Personnel, Student, School, and Community Support Committee - Regular Meeting

All right, good afternoon. Welcome to the Personnel, Students, School, and Community Support Committee Meeting for June 10th, 2026. I now call to order the meeting. The time is now 1.52. Before we get started, we closed our previous committee meeting mentioning the time. My predecessor was always extremely efficient on time, and so I will try to continue to live up to his standards. For today's meeting, I am the committee chair, Members of this committee, Dr. Dorothy Bendross-Mendigo, Mr. Danny Espino, alternate members, Mr. Robert Alonzo, Mr. Joseph Geller, and then non-voting members, Ms. Lisa Santo and ex-officio members, Madam Chair Rojas and Vice Chair Colucci. So our first order of today's business is to approve the committee meeting minutes of May 6th, 2026. Are there any questions or concerns from my fellow board members?

No, move it.

Thank you. Can I get a second? All in favor? Thank you. All right, next order of business will be to move the D items to the floor. May I have a motion? We're all sipping some coffee. A second, and all in favor?

All right, our first D item on the floor, D20, Dr. Baglos, take it away.

Through the chair, D20, request approval of personnel action listing 1204 and appointment of personnel for 2627.

Okay, board member, any questions? All right, let's move along to D21.

D21, request approval of administrative appointments for, it says 2526 because we are still in June.

Any questions? All right, next. D22.

Through the Chair, D22, request approval of the Memorandum of Understanding authorizing educational excellence school advisory council waivers to support the implementation of school improvement plans.

My colleagues, any questions? All right. Keep moving along. D23.

Through the Chair, D23, district offices right-sizing and restructuring.

Questions, yes, Madam Chair.

Yes, thank you. First of all, I want to thank the superintendent and his team. I asked several questions about this recently, and a lot was clarified. And thank you, Dr. Baglos, as well. I do have additional questions here that I did not have the opportunity to ask the other day. As I've said many times, I'm always gonna be an advocate for our schools. Our schools are the ones that generate the FTEs, and they're also the ones that are really doing a superb job in preparing our students so that they can compete globally successfully. So I do wanna make sure that everything that we deal with, we keep in mind that our schools should always be the priority. In the item, it states that there are 161 positions that are going to be eliminated from the general fund for about $16.6 million, but in the chart of the initial affected positions, they add up to 202 positions. So can you please clarify, because I think there's a little bit of a maybe discrepancy, not sure, but I would like to get more clarity on that.

Through the chair, thank you for the question. It is 161. I think the difference is coming in the first box under administrative, and it was meant to be administrative in italicies with the 41, and then the breakdown of the 41 is 16 and 25. Right, okay. So...

If you could elaborate just a little bit, I know that Mr. Steiger started to, but we ran out of time before the meeting started, and so he couldn't really get into it more deeply, and I know he started to share some things. If it's okay, Madam Chair, I would like for Mr. Steiger to please follow up accordingly through the chair.

Sure, yeah, happy to. So you asked a question at the workshop about why the right-sizing for 26-27 that was presented was $10 million, and why does D23 have $16 million?

Yes.

And there were two big reasons for that. One is that that $16 million is an annualized number. It's the true number of the positions, the savings from the positions. But you know, HR cares about people. Well, we hope so.

We certainly hope so.

And so when someone is preparing for retirement, right, or right at the very end, when possible they're going to let that person finish out their last few months before we actually cut them. or cut their position, it's not them. So a lot of the discrepancy, when I say $10 million, it's savings for 26, 27. But if the person's working through March, then technically we will eventually save their entire salary. but not for this year, right? So for this year, we'll only save one-fourth of their salary if they work through the end of March. So D23 contemplates the true savings for the district in the long term, annualized savings, but our item, the way the budget office looks at it is, well, for this year, we get one-fourth of that, and that's what we can balance the budget on.

Thank you. I appreciate that clarity because when I read it, it was not matching. And so I needed to know exactly why. And I'm sure that we have several employees that will fall into that particular category that you just addressed. You know, not currently, but in previous years, and I was around at the time, I remember when we had the general obligation bond. that it went into effect and there were employees that we had from DCSAA and I think those were the main ones. We also had some MEP employees and what happened was those MEP employees were reduced in the numbers that we had for the district because externally they were hired to work but you were paying, more or just as much but probably more if I recall the discussions that took place during those days in reference to the way that this was being reported and I like full transparency to the public and that's you know that was very problematic because it appeared that we were really doing something but they didn't show but they really were not not really gone, we were still paying for their services. So I'm glad you clarified that because I don't want to have any misconceptions or any questions in reference to that. Now, in the statistical highlights that were put out, the one that Ron usually gives to us, there are some numbers that I think might be a little bit off that you may want to look at, and then I know you don't have it in front of you, and get back to me on before next week so that we can get some clarity on a few questions that I had in reference to some numbers there that were showing on the statistical highlights. I just want to make sure, again, if there's a reason for a little bit of a discrepancy there, that I know what it is. And then with your explanation, it may be something that has a perfectly reasonable explanation for, or maybe it's something that I'm misreading. So I would like to be able to do that prior to the board meeting. Okay? Thank you. And I just wanted to lastly take an opportunity again to let everyone know that I know we're going through a very difficult time, but rightsizing is a tough, a very tough subject matter to address, but one that at this point in time we have no other option. But I also want to keep in mind that the pendulum goes back and forth as it always does in Miami-Dade County Public Schools. I recall the days when we had the influx of students coming in from Cuba and from Haiti and from Venezuela and all these different countries and then it went back the other way. It goes back and forth, back and forth. So as we deal with the issue of rightsizing and restructuring and making sure that the properties in the district that we own are used to our best interest, that we are absolutely always cognizant that that pendulum can move very rapidly, and we need to make sure that we keep in mind the necessities that we also have. And as far as personnel is, again, affected by this as well, I have to say, Don, the other day when I went to my event, we had the TAP program taking place. And although we are not giving extensions to administrators and others and all that, we still have a vacancy for teachers as we speak. I believe we have, what, about 50 pending vacancies at this point in time? Is that correct, through the chair?

through the chair, Ms. Rojas. So I always say to you in June, don't ask me this question because if I pull it today, it's totally in flux because you have extensions, you have drop, you have just straight retirements. We're usually loading positions from budget. It just completely is in flux. So I will tell you the last time that I pulled prior to this timeframe, yes, it was about 50 in core classrooms, right?

Thank you. So I guess there has to be a paradigm shift in how we recruit teachers, right? Because in graduations, you hardly have any students that are going into the teaching profession. And yet we had a full house with those that are, like the superintendent was, career changers that are going into the profession. Of course, what concerned me about that is to make sure that the pedagogy, you know, we have as educators that the disciplinary scenarios that they're gonna be confronted with, they're able to cope with, and so the partnerships that we have established in this particular case with the Florida International University to make sure that this is something where we're preparing them for success and not just that they're there for three years and then they depart, or five years and they depart. are trying to do everything we can to keep them with us. And that was my concern, but I have been assured that, yes, the training is very much in depth. The students that you have had going through there in the past have proven to be pretty successful. So I'm hoping that that continues to be. And I know Mrs. Doltris was there the other day with a group, and she also assured me that that was moving in the right direction. So I'm hoping because, again, I'm quite concerned. that hardly any students, and I ask all of them what they're gonna study, what they're gonna do as they go down the line. Those of you that are next to me, you've heard me say it all the time. If I have a teacher, I am going to make such a fuss on that stage that the whole entire universe is gonna hear about it, and it's sad, because in my day, we had so many people that wanted to go into the educational arena, and that's just not the case anymore, so it's sad. Thank you, though. Thank you very much, Madam Chair.

Mr. Superintendent, I believe you wanted to say something.

Thank you, Madam Chair. So a couple of things. I know if you're in the graduation with Ms. Rojas and someone passes by, it could be a teacher, she starts ringing the bell. Let's ring the bell. And so what I wanted to do, Ms. Rojas, because I know when we did the budget workshop, I was not able to respond in one sentence. So I wanted to cover it now. I wanted to cover it now because it is important, right? All I want to say is the combination of the reduction in the small teacher allocation and then you have the adjustments to the support pool, right? Both will help each other because as a result of the adjustment that we did in the support pool, as Ms. Santo has referenced, we made sure that within that adjustment we saved some dollars. in case we have issues of schools experiencing difficulties as a result of a reduction in their allocation of support pool, as well as if we have situations regarding small school allocation. So we're building a buffer to be able to respond to situations that we cannot accept. So I just wanted to just indicate that these two things that may be impacting certain schools, we have a designated mitigation dollars to be able to respond to them. So I just wanted to make sure that I was able to communicate that. Thank you, Madam Chair.

Any other board members?

Vice-Chair Kaluchi. Thank you, Madam Chair. And through the chair, I just want an idea of the listing of the positions that will be impacted, as well as how many are vacant and how many are occupied. Are there any through the chair that are vacant currently of these positions that are going to be reduced through the chair? Or they're all occupied positions?

Through the chair, I can answer that question now. Okay. 84 of the positions, so over the majority, are currently vacant.

Okay, through the chair. And obviously, I assume that we'll have some sort of plan to the active employees where they will be placed, through the chair.

Through the chair, absolutely. So there's a series of vacant, there's a series, as Mr. Steiger mentioned, that will be through attrition because they're in their final year of drop. There's a series that are part of a succession management chain, right, where they will move into the position above them and then their position will be closed once that move is facilitated. And then there is a small portion of that number who we will help and assist as HR. finding other positions within our district.

Okay, follow up, Madam Chair? Go ahead. And I would like a list to see by department, by category, personnel category, how many, for example, how many administrative, clerical, curriculum support specialists, instructional, how many are being affected through the chair? You don't have to answer that now, but in that, through the chair.

Absolutely, I can get you that information, and I'm happy to give you the list. I actually have one for you.

Thank you.

Any other board members? And just somewhat as a follow-up, I had many of those questions myself, and I know I asked during briefing yesterday, and I think you gave me a number I haven't heard today. How many is it that we actually need to go through some kind of training process to be able to put them into another um position through the chair it's small number given that the total number of positions is about 160 it's about 20. that's what i thought you had said and and mr steiger that's because counselors and hr care about people that is accurate all right any other questions on um d63 is it right yes

Thank you, Madam Chair. The other thing that I was going to mention is these numbers are not fixed right now because we're still working on them. So you will see an increase in a couple of these categories. So by the time board meeting comes, you'll have additional reductions because we're not done. And also, if you see the recommend, I made reference to the fact that in July we may bring other reductions. At the end of the day, this is something that will be happening throughout the year. I just want to make sure that we understand that this is not a one-time event. We're taking a careful look as we move forward.

Thank you, Mr. Superintendent. Go ahead. Thank you, Madam Chair. Just one more thing. I just want to make sure for the listening public that everybody hears that we are not having a reduction in force and goodbye, you no longer have a position, you no longer work for MDCPS. No, our employees are valued. and we need to take care of them at all times so I wanted to make sure very much so that everyone understood that they're going to work with HR so that HR can then try to find another situation for them so that they can be placed elsewhere. If I am mistaken with what I am saying, please correct me at this time because this is critically important through the chair.

Thank you, Madam Chair. It goes back to Ms. Blanco's question. Very few that we will have to retrain, reskill, realign. However, you know, we can't say zero. On the instructional side, it is zero. On the instructional side, we will have a place for everybody. But we have very, very few that may not, on their own, accept that. the possibility of an alternate assignment or a new job that needs reskilling, then that is a normal process of decision-making. But absolutely, that's why you don't have on the title here reduction in force. That's not what this is. It really isn't, the board was very clear, and we're committed to taking care of all of our employees, and it would be wonderful, I think we can do it. It would be wonderful to say that everyone that we had to maybe re-skill or realign or reassign, that they're okay and they wanna stay with our organization. So absolutely, Ms. Rojas.

Thank you. Thank you.

And thank you, Mr. Superintendent, that's exactly how I wanted to close with comments regarding exactly what you said. All right, so the next item on the floor, D65 from Ms. Pauline.

Sure, through the chair, D65 is school board approval, request school board approval of one new charter school application, one initial charter school contract, five charter school contract amendments, and two charter school consolidation amendments. And also through the chair, I'd like to note that this item will be revised It incorrectly states that for Mycasa, that the location falls in Board Member Santos' district. It does not, so it will be corrected for that. Actually, the school is vacillating between different locations, so since the address is not required for application, but we'll keep you posted, both of you posted, once we find out.

Okay, all right, thank you. Any questions from board members? Board Member Santos?

Thank you so much. And to Ms. Pauline, you do a wonderful job and you explain all the things to me every time I have many questions on these items. I do just want to point out that this is the third month in a row where there's been like a scribbler's error typo or some sort of just like address situation on this item. And so I just wanna flag that that's a concerning trend. And of course, once, twice, it happens to any of us. But I hope that we will, the way we expect our students to triple check their work before they submit anything, that we will do that, of course, for our own items. Thank you. Thank you.

Any other comments? Nope. All right, next item on the floor, D67, Dr. Lewis.

Through the Chair, Madam Chair, I think it's important for me to also declare that the school leadership and performance also care about people, so I want to put that out there as well. But D67 is the final reading of the proposed amendment of school board policy 5120, student school assignment and attendance boundary. Just quickly, this item will also be revised to include a third bullet. based on the conversation we had yesterday in reference to RR Moten, even though it's reflective inside the actual link itself, but also conversation with Ms. Santos as well, we will make sure we include that to show the actual boundaries, schools whose boundaries are actually being dissolved. We capture the combined, we capture the establishing new boundaries, we'll include the dissolved one as well.

Okay, thank you so much for that. I know that was something I had brought up in my briefing. Any questions or comments from the board? Yes.

Thank you, Madam Chair. I'd like to know how are we informing parents of students who are attending Georgia Jones Ayers Middle School and Lenora B. Smith K-8 Center?

Through the Chair, Dr. Bindras-Mendegal, thank you for the question. As you know, ABC itself is a year-long process. Part of that year-long process, we have ongoing community meetings As related to Georgia Jones and Lenore B. Smith, the positive is both schools sit on the same plot of land, and the only thing that divides them is actually the fence. As a matter of fact, you have quite a few older siblings that attend Georgia Jones, but we will definitely make it a priority once all of this is finalized to make sure that parents are also notified. And some of our schools that we're combining, we also have orientations that's taking place so parents can come and be familiar with the new schools. So we will definitely do that for Georgia Jones and Lenore B. Smith as well.

Thank you very much. Follow-up comment. Thank you, Dr. Lewis. I should have everyone know that my family was probably one of the strongest families living in that area. Gentrification, you know the word. And Georgia Jones Ayers was probably the biggest advocate anyone could have, bar none. And Lenora Brennan Smith, you know her nephew, Senator Oscar Brennan. There were 37 families, and we were evicted so that they could build schools. So that's good for your history lesson today. You get to know that... All of those schools are now named for the families that were evicted. And their school board member, who was put out at three years old, is now sitting on the board. So there is a higher power. Thank you so much. Thank you, Madam Chair.

Absolutely. Any other questions? Board Member Espino?

Thank you, Madam Chair. And I actually have a similar question to Dr. Bender-Espindigo. One of the things that we've discussed that I appreciate from Remember Santos' item coming up is how a lot of parents at this point in June have preliminarily or maybe have already made decisions about where they're going to send their children. And so, for example, in the case of Miami Springs, we're now consolidating the schools and it's available. A lot of the question was, oh, how can we sign up? Well, you can't sign up because it doesn't become effective until June. So to Dr. Bernal's point, what kind of outreach are we going to do as a marketing effort to say, hey, even those parents that may have made a decision, why don't you think about this one as well? Because I know the default answer from the central region was, well, if this is your home school, this is where you're going to go. Right, but I'm not happy with that only. There's a number of individuals that I would like to say, hey, look at this because the academy is within the 612 format that I think would be attractive to you. I know that that's something that we have to progress on, but if anybody can give me a preliminary answer at this point, I think it would be helpful.

Very good.

And by the way, I plan to do my own thing. Of course. Press releases and then push it out to the feeder pattern, which the feeder pattern has been great in supporting it, but I just want to hear from the district. Thank you, Madam Chair.

To the Chair, Board Member Spino, let me just start off by saying the proactive measure that was taken throughout the ABC process, even after the process is over, which involved you as well, which is really going to those elementary schools that would normally feed into Miami Springs Middle and letting them know about the changes that's actually taking place. Beyond that, what we will do was basically when all of this is finalized, once again, going back to the similar question that was asked by Dr. Bendraus-Mendinghall, we will make it a priority to make sure that parents are aware that those opportunities exist, and we will make sure that we do every effort to do that outreach. But even beyond that, as you know, we have this huge office, Office of Communication, We will definitely leverage that office as well to make sure that information goes out. But more importantly, I know that there is a magnet component that's attached to that as well. Make sure that I work with Mr. Mateo and others to make sure that we're informing parents about that opportunity that still exists.

Okay. Any other questions or comments on D67? Okay, moving on to D68.

Through the chair, D68 is the monthly expulsion and assignment of students to alternative ed programs.

Board Member Santos. Thank you Madam Chair and thank you Dr. Lewis for spending time with me as we do every month walking through this and for the thorough review that is done of every case. But similarly, I just want to put on the record because this is not the first or second time where we've had, again, scribblers errors, dates are incorrect. These are students, very sensitive records. They're important documents. And I know there will be an updated attachment. But again, I ask that we as the adults set the example that we expect of every student, which is to ensure we triple check our work, that we, especially when something makes it to the board agenda, we have reviewed it multiple times and don't have these kinds of errors on an ongoing basis. Thank you. Okay, Madam Chair.

Thank you very much, Madam Chair, and Dr. Lewis. Thank you so much. This is one that I always look at as well, and I look at the age of the students, and I also try to look and see if they have previous history and what assistance are we providing them. And it just saddens me to see some of these kids so young with issues that are egregious in nature. And so... The tracking of these students, again, I ask, and the monitoring of the progress or lack thereof that is being done. How can we, these are red flags everywhere, before these kids become adults or young adults. what else are we doing to try to assist them, their families, their extended families, whatever the scenario is that they are dealing with because every month we continue to have these students and younger, younger and younger, you know, and it's just something that worries me. And so with the red flags that are in front of us, please, can you elaborate what else, what new initiative, what new strategy are we implementing to try to assist these kids to go on the right path before it's too late?

Through the Chair, Board Chair Rojas, first of all, thank you for the question. In reference to... D68 and, of course, these students that are being identified or being placed on D68, I think we can both agree the reason behind it is the fact that there was an infraction and based on the severity of the infraction itself. But even beyond that, you know, what I continue to try to say to the board is when you think about alternative ed, we want to make sure that we change the verbiage on alternative ed because technically that is the place that really support the bottom line of that student. Because of the mere fact that we have what is known as a um one stop shop whereas all of the necessary services are actually there for that child that child gets an opportunity to get individual counseling hopefully to bring about a better behavior but let me also say that the kids that are also being placed on d68 unfortunately it's not repeat offenders these kids are actually new based on the infraction itself

Thank you, Dr. Lewis. I'm sure you and I are going to talk more about this because, again, every single month, I don't think we've had a month that we haven't had any for years. I don't remember. Maybe we did, and I don't recall it, but IT'S A LOT OF CHILDREN THAT REALLY WE NEED TO TRY TO DO WHATEVER WE CAN TO HAVE THE PARADIGM SHIFT TO TAKE PLACE SOONER RATHER THAN LATER. SO THANK YOU. THANK YOU, MADAM CHAIR.

BOARD MEMBER BEN DROSMAN.

THANK YOU, MADAM CHAIR. AND I'D LIKE TO SHINE IN. ONE OF THE BEAUTIFUL PARTS OF US BEING ON THIS DAY IS MADAM CHAIR AND I KNOW A LOT ABOUT A LOT. So I just want to share this with Dr. Lewis and others who work diligently 24-7. We're out there on Saturdays and Sundays. It starts in the home. And part of my legacy is Madam Chair knows. Children didn't come to school. I went and got them. I say that because You get to know a lot about a child when you go to their house. And when you show up, you'll hear them say, she's here again. And the parent would say, as I knock on the door, who's that? I say, you know who it is. Those parents are now retiring from Dade County Public Schools and they're bringing their children with them Some of their children are teaching in our schools. Those children didn't have a chance, as my brother would say, they had two chances, slim and none. I could tell you some stories, and one of my assistants is here, and she loves to hear me tell the stories, so I'm not gonna tell them now, because I don't want my colleague to beat my time.

I've already lost.

And she thought I was going to give her a break. No, I have to take that back because she takes good care of me when I can't get here. So I want you all to know the Juvenile Justice Center is also Mr. Superintendent in District 2. The Children's Courthouse, District 2. You've got to have a heart to want to do it. And if where we have our children living and growing up, if it's too bad for us, why do we have children living there? This is, as Dr. Gallin always says, you're a champion for children. I can tell you some stories of what I have seen with our children. And as Madam Chair said, it hasn't been a month. Oh, yes. When some of us were in the field, we didn't have all of this, Madam Chair. We didn't have it. So what you have to remember is it's not just within the four corners of a classroom that you teach children. You have to go out of that area, that space, and see what causes a child to do certain things. You just have to. And it doesn't, it's not easy. And as someone told me, someone talked about some of us making a lot of money. You could never pay a teacher or a custodian the money that they deserve, a bus driver. As I said to someone this morning, how much time do we have? I can tell you how to solve some of these issues because I've done them. Madam Chair, we're under sunshine, so I'll have to pay attention to that. But we've got to work it. We had a judge to retire the other day, Orlando Prescott. I know a lot of you know him. But when Judge Prescott retires, it's time for A lot of things to be done. Why? Because he's not there. Judge Miguel de la O. We've got people who really know, care, and worry about our children. And we've got to pull together. Carlos Martinez. I see that smile, Mr. Superintendent. You were getting ready to write his name down. I saw you. These people care. And some of the best parts of the opportunities that I had as a principal was going to pull children up. And when parents would say they don't have anything to wear, I said, well, they didn't wear what they wore yesterday. We've got to let the children know that we care. Because when they come in, it's probably the best place they've ever been, but they are learning some things that they shouldn't have learned. We can fix it if we but want to. As we always say, well, all children can learn. They sure can if you decide to teach them. So Madam Chair and others, we'll figure out a way the Juvenile Justice Center is in District 2. And when I go over there, they will say to me, she's not coming back. But I have to promise them and I go back. They have to know we care. And I always say what we want for our children should be what we want for all children. And would you give up on your child? No way. So we'll talk and we can use District 2 as a place for growing and learning. Last but not least, those very parents who had never worked until they met me. They were all on welfare. And what did they say to me when they met me? You wouldn't understand. And Mike, you know I would understand. I didn't know we were on welfare until I went to college because everybody loved us. Everybody loved us and everybody took care of all the children. We can get back to that. And last but not least, I'm a Baptist minister. When I got ready to go to school, Mr. Superintendent, everybody thought Dorothy would be where she is now. But Dorothy was living in public housing on welfare. But we finished and we brought it back home. And we still have generations who are living on what Dorothy did. So thank you, Madam Chair, for bringing that up. And thank you, Madam Chair, for letting me extend your time.

Always. This is an important topic. Actually, you know, I'm glad, Madam Chair, that you brought it up because we often talk about this item with frustration. But it feels like there's nothing we can do, but there has to be something we can do. And I know I'm the one that has always said, if at least one person in the building connects and notices a child, we can turn that child around. And there are some things that might be out of our control. But when we talk about services and wraparound services and things we can do outside of the building, as you were saying, our teaching needs to go beyond the four corners. Maybe it's time to start rethinking how we do some of these things. Yes, Board Member Colucci, Vice Chair Colucci, would you like to?

Okay. Thank you. Yes. Thank you, Madam Chair, and I'm glad that we're having this discussion also. I know it's, like you said, it's a frustrating one, Madam Chair. You said, and this has been something that we've addressed as a board with items, and just out of follow-up, and I'll follow up with our, you know, Lourdes Diaz and her team, I had proffered an item way back where they were gonna be developing and working on a system to monitor these children with red flags. So if somebody, I know they're not here now, but since it came up, I think those are things we need to start following up. And another item I had proffered was having all of the service providers come together with the district so that there's some continuity so that when a child, heaven forbid, and it happens very sadly and tragically, you know, they're Baker Acted and they're sent to, you know, a center, that there is some sort of intake from that institution so that they know what they're coming from. And I think that we've worked on that a little bit. And I just wanted to, you know, if we have any updates on that, because I think that's something that's essential that Madam Chair brought up, those red flags. Are we... monitoring those students as we had discussed as a board and voted on unanimously and seen the progress or lack thereof of these strategies that we're implementing as a board and as a district through the chair.

Through the chair.

No, Dr. Lee. Oh, yes. I believe Dr. Lewis was going to answer to Vice Chair Colucci.

Through the chair. First of all, Board Member Colucci, and of course, Dr. Bendros-Mendigal, and also Board Chair Rojas, who brought it up as well. In reference to the red flags, that is something that is still constantly being monitored. As a matter of fact, we have a liaison to the court, which is Dr. Guillermo Munoz, that works out of school district operation with Luis Diaz. And he is the liaison to that along with that whole entire department. So there's back and forth any time a child is arrested or get in any kind of trouble, quite naturally there's ongoing communication to make sure that the school system itself is aware of it. But also going back to the red flag, that was something that was proposed in the sense that we work with the public defender's office as well And in years past, they've actually been able to come into our schools and have actually provided some training and conversations with our students. That is something that we will go back and monitor and make sure that is continuing to happen. And I know going back to the red flag, one of the biggest red flags, believe it or not, it has to do with attendance, right? Many times if our kids are not in school automatically, if they're not at home, that means they're out there in the public and that's an opportunity for them to get themselves in trouble. But I just also wanna say, as bad as it may seem in reference to D68. The comment was made by Dr. Bendraus-Mendingall that technically it starts at home. But let me also include the fact that kids get a major dose in school as well. Because in school, that's also another ground that we normally try to model and teach kids about positive behavior. And I would like to think that we do a pretty good job at that as well. And even beyond that, when they do get themselves in trouble, it's not necessarily the first time. We do believe in second and third chances. And so with that, when a child is placed in an alternative ed center, I made the comment about the wraparound services. Honestly, that is a perfect opportunity because it's a smaller setting, and many times these kids are able to get that one-on-one individual counseling, which is definitely needed, as opposed to being in a larger setting. In this particular case, I also want you to look at the item because there was a modification that was sought in reference to the child itself because of the grade level that that child is actually in. And so in other words, that kid would not be spending the whole entire duration in an alternative ed. It would be modified to him or her to serve actually a semester.

Okay, Madam Chair.

Thank you, Madam Chair. And thank you to my colleagues and staff for everybody's comments. To Vice Chair Colucci, she recently brought the red flag board item up, which we unanimously did vote for. And many years prior to Board Member Colucci coming here, I brought one for the red flags. That one started not now when they're here. That was in the classroom. When those children are very young and those red flags start from the early years through the elementary and to the middle, what are we doing at that point? Those board items passed unanimously. This was years ago as well. But hopefully we might be able to go back and look at what we agreed upon at that time, something that we might need to look at very closely because it starts at a very young age. And that's when those flags are there and we can either do something about it or we turn our heads the other way and try to move on and hope for the best. You can't hope for the best. You've got to take action. Number two, attendance. Absolutely. I'm looking forward to the board item that I recently proffered. If children are not in school, not only are they not going to learn academically, they're going to get themselves into trouble most of the time. they're up to something that they should not be engaging in. And number three has to do with another board item, which is related to this, which is very important, and I thought it was very, very significant at the time. It is called consequences aren't minor. Our students think that they can get away with a slap in the hand, and do it again and again and again. No. But it's not just our students. And that was an item I brought, but it was in collaboration with the state attorney's office, with Mr. Martinez and I. And we were doing workshops, and we started doing that across the different schools and at their level as well. It is training the parents, like Board Member Bendros-Meningo alluded to. Because it does start with the parents. The parents are the first ones that have to understand if your child gets into a situation, you're going to have to get an attorney. It's going to cost you I don't know how much to afford an attorney. And it is going to affect the entire family. So parents have to start understanding You know, what is really a problem for their children to have to deal with if they get themselves into these types of situations? So there you have three items that have been brought forth. I know Board Member Bendros-Menengal also brought one years back. Go back and look at all those and see if we're following up with any of the things that we agreed to do. And actually, consequences aren't minor. I brought twice. Two times. Because it started with an issue with students that I represent. And then it happened again years later, and it was very successful, again, with Mr. Martinez, who has been phenomenal in assisting Miami-Dade County public schools with all of these issues. And as to your point, Ms. Blanco, that you make all the time, The counseling is so important, the mentorship, the having that understanding that children can go to someone that they know really care for them. And that's something that we all need to continue to abide by because so many have a need for someone to care. So thank you, Madam Chair. Dr. Lewis, follow up.

Just a follow-up, just a quick statement through the chair. Yes, I'm very familiar with consequences. I'm not minor. As a matter of fact, we even had a campaign over that, and we actually had kids who were the one making these videos and so forth, which got judged and so forth. But just two additional points. Number one, just to kind of let you know some of the support systems that's actually within our schools, every school have what is known as a student threat management, threat assessment team. And part of that threat assessment team, it involves the school resource officer, administration, a counselor as well, and also a mental health counselor, along with a general ed teacher. And basically what that team does based on, let's say for example, Michael had an infraction and it was pretty severe, so they do an assessment on Michael, okay, and looking at everything, his social history, everything about Michael. So it's a very proactive approach that we take at the school. and i also just want to remind um this board again if you recall a few years ago when it comes down to the code of student conduct that was also revised right um to the point that now we're looking at reinforcing positive behaviors as opposed to having you know as opposed to punishment in many ways so it's just all i just kind of put that out there as well as a reminder but thank you for your thoughts superintendent i know you've been waiting yeah thank you very much madam chair and i just want to follow up with

What Dr. Lewis is saying, so the threat management concept or process has evolved. Because when you say threat management, you only see one thing. A child that can be a threat to the school, right? So what's happened, and we had a summit. We had a Commissioner of Education summit just three weeks ago. And I was part of the panel of the threat management. What has happened that's really nice is that it's not only about threat. It's about threat to others or threat to themselves. And it doesn't mean that we only take up these extreme behaviors. No. When you see certain behaviors that may create this level of concern, then a team meets with them and then they're bucketed into what type of severity it can be. It can be a low, it can be a medium, it can be a high. And by the way, the team that addresses these students has to be certified and trained by the state. And so that is also part of doing what you're all describing. You're not describing after the fact. You're describing before the fact. And that is being implemented and We're very proud of the process. It's been streamlined, but it's been couched in a way, it's not only for extreme behavior situations, but it's about these red flags that we're seeing. So I just wanted, you know, sometimes we forget about the threat management system because we think it's just related to one thing, but it can really support children in this stage at a much earlier stage.

Vice Chair Colucci?

Thank you, Madam Chair, and I don't want to keep this going because it's a long conversation, but it's an important one. Just out of curiosity, the student case management forms, the scam forms through the chair, we're still doing those, obviously, and is there a way, because many times what happens is students that are having issues at a school, the parents, takes them out, moves them to another school, and then there's, you know, that gap in time where the cumulative folder's not there, things haven't been entered into the system yet. Have we, I've been, you know, out of the classroom now a couple years, so I don't know if there's been any updates in our system, in what we're doing, so that there's that continuity, just like if you, you know, go into, you know, some place where there's electronic records, so that things don't get lost or misplaced or or while they're in transit, there's access to the information through the chair?

Through the chair, Vice Chair Colucci, the answer is yes. Okay, those scams are still in place, and of course they're still entered on PF-14 that speaks about the behavior of the child. One of the biggest things, and we were having a conversation about this yesterday, this has to do with the E-5s. The E-5s are the recommendation for expulsions. There have been cases in the past, whereas if you're recommending a child for expulsion, then automatically that parent, to circumvent the system, they will withdraw that child and try to take that child to a private school or something to that extent. Give it a semester or a year and try to come back to us. But the positive is, once again, the fact that that E-5 is in the system, when it comes down to registering that child, that's a flag within itself. That's telling me that this child was recommended for a certain action. And if there's no follow-up, basically saying that that action was completed, then that child still have to actually serve the time that he or she was recommended for that period of time. So yes, it still exists. And also from a student services standpoint, those codes are very relevant, especially that R9 and so forth and so on. And this is just basically saying that this child was recommended to the student services department for additional actions and so forth. So yes, we still monitor and yes, we still implement.

Mr. Superintendent.

Yes, that's a great question, Ms. Colucci, through the chair. So interesting enough, we're talking about the threat management system. Now the state has one system that all threat management information is fed into. So that information is immediately available the next day by the receiving district, and our student services department is picking up. It used to be that all districts had different mechanisms, different processes, and now that's what the summit was. It was to celebrate the fact or say, what then and what now, and that's exactly what it's done. The only thing is now what they're trying to do, they're trying to connect it to the colleges and the universities. So right now, district to district, we're able to share the information. The next step is the higher ed institutions that are even going to become part of this threat management system approach that the state is implementing.

That's great to hear, because I know when I worked just north of us, A lot of times we'd get students coming from this county and we could tell very soon just by looking at the student and working with them for a week that something wasn't right but it took forever if we even got records. So that's good to hear that now from county to county there can be that exchange of information. All right, can I get a motion on the D items to move them to the? Thank you. All in favor? All right, next order of business will be to move the G items to the floor. I believe we have G4. All in favor? Mr. Harvey, you have G4.

Yes, thank you, Madam Chair. G4 presents for initial reading, amendments to policies 8405, school safety, 8410, emergency management preparedness and response, and 8330, student information records and privacy rights. These policies are being presented for amendment due to the passage of House Bills 757 and 1279, as well as several state board rules governing the Children's Online Privacy Act. In addition to that, this is a follow-up to item H-12 from the February 2026 meeting, where

chair rojas proffered an item to follow up on state florida auditor general audit findings if there are any questions i'll be happy to answer them thank you any questions from board members just simply to thank our general counsel always following up accordingly and getting everything put appropriately for all of us in the manner that he does so efficiently every single time so thank you so much for your assistance and that of your entire team. Thank you, Madam Chair.

Okay, can I get a motion to move the G items to our meeting? Second. All in favor?

Aye.

Thank you. Our next order of business will be to move the H items to the floor. Can we get a motion? Second. All in favor? So moved. Okay. Board Member Santos, you've got quite a few questions. I would ask, would it be okay with you if we quickly present one that was brought forth by Dr. Gallin, and then we move on through yours? That works. Okay, so item H8, which was proffered by Dr. Steve Gallin, the review of under-enrolled secondary schools, attendance boundaries, and the feasibility of expanding six through 12 school configurations, including North Dade Middle School. I know, I'm sorry.

I believe that Dr. Gallin had asked Board Member Bendros-Meningo to present it.

It's quite all right. I give you enough work to do. Thank you so much. Thank you so much. Didn't want to do it, but I couldn't get upset with him. I told him, since you're leaving, just do your own work, but anyway. If you only knew. Okay, this item asks the school board to authorize a formal review, not an immediate change, of whether Dade North or North Dade Middle School and other under-enrolled secondary schools might benefit from being reconfigured into grade six through 12 schools or other innovative grade structures. The review would be conducted through districts established attendance boundary committee process and would examine educational, operational, financial, transportation, enrollment, and community impacts before any recommendations are made. The proposal is rooted in two realities, declining enrollment across many schools and the demonstrated success of the grades six through 12 model in Arthur and Polly Mays Conservatory of the Arts. The item suggests that reducing school transitions, improving academic continuity, strengthening feeder patterns, and maximizing facility utilization may provide benefits to students and the district alike. NorthAid Middle School is highlighted because of its current enrollment levels. Available capacity strong academic reputation, and unique historical legacy as the former North Dade Junior Senior High School, which served generations of African-American students in northern Miami-Dade County. The author is not advocating for an immediate conversion of North Dade Middle School into grades 6 through 12 school. Rather, the author is urging the district to responsibly explore whether innovative, great configurations could better serve students, communities, and taxpayers in an era of declining enrollment. The central message is that Miami-Dade County Public Schools should be proactive rather than reactive. By studying successful models such as Arthur and Pauli Mays and examining schools like NorthAid, through the established attendance boundary committee process, the district can determine whether alternative grade structures may improve educational continuity, strengthen enrollment, preserve community heritage, enhance operational efficiency, and create greater opportunities for student success. In one sentence, The author seeks to initiate a thoughtful, data-driven evaluation of whether reimagining under-enrolled schools, particularly North Dade Middle School, can better align the district's educational offerings, facilities, and resources with the evolving needs of students and communities. And I know you all know who wrote that. He's blessing all of us. He had to get us one more time. Making sure that we remember he's a born genius. I appreciate having the opportunity to do this for Dr. Steve Gallen III. We call him in the neighborhood, Stevie. Thank you, Madam Chair, for the opportunity.

Thank you, Board Member Bendross-Mendengol. And I did not get the memo that you were going to present. But actually, it made perfect sense for you to be the one to present his last item.

You're the best. I'm serious. Thank you so much. And more than likely, he's going to get a lot of recognition, which he deserves. We're not through with him. You might think we are, but we're not.

Thank you, Madam Chair. Thank you. Board members, any comments, feedback you'd like to give? Yes.

First of all, if he's still listening, which he still might be, thank you, Dr. Gallin, for bringing this item forward. I was very bullish on this item because essentially that's what I've spent the last five months doing in my district. Some of the reasons that I advanced a solution and worked with the district to achieve it with Miami Springs Middle is the feedback I was getting from parents that Look, we know middle school is a tough age. I've got two middle schoolers. I wish they were already either younger or older, not where they are right now. It's a tough age, and to take them and put them in a limited setting of three years, there are a lot of parents that don't want that, and they would like fewer transition points in their school journey. And I have a couple 612s in my district, and while, yes, there are parents throughout this process, and my staff can attest, that have concerns about putting 6th graders or 12th graders most of them were very bullish on the acculturation process that happens with acting or requesting that sixth graders start to act the way we want them in high school, whether that's academically, athletically, civically, within the confines of the school. And there is, I think, a very significant prospect to demand more from middle school than we're actually demanding for them in the current setting because they're not quite elementary and not quite high school. So I'm very bullish on it. I am actually actively looking for the solutions in my own district, so I'm looking to see what the district comes back on, and again, I appreciate Board Member Gallin doing that, or former Board Member Gallin doing that.

Okay. Vice Chair Colucci?

Thank you, Madam Chair, and I'm all for supporting this item. I think it is something that we really need to address and look at, and it's a direction that perhaps I have a very successful six through 12 in my district, and the students do very well there from middle school right on through. So I think it's something that is very, very important feasible in this day and age with our declining enrollment to consolidate and to look at the six through 12 model and see what the data says when it comes back to us. So I really am looking forward to that. Thank you. Thank you, Madam Chair.

I too am very appreciative of the item. I know I don't happen to have any 612 schools in my district, and I will say before being involved with Miami-Dade County Public Schools at all, as K-8 started to pop up on the scene, I remember thinking what a wonderful idea, because that hadn't been offered, and I knew of many parents that wanted to keep their children young and innocent, and so liked that option. But I think as time has developed, and we talk about parent choice, right? There are some that are now seeing some of those limitations, but now if we do 6-12, there's so many more opportunities for some of those middle schoolers. So I think looking at this, seeing if there's more opportunities, And having all the options available, which we've seen is what parents really would want, is to be able to choose what's the best fit for their child, because not every child is the same. I look forward to the data as well and seeing if perhaps something in my district would work out like that, just to have that option in District 7. Any other board members, comments? Madam Chair.

Yes, thank you very much. And again, also to former school board, Dr. Steve Gallen III, thank you for bringing this item up. Extremely important. I think it's going to have very valuable information regarding projections for the next five years. And I know that another project A possibility that I know is being offered by some of our charter schools, and it appears to be pretty successful, is having not just what we've got here, but also the K through 12 concept all the way through so that their children don't have to go to other locations. That's something else that is becoming an arena that is pretty popular these days. But with the one that we have in front of us here right now, North Dade Middle School, is that school still the one that we used to call a modern school for the languages? That's the same one, correct?

Yes, it's the other half, the other building.

Okay, all right. Have we conducted any type of analysis, again, to see how the language program, similar to the one that is offered there, can be offered in other areas where it can also be as successful as that one has been through the chair?

Who responds?

Yes, through the chair. Yes, Ms. Rojas, this is There's a complex nature to that setup. And I think in that area with several of the schools, I think it's prime to really look at a 612. There's a lot of pride, a lot of history in North 8 Middle. The school for the modern languages that's only elementary, that has been looked at several times in the past. versus can we merge it or don't we? So there are certain elements there that have been not necessarily conducive to joining them, but there's always been a feeder into North Dade Middle from students from elementary that would want to go to North Dade because what you do is you have an all-magnet elementary language enrichment program and students are coming from all parts of the district. So a lot of work has been done there by previous Regent Supes, even when I was there, to increase that pipeline. And now we're exploring North Tate Middle with a new concept, and maybe we can add, it has it already, it already has a pipeline into the languages, but it never has received the number of students that we could have easily have converted both schools together. So again, it is an issue of parental choice, but now this is an opportunity to take a look at it a little bit differently because some of the schools in the area were also consolidating. So I think it provides a good opportunity to take a look at this. But trust me when I tell you that that has been, in my days as Regent Superintendent, I was at it with Dr. Castaigne, the principal back there. So all of us have looked at it, and now we have an opportunity, a new day, to take a look at it again.

Thank you very much. Thank you, Madam Chair. Through the chair, one final question. Do we have any idea how many secondary schools are under-enrolled based on less than 40%?

Madam Chair, we can get that number for you. That's fine.

Thank you very much, sir. I appreciate it. Thank you, Madam Chair.

Okay, thank you. Any other comments or questions? Can I get a motion to co-sponsor Dr. Gatlin's item? Move it. All in favor? Aye. Motion to move it as amended to the board meeting? Move it. All in favor? Aye. Thank you. And Board Member Santos, I'm sorry, that took a little longer than I anticipated. If not, I would have gone ahead and just done the order, but I'm sure we'll have some comments or discussions, but you feel free to take away H-4s. six, seven, and 10. I believe all those are yours.

Yes, thank you so much. And before I keep introducing my items, I just want to deeply thank some of the people who helped me write these items. And so to our Lee Fellows, Alex and Brooke, of course, one of our awesome interns worked on one of these, a high school intern, Gabby, and of course, my amazing team, Jade and Johanna, who worked relentlessly to make sure we met the deadline for all the things I wanted to front load. So Just wanted to put that on the record. H4 is the first one in this committee. It asks us to review and strengthen our policies regarding district-affiliated social media accounts. Of course, social media is so important for how we communicate with our students, family, staff, and broader community. And we have pretty robust policies addressing privacy, data protection, responsible use. We, however, don't have clear standards regarding account ownership, credential management, or even transitions, which at least within my district has led to some situations for school accounts, for example, where someone might leave and then we're locked out and now there's duplicate accounts and just challenges that present themselves when we don't proactively create a system that works. The item directs the administration to review those policies, develop recommendations to ensure that official district school and departmental accounts remain secure, accessible, and under district oversight. Of course, establishing those clear standards would help preserve our communication channels, maintain continuity, and protect public resources when leadership or staffing changes occur. I'm happy to answer any questions on it, but I think it's a pretty straightforward item.

Any questions or comments?

Yes, thank you very much, Madam Chair. And thank you, Board Member Santos, for the intent of your item. But I'm going to need further clarification on this before I can vote, because if I don't understand something, I need clarity. So I'm going to ask staff, probably Ms. Casadilla, to look at the recommend that is under, and I know it's gonna be a review and it's gonna come back after the superintendent has had the opportunity to do that, but I need further clarity on number two especially. The first one is just reviewing existing policies and administrative procedures related to the district affiliated social media accounts, okay. The second one is initiate rule making as necessary to establish standards regarding account naming conventions, credential management, account ownership, continuity planning, and administrative oversight for official district school and departmental social media accounts. I would like to have clarity on. on this particular one. So through the chair, if you could provide that for us at this time, I would greatly appreciate it.

Okay. Uh, just a second.

Uh, Mrs. Brinton, Madam chair, I know you called Ms. But I mean, I would hope that maybe Ms Santos can provide clarity because because of her item. I mean, that's just my reservation. Mr.

Superintendent, through the chair, I did, but we never connected. It was impossible to do so at that time for different reasons. And so since staff is the one that I was trying to reach, because I cannot speak to Ms. Santos until we get to this meeting. So I had tried to reach Ms. Calcadilla, who I know is very well-versed in this arena, so that she could provide some input to me as far as what this means. One second, I'm sorry. And I know that I have Board Member Santos, who's the maker of the item. She can respond first, and then I'm still gonna talk to Ms. Calcadilla. So that's gonna be the way I would go. But I can't break sunshine, and so therefore I can never talk to Ms. Santos about anything related to an item that is gonna come before us. So Board Members. Madam Chair.

Yes.

I think what Mr.

Superintendent was saying was to provide Board Member Santos an opportunity to answer your question before Ms. Gazzetta, you had a second to speak. So Board Member Santos, if you'd like to address some of her concerns or questions, I'd appreciate it.

Thank you, Madam Chair. I understood that clearly. Okay. Thank you. Thank you so much.

Yes, it's my item. So obviously, it's my idea and I'm happy to explain it. And of course, staff can chime in because they are the professionals who would conduct that review. I don't dictate specifics. I don't say do it this way or do it that way because that's what they would do. But it does ask for the review. So, I mean, I can explain it one by one if you'd like, Madam Chair. But account naming conventions, some of our schools use shortened names. Some of our schools use their full name. Do we use MDCPS? Do we use Miami Schools? There could be some ability to clarify as we clean up our brand, which you guys have done an amazing job of, to really clarify. think about oh maybe we should have a more established ideal naming convention when available. Of course sometimes it's not available. The second one is credential management. Like I mentioned the example of a school where whoever was in charge of that account left and didn't leave credentials. They're not centralized anywhere and so we've lost access to some accounts that really belong to the district. For schools specifically is the example I'm naming. Account ownership, so really, I think that would be in coordination with our general counsel to really define, because obviously, for example, I have my personal account that I use for non-school board things, sometimes it overlaps, and then I have my school board account. That is worth clarifying for even our principals, right? Some of them have accounts that are awesome. I know Board Member Blanco, we've shared admiration for one in your district. So really just providing clarity about, okay, where does that account belong? If there are any applicable public records laws that we need to take into account to provide that clarity, that we do so. And then, of course, administrative oversight, ensuring that we define, well, if we are going to have some central credential collection, where does that live? Who owns it? How do we protect it, et cetera? That's the intent of the item. I'm sure if there are any technical definitions that Ms. Calcidea wants to add. And I do wanna say, like every item, I do work closely with staff. I like to very much ensure that their input is included. And I'll close by saying, as is referenced in the item, Our amazing communications team does already, and for years, they have done a digital communications toolkit, which is a best practices toolkit. It's a great toolkit that many people use. This is really about now saying, well, do we have an opportunity and do we need to provide some amendments to our policies to strengthen our district?

Thank you, Board Member Santos, for that. Would you like a follow-up, Madam Chair, or Ms. Casadilla, to address?

Thank you, Madam Chair. Thank you, Board Member Santos, but I still have questions related to this. For example, I heard you say we've lost access to some accounts. Yes. How have we lost access through the chair to some accounts? That would be one of my questions. I just heard that being said now. Could someone respond, please, through the chair?

Hello, through the chair. If it is a school-based account, the ownership for that account is usually held with the school. So if there was a transition in leadership and that person left and is no longer working with the district, sometimes recovering that account has been very difficult. Although our office provides assistance in that arena, if it was tied to a person who retired or separated from the district, then it would be a challenge to recover that account, and sometimes there is duplicity.

So through the chair, if a board member leaves... What happens to Facebook, X, Instagram that we currently have right now? Through the chair, that account would go with you.

Would go with you, correct?

Yes. Okay, and then the next person coming in would start their own, just like I did when I took over this position. Through the chair, that is correct. Okay, so thank you for that. So as you look at number two, through your experience and your expertise. The areas that are being addressed here are all areas of concern that the district feels need to be changed, enhanced, in any way, shape, or form through the chair.

Through the chair, there's always opportunities to be able to improve certain workflows in certain areas. Through our digital communications toolkit, we try to provide schools and leadership with best practices. It's something we update periodically, and we try to do more of that training, especially over the summer when the opportunity is available, especially when there's transitions in leadership and as people move school sites. So that is something we try to do, and there's always an opportunity to be able to enhance Is it a problem per se? It's difficult to say because we do provide customer service to the schools and to departments when they are struggling with issues when it comes to their social media accounts. But we can always find ways to be able to help.

Thank you. So lastly, through the chair, and I know Mr. Superintendent, I see that you want to respond first. If you'd like to go ahead through Madam Chair before I ask my last question. Mr. Superintendent.

Thank you, Madam Chair. Ms. Rojas, please go ahead. I think it's an overall, it doesn't respond to your question.

Okay, thank you. So my last question to you. So if a board member leaves, a board member takes their accounts with them right now, would this change that in any way through the chair?

Through the chair, I believe that the review of this item would have us take a look at what the accounts were what would happen to the accounts if they stayed within district management? Or if it went, continued as it normally is right now, that it goes with the person as they depart?

Okay.

Thank you. I'll still have some other additional questions before next Wednesday related to this topic, but thank you. Okay.

Thank you, Board Member Santos, for your clarity on where you stand on this. Any other board members have comments or questions?

through the chair aside from board members whom are elected and they go through you know their election cycle and obviously they're gonna be leaving and then person coming in will will create their own account My question is, is there any oversight, and I think that's what we're trying to look at here. I mean, maybe I'm misunderstanding, but is there like, because the school stays even if the person leaves that's working at the school. So I understand the concern that perhaps now there's no way to get into that social media account for the school to continue. Is that what I'm understanding through the chair?

Through the chair, part of the digital communications toolkit is we ask folks at the school site to have it tied to a Dade Schools account as opposed to it being a Gmail or something like that where should that person who is running the social media account depart or separate from the district, it would be difficult to ask them to give us the credentials we would need to get back into the account. So part of the best practices that we ask folks to implement is to have it be tied to a Dade Schools account so that we could assist in the recovery process should that occur.

Thank you. Through the chair. And right now, I don't expect you to have this number off the top of your head, but are there a lot of schools in that situation that are not using best practices that are creating just their own accounts through the chair?

Through the chair, I would have to get back to you with that information. I don't know off the top of my head, but I can get back to you with that.

Okay, and through the chair, we don't have, I guess this question is for Mr. Harvey. Do we have in place, and I apologize, I don't know the board policy off the top of my head on all of the, I would have to look at it, but the district-affiliated social media accounts, is that in policy that it has to be linked to Miami-Dade County Public Schools through the chair?

Through the chair, no. It's not specifically linked to the policy.

Okay, through the chair. So they're not out of compliance with board policy should they have their own. But it does create an issue when someone has a private account, they leave, and then the school needs help and assistance. So, okay, that answers my question. Thank you, Madam Chair.

Okay, I do have some comments and questions. Would you like to respond first? Okay, any other board members before I comment? And perhaps we're understanding things a little bit differently. I'd like to thank you for the item. I think it's known, I work at a school, and sometimes each club, each team, my own counseling department, we've wanted to create our own Instagram account to push information or social media accounts. And it becomes a little bit of contention, right? Like, does the school oversee it? Does it tie to the school? Is it who oversees the account? So one question that I have, and just to clarify, I think you did already answer it, Mr. Harvey, within policy, Is there anything that specifies whether permission needs to be granted at a district level, at a school level, et cetera, for opening up any account that is associated with Miami-Dade County Public Schools?

Yes, through the chair, no. It allows the district to establish procedures for the opening of social media accounts. And there is a toolkit that's developed as part of that procedure. But no, it doesn't. So those who have set it up aren't necessarily violating the board policy, but of course that could change.

But there isn't really a policy to provide guidance beyond a toolkit to help assist them with the opening of accounts, correct? It seems to me with the growth of social media and the number of schools that we have and the number of departments and clubs and sports and everything that we have, some kind of uniformity, some kind of policy may in fact be warranted, and we've reached that point. So I thank you, Board Member Santos. Just to clarify, because I think it's something of concern for Madam Chair, I don't recall seeing board member accounts addressed. Are you referring to just school accounts?

Yeah, in your item. Thank you, Madam Chair, for asking that question. I think there's probably an initial review that can be done, which is not at the granular level of even clubs at schools and not at the board member level, but that middle sort of school accounts, right? The official school accounts, the official, if we have official like cabinet or department, excuse me, bureau accounts, right? That review, I think, should be our initial step, and I'm happy to maybe further clarify that in language in the item. And in that review, you know, maybe the follow-up we get says, okay, when we actually reviewed what's needed, what's warranted, we also recommend X, Y, or Z. That's kind of what I'm looking for, but we haven't done that review, so we don't even know where to start. So, yeah, this is really about the review, and, of course, it's necessary. If you find something that maybe we're out of compliance or something that immediately initiates rulemaking, that obviously is allowed for as well in the way the item is written. So that's how we can move forward with it.

Thank you, Board Member Santos. Mr. Superintendent, you wanted to say something?

Thank you, Madam Chair. So I want to start branching off of what Ms. Santos said. First of all, this is a branding opportunity. And we've been working with our different departments of creating logos that are consistent with district because sometimes the logos look completely different and they make no connection to us but that's the logo so and we've been working on this we are nowhere near where we have to be but little by little we have to transform right so I see this as initial opportunity for just the branding concept right that needs to be looked at and really we're not being although we've been pushing it at our end via toolkits and so forth you know it would be good to have something that is specific to branding as we move forward. So that's the piece that I'm really encouraged about as it relates to this piece. It's MDCPS and how do we label each department, schools, and of that nature.

I think you're right when it comes to the branding, especially departments, but I just did want to ask Ms. Pauline, I think when we had conversations looking at the portrait of a graduate in our strategic plan, one of the things that we talked about is yes, the branding of Miami-Dade County Public Schools is important, but each school, especially some that have such great legacy, we want to keep that. So, you know, just and I know maybe that's not what you meant. I see you shaking your head. So I see this not just as about the branding, but ensuring that there's policy in place just to keep things uniform and for everybody to know who has what account. Like you said, for some of my schools, it's the name of the school. For some, it's the mascot of the school. And so if a parent wants to go and get information or follow the page, there's no rhyme or reason as to what they're searching for.

Absolutely, Ms. Blanco. We don't want to remove the individuality of the school. So in fact, if you saw in our graduations, it was always the emblem of the school and then MDCPS. So we don't, you know, at the end of the day, parents know, not MDCPS, they identify with Killian or Palmetto. So it is not about redefining and removing that, but maybe adding something that will tie tied to our network of schools, but not replacing the identity and the emblem, the logo they've used like forever. So I want to make sure that that's part of the conversation. Okay.

Okay, Vice Chair Colucci. And through the Chair, I think it's important to make that distinction between the branding for Miami-Dade County Public Schools and the branding of the school because that is critical. Each school is unique. It has its own identity. It has its own community. But I do think it's imperative that when someone comes across social media from a school that it is a Miami-Dade school, that they know that it's a Miami-Dade school. so that they say this school is part of Miami-Dade County Public Schools, this is where I have to go, it's not a charter, it's not a private school. So I think there's some merit to that point as long as it's balanced with allowing that school to keep its identity, its branding, and just having somewhere on there that this is in fact one of Miami-Dade County Public Schools PLACES OF LEARNING, AND I THINK THAT'S SOMETHING THAT IS TO BE PONDERED AND CONSIDERED. I THINK IT'S A POINT THAT WE NEED TO THINK ABOUT. THANK YOU.

THANK YOU, VICE CHAIR. MADAM CHAIR?

YES, THANK YOU VERY MUCH, AND THANK YOU FOR EVERYBODY'S INPUT. AND I'M FINE WITH THE SCHOOL PORTION. THE PART THAT I'M CONCERNED ABOUT IS, FOR EXAMPLE, BOARD MEMBERS. And so I want to thank Board Member Santos because she explained that she would further look at the item and make that more of a clarification so that that's clearly articulated. And with that, I have no problem. But the other portion, I did have a serious issue with it and a serious concern. So I appreciate you saying that, Board Member Santos. And with that caveat, I can support the item.

Okay. Board Member Santos, go ahead. Yes, just to close, I would be a hypocrite because there is a typo.

But I want to say, I know, but I looked at what I submitted, and there was no typo in what I submitted.

So at some point in the process, a typo was added to an item after I submitted it without a typo. Thank you, team. But it will be addressed.

Move to deny.

Move to strike comments, no, I'm kidding. Board Member Santos, if you're open to some clarification, then I think it's, is it okay to call for co-sponsorships to the item?

Move it.

Second. All in favor?

Aye.

Okay, motion to move the item as amended to the board meeting? Second. All in favor?

Aye.

Thank you. All right, Board Member Santos, you continue on to H6.

Thank you so much, Madam Chair. H6, I've talked about this, so finally the items here, seeks to begin a collaborative board process to develop the annual superintendent assessment aligned with our newly adopted 2631 strategic plan. Of course, this is a unique moment for our district. We have just approved our new strategic plan and we are in the process of selecting our next superintendent, so we are at a pivotal moment where we have an opportunity to align our priorities, our expectations, and our accountability measures from the very beginning of a next superintendent's tenure. We know, we've talked extensively about how robust the stakeholder input was for our strategic plan, and we all, when we adopted it, stated how wonderful it is that those goals really reflect the priorities identified by so many of our stakeholders. So this proposal builds on our prior efforts related to performance planning, to leadership, accountability, and to organizational effectiveness. It's not about evaluating a person, it's about creating a transparent framework for measuring progress toward the goals that we have agreed upon. And of course, with the strategic plan serving as our roadmap for the next five years, we should ensure that we have a clear process for monitoring that implementation and those results. So I respectfully ask my colleagues to support scheduling this workshop so that we can collaboratively develop an assessment framework for our next superintendent that's based on our strategic plan. Okay, Chair Rojas?

Yes, thank you very much, Madam Chair. And thank you, Board Member Santos. And of course, a workshop is something that is always something that will help us to understand better all of the different arenas that we are confronted with and this is an additional one. We currently right now do have a school board policy 0173 which is a district strategic plan and that one clearly does outline the superintendent's responsibilities with reference to the development, the implementation, the monitoring and the reporting of the district's strategic plan. And that policy requires a superintendent to coordinate the comprehensive planning process, monitor progress towards the achievement of the strategic goals and objectives, and provide annual updates for board approval and present and present mid-year progress reports to ensure transparency and accountability. We also have currently quarterly updates. And this is on the district strategic plan, which may additionally be provided to the board at relevant board committee meetings. It can also be given at workshops as a superintendent deems. It's up to him how such quarterly updates are appropriate. And then in addition to that, requirements that are dealing with a superintendent's performance are consistent with the intent of the agenda item, which I believe was previously offered by Dr. Gallin, which at that time, that one sought to clearly delineate the respective roles and responsibilities of the district and the superintendent in relation to the strategic plan. And additionally, the superintendent's self-assessment, we all received it and it reflects and incorporates the strategic plan along with other areas of responsibility, of accomplishments, of challenges, and priorities for the coming year. I read the one that he submitted very, very clearly, which was very comprehensive and addressed it thoroughly. So we had a previous workshop at one point also, and at that workshop, I presented a framework which was entitled the superintendent's evaluation, a partnership between the school board and the superintendent of schools. That was recently. And the framework was designated to align with the superintendent's employment agreement and consisted of four very important components. Number one, continuous assessment throughout the year. Number two, strategic plan accountability consistent with the requirement of school board policy 0173. Number three, a superintendent self-assessment to be submitted annually by May 1st, which he did do that. And number four, board member input, including recognition of goals achieved and any recommendations for the future growth and development. So it is extremely important to have a process in place where the superintendent obviously is assessed by the board. I agree with having a workshop. I have no problem with that, but we do have at this point in time a period of time where we are in the process of bringing in a new superintendent for the upcoming year and the current superintendent will be departing and I think it would be more consistent with allowing the new person to be part of this process and this being part of the contract because it has to be an agreement that's between the superintendent the school board so board member Santos I would I would agree with what you have written where you state that the school board of Miami-Dade County Florida scheduled a school board workshop you had put no later than but I my recommendation for consideration would be after the new superintendent is named instead of no later than June 30th, 2026, to collaboratively establish a formal assessment process and tool for MDCPS superintendent of schools that is aligned with a 2026-2031 strategic plan. Again, because a new person is going to come on board, that person should have the opportunity to be able to be part of what happens with his or her contract. And so that would be my only recommendation, just to change instead of that day to after the new superintendent is named. And that's just my friendly recommendation. Thank you, Madam Chair. Thank you, Vice Chair.

I'm sorry, Board Member Espino.

thank you madam chair remember sandals i want let me start off by it's a compliment sandwich here all right i love your process oriented items i really do i mean i think you give a tremendous amount of thought and you crystallize things very well um when when this is brought up the first time i had some consternation with it and i still do and i'll explain why i don't doubt for one second nor do i think that we should not hate for like the triple negative uh that we should be holding this superintendent, the next superintendent accountable against a strategic plan that represents the roadmap for where we believe as a policy we should go. My consternation is the fact that I don't think that goes to the nth degree of where we should be evaluating a superintendent. Because there's, on paper, and I'm not, the superintendent's not here, but honestly, this is not about, this is whether city managers, county managers, superintendents, on paper, an administrator can be doing a wonderful job in hitting the metrics or the performance metrics for himself or herself or for the government that he or she is leading. And do a terrible job dealing with the governing body. That's not what's happening here. I've been on that. I've seen it enough happen most of the time in municipalities where it falls apart between a lack of confidence, lack of communication, whatever happens. How, if all of a sudden with the next superintendent, it doesn't doesn't work because it's terrible communication with us or it goes out into the public communicating a way that we don't agree with and on paper that the district continues to be at performing exceptionally well then I feel like I've just like relinquished some of my individual I don't use criticizing but but ability to to to direct the superintendent from our seats and to evaluate his or her performance because the form says he or she's doing a great job. And I don't know, I understand what you're trying to do, but if we can figure out how to reconcile those two positions, then I think I may have some less concern because as of right now, if all of a sudden we're up here on a board and all the metrics that we hit are cranking, But in my district, this superintendent or the next one is doing a terrible job bad-mouthing me. I don't know, something. I've seen a lot of things in municipalities with a less degree of professionalism than we have here. I reserve the right to say, I don't think this person should be in the seat anymore, irrespective of how the place is performing. And so I put that as a question. I put that as the lingering doubt in my mind for this item, because the rest of the items are doing great. And if I can't get that reconciled, I'm not sure I can get there. So that's my comment.

Board Member Santos. Thank you. And I absolutely agree with you. That is why the item only seeks to do a board workshop where we would build that assessment tool. And that assessment tool, I agree with you, yes, has to name a portion of it where it is based on the agreed objectives. But there's a whole other, I would say half at least, of an evaluation that is exactly what you're seeing. The other, let's say more, qualitative things that each board member might be seeking in that leader. And so we can create a tool that exactly addresses your concern around ensuring that yes, we get a objective measure of how we're doing against our agreed upon goals in a strategic plan, but that it is completely balanced by each of our individual evaluations of is that person meeting our other expectations. It could be done through leadership attributes that we agree upon, like communication, like professionalism. It could be whatever we want it to be. We build it together. That is the exercise of sitting down together at a workshop and saying, okay, well, let's do a rubric where maybe 40% of an evaluation is based on objective goals that we set out in our strategic plan. and then we're gonna each evaluate on maybe five different leadership attributes, maybe three, maybe whatever we wanna come up with. There's lots of model superintendent evaluations that do a good job of balancing both those hard metrics that are stated in a plan with the just as important qualitative. assessment that we each do. So the idea is that we would at least agree on the portions of that assessment tool. And to Madam Chair's point, I think it's very important that as a board we have the conversation before the next person is here. It allows us to have a much more sort of objective conversation just generally about what we want our leader to do. The issue we ran into last time we did this was there was already an employment agreement in place that already stated exactly how the evaluation was going to happen. we would have had to amend an employment agreement to be able to adopt a different assessment tool. We don't want to find ourselves in that place again if we can have a conversation at a workshop and decide, okay, and by the way, these are not like... we could choose to do it this way, I don't expect us to, but at a workshop we could decide, this is a guiding rubric that we each use, but it's not, for example, if you get above a certain thing, your contract's renewed, and if you get below a certain score, you're terminated. I don't think it should be like that at all, because that definitely would not capture the complexity of that role.

And as a follow-up, and that was actually going to be my next question of just to what end, right? So for example, if we are contemplating that there are performance metrics inside the next superintendent's contract that he or she has to meet in order to obtain, I don't know, merit increases or whatever else we perform, all right, I kind of get that. But then if it's simply, because again, it's a sword and a shield. It's a sword in the fact that If he or she is not performing, well, that puts pressure on him or her to advance. If he is performing and then he or she is performing and there are interpersonal qualitative issues, then it's almost like, hey, he or she is doing a good job, so just shut up and deal with it, right? So, I mean, that's why, I mean, I understand what you're saying and I appreciate you contextualizing like that. And if the board wants to have a discussion about it, I'll participate, of course. But those were my concerns. To what end would it be used for?

Thank you. And to address that concern, Madam Chair, if I may? Yes. It is to the end of providing clarity up front on both the quantitative and the qualitative expectations of the board from our leader. Then, of course, we evaluate annually. But right now, we have the option to evaluate that that leaves a lot of room for a wide spectrum of expectation even of our main leader it's not clear what what we expect or how we are going to gauge performance and I think you know again as a seven billion dollar enterprise you we evaluate our teachers we evaluate our principals there are deeply thought out evaluations from IPEGs to many other evaluation tools in this district for MEPs. I think it would be a fruitful conversation for us to spend an hour thinking through, well, what are we going to expect from this next superintendent so that it does clarify some expectations, both quantitative and qualitative?

Okay, another board member have some questions or comments? Madam Chair?

Yes, thank you very much. And again, you know, we can agree to disagree respectfully, and that's what we do on this board all the time. I, again, feel that the new superintendent needs to be part of this conversation. We've been talking about this with previous board members even before this new group has been here. And it has, you know, in the past it was decided to continue forth with the superintendent's evaluation again, once the superintendent and the board mutually agreed upon the evaluation that was being implemented. I happen to have the one, because I do it every single year. Here's a superintendent's evaluation that I did. I went through the pillars, everything that was on this document. We met, and I went through it very, very thoroughly. We all have the opportunity to do that right now as we speak, to go through any area that is an area that needs to be commended and any area that might possibly benefit from enhancement because there is no perfection, so we can always improve. But I did it, this is my evaluation. I feel very comfortable with this evaluation because to the point brought up by Board Member Espino, it's the same thing with an educator or the same thing with an administrator. You can pass all the assessments in the world and you get in front of a classroom, in front of children, and you do not function. in the same manner as maybe your scores were wonderful, your outcomes were beautiful, but once you got in front of the classroom, you couldn't handle the discipline or you couldn't handle other issues. So it's something that is truly imperative that we don't just get bogged down on one particular area. Again, with a new superintendent coming on board, I personally would be very uncomfortable doing that before that person is here. And again, their contract is one that's supposed to be mutually agreed upon with the board and the superintendent of schools, whomever that person may be. I just wanted to bring forth that point because we do have a mechanism right now, and I have it right in my hands, of what I finished doing with the superintendent of schools, which was a very extensive and thorough evaluation on his performance. Thank you, Madam Chair.

Did somebody else have questions or comments for Board Member Saltos?

Just through the Chair. Just a question, and I guess this is more for the attorney because it's a legal question and it's something that the Chair brought up. The contract, and it's my understanding as well, would have to be mutually agreed upon between the Superintendent and the Board. So, through the chair. So, how do I? Yes, we can have expectations, we can have what we expect, but at the end of the day, it has to be something that's mutually agreed upon before we are able to implement it, if it were to be tied to this evaluation through the chair.

Yes, through the chair.

Okay, thank you. That was my question.

Thank you. I have some comments or questions, and then Board Member Santos, I'll give you an opportunity in case you can include anything that I have to say as well. I believe that when I came on the board within a month, that workshop took place. And I remember it very vividly as one of the first things that I kind of walked into after that board meeting. But I'll tell you, my concerns and my thoughts just so you know where we all stand. I think it's critically important to absolutely have a conversation given that we are implementing a new strategic plan and talk about how that aligns in those qualities for the next superintendent and what we're going to be, the standard we're holding them to. My concern, and maybe it's a semantic and a word choice, and it alludes, I think, to what Board Member Espino was talking, is the word formal assessment. So I would much more appreciate, rather than something formal, a guiding rubric for me to follow in looking at the performance of a superintendent, and it's exactly what Board Member Espino was talking to, and I have a tough time giving weight and saying this much weight to this and this much weight to that. There's so much that goes on with the superintendent position that to make something completely formalized that we all must use uniformly is where I have concern with. Do I think there has to be some kind of assessment, a rubric, a guide to make sure that we're looking at certain things and make sure that the superintendent is either performing to that or something to help us guide a conversation and say some of the areas we're looking for improvement or give a tap on the back. I don't know. I'm open for that. I'm open for a conversation to talk about it with the new strategic plan in mind. The words formal assessment is the one that kind of gets me. That's what got me when I attended that workshop. I hadn't voted on the item to be part of the workshop, right? But I was there. The other thing that just kind of stands out at me is the date of June 30th. It's so close. We're probably going to have a special meeting for something next for the superintendent. We heard this morning we may need to have a special meeting to vote on something for item E-143 perhaps, right? So that deadline just seems like a little too close. just to kind of wrap our heads around it and make sure that we're not, it's an important conversation, right? So to have it and we really just finalized our strategic plan and with everything else that's going on, again, those would be my things. The words formal assessment and that date just maybe give us a little bit more time to kind of get a few other things in place.

Yeah, thank you so much for those concerns. Certainly, to me, it is actually really important that we get to have that conversation. Like I said, before we select the next superintendent, I'm definitely open to the idea of a rubric that we can base our conversations on and not necessarily be held by. I think for my colleagues who have been principals, you didn't wait to hire a teacher and then decide on which evaluation tool you were gonna use. We've adopted IPEGs. It has flexibility. It does have student performance on there, and it's not a perfect tool, but it's got buckets, right? And then one of those buckets is the agreed upon goals, right? That's how we evaluate our MEPs as well. There's an agreed upon sort of rubric, like you said, Board Member Blanco, that guides the conversation. And so while historically we have, our employment contracts with our superintendents have historically included a clause around a mutually agreed upon evaluation, it's actually, to me, it strikes me as pretty backwards because we, the board, decide what we want a person to accomplish, how we want them to do it, what attributes we're doing, and then we go hire that person to go chase that north star that we've set. And then along the way, we guide them and we say, hey, great job doing this. I don't like how this is going. So I think the fact that we haven't moved into what is widely known as a best practice, what all of the associations recommend of at least having that rubric. I think it's an opportunity for us to be able to talk and come together and create Like you said, I'm open to it being a rubric that we can guide our conversations with. But I think it's a best practice we haven't yet adopted that we might be in the right opportunity window to adopt given adoption of new strategic plan and new superintendent coming in. As far as the date goes, we can definitely do it later. I obviously have some restrictions. But we have some time.

Yeah.

Yeah. But but really, you know, like I said, it's important to me that it be done before, let's say, August 13th. Right. That's our date. So that we are able to have that conversation without this sort of what became a challenge earlier, which was tying it to someone already, because then it creates a different conversation when you're tying it to a person already being contemplated, even finalists being contemplated. I really thought it would help us have a more objective conversation if we were able to just, without a finalist or a person in mind, think through, well, what do we agree upon about how we want to have the conversations with our next superintendent? And the employment agreement, just I want to be clear, is a new employment agreement with every person. Just because we've used certain clauses in previous employment agreements, this board decides that. This board, the nine of us, decide what goes in that employment agreement. And I think implementing a new best practice would be helpful. Any comments or questions for my colleagues?

Madam Chair, the only thing is I allude back to what I read to you all before, January 25th, 2023. We had this very discussion, and it addressed all of the different areas of concern. To me, it is imperative that there is a collaboration, a good working relationship established from day one get-go with the superintendent of schools, whomever that new person is going to be and that we mutually agree upon what that person is being assessed on. That's my personal belief. I also feel that The job of the superintendency is 24-7 every single day of the year. It entails so much that a rubric by itself does not capture. And that's why a workshop is great. I don't have a problem with that as long as it is not within the timeline that is addressed here. And that's why I said after the new superintendent is named, not by June 30th, 2026. And I appreciate the intent. of the item, but I can't support it in the manner that this item is written right now.

I have some follow-up questions for Mr. Harvey. What has traditionally been the language in a contract with the superintendent with regards to performance assessment tool or anything along those lines?

Yes, through the chair. So typically, and I can refer specifically not just for ours, but for Browards, for Palm Beach, and others that I've actually helped them negotiate. And I can tell you that typically the contract will have language in there that says that the evaluation instrument will be developed mutually by the board and the superintendent. And the purpose for that is not just because it becomes a condition of employment. And so it's more than just the board adopting goals to pursue. It's now you're making it a condition of his employment. And therefore, there are other rights and issues that attach. So typically that would be negotiated in the contract.

So that language is rather standard across counties with superintendents?

I can't think of a contract that I've looked at that's not there. I'm sure maybe there's contracts there that's not there, but it's pretty typical.

So if a superintendent comes in new and we already have something, the language is referring to that contract? assessment tool rubric guideline whatever it is it's referring to that they are given that before signing the contract.

Yes, to chair, you can provide that but still you'd have to negotiate that that term, and you know, of course, the superintendent would have his own lawyer. and a lawyer would probably look at that and, of course, have a reaction to that.

So there's a good chance whenever a new superintendent comes into a school district that a conversation is had about the assessment tool before finalizing a contract?

No, I'm sorry, through the chair. In my experience, we've never discussed this. I'm sorry, you mean the tool itself? No. That is typically part of the contract says that the parties shall develop a mutually agreeable assessment tool. And it's usually like within the first six months Of hire or something of that nature.

Okay, so you didn't specify that part the first time I asked. So I just want to make sure. So the somewhat standard language is that within six months there will be agreed upon assessment tool or some time frame?

Typically, yes, that would be.

Madam Chair, can I clarify the language? Absolutely. Because currently, Section 9 of our Superintendent Employment Agreement, the way it reads currently is the board may evaluate the superintendent's performance of his duties. And if we choose to pursue that evaluation, because we have the option to, it says may, then the board and the superintendent shall mutually develop an evaluation format and and an evaluation form acceptable to both parties, developed and amended at the time the board establishes the goals and performance objectives for the upcoming year. Since I've been here, even though we have the option to, as a board, we have never sat down and said, okay, now that we've established the goals and performance objectives for the upcoming year, let's update that tool. which is how the contract reads. We have the right to do that. We've never done that. Of course, individually, we can, and I have sat down with the superintendent before, but that puts the superintendent also in a hard position of negotiating sort of nine different North Stars versus a conversation as a whole board. So I think there's probably a world where we can, yes, mutually develop, but ensure that we update language that doesn't leave it to what's become the reality of no true conversation or updated agreed upon objectives, which is how it's been since I've been here.

Okay, you're the maker of the item. I think you've gotten some input. It seems to me that a conversation needs to be had, but perhaps it goes beyond rubric and it goes to contract language or something like that. I don't know, and I think this isn't the setting for it, but based on the feedback you've gotten, I don't know if you want to leave as is. If you're thinking you might adjust some things and we can move this to the, to the meeting without recommendation for now?

Yeah, certainly I've heard my colleagues. I understand that there's a hesitation around a formal sort of adopted assessment, and I heard Mr. Harvey clearly. So I'm happy to go revisit how we can amend. I would still, I'm happy to move the date of the workshop, but I think it is vital that we are able to have that conversation. before any kind of employment agreement is negotiated. It doesn't have to be before the end of June, but before that next employment agreement is negotiated, which became a big hurdle last time we had this conversation.

And just friendly recommendation, perhaps the workshop isn't so much to come up with something, even if it's just a rubric, but a conversation that we can all agree upon. the language and assessment type, whatever it's going to be, and the timing. And maybe it's not that we come up with something formal, but at least provide us an opportunity at a workshop to have a full hour or so to have this conversation and maybe finalize some thoughts. We're not doing anything final. We're just kind of doing our thoughts, right? It's not a board meeting. It's just a workshop.

Yeah, it's a conversation, so yeah, I'll make those amendments.

Okay, can I get a motion to move the item without recommendation at the time? Without second. Yes. Can I get a motion? I got, and a second? Okay. All right, board members, all in favor? Oh, sorry, all in favor to move to the board without recommendation? Aye. Thank you. All right, H7. H7.

This one's much more straightforward. Thank you, colleagues, for supporting our unanimously approved board item in July of 2025 around Food for the Future framework. It established four priorities that I know you're all very familiar with. And again, like ECE, we've had some promising results. Shared tables are growing. They are recovering tons of waste that otherwise would be in landfills. We've got new composting programs diverting tons of waste and even some new grants to support this framework. So this will be an opportunity for us a year later to receive an update on how implementation is going and all the wonderful things that our Food and Nutrition Department is doing and plans to do.

Okay, any questions or comments from the board members? Colleagues?

Just to co-sponsor at the proper time, thank you. This one is straightforward and all for it.

All right, motion for, I have a motion, a second. All in favor? Aye. Thank you. All right, motion to move it as amended to the board meeting. Second. Second. All in favor? Aye. Thank you. And then I believe H10. Yes. Correct? H10.

Okay, and age 10 we have been talking about for a while, so it is our opportunity to revisit some of the pain points maybe and opportunities for changes that we've all experienced throughout the last year. We all know the ABC Committee has served the district for more than 45 years. It's provided an important avenue for community input, but of course our district and our enrollment landscape have changed significantly since the process was created. Like many of us have heard concerns from families about boundaries, school utilization, enrollment changes, and of course those conversations are deeply personal because they affect students, families, and entire communities. And one thing we've consistently heard is that families want earlier information, greater transparency, clear understanding of how the decisions are made. Since our last board discussion, thank you all for your input. My office has continued conversations with lots of different stakeholders, and we've reviewed practices used in other large districts facing very similar enrollment challenges. So this item is built on a simple idea that enrollment, school choice, student assignment, attendance boundaries, and facilities planning should all work together beyond similar cycles and connect to a direct staff to explore opportunities to modernize the process through which including doing things like improved communication, multilingual access, virtual participation, public facing information, they can review all of the options available and bring back to us how we can improve the process. And of course it also asks staff to review whether existing policies still reflect today's reality, where of course most students attend school through a choice option, and families really have access to more educational pathways than ever. So finally, I want to thank the Attendance Boundary Committee for their service this year and every year. We appreciate their work and look forward to continuing the conversation. And I really look forward to seeing how a thorough review will help us align and move forward timelines to really modernize the system and get it right. Thank you, Madam Chair. Thank you, Board Member Sato.

Comments or questions? Okay, Madam Chair.

Yes, thank you so very much and thank you for the item. Anytime we can strengthen again our attendance boundaries and our school choice and student assignment policies and processes. it's something that is a positive thing. I'm not 100% sure how this will impact our schools and the operations, the personnel, the financial impact, so I guess Dr. Lewis and the region superintendents Wait one second. I want Dr. Lewis to hear me. I guess you, sir, are going to have to look at this very closely since you are the person in charge of the Attendance Boundary Committee together with the regents who are the ones that really work most collaboratively on this endeavor, which is a good one. The only recommendation that I have, Board Member Santos, is that we're asking in this item a lot. And I think July 2026 is really very limited time, and I'm not sure if they're going to have time to present all the findings. We're in June, and you're asking for July, and there are a lot of areas here. So the only concern I have with this portion of it is the timeline that is on there. Again, I thank you for bringing the item forth. I support the item, but the timeline is where I have the concern because, first of all, there's so much going on right now in so many different aspects, as we all know, and then all of the areas that are being asked for, we want to make sure that they do a thorough job when they do their presentations. So that's the date that I... would suggest that maybe you consider as a friendly amendment to revisit due to the number of areas that are being addressed on the recommend. Thank you.

Mr. Superintendent, I think you wanted to speak, and if you could address that before we move on to any other conversations about the item.

Yes, Madam Chair, and Ms. Ross, thank you for your consideration. But one of the most important pieces here is I'm gonna go back to Ms. Respino, right? Part of the issue we have in announcing and going out is because of that June approval by the board. We definitely, definitely have to move this ahead. And we've been talking about this. This is something that is not new. So all I have to say, Ms. Santos, we're going to try our very, very best to get this timeline right. within by July. If we do have any delays, we'll share it with you. But really what has been impacting us is that June final approval by the board, and we have to do better. And so, you know, we'll work on it. I know, Ms. Rojas, there's other elements, the notification, but to me the real big one is this June finalization. And so it's time for us to to move in this direction, which we have been discussing. So thank you very much, and I just wanted to say that.

Thank you, Madam Chair. Let me just follow up on that. So if the superintendent is comfortable thinking that they can go ahead and fulfill, then I have no problem. My concern was for them and making sure they had enough time to get that back. But if you and your team feel you can do it, then I'm supportive of it. Go ahead.

No, Ms. Rojas, thank you very much, because there are different elements here We may be able to get some right away ready for discussion on July. We may have to delay some others. Like Mr. Bueno was telling me, some of these may be dictated by board policy, and then that will delay it. So if we piecemeal it and we get the things that we can get done, we will. But to your point, others that we cannot, then we'll come back and, like we have done in the past, ask for an extension or more time.

Okay. Board Member Espino?

Thank you, Madam Chair. I certainly understand the concern, Madam Chair. The challenge is if we don't start this process, and I think Board Member Santos wanted to wait until the ABC had concluded to take some of their recommendations and incorporate into this item. If we don't start right away, we're going to scuttle an entire year. Because at some point, you've got to change a tire on that moving car. And if we end up starting this process in October, then we're back at where we were this year, resulting in the same June deadline. I appreciate the superintendent's disposition where it's like, hey, we'll get as much of it possibly done in this process knowing that it's, you know, we're gonna have to change policy on the ABC itself. But if at the end of the day, we can get into a situation where we're actively competing with our new school choices. That's really what it's been about. ABC was intended to create new schools, not necessarily with the intent of closing schools or repurposing schools. So we have to now align that process to be able to jump in with our new school choices into that open enrollment the same way. I made that comment during strategic planning. The same way we have open enrollment for insurance and HMOs and everything else, we have to align that because what's happening is we're missing that window. And by the time that this is done, that takes then a year. For example, for the Miami Springs Preparatory Academy, for lack of a better term, there will be people that we've lost that we will not gain back. So now in order to make that up, we'll have to wait a full year with that next sixth grade class to try and up those numbers, which would have potentially been different had this process concluded in, what, March or something to that effect? So I think from a business perspective, we have to get aggressive, even if it means from a policy perspective, we may have to modulate it as things take. Thank you.

I want to thank you, Board Member Santos, as well. Although these two instances haven't had anything really to do with ABC, but I had probably the only district, a brand new school opened last year, and then a new magnet program at an existing school, but all of it opened up after the window. So it's the same thing. It's like how many opportunities did we lose? And as a parent, if you've already gotten your mind set, you have something set to make that change. And so even though it's opened by a certain year, the full impact wasn't really taken advantage of. So I think anything we could do to revisit, realign, look at these dates would be great. Any other board members, comments, questions? Okay. Can I get a motion for co-sponsors? Oh, I'm sorry.

Yeah, I just wanted to put on the record, because I agree with Board Chair Rojas' sentiment, I always, I want to put on the record, always work with staff before I bring an item. And we have conversations and sometimes, yes, the dates are pushed back, but it is important to me that I set them up for success. And so those conversations are always had before I bring an item. And in this case, as it has been stated, we've been working for months on this conversation. I just wanted to be respectful of the process, let it wrap up for this full year. But as we'll see, this next year will be sort of an adjustment year because even things that maybe we should have done by July in the future years will kind of have to be condensed. And then we will adopt new timelines for the following year. But we can't afford to miss this year. So thank you all for understanding that.

I can't remember, did I get a motion for co-sponsorships? Okay. Can I get a second? Second. All in favor? Aye. Motion to move the item as amended to the board meeting. Second. All in favor? Aye. Great, thank you. I believe that takes us through all of the H items. Yep, okay. We had a few staff follow-ups. Anyone have questions on the staff follow-ups? Madam Chair.

Thank you very much. One of the follow-ups has to do with a board item which I proffered, which has to do with a factor. This is agenda item H4, the foundational factor in building proficiency in reading and mathematics, regular student school attendance. And again, how critically important it is that the students are in attendance at schools. And I think that this is one where I would like for someone to very quickly elaborate on. It's too important just to ask one question or two. Attendance drives everything. at a particular school with any particular student. So if Dr. Lewis, sir, if you could go through that, I would certainly appreciate it through the chair. Dr. Lewis, will you be responding? Thank you.

Through the chair, Ms. Rojas, let me just start off by simply saying when you initially brought the item, I think we both kind of smiled because we already kind of somewhat knew the answer behind it. I also want to thank my colleagues because it wasn't what just school leadership performance did. I also have to thank FASCO and, of course, ARTA because they also played a key role in it. While the original intent was to examine the outcome of the 2025-26 attendance and, of course, statewide assessment, as you know, the results wasn't fully released as of yet. However, we did look at the 2024-25 school year, and let me just simply say that there was a strong correlation between attendance and academic performance over all grade levels, especially in reading and math. While those increases were not majorly significant, but it showed that there is a strong correlation. So at the end of the day, when it comes down to attendance, I continue to say the number one predictive factor or measure when it comes down to future success has always been student attendance. Bottom line is this, if they're not in school for a minute, a day, a second, or a week, that's a minute, a day, an hour, or a week that they're missing valuable instruction. So yes, it's definitely aligned and definitely a strong correlation behind attendance. And of course, academic performance. But let me also say that it's not just attendance by itself that impacts academic attendance. I'm sorry, academic performance. There are other factors, of course, family being one of them as well. But it's one of those items, like I said, and it's one of those items when you talk about attendance, that's something that's near and dear to me. Let me just simply say some of the mechanisms that we currently have in place that addresses attendance that I think the listening audience need to be aware of as well. You know, annually, starting from the school site, they have to quote unquote submit what is known as an attendance plan to the region. Every region is equipped with an administrative director, and that director focuses on attendance. Attendance is so important to me that it is also one of those that we discuss on our weekly administrative meetings that I have with the region superintendent. We monitor schools that are dipping below a certain percentage, but even when we have data come, that's also one of those factors that we look at. And once again, talking about the correlation, I think the superintendent can admit to it as well that we see it based on the schools that sit in front of us. We quickly look at their attendance trends and so forth, and we see their correlation. But even beyond the region itself, let me just say attendance is one of those that has to be monitored daily. But to me, the biggest factor to try to bring a turnaround or improve attendance, it has to do with early detection. The sooner we're able to intervene in a child or a family, the better or quicker we have an opportunity to improve that attendance. So better monitoring, earlier monitoring, is to me the key behind attendance in itself.

And I looked at the report also addressing your region personnel and the roles that they play, especially when you address the issue of the region director that is assigned specifically to this arena. Can you elaborate a little bit on that portion, sir, through the chair?

Through the chair, I certainly can. The comments were this. Every region has a director and one of his Primary role has to do with attendance. On a weekly basis, every week, basically what they do, they basically monitor and they highlight those schools that are showing exemplary attendance across for that whole entire week. And any schools in particular that may have some challenges, we make sure we highlight them. And then we know that if there's additional support that needs to be provided to that school, we do exactly that. And some of the tools, I should say, that schools are equipped with, many of our schools, I think I spoke about it last time, have what is known as a hero interventionist. If it's a Title I school, more than likely they have a community involvement specialist. The counselors also play a key role in that as well when it comes down to trying to identify the why. But at the same token, going back to the region, it's one of those whereas that region director keeps in constant contact communication with identified schools, but it's one of those that is something that's monitored across all regions to the point that we also have an attendance dashboard. I'm able to go in there and set the parameters. One of the parameters that I tend to look at, and once again, I like early interventions, any child that missed between five unexcused absences, that child at that particular school is being highlighted because at the end of the day, We want to intervene the sooner the better. So hopefully the attendance itself doesn't get out of control because, once again, because of the strong correlation between attendance and academic performance, we truly want our kids in school.

Absolutely. Thank you very much. And one last question. I know Title I schools had the visiting teacher, but non-Title I schools, who are they using to go out?

Well, through the chair, as far as the non-Title I school, we utilize that whole entire all hands on deck. Sometimes, believe it or not, it can be someone on administration. Sometimes when it comes down to certain schools, counselors play a key role as well. So they do have that flexibility, and of course, regions also have a social worker assigned to the region as well. So if we have a school that may not necessarily have the resources, then we can always have that social worker from the region step in and make sure that if need be, they can also do that home visit as well. But there are resources and mechanisms in place to be able to address that.

Thank you, and thank you for your part, and everybody else who joined together from your different departments, because this is very important, and I hope that we are gonna continue to monitor very, very, very closely the attendance of these students. It used to be in the past that if you had 10 days of absences, you wouldn't even be able to pass grade. You'd be retained. That's how it was. You missed more than those 10 days, that's it. You were not going to pass to the next grade level. And at the graduations, I was thrilled to see that we are recognizing students who have had perfect attendance throughout all of their years with us, which is absolutely exceptional. So I hope that that continues to occur, but with those families and those children that are not going, as I always say and I know that all of us that are educators say the same thing. It's not just the child, it's the family. We gotta help them and we have to make sure that they understand that there are resources available to assist them, but the kids have to go to school. They must be in attendance at school because if they don't, they are most certainly not gonna be able to learn and to prevail as they are probably, they probably do have the potential to do so if they were given the opportunity to attend school like other children. I appreciate what you have done with this, and I'll continue to monitor it. Thank you. Thank you, Madam Chair. Okay, you're welcome.

Any other questions on staff follow-up or new business? Board Member Santos.

Thank you, Madam Chair. For new business, I wanted to make a special request of my fellow board members. In accordance with our current practice, we know all board members are allowed to tape their announcements for the board meetings with our great partnership with WLRN. At this time, if there are no objections or concerns by the board, and in light of my current circumstances, I'd like to request having my summer youth internship program students present my announcements on my behalf, which would be transmitted as the usual item. while I'm not able to do it. Obviously this is very important. I don't request this as a way to set a precedent, but rather to elevate our awesome students and think creatively about ways that we can continue to inform the community through the summer. And so I asked the attorneys and they shared that if there are no objections from my colleagues, that would be the way to proceed. Thank you. I'm happy to answer any questions.

Okay. Any questions, comments, concerns?

Madam Chair, if I may, because I don't want to set a precedent for everybody, and obviously we understand the scenario that you have, and I just want to check first of all with our general counsel, sir.

Yes, I'm sorry. Through the chair, so our office shared with the board member that basically in the board members agenda it says individual board members may present correspondence reports etc etc and other education related information of interest to the public and so the concern is obviously that's what it says in the agenda it doesn't refer to other individuals or designating other individuals so but it's also not in policy either so I just wanted to you know, wasn't something that I couldn't say, okay, it can be done. I thought that, you know, because obviously it's not in the agenda. So that's what I advised the board member. So she felt, the board member felt that, and that if the rest of the board agreed, then, you know, it would be no problem, which I would support that if that's what the board wanted to do. But, you know, the agenda says what it says. And so, and it's never been done. I think typically it was established under tradition of the board for board members so that they, rather than doing their information items during the school board meeting, they could have a recording of those information items. So that was the original intent. But again, it's the board's prerogative. So just wanted to, that's what I advise the board member.

Okay, but go ahead.

Yes. Vice Chair Kaluchi. Yes, thank you, thank you for recognizing me. I have reservations and I understand your concern but The students, the interns, they're not district staff. They're not employees of the district. And I commend them for what they're doing and for wanting to reach out. But I think that needs to be reserved for the elected officials that are on the board. And I just have a lot of reservations about it. So it's not anything that I really feel comfortable with supporting and setting that precedent. I'm sorry for that. Thank you.

and just through the chair addition thank you um through the chair that is what that why i asked general counsel to read exactly what he had and we've had previous board members uh we had one that was also in the same state and that did not occur however um if If Board Member Santos would like one of us to read it for you, I'd be happy to volunteer if you would like that, because we are the elected officials that sit on this dais. And so I would be happy to do that, but I just could not support the other one based on what we've already discussed.

Any other members like this?

Vice Chair? Yes, and through the Chair, I don't think we can even vote on this, because it's not an item. So that's my input, and I commend the interns for taking this role and doing that. But I just don't want to set that precedent for our district, as they're not district employees. They're not the elected constitutional officers. And I really feel firmly that it should be reserved for those individuals. Thank you.

I have to say I feel somewhat the same way, although I fully understand your desire to communicate from your office. I've actually never done one. I don't know if, rather than find someone else to do it, I don't know if there's a way for us to think about how you yourself could do it. I've been in your predicament three times before. And I know there are going to be moments and days that the last thing you want is to be in front of a camera. But I can't help but wonder if there is a way you could record yourself at home and not be in the studio. I don't know, just throwing that out. And again, it's nothing about you or nothing about motherhood at all, just because of how it reads and the precedents.

And through the chair, I understand the importance of you wanting to communicate with your constituents. if there is a way that we can, you know, if you're up for it, because I know there are many sleepless nights. I've been through, not three times, but just once. But the one time, you know, I got the full experience and, you know, there's sleepless nights and you're tired. And if you're feeling up for it and there's a way to maybe do something with Zoom or maybe we can talk to, but I do think, you know, that you have that, it's important for us to try to accommodate that ability for you to be able to communicate and make announcements to your constituents. So I do like your idea. Thank you.

She may not when the time comes. Board member Santos.

Of course, she's the one that has to like it. I'm sorry for interrupting. I appreciate it.

I think we talk a lot about the ones with little legs, although high school is not little legs. And we are an education institution. So of all places, I thought there might be support. There's no policy that dictates this. It is the language we've traditionally used. So I respect my colleagues' opinions. I do feel a little sad and frustrated that as an education institution we wouldn't allow our very own interns to have that opportunity and make an exception for it. But it's the board's prerogative and we'll find other ways to highlight our interns. Thank you.

Any other new items? Okay, I do have one new item, and I have failed miserably at trying to emulate Dr. Gallin's efficiencies, but I had asked for a staff follow-up on the wearable panic button pilot, and I do wanna thank staff for getting me an update, but I had hoped that all board members would have received the update, so I don't know if somebody is here that can inform the rest of the members about the update or if you'd like me to kind of go through this if there isn't someone here okay would you like i mean i printed it out i can also go through it if you'd like but i think it's important for all staff members to hear um the results of the pilot and the questions that i have as follow-up right

Through the chair, Ms. Blanco, obviously, yeah, you did receive that follow-up. I was on that email as well from school police. Just a reminder, there were two pilot programs that were run through school police related to the lanyards, which are the panic alert buttons from two different vendors, free pilot programs. One was from Syntegics. The other one was from Raptor. The Syntegics pilot went about 30-something weeks, if I remember, because we started earlier with that pilot. They wanted to run that one first and then do the Raptor after. However, St. TJ's agreed to continue to pilot longer than it was initially going to be, I believe, a nine-week pilot. And then Raptor came in as well, another vendor that wanted to get into the game, and chose another nine schools. They worked with school police in identifying the schools as well, and they ran a nine-week pilot. So from the pilot in that chart, and if that's what the intent was, I'll speak with Chief Silva. I know he's at a mandatory professional development in Orlando. make sure whatever it is that was submitted is submitted to all but from that pilot um i i if i if i remember correctly on the uh on the worksheet that was submitted to you that i was cc'd on um it also identified from each school how many times the panic alert button was pressed it also identified um a follow-up questionnaire with principals and staff involved what was their liking likeliness of it etc and i had like responses by percentages etc as well as counts And then at the end of the pilot, there was a portion that basically talked about if the district was going to pursue one of these lanyard panic alert systems, what would be the next steps, which is basically a procurement process, right? Identifying a funding source and then from there going through the ITN or the ITB a bid and seeing what entities out there want to bid. And then obviously the committee that is selected after it goes through goal setting will determine which program we believe is the best as long as there's a funding source and go in that route. That's the summary I have.

Thank you, Mr. Diaz. And that's actually a pretty good summary considering you only read it last night and didn't have it in front of you and weren't prepared to speak on it. But colleagues, it's been about a year since I brought this item forward. I respectfully waited for the pilot to take place. There's so much beyond just a lanyard that's wearable that allows staff to notify. And it's not just about an assailant, but it's also like a medical emergency that's needed. Mr. Lewis went through, I'm sorry, Mr. Diaz went through some of that data, but whether it was, whichever brand it was, I'm not going into the brand, just the fact that there was a lanyard, more than 75% of staff that used it said they would feel so much more safer having a system like this over just something that's on the mobile phone or on a desktop computer. And it's been proven to show that the response system, the response from... from first aid professionals you know can get there so much faster and so I think it's definitely something that we have to consider and part of my item was to look at the feasibility so my question now is and it's been almost a year right so we've done the pilot and it says what the next steps but what's the timing on these next steps I've had conversations um with some of the vendors. I've had conversations with some government officials. There's ways in which we can get creative to find some of the funding source. And so I want to know, is this something I need to drive? Are you guys going to drive it? Where are we with this? Because the ideal, and I know from working in the schools, is if you're going to implement something new, the time to do it is at the start of the school year. You don't implement something new and expect it to be successful mid-year. That's just not how things work. So my hope would have been that The results of this, and at one point it was supposed to come back in January, February, were here. Only I've gotten it, not the other board members. So I just want to know, what is staff doing to actively start looking for funding purposes and put out a procurement? Or is that just the next steps? But are those next steps in limbo? And so that's my question to staff.

Through the chairman's blog, so yeah, I mean, honestly, everything you referenced right now is 100% right. The funding situation was the number one scenario that more or less kind of paused the moving forward, and obviously we're dealing with a funding situation right now. We definitely have, I know that, and again, I know that staff that Chief Silva has has been working with different entities, as well as right now, I believe they're probably speaking with some of those entities right now that are at the professional development, that are trying to get a cost that would be most appropriate for for the district understanding the financial status that we're in right now. So, yes, utopia would be 1,000% to start at the beginning of the school year. But until we have the funding, we can go through the process of the ITB, which would not really be that long of a process because the scope itself would be pretty simplistic because they're out there already in other districts. So it's easy to monitor, you know, to uniforms such as that. But the issue of actually getting it before the start of the school year with the funding source would be a challenge right now. It does not mean it would not work. We have done – at least I know of shops that I've worked upon, we have implemented large-scale – initiatives that might not have started at the beginning of the year, but they did start at a certain time, maybe after the first nine weeks, that actually worked. And sometimes, to be honest with you, Ms. Blanco, sometimes when other initiatives are all operating at the same exact times, sometimes it becomes more difficult to land everything, if you understand. So that's just a thought on this end.

So thank you. And just to kind of put this into perspective, some of it is a big one time upfront fee for installation and things like that. And then some of it is a recurring fee. When I first brought the item and started doing my research, one of the companies was willing to divide up those upfront fees over five years. And I know the budget situation we're in. I'm always the one that's asking, well, how much is this going to cost? But we're looking at something like $2 to $3 million. And yes, that is a lot of money. But when we talk about safety and security of our students being number one, I know there's times where think the expression was used earlier right we looked under every rock have we looked under everything so I think there's conversations that can be had with perhaps intergovernmental right or the legislative department there's conversations to maybe be had with facilities because some of this is includes a hardening of the school There's referendum money that comes for security that's not necessarily fully tied to salary. And so if we get creative and look at the different pots from which we can take, there's a possibility that it can happen and we're not just strapped to there's no money, there's no money. My question is, are those conversations being had or does my office have to drive them? And that's the update that I'd like to get because, again, it's been a year since I asked for a feasibility study. And while the pilot's been done, I don't feel that the answer to the feasibility has been fully answered or researched. Mr. Superintendent, if you could answer.

Thank you. Thank you, Madam Chair. No, I appreciate your comments, Ms. Blanco. So I think what we definitely need to do next is solidify what are we doing to maybe provide funding and how much funding can we secure through the different sources, right? So what we're gonna do is get together, number one, list what we have done, what potential funding is out there, and take action just on that one piece. Once we have something available for that piece, we're gonna get it to you Maybe within two weeks or so. Okay. At least let's start with what can we do and where are the sources available, and we'll start with that piece. Because you're absolutely right. And when we got impacted with a financial hit, it's like we basically put a hold to anything that was – will cost us. But however, you're absolutely right. Maybe if there's a multiple source of funding and we're able to tap them in different ways, then let's see what we can do. And so that's the next step that we'll take for you.

Thank you. I appreciate it. That's what I wanted to hear. Thank you. So I'll look forward to a response in two weeks or so. And I think I believe the two that have done pilots, we already have agreements in place with them for other things, right? And it'd be interesting to see, too, how much they're willing to work with us, right, and see what they can do with pricing once we have an idea of what may or may not be available, because it's been over a year since they quoted us some prices, and we don't know how things may have changed.

Yes, and again, and what I want to do within two weeks is provide, like... like a portrait or analysis of where that funding, what we can tap into and maybe what's available sooner than later.

Okay, thank you. All right, I believe that has exhausted everything on the agenda. If there's nothing else to be discussed, I'll take a motion to adjourn today's committee meeting. Thank you.