it 45%? Are those the right numbers? Do I remember that right?

Due to change, 45.10, yes.

45 point? 45.10. Okay, I don't want to forget that .1, so I'll try to check my memory on that. But the fact is that it's an alarming drop And it's why we're not at 100%. We were at 102, I think it was, with the multiplier. And now we're in the 70s. We're just so far short that now we have to, you know, use these other what I think are inefficient methods of identification of who could qualify for this and how many don't. I want to be clear here. that I'm not suggesting that that drop is due to anything that this district has done. It's not a mark that the district didn't do what it should do. And so, Mr. Superintendent, I'm clear. These are external factors that are affecting, the way they're affecting our enrollment, and we talk about it all the time, it's also affecting Who qualifies? We talked specifically about new Medicaid rules that are throwing people off Medicaid across the country. And right here, those same rules are saying you don't qualify for receiving federal assistance and we're losing so many. And I won't begin to talk about ICE enforcement. We won't even talk about that. So it's not a criticism. and I don't think we did anything to get here, but I would like to see, we throw around the terms evidence-based all the time here, and I'd like to see us look, I guess, at how that drop came to be. I think, frankly, if you asked Everybody sitting on both sides of the superintendent and everybody sitting up here, we could probably guess most of it. But I'm somewhat interested in what we can compile as to how we got here. What I'm really interested in is to see in the face of that what new strategies could we conceivably come up with that would allow us to face this problem and try to deal with it? What could we do to reach out more to these parents? Maybe, you know, just calling from the school is not the most effective way to get that done. Is there some other way? Is there some email or some social media way to reach these parents? Is there some, you know, having somebody knock on doors if it comes to that? I understand that's, you know, kind of labor intensive and I'm sensitive to our financial issues. But what strategies can we come up with to try to to claw back some of these families who financially really do need this assistance and just are getting tripped up by paperwork that's coming to us from the federal level. By the way, not just on this one. I've said we need to do that, for instance, on Project Upstart as well, which is very near and dear to me. Just what I know we have our Title I administrator, coordinator, whatever the proper term, director, but if that's something we could address so we can climb our way back to closer to 100% and maybe make it by helping people figure out that they qualify for some kind of public assistance and that if they request it and receive it, they don't have to go through the paperwork of filling this out to get their kids fed. And that's what I'm interested. I understand we're already, you know, the new school year is practically here. I don't anticipate that anybody sitting up at your dais is going to be able to push a button and have this, but I'd Over the course, at least, of the next few months, I'd love to see if we can look at it and see if there are any ideas that can help us address what these external factors have done to us. And that's all I have to say. Thank you, Madam Chair.

Dr. Dojas.

Thank you, Madam Chair. So, Mr. Geller, what we're actually facing is going back in time. Going back in time and what we did as a principal, and I was a principal, is... We had to help parents complete the forms and we had to be very insistent that we receive the forms back. That is an effort that is done at the school site and sometimes I use this a couple of times. The principals sometimes may have the discretion if the forms are not being provided and the need is evidently there for the student, there's a provision for the principal to take a possibility of approving the lunch form. But again, we take action because it's important. It's not only important for the students, it's also a benefit for the school, to be honest with you, to become a Title I funded school. So there's a double stage to this. So what we're actually doing is we took advantage and we moved into the the direct certification field, which allowed us to do a complete blank, cover the entire school district. But now we can't do that anymore. So now we have to resort back to the behaviors, the actions, and the strategies that we used years ago. And so that's part of the new process of encouraging the completion and also assisting parents in understanding how to file or how to complete these forms that are sometimes very complicated, like you state. Madam Chair, quick follow-up?

Sure. Thank you. That's great, and you know, I mean, I know everybody else, I think practically in the days, everybody was a principal. I guess I'm unprincipled, but let me, it's great to hear what you just said, Dr. Dotris, and you know, That's an old school approach, and I love old school approaches because a lot of those things worked. But what could we do more to take that old school attitude and make sure that it's across the board? Is there something that we could do where we would have additional principal training so that principals who aren't old school, who are newer in the position and maybe don't have the background that you just referred to, have someone that goes around as a promoted principal who's doing principal effectiveness that could focus on these forms and helping us get more schools and more students qualified for Title I and increase the numbers and try to work our way back where we would have this available in larger numbers substantially across the board. Maybe we should have a contest among the principals to see which of them can do it most effectively. But just looking at those kinds, I mean, I love what you said. Thank you.

Dr. Dorches.

Absolutely, we are entering now into a new realm of using free and reduced form applications. So now we have to update our training and help principals with strategies they can use. And not only my strategies, there were, what is it, would you call them? Old school, old school has to be revised as well. But this is about strategy, training the principals, giving them approaches in order to do precisely what we were asking to do. And it's not only the principal. There's coordinators at the school site that can also help. Through the chair.

So just when you can, you know, again, I don't think you push a button, but I would love to see if at some point in the next, you know, couple, three months, whatever, if you could come back to us and update us on that and do that on an ongoing basis, I think all of my colleagues would love to see that. Thank you.

So I wanted just to make some additional comments I know in my briefing I asked how many schools do qualify and I think Dr. Diaz you said 121 schools so that's almost a third right or a little bit over a third of our schools will definitely qualify for the free and read right for the free lunch. Just in listening, and that's something that I had talked about with Dr. Diaz, ensuring that we kind of get that message out there, right? Because parents haven't had to do this. Is the form only paper? Can we maybe also do digital? Or is there an either or option? Just so we can do the one that's most convenient or...

Through the chair, the preferred is online. It's an online form. You can actually do it on your phone. However, there is the paper option. That's secondary, but yeah, there's a form. It's 100% online. You can even do it on your phone. So you have both options.

I'm happy to hear digital, but I kept hearing a form, a form, and so I just wanted to kind of make sure. It seems to me, too, something to possibly target is those schools that are just below that 62.5 threshold, right? If we maybe target those schools to really make a chance and because once we get the whole school to be free and reduced, that works. I understand the cost of inflation. I'm definitely happy that we're giving healthier options. I just want to make sure that we are very ahead of the curve in informing parents, because before we went to district-wide free and reduced lunch, you mentioned, Dr. Diaz, the cost of elementary lunch was $1.70, and secondary was $2, and we're going to $4.20. And to go from zero to 420, even for the family that doesn't qualify, that adds up quick. That's $20 a week, that's $100 a month. And so we may have a significant number of families that don't meet the qualification, even if they complete the form, but this $4 a day, it adds up really quick. So my biggest thing, and I understand why we need to do this and understand the pricing, is ensuring that we get ahead of this and that Parents are absolutely, you know, this needs to be almost like front and center, I think, in the back-to-school things that parents need to be made aware of their need to start paying lunch, what that's going to look like to make sure that they either send their child with lunch, which they might be able to do for less than $4 a day if they send something from home, or that they're aware that this is essentially going to be about, I don't know, $22 a week, right? Any other questions or comments from the rest of the board? Okay. I believe those were all of the D items, so can I get a motion to move those to the board meeting? All in favor? Aye. Thank you very much. Can I get a motion to move the G items? Mr. Harvey, I believe you have G1, 2, and 3 in this committee.

Yes, Madam Chair, thank you. G1 is a final reading. These are amendments to policies 8405, school safety, 8410, emergency management preparedness, response and 8330 student information records and privacy acts. These policies are being amended pursuant to Florida House Bills 757 and 1279 as well as several state board rules and also the updated Children Online Privacy Protection Act or what we call COPA regulations. And there was also a board item from the February 2026 meeting, H-12, which was the state auditor general findings proffered by board chair Rojas, which directed the superintendent to submit an update regarding certain corrective actions. And it's all here in this item. If you'd like, I can go through each item.

Does each? I mean, this is final reading, so we've already had some presentation. Are we good? We just want to maybe ask some questions?

No, I just want to make a comment through the chair. Thank you. I just want to thank our general counsel and his team. Very thorough, very comprehensive, and particularly with the one for the state of Florida, Auditor General. This is so critically important. We have regular ongoing meetings with them, and it's imperative that not only we say we're going to do something, but that we actually do it. And so it's come to fruition. It's here. It's documented. And actually, I think within the next week, I have to meet with them again. We have everything documented that their recommendation was indeed followed and approved unanimously by the board. So thank you so much for following up accordingly. Thank you, Madam Chair. Okay, thank you. Okay, I think you can go to G2.

Yes, Madam Chair, G2 presents for initial reading amendments to policies 2215.01, K-12 centers, and 5120, student school assignment and attendance boundary committee. If you recall, there was an item that was brought at the last meeting, item H10, 21st Century School Planning, Strengthening Attendance Boundaries, School Choice, and Student Assignment Policies and Processes. This was proffered by board member Luisa Santos, which directed the superintendent to review policies and make amendments as appropriate. The amendments being proffered are policy 2215 K through eight centers, which basically the policy will be revised to clarify that students who do not wish to continue in grades six through eight at their K eight centers can be placed at any available school. And also policy 5120, which is the student school assignment and attendance boundary committee policy. That policy is being incorporated certain directives from that item. Number one is to basically fulfill the objective of preserving the student's options following changes in attendance boundaries. The policy would specifically require that the community meetings for attendance boundary changes has to take place no later than September preceding the proposed changes and that the rule making or the initial reading of the policy for boundary changes has to take place no later than a December meeting. The policy also now provides alternate recommendations that are received by the region may at the region's discretion be included in the superintendent's proposals for the attendance boundary committee. Those are the primary changes with regard to G2. And then there's G3, which also got some discussion earlier by Dr. Diaz through D70. Here, there are amendments to Policy 2431, which is Interscholastic Activities and Athletics. These are being amended due to Senate Bills 178 and 538, which is known as the 178 is known as the Teddy Bridgewater Act. So pursuant to 538, which basically simplifies the extracurricular activity eligibility requirements and transfer conditions, which Dr. D has talked about in terms of students having the ability to transfer more readily between and among schools. So the definition of eligible students has been defined as well as the definitions for home education student, charter school students, and private school students, as well as Florida virtual school students and alternative school students, as well as the traditional school students that typically would be included in this policy. We've added certain statutory definitions regarding eligibility to participate and what the governing organization is. And we define terms such as head coach and intrascholastic activities. Florida High School Athletic Association has now a broader reference to governing organizations. And we also clarify that, which I think was something that came up earlier regarding students in grades six through eight who are attending a six through 12 school. Now it's clarified that they may compete in varsity sports at that school. We're going to remove the district's authority to allow transfers based on good cause. If you recall, the district athletic activity eligibility transfer committee would be the committee that would review those good cause transfers. That's being removed now because now the students can move a little more freely among schools. And so now that committee is not needed in order to resolve transfer disputes. Now, the students, the charges for activities There's gonna be charges for obviously the virtual school students and the homeschool students or the pep students. The way the statute reads, the district can charge up to $400 per sport or slash activity. So some districts are charging the full amounts per activity and some are charging less. It's usually based on cost associated with the activity. I think our district has taken an approach which is set forth item D 70 but just that's what the statute does and the policy would allow the board if it chose to to charge the maximum amount let me see what else do we have Private transportation, any private transportation that's used for these purposes must comply with our school board policies governing alternative transportation methods. Those are the major changes. If there are any questions, I'd be happy to answer them. Thank you.

Any questions on G2 or G3? No. All right. Thank you, Mr. Harvey. Can I get a motion to move the G items to the board meeting? A second? All in favor? Aye. Thank you. Motion to move the H items to the floor?

Move it.

Second? Second. All in favor? Aye. Thank you. H item, Chair Rojas, this is your item, H3. H3.

Yes, thank you so much, Madam Chair. H3 is to encourage the superintendent of schools to utilize the district's communication resources to raise community awareness of Florida's back-to-school sales tax holiday, July 20th, 2026 through August 20th, 2026. This is an agenda item that I proffer on an annual basis to the board last year There were two different periods of time when this was being made available this year. It's only during the period of July 20th, 2026 through August 20th, 2026. We're living during difficult times. We've been talking all day today at different times. about the cost of living the cost of food for children to get their daily meal at four dollars per day and everything is significant to a family that is trying to make ends meet and so this is an amazing opportunity that is available for the members of our community every single year and it's imperative that through the district we communicate effectively so that they can, as many families as possible, can take advantage of the opportunity that is afforded to them through this item. Students can get clothing, they can get wallets or bags, including handbags, backpacks, fanny packs. You can get school supplies. Again, they have a sales price of $50 or less for certain items. You can get pencils, you can get pens, crayons, notebooks, notebook filler paper, legal pads, lunch boxes, construction paper, and so on and so forth. And so it's imperative that the families know all of the areas that they can get, but one very important and a costly one is personal computers or personal computer related accessories, and these can be purchased for non-commercial home or personal use, having a sale price of $1,500 or less. Again, this is a great opportunity. They can save a lot of dollars as They take advantage of this period of time where families can truly make a little savings for other areas that they need as a school year opens when there are so many expenses. So that's the item, Madam Chair. Thank you.

Thank you.

Any comments or...

Yes, Board Member Geller.

Yes, I just want to thank the Chair for this great item and ask for the record that I be a co-sponsor.

Thank you. Okay, and this is an item you bring every year and always so important. So can I get a motion for co-sponsors? Second. All in favor? Aye. Thank you. Motion to move the item as amended.

So moved.

Second. Maybe somebody seconded already. All in favor? Aye. Thank you. We'll now move on to new business. Any new business from any of the board members? No, okay, I think, did we have some staff follow-ups? Yes. I moved on, okay. Sorry, I lost my place. And I moved on to, this will give me one second. It's for item H5. All right, the staff follow-up, yes, thank you. On H5, comprehensive district staffing analysis, we received board follow-up. Any questions for Member Alonso?

Sorry, Board Chair, I might make your second committee be a little longer again. Again, I know. We'll try to get through it quickly.

I'm through the chairman. I conveniently lost my place just to see if we'd adjourn. I know. I'd just like to ask one question. Does anyone have the score?

1-0.

And who's winning?

England.

Oh. There's no biases on this board. Go ahead, Board Member Alonso.

I'll zip it. First of all, as always, thank you to staff on the work that goes into all these efforts. I reviewed the report, and it kind of was on a perfect day, right? Because earlier this morning, we were talking about staffing and central office and what reductions have been done. And when I was reading the report, it refers... right-sizing and restructuring. Does that primarily mean, when we're talking about right-sizing and restructuring central office, the elimination of occupied positions versus just largely referring to freezing of vacancies and non-filled positions, not filling positions that are open and reassignments across the district? Can you explain that a little bit through the chair?

Dr. Baglos? Through the chair, absolutely. It's actually a combination, a little bit of everything. So when we started this process early spring, we did start with a cost-saving measure in terms of freezing positions that were currently vacant but intended to be advertised and filled. And so that was the freezing and why we didn't have D21s until June. because we were freezing and looking for cost savings due to the budget concern. But then when we sat and we met with all of the bureau chiefs, they did analyze all of their positions, both filled and vacant, for opportunities for restructuring, for realignment, for closing of positions in order to get to our right-sizing. which is what Mr. Steiger spoke about earlier today. We cut schools at 5%, we cut district office at 10%. And so always doubling what we're doing here versus the school site locations. And so you see this combination of both. Restructuring and realignment Mr. Steiger's bureau is one of the ones where we really look at how we shift and realign moving forward. And then when we wrote the language around what happened in his bureau, I think moving forward as we continue to right-size, as we continue to close schools, you'll see even more of that where bureaus look at how they do the work differently. And so you see it now in terms of accounts payable merging with Treasury in order to move forward. You'll see something similar happening over in HR, maintenance, food and nutrition moving forward in a phased approach where staffing for food and nutrition and staffing for maintenance will fall back under an HR umbrella and so we're eliminating duplicative roles. Because right now they handle, we push the buttons, but they do a lot of their hiring because they're familiar with what their needs are. And so you get, it's really a cross-section of everything that you just asked. But you'll see more of it happen as we move forward mirroring what's happening in school sites.

I have a follow-up. I appreciate the phasing approach, but we sometimes don't have, and we definitely don't have time for phasing. Um, we are going through some very difficult times. Um, when we look at school budgets, we don't phase out their allocations for the year. We were just talking about that earlier. It's you're not getting teachers. You're not going to get these additional two teachers. We're eliminating an assistant principal and it's happening immediately based on enrollment. So when I look at the report, it's kind of deceiving in many ways. And honestly, Many districts are doing this across the state and across the country, and people are catching on to this. And that's when we say that we identified over $19.7 million in savings. Well, no, they weren't, because we weren't spending that money. Those were open positions. Those were positions that were in hiring freezes and really restructuring efforts. It's really not real cuts. We're doing real cuts in our schools right now. and I'm not a principal, but from what I'm hearing from my principals, these are real, immediate cuts, not phased-in cuts that they're experiencing. So when I look at that, it kind of leads me to think, like, we need to do more. And I think it's something that, from a personnel standpoint, I know that you've been working a lot, Don, on looking at all the job descriptions and all that, but I just want to reemphasize the importance that the phasing approach is not going to work because We're suffering at the schools, but yet the central office is slowly going through this transition. So I ask these questions just because our principals are going through some very difficult times, our schools are going through difficult times, and it's because of the enrollment declines. And it's a real issue that we're experiencing all across. Um, so when we look at that, we have to look at how we fund our positions and I'll, I'll be revisiting their staff report together with my board item that had originally asked. And I have some more questions. I don't want to take up a lot of time now, but it just, it doesn't make a lot of sense the way that we're, we're doing this and the phasing approach. I understand. Um, we don't want to, you know, have a ton of layoffs and I understand. that that's an approach that we wanna look at. But we also have to look at an approach of how do we manage this from a standpoint of bringing real cuts that are allowing us to then reinvest in the schools. And during our facilities committee meeting, I'm also gonna be talking a little bit about our schools and how we're funding them, and especially the small schools. But as we look at this, I just don't see the real cuts happening at the central office when it comes to the same way that we have imposed cuts at the schools. And I hope I'm explaining myself in the same way. Because at the schools, it's not saying, oh, you had three open classrooms that didn't have teachers teaching in it, so we're not going to give you those teachers this year. We're saying we're pulling three teachers out of your school, and we're eliminating an assistant principal, and we're eliminating a custodian. Unless I'm wrong with that, I would like some clarification through the chair.

Dr. Dotris.

Yes, well, Mr. Alonzo, the schools are based on the allocation. My concern, as you said, the word deceiving. Honestly, we are not deceiving. The fact that people are catching on, I don't know what they're catching on, but we did make reductions to the district, and we will be supporting schools. some schools in addition to what their allocation fixes. That's why we say that when we're looking at schools individually, although in the past we did that much, much more, like we might have had 42 over-allocated assistant principals, we're reducing those numbers and we're reducing staff at the district level. I understand what you're saying, but trust me, the positions that were frozen that we did not approve, they were meant to be filled. And we did cut them, otherwise we would have filled them and we would have ended up with a bigger situation. So we're doing, everything is an angle. We're trying not to do just one strategy, but we're trying to do multiple angles in order for us to address staffing across the board. And I know the schools are more rigid with the allocation. That's where the largest number of staffing situations that we have. The district, we've made cuts as well. We will continue not to incur additional costs as a result of continuing our staffing freeze, you know, so I just want to mention that because We we have been very deliberate and one of the responses to Board chairs memo will be you're going to be getting the list of the positions that we actually cut so you see them there Don has had conferences regarding some individuals that we've had to retool if we can. So I just want to mention that. It's important for me to put that on the record and say that we're trying to, and we use the phase approach because we did not want to disrupt 25, 26. Because by the time the budget came in and everything was set, we did not want to disrupt it. But now we are. Now we are making cuts across the board And so, you know, that's my best explanation to you. We've done a different angle, different approach that we can do more 100%, and we will. We will continue to do more. And so that's where we are. That's where we are. Just a follow-up to that.

If it's okay, I think Dr. Baglos, you had a specific response to his question. Maybe she can answer you, and then you can go on to the next question.

through the chair just to also elaborate in terms of school sites. School sites do a similar process at budget conferences. So when they sit at budget conference and they look at their CASAs and determine the number of teachers they will be allocated, often principals will look at their teachers who are retiring, they'll look at any vacancies they have and they will close those first before they actually remove people or what we call surplus, a teacher from their building. In fact, I had a conversation with one of our high school principals just last week when I was at Synergy. I was kind of talking to principals, asking them, how was your CASAS? Already getting the pulse for some kind of response before we even headed into budget conferences. And I said, tell me what your teacher allocations look like. How is it rolling out? What does surplus look like for you? And his response to me, as was common with all of the principals with whom I spoke was, I saw my FTE dropping. I monitor it closely. I've anticipated this since March. His words to me were, I'm a numbers guy. This is actually principal in your district. I'm a numbers guy. And so I knew I had three retirees, not planning on filling them because I'm going to close those three positions and that takes care of my loss. He was already anticipating, and I know that as former principals, we did that same thing. We would look at anticipated loss of retirees, vacancies, and close those positions in order to meet the allocations that we were provided. And I think district-wise, we're doing this similar approach, kind of mirroring again what schools are doing. We look at retirees, we look at vacant positions, and then we did close filled positions, and we are actively working on retooling those folks into positions funded vacant positions.

I just wanted to follow up on the superintendent's point on the deceiving comment, and we might have different opinions. When I look at cuts, I look at cuts differently. These were vacant positions, much of them. Maybe we can go over the numbers, and I'm happy to sit down with you outside of this. But when I'm making cuts at home or in my personal business, it's to the point of, we're not going to go on a vacation because we can't afford it. It's not, oh, we usually go on vacation to Europe, and this year we're not going to go, so now we just saved $6,000 on a vacation to Europe. It's, no, we're not going to do it. We're not spending on other things that we would typically do. So we can continue to go over this. I just say when we look at this report, when we look at the right sizing, I understand the phasing approach, but I think we need to look at something a little bit more accelerated in order to be able to keep up with the demands of our schools, especially when we're not closing schools at the speed that we should be closing also because we also wanna, something's gotta give. We can't continue to keep schools under 200 students open while we're then not making cuts here because there's only so much dollars coming in to the district, right, in order to fund these. So at the end of the day, as you keep on pulling dollars, it's less dollars that get in the hands of our students in the classrooms. So we have to find the cuts somewhere, and phasing it sometimes is not, the appropriate thing to do when we're in these types of situations. So thank you so much for the opportunity to speak on this, and I look forward to working with staff further on it.

All right, the next staff follow-up was from the June 2026 agenda, item H4, the 21st Century Social Media Account Policy. I believe that was Board Member Santos' item. Board members, do you have any questions or comments? Looks like there's no questions, is that okay? All right. All right, then the next staff follow-up on item H10, 21st century planning, strengthening attendance boundary school choice. I believe this is the item that went somewhat hand-in-hand with the G3. Board members, any questions on the follow-up? Okay. If there's no additional new business and nothing else to be discussed, I make a motion to adjourn today's meeting.

Second. All in favor? Aye.

Thank you. Meeting is adjourned.