Closed captioning transcript for the Hillsborough County School Board Workshop from September 28th, 2017, 9:00 A.M.

>> HELLO. MY NAME IS SALLY HARRIS, AND I'M THE VICE-CHAIR OF THE HILLSBOROUGH COUNTY SCHOOL BOARD.

>> I'M CINDY STUART, THE BOARD CHAIR. ON BEHALF OF OUR COLLEAGUES ON THE BOARD, WE WANT TO TAKE A MOMENT AND WELCOME YOU TO HILLSBOROUGH COUNTY PUBLIC SCHOOLS.

>> HERE IN HILLSBOROUGH COUNTY, WE SERVE MORE THAN 200,000 STUDENTS IN PRE-K THROUGH 12th GRADE. THAT MAKES OUR DISTRICT ONE OF THE TEN LARGEST IN AMERICA. OUR TEAM IS MADE UP OF MORE THAN 25,000 DEDICATED PEOPLE WORKING AT MORE THAN 245 SITES. WE ARE HILLSBOROUGH COUNTY'S LARGEST EMPLOYER.

>> THE BEST WAY TO SERVE OUR STUDENTS IN OUR COMMUNITY IS TO INVOLVE YOU, THE PUBLIC, IN WHAT WE DO. YOU ARE WELCOME TO E-MAIL OR MEET WITH ANY OF OUR BOARD MEMBERS AND FOLLOW OUR DISTRICT ON SOCIAL MEDIA. OUR BOARD MEETINGS ARE HELD HERE IN OUR BOARD AUDITORIUM EVERY OTHER TUESDAY STARTING AT 3 P.M. BOARD MEETINGS ARE STREAMED LIVE ON OUR WEBSITE AND CARRIED LIVE ON CABLE SPECTRUM 635 AND FRONTIER FIOS CHANNEL 32. AS YOUR ELECTED BOARD, WE'RE INTERESTED IN WHAT THE PUBLIC HAS TO SAY. WE'LL INCLUDE TIME FOR AUDIENCE COMMENTS BEFORE WE ADDRESS OUR REGULAR AGENDA.

>> OUR AGENDA AND ANY SUPPORTING MATERIALS CAN BE VIEWED ONLINE IN ADVANCE. THEY ARE POSTED SEVEN DAYS BEFORE EACH MEETING ON OUR WEBSITE. SDHC.K12. FL.US. THANK YOU FOR BEING A PART OF OUR MEETING TODAY. WITH YOUR HELP, WE'RE MAKING DECISIONS THAT SHAPE OUR COMMUNITY'S FUTURE. WE IN HILLSBOROUGH COUNTY PUBLIC SCHOOLS ARE PREPARING STUDENTS FOR LIFE. [ SOUNDING GAVEL ]

>>Cindy Stuart: GOOD MORNING, EVERYONE. SORRY FOR THE SHORT DELAY. I'M GOING TO GO AHEAD AND TURN OUR WORKSHOP THIS MORNING OVER TO THE SUPERINTENDENT.

>>Jeffrey Eakins: THANK YOU VERY MUCH, MS. STUART. THIS MORNING, WE'RE GLAD TO HAVE THE OPPORTUNITY TO SHARE WITH THE BOARD AND THE PUBLIC CURRENTLY WHERE WE STAND WITH THE IMPLEMENTATION OF SOME OF THE BIGGER PIECES OF HOUSE BILL 7069 THAT WAS PASSED DURING THE SPECIAL SESSION LAST YEAR. WHAT OUR STAFF HAS DONE IS THEY'VE SPENT THE LAST FEW WEEKS TALKING AMONGST THEMSELVES, OBVIOUSLY, BECAUSE THEY ARE THE IMPLEMENTERS OF THE ASPECTS OF THE BILL TO GIVE YOU A LITTLE BIT OF AN OVERVIEW. I'LL TURN IT OVER HERE TO JASON IN JUST A MOMENT, BUT TO GIVE YOU A LITTLE BIT OF AN OVERVIEW OF WHERE WE ARE AT. THIS IS ABOUT HOW HILLSBOROUGH COUNTY PUBLIC SCHOOLS IS IMPLEMENTING THE PROVISIONS OF HOUSE BILL 7069. THAT'S REALLY WHAT THE MORNING SESSION IS ABOUT. OBVIOUSLY, IT WILL CAUSE SOME DISCUSSION FROM THE BOARD. WE'LL BE GLAD TO ANSWER ANY QUESTIONS. I DO WANT TO SAY, THOUGH, THAT THE CHALLENGING ASPECT OF THIS PARTICULAR IMPLEMENTATION FOR 2017-18 WAS DUE TO THE TIMING OF THE PASSAGE OF 7069. WHEN PLANNING FOR THE UPCOMING SCHOOL YEARS, DISTRICTS ACROSS THE STATE USUALLY USE THE MONTHS OF JANUARY THROUGH MAY TO DO THAT PARTICULAR PLANNING FOR EVERYTHING THAT HAS TO BE SET UP FOR SUCCESS. WITH THE APPROVAL OF 7069 IN THE SPECIAL SESSION, CREATED A LOT OF LAST-MINUTE MOVEMENT AND LAST-MINUTE COORDINATION, WHICH I WOULD SAY OUR STAFF HAS DONE A TREMENDOUS JOB IN IMPLEMENTING. HOWEVER, IT DOES CREATE SOME NEGATIVE IMPACT THAT HOPEFULLY WE HAVE A YEAR IN ADVANCE NOW TO SET UP FOR EVEN GREATER SUCCESS FOR 18-19. WITH THAT, I'LL TURN IT OVER TO DR. PEPE. HE'LL DO A LITTLE BIT OF AN OVERVIEW AND THEN WE'LL GET INTO THE INITIAL PHASES.

>>Cindy Stuart: BEFORE YOU START, BOARD MEMBERS, I WANT TO REMIND YOU, THIS IS A VERY LENGTHY PRESENTATION THIS MORNING. AND WE HAVE ANOTHER WORKSHOP THIS AFTERNOON. IF WE RUN OVER A LITTLE BIT, I KNOW YOU'LL HAVE A LOT OF QUESTIONS, SO IF YOU'LL TAKE NOTES AND HOLD YOUR QUESTIONS UNTIL THE END SO THEY CAN GET THROUGH THE ENTIRE PRESENTATION FIRST. WE WILL HAVE TIME PROBABLY THIS AFTERNOON IF ADDITIONAL QUESTIONS NEED TO BE ASKED IN OUR AFTERNOON WORKSHOP. SO THANK YOU.

>> GOOD MORNING, BOARD MEMBERS. [MICROPHONE NOT ON]

>> TO EACH DIVISIONAL LEADER. WE'LL SPEND TIME INTRODUCING THE LEGISLATION ITSELF AND THEN TURNING IT OVER TO A DIVISIONAL LEADER TO DISCUSS THE IMPLEMENTATION, THE IMPACT AND IT'S COST TO HILLSBOROUGH COUNTY PUBLIC SCHOOLS. WE'RE ALSO GOING TO SPEND SOME TIME REALLY TALKING IN DETAIL ABOUT THE DIFFERENCE BETWEEN SCHOOLS OF HOPE AS IT RELATES TO CHARTER AND SCHOOLS OF HOPE AS IT RELATES TO THE TRADITIONAL SIDE OF THE DISTRICT. WE'LL PROVIDE MORE DETAILS THERE. SO OUR FIRST SECTION WILL DEAL WITH THE EXTENDED READING TIME. I'LL ASK KRISTEN TO GO OVER THE LEGISLATION.

>> THANK YOU. GOOD MORNING. SO THIS SECTION OF THE FLORIDA STATUTES IS FOCUSED ON IMPROVING READING FOR ALL STUDENTS WITH A PARTICULAR EMPHASIS ON STUDENTS IN OUR LOWEST PERFORMING SCHOOLS. THE STATE WILL IDENTIFY THE 300 LOWEST PERFORMING ELEMENTARY SCHOOLS AND REQUIRE THAT THEY PROVIDE AN ADDITIONAL HOUR OF READING INSTRUCTION BEYOND THE NORMAL DAY. READING INSTRUCTION WILL BE REQUIRED TO INCLUDE RESEARCH-BASED AND DIFFERENTIATED INSTRUCTION BASED ON STUDENT ASSESSMENT DATA. THE STATUTE ALLOWS DISTRICTS TO USE FUNDS ALLOCATED FOR READING TO ALSO HELP TEACHERS EARN READING CERTIFICATION. SO I WOULD NOW LIKE TO INTRODUCE LYNN DOUGHERTY UNDERWOOD, DIRECTOR OF K-12 LITERACY TO PROVIDE MORE DETAIL ON THESE REQUIREMENTS. LYNN.

>> GOOD MORNING. JUST A BRIEF OVERVIEW BEFORE I JUMP IN THE DETAILS. IN THE 2016-17 SCHOOL YEAR, HILLSBOROUGH COUNTY HAD 38 PUBLIC SCHOOLS, PLUS TWO CHARTER SCHOOLS ON THE LOWEST 300 PERFORMING ELEMENTARY SCHOOL IDENTIFICATION LISTS. SCHOOLS ARE RANKED AS A RESULT OF COMBINING PROFICIENCY SCORES WHICH ARE CALCULATED BY THE PERCENT OF STUDENTS SCORING AT A LEVEL 3.5 OR 3.25, SORRY, AND THE PERCENT OF GAINS MADE BY ALL STUDENTS ON THE FSA READING TEST. 13 OF THE SCHOOLS ON LAST YEAR'S LIST RAISED THEIR COMBINED PROFICIENCY AND GAIN SCORES ON FSA READING TO GRADUATE OFF THE LIST. THIS YEAR, HILLSBOROUGH HAS 37 PUBLIC SCHOOLS, PLUS ONE CHARTER SCHOOL ON THE LIST. 26 OF THE SCHOOLS REMAIN ON THE LIST FROM LAST YEAR, AND 11 SCHOOLS ARE NEW TO THE LIST THIS YEAR. SO I'M GOING TO USE THE STRUCTURE THAT YOU HAVE ON THE PowerPoint SLIDE FOR THE EXTENDED READING TIME. SO WE'LL LOOK AT THE FIRST TOPIC, WHICH IS TIME MANDATE. IN TERMS OF THE IMPLEMENTATION OF THE TIME MANDATE, AS KRISTEN REFERENCED IN THE LEGISLATIVE MANDATE, 60 MINUTES OF ADDITIONAL READING TIME PER DAY IS REQUIRED AT EACH ERT SITE. OUR FTE DISTRICT PARTNERS WITH US DETERMINED HOW TO ADD THE MANDATED 300 MINUTES WHICH WOULD BE 60 MINUTES TIMES THE FIVE DAYS TO OUR WEEK, LEVERAGING THE ADDITIONAL MINUTES WE ALREADY BUILT INTO OUR REGULAR SCHEDULE. TO MEET THE TIME MANDATE, THE STUDENT DAY AT THE ERT SITE BEGINS AT 7:45 AND ENDS AT 2:25 TUESDAY THROUGH FRIDAY. WITHIN OUR REGULAR SCHEDULE, WE HAD ENOUGH MINUTES TO MEET THE K-3 MINUTE REQUIREMENTS, BUT WE NEEDED ADDITIONAL MINUTES IN GRADES 4, 5. AS A RESULT, A SPLIT DISMISSAL SCHEDULE WAS IMPLEMENTED ON MONDAYS. THE K-3 STUDENT DAY BEGINS AT 7:45 AND ENDS AT 1:15 WITH THE EARLY RELEASE DISMISSAL TIME FOR ELEMENTARY SCHOOLS. THE GRADES 4, 5 STUDENT DAY ON MONDAY BEGINS AT 7:45 AND ENDS AT 3:20 AND THEREFORE PROVIDES THE ADDITIONAL REQUIRED INSTRUCTIONAL TIME. THE IMPACT OF THAT TIME MANDATE IS THAT, FIRST, TEACHERS WORK AN ADDITIONAL 30 MINUTES PER DAY TUESDAY THROUGH FRIDAY BEYOND THE REGULAR ELEMENTARY SCHEDULE. ON MONDAYS, THE GRADES 4, 5 TEACHERS AND INSTRUCTIONAL STAFF, IDENTIFIED BY THE PRINCIPAL, WORK DIRECTLY WITH STUDENTS UNTIL 3:20. THE TEACHERS RECEIVE AN ADDITIONAL TWO HOURS AT THEIR HOURLY RATE TO COMPENSATE FOR THEIR MISSED PLANNING TIME ON MONDAY. EARLY RELEASE PLANNING TIME AND THE SUPPORT STAFF RECEIVE APPROPRIATE OVERTIME BASED ON THEIR HOURLY RATE. WE REALIZE THAT MANY OF OUR GRADE 3, 4 STUDENTS HAVE K-3 SIBLINGS, WHO THEY ARE RESPONSIBLE FOR ACCOMPANYING HOME. TO PROVIDE SUPPORT FOR OUR FAMILIES WHO HAVE CHILDREN IN K-5, WE DESIGNED A READING EXPLORERS CLUB THAT PROVIDES CARE FROM 1:15 TO 3:20 ON MONDAYS FOR THE K-3 SIBLINGS. THE READING EXPLORERS CLUB WORKS COLLABORATIVELY WITH OUR HOST PROGRAM AND PROVIDES AN ADDITIONAL ELEMENT OF READING ENRICHMENT AND ENHANCEMENTS. TO SUPPORT THE READING EXPLORERS CLUB, WE HAVE IDENTIFIED SUPPORT STAFF WHO RECEIVE COMPENSATION BASED ON THEIR ROLE. A MAJOR IMPACT OF THE ERT IMPLEMENTATION IS TRANSPO TRANSPORTATION. WE HAVE A DOUBLE BUS RUN ON MONDAYS DUE TO THE SPLIT DISMISSAL SCHEDULE. K-3 STUDENTS ARE PICKED UP AT 1:15 AND GRADES 4, 5 STUDENTS ALONG WITH THE K-3 SIBLINGS ARE PICKED UP AT 3:20. THERE IS ALSO AN IMPACT ON PICKUP AND DELIVERY TIMES OF THE STUDENTS AT 17 HIGH SCHOOLS AND 7 MIDDLE SCHOOLS, SO PERSONNEL ARE NEEDED TO PROVIDE OVERSIGHT AT THOSE HIGH SCHOOL AND MIDDLE SCHOOL SITES. THE FINAL IMPACT IS STUDENT NUTRITION. ON MONDAYS, GRADES 4, 5 AND K-3 SIBLINGS IN THE READING EXPLORERS CLUB ARE DISMISSED AT 3:20, AS I MENTIONED, AND THEY RECEIVE A SNACK. THE SNACK IS FACILITATED IN COORDINATION WITH OUR HOST PROGRAM AT MOST OF THE SITES AND IS PROVIDED THROUGH A GRANT MANAGED BY STUDENT NUTRITION PARTNERS. SO WHAT IS THE COST? FUNDS ARE ALLOCATED THROUGH THE SUPPLEMENTAL ACADEMIC INSTRUCTIONAL FUND TO SUPPORT THE IDENTIFIED LOWEST 300 PERFORMING ELEMENTARY SCHOOLS. FOR THE 2017 SCHOOL YEAR, $9,518,582 HAVE BEEN ALLOCATED THROUGH THE SAI BUDGET TO SUPPORT OUR ERT SITES. THE PROJECTED EXPENSE FOR THIS YEAR IS $7,081,264.38. IT INCLUDES SALARIES SUCH AS WHAT I DESCRIBED IN THE IMPACT SECTION A FEW MINUTES AGO. SO THE SALARIES THAT I DESCRIBED ARE A PART OF THAT PROJECTION AND THE PURCHASE OF INSTRUCTIONAL MATERIALS. THIS PROJECTION DOES NOT INCLUDE TRANSPORTATION, SO OUR TRANSPORTATION DIVISION HAS DONE A PROJECTION FOR THE COMING SCHOOL YEAR OF $200,718. FOR CONTEXT, THE 2016-17 BUDGETED AMOUNT EARMARKED TO SUPPORT THE ERT SCHOOLS WAS $9,514,490 AND THE SALARY AND MATERIAL EXPENSES, AGAIN, NOT INCLUDING TRANSPORTATION WERE $7,204,323. SO IF YOU LOOK AT 2016-17, NEXT TO '17-18, THE ALLOCATION IS PRETTY MUCH THE SAME AND THE PROJECTED EXPENSES FOR THIS YEAR PRETTY MUCH MIRROR WHAT WE SAW AS ACTUAL EXPENSES LAST YEAR FOR SALARIES AND MATERIALS. THE SECOND TOPIC ON YOUR SLIDE IS READING INSTRUCTION. SO TO DISCUSS THE IMPLEMENTATION JUST A BIT, AT THE EXTENDED READING TIME ADVISORY PANEL WAS CONVENED, WHICH INCLUDED CLASSROOM TEACHERS, SCHOOL SITE RESOURCE TEACHERS AND COACHES, APs AND PRINCIPALS FROM ERT SITES THAT SUCCESSFULLY GRADUATED FROM THE IDENTIFIED LIST AND FROM OUR CURRENT ERT SITES AT THAT POINT AS WELL. DISTRICT STAFF INCLUDED THE K-12 LITERACY TEAM, OUR CHIEF ACADEMIC OFFICER, ELEMENTARY GENERALIST, AREA SUPERINTENDENTS, ASSESSMENT PERSONNEL AND MANY OTHER DISTRICTS SUPPORT PERSONNEL, HONESTLY. THE VARIOUS STAKEHOLDERS PROVIDED MANY PERSPECTIVES AS THE CLASSROOM -- REGARDING THE CLASSROOM INSTRUCTIONAL DELIVERY CHALLENGES. THE FRONT LINE, ON-THE-GROUND VOICE WE NEEDED, THE CRITICAL IMPORTANCE OF THE SITE STRUCTURE, WHICH WAS THE SITE ADMINISTRATORS WHO WERE TALKING ABOUT HOW THEY MANAGED AND MADE THAT HAPPEN AT THEIR SCHOOL SITES AND THE IMPACT OF THE DISTRICT SUPPORT AND MONITORING. THE ADVISORY PANEL WORKED THROUGH THE PROBLEM-SOLVING PROTOCOL. SO WE HAD A VERY SPECIFIC PROCESS FOR EXAMINING MULTIPLE DATA POINTS FROM THE '16-17 ERT IMPLEMENTATION AND THEN REFLECTION ON THE INSTRUCTIONAL IMPLEMENTATION MODEL FROM LAST YEAR, WHICH WAS A DISTRICT-PROVIDED, DISTRICT-MANAGED PROGRAM. THE PANEL'S MAIN TASK WAS TO IDENTIFY WHAT WORK AND WHAT DIDN'T AND MAKE INSTRUCTIONAL RECOMMENDATIONS FOR THE 2017-18 SCHOOL YEAR. THE IMPACT OF THE ADVISORY PANEL'S WORK WAS MAJOR RECOMMENDATIONS BEING MADE TO PROVIDE INSTRUCTIONAL CHOICE TO THE SITES WITH AN IMPLEMENTATION SUPPORT PLAN THAT PROVIDED GUIDANCE IN CONDUCTING A ROOT-CAUSE ANALYSIS OF STUDENT DEFICITS. THE SCHOOLS THEN SELECTED ONE OF THREE INSTRUCTIONAL APPROACHES THAT WERE RECOMMENDED BY THE ADVISORY PANEL. THE THREE APPROACHES THAT THEY WERE -- THAT THE PRINCIPALS WERE PRESENTED WITH WAS COMPUTER ASSISTED INSTRUCTION, DIFFERENTIATED INSTRUCTION, AND YOU'LL SEE THAT IN THE LANGUAGE FROM THE LEGISLATIVE MANDATE. IT WAS RECOMMENDED FOR SITES THAT HAVE STUDENTS WITH A WIDE RANGE OF READING DEFICITS WHO COULD BENEFIT FROM PERSONALIZED DIGITAL SUPPORT WITH ADDITIONAL TIME TO THE CORE FOR THE DIFFERENTIATED INSTRUCTION. SO IT WAS A TWO-PRONGED APPROACH.  THE SECOND APPROACH THAT WE OFFERED FROM THE ADVISORY PANEL WAS INTENSIVE DIFFERENTIATED GUIDED INSTRUCTION. AND THAT WAS RECOMMENDED FOR THE SCHOOLS WHO HAVE STUDENTS WHO HAVE SEVERE DEFICITS IN THE FOUNDATIONAL READING SKILLS. THOSE STUDENTS WOULD BENEFIT FROM ADDITIONAL DAILY INSTRUCTION AND DECODING FLUENCY AND STRATEGY WORK FOCUSED ON BASIC COMPREHENSION. THE THIRD OFFERING WAS CROSS CONTENT LITERACY, WHICH WAS RECOMMENDED FOR SITES WHOSE STUDENTS ARE MAKING STRIDES IN THE FOUNDATIONAL READING. THEY WEREN'T STRUGGLING AS MUCH WITH THE FOUNDATIONAL READING BUT THEY NEEDED MORE TIME TO PRACTICE THE SCHOOLS WITH AUTHENTIC INSTRUCTIONAL TASKS. ONE SIZE DOES NOT FIT ALL WAS THE MESSAGE THAT CAME FROM OUR ADVISORY PANEL AND THEREFORE THE THREE INSTRUCTIONAL APPROACHES WERE SUGGESTED TO THE PRINCIPALS. THE COST OF THAT PROCESS AS A DISTRICT, WE'RE IN THE PROCESS OF IDENTIFYING A DISTRICTWIDE ASSESSMENT, AS YOU KNOW FOR GRADES K-5, AND WITH THAT OPPORTUNITY, WE WORKED CLOSELY WITH OUR ASSESSMENT DEPARTMENT IN COORDINATING THE INITIAL STEPS AND IMPLEMENTING ALL OF THE INSTRUCTIONAL APPROACHES AT OUR ERT SITES. SO THAT INITIAL ASSESSMENT WORK WILL PROVIDE DATA THAT WILL ALLOW OUR SCHOOLS TO MOVE FORWARD WITH THEIR SELECTED INSTRUCTIONAL APPROACH. PART OF THE SAI FUNDS EARMARKED FOR ERT WILL SUPPORT THE PURCHASE OF THE K-5 READING INSTRUCTION AND ASSESSMENT SOLUTION. ADDITIONAL GUIDED READING MATERIALS ARE BEING IDENTIFIED FOR THE SITES TO PURCHASE THROUGH EITHER THEIR OWN FUNDS OR THROUGH SOME K-12 RESEARCH-BASED COMPREHENSIVE READING PLAN FUNDS. THE THIRD TOPIC IS THE EVALUATION PIECE. AN ACTION PLAN WAS DESIGNED AROUND FIVE STRUCTURAL COMPONENTS, IDENTIFIED BY THE ADVISORY PANEL AS CRITICAL ATTRIBUTES OF A SUCCESSFUL IMPLEMENTATION. THEY ARE FOCUSING ON INSTRUCTION AND COMMUNICATION. INSTRUCTION, OBVIOUSLY. RESOURCES, SUPPORT AND PROFESSIONAL DEVELOPMENT NEEDED, AND OUTCOME DATA. SO IT WAS A VERY STRATEGIC AND INTENTIONAL APPROACH TO PLANNING FOR THEIR YEAR BECAUSE WE WERE SHIFTING FROM THAT DISTRICT MANDATE TO SITE-BASED DECISION MAKING. A GUIDANCE DOCUMENT WAS DEVELOPED TO ASSIST THE SCHOOLS IN PERFORMING THEIR RATE CAUSE ANALYSIS IN ORDER TO MAKE STRATEGICALLY SOUND DECISIONS ABOUT THEIR INSTRUCTIONAL APPROACH. THE ACTION PLAN TEMPLATE AND GUIDANCE DOCUMENT WERE INTRODUCED TO THE PRINCIPALS IN A FACE-TO-FACE MEETING WHERE CONNECTIONS WERE MADE TO THE DISTRICT'S STRATEGIC PLAN AND VERY MUCH CONNECTED TO THEIR SCHOOL IMPROVEMENT PLAN, WHICH IS NEW IN THE COMPREHENSIVE READING PLAN CONNECTION THIS YEAR. TIMELINES WERE PROVIDED FOR SUBMISSION IN THE ACTION PLANS. BECAUSE OF THE TIMING, AS MR. EAKINS SAID, AROUND THE STATE ANNOUNCEMENT OF THE LOWEST 300 SITES AND THAT SHIFT FROM A DISTRICT-PROVIDED IMPLEMENTATION PLAN TO EACH SITE MAKING AN INFORMED DECISION ABOUT WHAT THEY FELT WOULD BENEFIT THEIR STUDENT GROWTH, A JUMP-START PLAN WAS PROVIDED FOR THE FIRST MONTH OF SCHOOL THAT FOCUSED ON COMMUNICATING ONE OF OUR FIVE STRATEGIC GOALS WITH ALL STAKEHOLDERS AND SETTING UP STRUCTURES AND ROUTINES. DROP AND SUPPORT CLINICS WERE OFFERED TO SCHOOL TEAMS AS THEY WERE CREATING THE FIRST DRAFT OF THEIR SCHOOL PLAN. IN ADDITION TO ADVISORY COMMITTEE MEETINGS, THE DROP-IN CLINICS, MEETINGS AND CONTINUED COMMUNICATION WITH OUR MULTIPLE PARTNERS TOOK PLACE THROUGHOUT THE SUMMER AND CONTINUE AS SUPPORT IS NEEDED. OUR DISTRICT'S COMMUNICATION TEAM PROVIDED GUIDANCE AND ACTION IN CREATING PARENT LETTERS, PARENT LINKS AND HCPS FACT SHEET, SPECIFICALLY ABOUT THE EXTRA READING TIME REBOOT, COMMUNICATION AND COLLABORATION HAVE BEEN MAJOR PRIORITIES IN GUIDING OUR WORK. SO THE IMPACT -- FINAL PIECE OF THIS -- EACH ELEMENTARY ELA SUPERVISOR SUPPORTS AN IDENTIFIED GROUP OF SCHOOLS. DIFFERENT FROM LAST YEAR. OUR ON-SITE SUPPORT PLAN IS GROUNDED IN THE SITE VISITS BY ELA SUPERVISORS WHO HAVE JUST COMPLETED THE FIRST ROUND OF SUPPORT MEETING WITH THE PRINCIPALS TO ESTABLISH A THOUGHT PARTNERSHIP RELATIONSHIP AND TO DISCUSS THE DRAFT ACTION PLANS AND GUIDANCE NEEDED IN FLESHING OUT THE ACTION STEPS AND TIMELINE. IN ADDITION TO THE SPORT FOR THE -- SUPPORT FOR THE SITE, ADMINISTRATOR, OUR TEAM PROVIDES SIDE-BY-SIDE COACHING SUPPORT FOR OUR TEACHERS. MANY IN THE SCHOOLS ARE IN THEIR FIRST YEAR OR ARE FAIRLY NEW TEACHERS WHO ARE LEARNING THE CRAFT OF TEACHING AND BEHAVIOR MANAGEMENT. ONE EXAMPLE OF A PROFOUND IMPACT MADE BY ONE OF OUR SUPERVISORS WAS AT A SCHOOL WHERE A NEW TEACHER WAS REALLY STRUGGLING WITH IMPLEMENTING A READING LESSON WITH A GROUP OF STUDENTS WHO HAD EXTENSIVE READING DEFICIENCIES AND BEHAVIOR ISSUES. THE SUPERVISOR SAW THAT THE TEACHER WAS IN DISTRESS AND ON THE VERGE TRULY OF GIVING UP AND STEPPED IN TO MODEL AND COTEACH WITH THE TEACHER. THE TEACHER E-MAILED -- SENT THIS E-MAIL LATER. QUOTE, I CANNOT EXPRESS ENOUGH HOW THANKFUL I AM FOR YOU AND YOUR SUPPORT. I FEEL SO FORTUNATE TO GET THE OPPORTUNITY TO PERSONALLY WATCH YOU AND LEARN FROM YOU SIDE BY SIDE. I HAVE ABSOLUTELY NO IDEA WHAT I WOULD HAVE DONE WITHOUT YOU TODAY. THANK YOU SO MUCH. I AM HAPPY TO REPORT THAT THE TEACHER IS STILL IN HER CLASSROOM TODAY AND WORKING HARD TO SUPPORT HER STUDENTS AS A RESULT OF THE SUPPORT SHE RECEIVED FROM OUR DISTRICT TEAM MEMBER WHO WAS ON-SITE AT A CRITICAL MOMENT. THAT SAME SCENARIO IS REPLICATED OVER AND OVER DAILY. THE NEXT ROUND OF SUPPORT MEETINGS WILL FOCUS ON IMPLEMENTING THEIR SELECTED APPROACHES, INCLUDING DATA ANALYSIS, PLANNING, AND PROGRESS MONITORING. WE KNOW THAT THE MONITORING IS CRITICAL. SPECIFIC ACTIONS AND TIMELINES ARE BEING ESTABLISHED AND MIDCOURSE CORRECTIONS ARE BEING MADE AS THEY SEE THE PROCESS UNFOLD. AS I SAID, WE'RE WORKING HARD TO COMMUNICATE IN A TIMELY AND EFFECT WAY WITH STAKEHOLDERS. WE HAVE AN ERT FIRST CLASS ICON WHERE ALL DOCUMENTS THAT WE HAVE PROVIDED ARE INCLUDED, INCLUDING THE ERT HANDBOOK AND THE FAQ DOCUMENT THAT HAVE BEEN INSTRUCTIONAL FOR OUR SCHOOL SITES IN NAVIGATING ALL OF THE DECISIONS THAT HAD TO BE MADE. THEY ARE ACCESSIBLE TO BOTH THE SITE AND DISTRICT PERSONNEL. THE ELEMENTARY SCHOOL HAS ALSO CREATED A ONE-NOTE SITE IN OFFICE 365 WHERE EACH OF THE SCHOOL'S -- EACH OF THE SCHOOL'S ACTION PLANS ARE LOCATED ALONG WITH ONGOING SITE VISITATION NOTES THAT ARE HOUSED FOR DISTRICT STAFF TO REVIEW BEFORE THEY ARE APPROACHING THE SCHOOL. SO WE HAVE AN ONGOING REAL-TIME DIALOGUE WITH EVERYONE WHO'S SUPPORTING THE SCHOOLS. AREA SUPERINTENDENTS HAVE FULL ACCESS TO BOTH THE FIRST CLASS AND THE ONE NOTE SITES. SO THE COST IS THE OUTLINE SUPPORT AND MONITORING ARE BEING PROVIDED BY OUR ELEMENTARY ELA SUPERVISORS. OUR ACADEMIC COACHES, OUR AREA SUPERINTENDENTS AND MANY OF OUR TEACHING AND LEARNING STAFF MEMBERS, CONTINUED PRIORITIZATION OF SUPPORT TIME AND SERVICES IS THE FOCUS OF WEEKLY ELEMENTARY ELA TEAM MEETINGS FOCUSED ON ERT. SO WE'RE IN CONSTANT COMMUNICATION WITH EACH OTHER AND WITH OUR SITES. SO IN CLOSING, THE SHIFT FROM A DISTRICT-LED IMPLEMENTATION TO A SITE-BASED IMPLEMENTATION MODEL IS DAUNTING, BUT IT'S EXCITING. AS WE WORK TOGETHER TO DETERMINE HOW WE CAN BEST MEET THE LITERACY NEEDS OF OUR STUDENTS SO THAT THEY CAN BE SUCCESSFUL ON FSA WHILE BUILDING A LIFELONG LOVE OF LITERACY. SO YOU HAVE IN FRONT OF YOU A BOOK, "THE DAY THE CRAYONS QUIT." PLEASE FEEL FREE TO SHARE THAT WITH ANYONE AS YOU'RE VISITING SCHOOL SITES, ANY OF THE KIDS OR WITH YOUR PERSONAL KIDS OR WITH ANYONE YOU THINK WOULD ENJOY THIS PARTICULAR BOOK. IT IS ENGAGING. IT'S FUNNY. AND IT IS CHOCKED FULL OF STANDARDS CONNECTIONS. OUR VISION FOR ELEMENTARY LITERACY IS TO PROVIDE MATERIALS AND INSTRUCTION, SUCH AS WHAT IS DONE WITH "THE DAY THE CRAYONS QUIT" WHICH WAS USED DURING OUR THIRD-GRADE CAMP. STANDARDS ALIGNED, THAT'S RELEVANT AND THAT'S ENGAGING WITH THE INTENT OF PREPARING STUDENTS FOR LIFE. THANK YOU.

>> THANKS, LYNN. THE AMOUNT OF DETAIL THERE EXEMPLIFIES SOME OF THE CHALLENGES AROUND 7069. IT'S A MASSIVE TRAIN BILL WITH MORE THAN 6,500 LINES AND OVER 270 PAGES. SO WHEN WE INTRODUCE THOSE EIGHT TOPICS AT THE BEGINNING, YOU REALIZE THAT IS JUST A SMALL PORTION OF WHAT THE BILL CONTAINS. WE FELT TO STICK WITH THESE EIGHT WOULD BE IMPORTANT BECAUSE IT IS THE MOST CRITICAL AND MOST IMPACTFUL RIGHT NOW FOR OUR COUNTY. SO TITLE 1 HAS RECEIVED A GREAT AMOUNT OF ATTENTION IN TERMS OF THE CHANGES, AND THIS SLIDE REFERS TO THE CHANGES IN TERMS OF THE WAY THE FUNDS ARE ALLOCATED, AND IT DISCUSSES HOW ELIGIBILITY THRESHOLDS ARE NOW CONTROLLED THROUGH 7069 AND HOW THERE ARE LIMITS IN TERMS OF WHAT DISTRICTS CAN WITHHOLD. AT THE BOTTOM OF THE SLIDE, IT GOES INTO DETAIL ABOUT WHAT PERCENTAGE CAN BE WITHHELD FOR PARENT INVOLVEMENT AND WHAT CAN BE USED FOR ADMIN. IN TERMS OF THE IMPACT, THE IMPLEMENTATION, THE IMPACT AND THE COST, I'LL TURN IT OVER TO TRACYE BROWN WHO WILL TALK TO YOU MORE ABOUT TITLE I.

>> THANK YOU. SO I WOULD LIKE TO FIRST TAKE YOU THROUGH THE FOLDER THAT YOU HAVE IN FRONT OF YOU. IT IS THE BLUE FOLDER, SO THAT YOU'LL KNOW THE CONTENTS. WHAT I'VE PROVIDED FOR YOU IS A LIST OF OUR TITLE 1 SCHOOLS. AS YOU'LL NOTE, WE HAVE 149 TITLE I SCHOOLS WHICH INCLUDES CHARTER SCHOOLS AS WELL AS OUR ABILITY TO PROVIDE SUPPORT TO PRIVATE SCHOOLS AS WELL. WE ALSO HAVE THE THRESHOLDS THAT WE'RE USING FOR THE '17-18 SCHOOL YEAR, AND YOU CAN SEE THAT AT THE ELEMENTARY LEVEL WE HAVE THREE TIERS THAT WE ARE PROVIDING SUPPORT. MIDDLE SCHOOL, THREE TEARS AND HIGH SCHOOL TWO TIERS. THEN I WOULD LIKE TO TAKE YOU THROUGH SOME SLIDES. AND THE SLIDES ARE PROVIDED THERE FOR YOU AS WELL AS FINALLY YOU HAVE A SPREADSHEET THAT GIVES YOU DETAILED INFORMATION REGARDING THE ALLOCATION FOR THE '16-17 SCHOOL YEAR, THE ALLOCATION FOR THE '17-18 SCHOOL YEAR, AND YOU'LL BE ABLE TO NOTE SPECIFIC DIFFERENCES IN TERMS OF THE SUPPORT WE CAN PROVIDE WITH TITLE I FUNDS. SO AS JASON REFERENCED, THERE'S BEEN A LOT OF ATTENTION GIVEN TO THE TITLE I PORTION OF THIS PARTICULAR BILL. AND WHAT'S MOST IMPACTFUL IS THE INFLEXIBILITY THAT WE NOW HAVE AS A RESULT OF 7069. IN THE PAST, YOU'LL NOTE PRIOR TO 7069, WE WERE ABLE TO RESERVE FUNDS OFF THE TOP, AND YOU'LL HEAR US REFER TO OFF-THE-TOP FUNDS, BUT THOSE ARE DOLLARS WE SET ASIDE UP FRONT TO PROVIDE ADDITIONAL SUPPORT SPECIFIC TO SCHOOL IMPROVEMENT NEEDS OF SOME OF OUR MOST NEEDY SCHOOLS. SOME OF OUR NEEDIEST SCHOOLS. THE IMPACT IS THAT WE HAVE BEEN ABLE TO MEET THE NEEDS AND PROVIDE THAT SUPPORT. AND THE DIFFERENCE BEING NOW WITH THIS PARTICULAR BILL, WE'RE NO LONGER ABLE TO PROVIDE OR RESERVE DOLLARS OFF THE TOP. NO MORE. THE IMPACT IS THAT WE'RE LESS ABLE TO SUPPORT THOSE SCHOOLS THAT ARE THE NEEDIEST. YOU WILL NOTE THAT THERE IS AN INCREASE IN THE PER PUPIL AMOUNT ALLOCATED TO SCHOOLS FOR THE '17-18 SCHOOL YEAR, AND THAT IS AS A RESULT OF THE REQUIREMENT THAT ALL DOLLARS ARE TO GO DIRECTLY TO SCHOOL SITES WITH THE EXCEPTION OF THOSE AREAS THAT WE'RE ALLOWED, THAT WERE ON THE SLIDE JUST BEFORE THIS ONE. THAT INCLUDES HOMELESS. WE'RE ALLOWED TO RESERVE FOR HOMELESS. WE'RE ALLOWED TO, IF WE'RE REALLY EXCITED ABOUT FOR EARLY CHILDHOOD PROGRAMS AND ACTIVITIES, ALONG WITH THE DELINQUENT AND NEGLECTED PROGRAMS, PRIVATE SCHOOLS, TRANSPORTATION SERVICES FOR FOSTER CARE KIDS AS WELL. ALONG WITH PARENT INVOLVEMENT. THOSE ARE THINGS THAT WE CAN HOLD DOLLARS OFF THE TOP FOR. ING IN ELSE. -- NOTHING ELSE. I'D LIKE TO TAKE TO YOU THE SLIDE WITH THE SCHOOLHOUSES. I HAVE SOME EXAMPLES HERE FOR YOU. THIS IS SCHOOL A. I PROVIDED A LITTLE INFORMATION RIGHT IN THE CENTER OF THIS PARTICULAR SLIDE THAT TELLS YOU A LITTLE BIT ABOUT THIS SCHOOL. AND THIS IS ONE OF OUR SMALLER ELEMENTARY SCHOOLS. THE ENROLLMENT IS 525, WITH 500 OF THOSE CHILDREN BEING ELIGIBLE FOR FREE OR REDUCED LUNCH, GIVING THEM A POVERTY RATE OF 95.23%. I HAVE NOTED ALSO, THAT THIS IS A SCHOOL THAT IS A RENAISSANCE SCHOOL IDENTIFIED BECAUSE OF ITS POVERTY. THE TEACHERS IN THIS SCHOOL RECEIVE A SALARY DIFFERENTIAL. LET'S LOOK AT THE LEFT. HERE WE HAVE THE '16-17 SCHOOL YEAR, THIS SCHOOL BECAUSE OF ITS PERCENTAGE OF POVERTY, 95.23% IS A TIER 1 SCHOOL. FOR THE '16-17 SCHOOL YEAR, THE AL CASE WAS $490 PER PUPIL TO THE AMOUNT OF $245,000. IF YOU LOOK BELOW THE BLUE LINE, YOU'LL NOTE TO THE LEFT, RESOURCES AND SUPPORT THAT WERE AFFORDED THIS SCHOOL THROUGH THE USE OF THE SCHOOL-BASED ALLOCATION. I.E., THE $245,000. YOU'LL NOTE A MATH RESOURCE TEACHER, READING RESOURCE TEACHER, BEHAVIOR SPECIALIST, .6 OF A SCHOOL SOCIAL WORKER AND A WRITING RESOURCE TEACHER, AND YOU'LL NOTE THAT THERE ARE ALSO ESTIMATED SALARIES NEXT TO THAT. THIS DOES NOT INCLUDE FRENCH, BUT THIS TOTAL FOR 4.6 UNITS IS APPROXIMATELY $258,000. THE SCHOOL ALLOCATION WAS $245,000, THEREFORE, THERE IS A $13,000 DEFICIT. SO THEY ARE IN THE RED. NOT TOO TERRIBLE. HOWEVER, THERE ARE ADDITIONAL SUPPORTS OFFERED TO THIS SCHOOL BECAUSE YOU'LL NOTE, BEING A RENAISSANCE SCHOOL WITH THE HIGH POVERTY RATE, IT IS ONE OF OUR NEEDIEST SCHOOLS. SMALL BUT NEEDY. ADDITIONAL RESOURCES AND SUPPORT ARE TO THE RIGHT BENEATH THE BLUE LINE. THE PSYCHOLOGIST APPOINTS SIX. READING COACH, SCIENCE RESOURCE TEACHER, PARENT LIAISON, KINDERGARTEN PARAPROFESSIONAL AND THE SALARY DIFFERENTIAL TO THE AMOUNT OF $322,000. THIS IS ABOVE AND BEYOND THE BASE ALLOCATION, AND THESE ARE FUNDS THAT ARE PROVIDED OFF THE TOP. SO THE GRAND TOTAL FOR THE SUPPORT OF SCHOOL A FOR THE '16-17 SCHOOL YEAR IS $580,000. THAT EXCEEDS THEIR BASIC ALLOCATION OF $245,000. LET'S TAKE A LOOK AT THIS CURRENT SCHOOL YEAR AND AS A RESULT OF SENATE BILL -- EXCUSE ME, HOUSE BILL 7069. THIS SCHOOL IS STILL A TIER 1 SCHOOL. THE ALLOCATION HAS INCREASED FROM $490 PER PUPIL TO $750 PER PUPIL. THAT IS BECAUSE ALL DOLLARS NOW MUST GO TO THE SCHOOL SITE. $375,000 IS THIS SCHOOL'S ALLOCATION. IF YOU LOOK BELOW THE BLUE LINE, AGAIN, WITH THE RESOURCES THAT THE SCHOOL IS ABLE TO PURCHASE, YES, THEY CAN AFFORD THOSE RESOURCES TO THE LEFT, BUT ALL THOSE ADDITIONAL RESOURCES AND SUPPORT NOW WE'RE CHALLENGED. WE HAVE ABOUT A $117,000 THAT IS FREED UP BECAUSE OF THE INCREASE IN THE ALLOCATION THAT THEY CAN PURCHASE SOMETHING OFF OF THIS RIGHT. THEY CAN AFFORD SOMETHING OFF THE RIGHT, WHETHER IT BE A READING COACH AND SCIENCE RESOURCE TEACHER THEY COULD AFFORD. BUT THOSE OTHER RESOURCES, THEY WOULD NOT BE ABLE TO AFFORD. THEY ARE IN THE RED. AND THERE IS NO WAY FOR THE DISTRICT NOW TO COME IN AND PROVIDE THESE ADDITIONAL SUPPORTS BECAUSE WE HAVE BEEN LIMITED IN WHAT WE'RE ABLE TO DO FROM THAT PERSPECTIVE WITH THIS PARTICULAR BILL. WE HAVE, BECAUSE IN CONTRACT, WE HAVE TO PROVIDE THE SALARY DIFFERENTIAL, SO THAT DECREASES THE AMOUNT THAT TEACHERS -- THAT SCHOOLS WILL BE USING ON ADDITIONAL RESOURCE TEACHERS AND SUPPORTS BECAUSE THAT SALARY DIFFERENTIAL IS CONTRACTUALLY. -- IS CONTRACTUAL. LET ME TAKE YOU TO SCHOOL B. SCHOOL B IS ALSO A SCHOOL IN NEED BUT THE NEED IS NOT AS GREAT. IF YOU LOOK IN THE CENTER, LARGE SCHOOL, 850 STUDENTS. 700 OF THOSE STUDENTS ARE ELIGIBLE FOR FREE AND REDUCED LUNCH AT 82.35%. IT IS NOT A SALARY DIFFERENTIAL OR A RENAISSANCE SCHOOL. BUT LET'S TAKE A LOOK AT '16-17 SCHOOL YEAR TO THE LEFT. AS A TIER 2 SCHOOL IT RECEIVED $250 PER PUPIL. TO THE AMOUNT OF $175,000. THEY ARE PURCHASING OR RECEIVING THE SUPPORTS BENEATH THE BLUE LINE TO THE LEFT BECAUSE THEY ARE LESS NEEDY, THEY NEED LESS, SO THEY ARE PURCHASING THREE UNITS AT $158,000. THEY HAVE AVAILABLE FOR PROFESSIONAL DEVELOPMENT, MATERIALS AND SUPPLIES, IF YOU LOOK TO THE RIGHT FOR THE '16-17 SCHOOL YEAR, AVAILABLE FUNDS OF $17,000 THAT THEY HAVE REMAINING FROM THEIR BASIC ALLOCATION THAT THEY MAY NOW USE FOR OTHER NEEDS. LET'S TAKE A LOOK AT THE '17-18 SCHOOL YEAR. AFTER HOUSE BILL 7069, TIER 2 SCHOOLS ARE RECEIVING $600 PER PUPIL. THE ALLOCATION HAS GREATLY INCREASED TO $420,000 FOR THIS SCHOOL. IT IS A LESS NEEDY SCHOOL, RECEIVING MORE DOLLARS. AS A RESULT, THEY ARE STILL ABLE TO PROVIDE THE RESOURCES AND SUPPORTS THAT THEY NEED, THEY CAN AFFORD THOSE, AND THEY NOW HAVE INSTEAD OF $17,000 REMAINING FOR EXPENDITURES ON PROFESSIONAL DEVELOPMENT, MATERIALS AND SUPPLIES, EQUIPMENT, WHICH COULD INCLUDE TECHNOLOGY, THEY NOW HAVE $262,000. THIS IS A SCHOOL WITH FEWER NEEDS BUT GREATER RESOURCES. THIS IS THE LINCHPIN FOR 7069 FOR TITLE I FUNDS. WE ARE NOW LIMITED IN WHAT WE CAN DO. WE CAN NO LONGER PROVIDE THOSE ADDITIONAL SUPPORTS TO THOSE MUCH MORE NEEDY SCHOOLS AND DOLLARS ARE NOW DISTRIBUTED ACROSS ALL SCHOOLS. THANK YOU.

>> SOME OF THE CHANGES INCLUDED IN 7069 WAS GRASSROOTS AND THE RECESS PORTION OF THE BILL IS A PERFECT EXAMPLE. WITH THE CHANGES TO RECESS, IT'S NOW REQUIRED THAT A HUNDRED MINUTES OF UNSTRUCTURED FREE PLAY TIME IS EMBEDDED DURING THE WEEK, AND THAT HAS TO HAPPEN 20 MINUTES PER DAY. IT'S WORTH MENTIONING THAT CHARTER SCHOOLS DO NOT HAVE TO FOLLOW THIS PARTICULAR MANDATE IN THE BILL. SO WITH INFORMATION REGARDING THE IMPLEMENTATION, ITS IMPACT AND COST WITHIN HILLSBOROUGH COUNTY PUBLIC SCHOOLS, I'M GOING TO TURN IT OVER TO STEVE ANOR.

>> THANK YOU VERY MUCH. AS MR. PEPPY MENTIONED, THIS IS HUNDRED MINUTES PER WEEK AND 20 CONSECUTIVE MINUTES EACH BOUT THAT THE STUDENTS ARE ENGAGED IN PHYSICAL RECESS. THIS IS ALSO IN ADDITION TO THE 150 MINUTES OF MANDATED PHYSICAL EDUCATION. HB 7069 FOR THE IMPLEMENTATION, WE ARE ADDING 20 MINUTES DAILY TO OUR MASTER SCHEDULE. THIS IS SCHEDULE N ALONG WITH OUR OTHER ACTIVITIES AND FOCUSES DURING THE DAY. THE IMPACT IS THE SCHEDULING LOGISTICS. IT'S LEFT UP TO EACH SCHOOL INDIVIDUALLY TO ACCOMMODATE RECESS INTO THEIR MASTER SCHEDULE. AS FAR AS THE COST, THIS IS AN -- THERE IS NO FTE, HOWEVER RESOURCES ARE PROVIDED VIA ICON ON IDEAS FOR OUR PHYSICAL EDUCATION TEACHERS AS RESOURCES FOR OUR CLASSROOM TEACHERS AND THERE'S ALSO AN ICON IN THE TEACHING AND LEARNING SECTION OF THE IDEAS FOR CLASSROOM TEACHERS TO RESOURCE. INFORMATION CONCERNING RECESS. THANK YOU.

>> AND JUST TO ADD TO THAT, WE WERE AT BOOKER T. WASHINGTON YESTERDAY, AND WE SAW A CLASS COMING IN BY THE MEDIA CENTER AND SEVERAL OF US WERE THERE AND THEY WERE SMILING, THEY WERE VERY HAPPY. WHERE ARE YOU COMING FROM, WHAT ARE YOU DOING? RECESS. AND SO I THINK THE INTENT OF THE LEGISLATION TO GIVE THAT BREAK IN THE DAY AND TO COME BACK AND FOCUS ON ACADEMICS WE SAW FIRSTHAND YESTERDAY AT BOOKER T. WASHINGTON. SO THANK YOU.

>> ALL RIGHT. THANK YOU. MOVING ON TO ASSESSMENTS, HOUSE BILL 7069 HAS SHIFTED THE STATEWIDE ASSESSMENTS TO A CONDENSED TIME FRAME LATER IN THE SCHOOL YEAR. DISTRICTS ARE NOW REQUIRED TO PROVIDE ASSESSMENT RESULTS IN A MORE EASILY UNDERSTOOD AND TIMELY FASHION TO OUR STUDENTS, OUR PARENTS, AND OUR TEACHERS. I WOULD NOW LIKE TO ASK DR. NICOLE BINDER, DIRECTOR OF ASSESSMENT AND ACCOUNTABILITY, TO TALK ABOUT THE IMPLEMENTATION IMPACT AND COST OF THIS TESTING WINDOW AND THE ON-TIME REPORTING OF ASSESSMENTS. NICOLE.

>> THANK YOU, KRISTEN. SCHOOL BOARD MEMBERS, SUPERINTENDENT AND STAFF, THIS TESTING WINDOW THIS YEAR WILL BE NOW FOUR WEEKS INSTEAD OF SIX, THAT IS THE FIRST GREATEST IMPACT THAT WE'RE GOING TO FEEL. THE STATE RESPONSE IS THAT THEY REMOVE ALGEBRA TWO. WHILE THIS IS HELPFUL CONSIDERING LOGISTICS, WE ARE STILL DOWN AN ADDITIONAL WEEK. THEREFORE, HIGH SCHOOLS WILL BE EXPECTED TO TEST 95% OF THEIR STUDENTS AS APPROPRIATE IN ELA AT GRADES NINE AND TEN, U.S. HISTORY, BIOLOGY, ALGEBRA ONE AND GEOMETRY IN FOUR WEEKS. IN THE PAST, WE DEDICATED A WEEK EACH FOR THESE ASSESSMENTS. OTHER THAN U.S. HISTORY AND BIOLOGY, THE REMAINING FOUR ARE TWO-DAY ASSESSMENTS, MEANING THEY TAKE PART ONE ON ONE DAY AND THEN THEY HAVE TO RETURN AND TAKE THE SECOND HALF OF THE TEST ON AN ADDITIONAL DAY. IN PREVIOUS YEARS, SCHOOL TESTED UP UNTIL AND INCLUDING THE VERY LAST DAY AVAILABLE OF THE WINDOW, AND WE STILL RAN INTO SITUATIONS WHERE THEY STRUGGLED MEETING THE REQUIRED PARTICIPATION PERCENTAGE. ALSO IMPORTANT TO NOTE, ALL STUDENTS REGARDLESS OF RECEIVING ACCOMMODATIONS ARE ALLOWED TO TEST UP TO A FULL DAY FOR U.S. HISTORY AND BIOLOGY AND UP TO A HALF OF A SCHOOL DAY FOR FSA EOC ASSESSMENTS. THEREFORE, OUR ABILITY IN PLANNING IS LIMITED NOW IN SCOPE. WE WILL NOT BE ABLE TO PROVIDE ACCURATE TOOLS OR MODELS BECAUSE THERE ARE SO MANY ACCOMMODATED GROUPS, AND THEY ARE QUITE VARIED ACROSS THIS DISTRICT. AVAILABLE TECHNOLOGY IS NOT THE CATALYST FOR THIS SITUATION. EVEN IF HIGH SCHOOLS WERE ONE TO ONE, MEANING ONE STUDENT PER ONE COMPUTER, THEY WOULD STILL HAVE A DIFFICULT TIME MANAGING THESE ASSESSMENTS WITH THE AVAILABLE STAFF THAT WILL BE THERE TO ACT AS TEST ADMINISTRATORS BECAUSE AP AND IB TESTING ARE ALSO TAKING PLACE. THE K-12 ASSESSMENT DEPARTMENT AT THE STATE LEVEL HAS LISTENED TO OUR CONCERNS, BUT ARE NOT AT THIS TIME WILLING TO EXTEND THE TEST WINDOW FOR THIS YEAR. AND NEXT YEAR, THE STATE TESTING START DATE SHIFTING TO MAY 1st WILL HAVE EVEN FEWER AVAILABLE STATE TESTING DAYS BECAUSE WE END THE FRIDAY PRIOR TO MEMORIAL DAY WEEKEND. THIS WILL IMPACT FSA SEMESTER EXAMS, AP AND IB TESTINGS. SCHOOLS WILL ALSO BE MANAGING GRADUATIONS DURING THE SAME TIME. THE AP AND IB TESTS ARE OFF-SITE, WHICH MEANS MORE TEACHERS WHO ARE TRADITIONALLY TEST ADMINISTRATORS WILL ALSO BE OFF-SITE, THEREFORE, EVEN FEWER PEOPLE WILL BE AVAILABLE TO BE TEST ADMINISTRATORS AND MANAGE THE TESTING PROGRAM AT THE SCHOOL LEVEL. THE IMPACT FELT MOST WILL BE ON THE STUDENT. THEY WILL HAVE TO DO MAKEUP TESTING EITHER OVER THE SUMMER OR THE FOLLOWING SCHOOL YEAR OR LATER. IF THEY TAKE THIS MAKEUP TEST DURING THE FOLLOWING YEAR OR LATER, THEY WILL HAVE MANY MORE MONTHS IN BETWEEN THE END OF COURSE OF INSTRUCTION AND THE TESTING EVENT. NOT TO MENTION, THEY WILL BE TAKEN OUT OF THAT CURRENT CLASS AND MISS MORE INSTRUCTION THE FOLLOWING YEAR. THE RESULTS OF THIS CHANGE WILL MEAN MORE STUDENTS WILL GET AN NG, WHICH MEANS NO GRADE FOR THAT COURSE ON THEIR REPORT CARD BECAUSE END OF COURSE ASSESSMENTS ARE STILL USED FOR 30% OF THEIR FINAL GRADE PER STATUTE. AND MORE SITES WILL END UP GETTING AN "I" FOR INCOMPLETE FOR SCHOOL GRADE CALCULATIONS. IN ADDITION TO THE LENGTH OF THE TESTING WINDOW, MANAGING THE TESTING EVENT WILL BE PROBLEMATIC FOR BOTH PAPER AND ONLINE ASSESSMENTS. SCHOOLS ARE REQUIRED TO COMPLETE CERTAIN TASKS PRIOR TO, DURING, AND AFTER STATE TESTING. THESE TASKS DIFFER BETWEEN ONLINE AND PAPER-PENCIL TESTING. WITH PAPER-PENCIL TESTING, AS SHOWN IN THE CLIP, AND WHILE THAT LOADS, THERE'S ALSO AN INTERACTIVE TOKEN AT YOUR DESK. THE TEST TRAVELS FROM THE VENDOR TO US. ONCE RECEIVED, WE REPALLET AND SEND TO LOGISTICS. THIS TAKES FIVE DAYS. LOGISTICS DELIVERS TO SCHOOLS WHERE THEY ARE KEPT IN SECURED LOCKED STORAGE UNTIL STUDENTS TEST. ONCE COMPLETE, LOGISTICS PICKS UP AND RETURNS THE TEST TO THE TESTING WAREHOUSE. WHEN ALL MATERIALS ARE RECEIVED, WE CONTACT THE VENDOR FOR PICKUP AND SCORING, AND THE PAPER TESTS ARE HEADED BACK TO THE VENDOR IN THE MIDWEST. PLEASE NOTE, TESTS CAN ARRIVE NO EARLIER THAN A WEEK PRIOR TO THE TESTING EVENT, AND IT TAKES SEVERAL DAYS TO DELIVER TO ALL SCHOOLS. THEREFORE, SCHOOLS WHICH RECEIVE THEIR MATERIALS ON THE LAST DELIVERY DATE HAVE HALF AS MUCH TIME AS THEIR FIRST DELIVERED-TO PEER SCHOOLS TO PREPARE. PREPARATION OF PAPER/PENCIL TESTS CONSIST OF COUNTING, SORTING, LABELING TEST BOOKS AND PREPARING ROSTERS WHICH CAN'T BE DONE UNTIL THE BOOKS ARRIVE ON CAMPUS BECAUSE OF THE SECURITY BAR CODE THAT HAS TO BE ON THE ROSTER TO MATCH THE TEXTBOOK TO THE STUDENT. FOR ONLINE TESTING, THE BEFORE, DURING, AND AFTER TASKS DOES NOT REQUIRE WAITING FOR A THIRD PARTY TO DELIVER MATERIALS, HOWEVER, SCHOOLS HAVE TO PRINT TEST TICKETS, SORT AND SECURE THEM FOR EACH LAB TESTING EVENT, AND SINCE NOT ALL STUDENTS ARE TAKING A TEST AT ANY GIVEN TIME, THERE COULD BE 100 OR MORE TEST ADMINISTRATIONS HAPPENING DURING THE ONLINE TESTING WINDOW. ABSENT STUDENTS MUST BE REMOVED AND ADDED TO DIFFERENT ROSTERS CONTINUALLY TO AVOID A STUDENT MISSING THEIR OPPORTUNITY TO TAKE A TEST. THIS IS FURTHER COMPOUNDED BY THE NUMBER OF ACCOMMODATED TESTING GROUPS WHICH REQUIRE DEDICATED, ALL-DAY LAB RESERVATIONS. FINALLY, ON-TIME REPORTING OF STUDENT RESULTS IS ALWAYS OF PARAMOUNT IMPORTANCE. STUDENTS AND PARENTS ARE WAITING TO SEE IF THEY HAVE MET PROMOTIONAL REQUIREMENTS TO FOURTH GRADE AND GRADUATION REQUIREMENTS OUT OF HIGH SCHOOL. WITH THE LATE START DATE OF TESTING, RESULTS WILL OBVIOUSLY ARRIVE LATER AND, THEREFORE, SCHOOL GRADES WILL BE RELEASED EVEN LATER THAN THEY ARE NOW. THE DISTRICT HAS ALREADY CREATED A PLATFORM FOR FAMILIES TO GET RESULTS AS QUICKLY AS POSSIBLE. WE WILL UTILIZE THE SAME LOCATION AS THE ONLINE REPORT CARD SYSTEM TO INCLUDE STATE ASSESSMENT RESULTS. THESE DATA ARE CURRENTLY RECEIVED, CORRECTED, AND THEN UPLOADED AS SOON AS WE RECEIVE THEM FROM THE STATE AND WE WILL LOAD THEM INTO THE INSTRUCTIONAL PLANNING TOOL FOR TEACHERS. WE ARE HOPEFUL THAT IN USING THE NEW FLE ID, WHICH REPLACES OUR OLD STUDENT STATE ID WHICH WAS A DIFFERENT NUMBER ENTIRELY, WE WILL HAVE FEWER CORRECTIONS TO MAKE ON OUR END. SINCE RESULTS WILL ARRIVE LATER THAN USUAL, ELEMENTARY PRINCIPALS WILL HAVE A NEW TASK. THEY WILL HAVE TO ALERT POTENTIAL, RATHER THAN ACTUAL STUDENTS, LEARNING A LEVEL ONE ON GRADE THREE FSA PRIOR TO THE SCHOOL YEAR ENDING. THIS IS A VERY STRESSFUL TIME FOR THIRD-GRADE PARENTS, AND THEY WILL HAVE TO BE KEPT IN LIMBO LONGER THAN BEFORE AND POTENTIALLY INTO THE START OF SUMMER. ALSO, NEXT YEAR, WHEN THE STUDENT LEVEL RESULTS WILL BE RECEIVED BY JUNE 30th, SCHOOL GRADES WILL LIKELY NOT BE AVAILABLE UNTIL THE END OF JULY. THEREFORE, THESE DATA ELEMENTS WILL NOT BE AVAILABLE UNTIL THE FOLLOWING SCHOOL YEAR STARTS. SCHOOLS WILL RECEIVE STUDENT LEVEL, BUT NOT OFFICIAL SCHOOL LEVEL DATA TO GUIDE THEIR INSTRUCTIONAL DECISIONS INTO THE NEW SCHOOL YEAR. THANK YOU.

>> THANK YOU, NICOLE. SO THE SECTION BEFORE YOU, THIS SECTION OF HOUSE BILL 7069 CHANGES THE RULES FOR THE WAY IN WHICH THE SCHOOL BOARD APPROPRIATES REVENUE TO CHARTER SCHOOLS. THIS SECTION ALSO ENCOURAGES SCHOOL DISTRICTS TO SHARE THE USE OF FACILITIES WITH LOCAL GOVERNMENTS AND OTHER ORGANIZATIONS. I WOULD LIKE TO ASK SUAREZ, DEPUTY MANAGER OF GROWTH MANAGEMENT AND PLANNING, TO TALK MORE ABOUT LOCAL CONTROL AND OUR SHARED USE OF SCHOOL BUILDINGS AND PROPERTY. LORRAINE.

>> GOOD MORNING. THESE ARE TWO PRETTY SEPARATE THOUGHTS. THE THOUGHT ABOUT THE SHARED USE OF THE SCHOOL BUILDINGS, WE ACTUALLY ALREADY HAVE A PRETTY ROBUST SYSTEM IN THE DISTRICT WHERE WE HAVE INTERLOCAL AGREEMENTS WITH ALL FOUR LOCAL GOVERNMENTS TO ALLOW THE USE OF OUR BUILDINGS AND FIELDS, AND THEY ALLOW US RECIPROCAL USE OF THEIRS. THERE IS A PROCESS WE FOLLOW. WE ALSO HAVE A PROCESS WHERE THE PUBLIC CAN APPLY TO USE OUR FACILITIES FOR SPORTS TEAMS AND OTHER RECREATIONAL USES. THOSE TEAMS CAN ALSO COME UNDER THE LOCAL GOVERNMENT UMBRELLA, IF THEY WILL, SO THEY CAN REDUCE THE COST OR HAVE JUST THE HARD COSTS.  SO WE ALREADY HAVE THAT. I THINK THE LEGISLATURE SAYS THEY ARE GOING TO HAVE AN ONLINE EXAMPLE AND TOOLS FOR FOLKS, AND I WILL BET THAT THE LONG-TERM AGREEMENTS WE HAVE MIGHT BE USED AS AN EXAMPLE BECAUSE WE'VE HAD THEM IN PLACE FOR MANY YEARS. I DON'T THINK THERE'S GOING TO BE MUCH CHANGE FOR US ON THAT. AS FAR AS THE FEES, YOU PROBABLY SEE EVERY BOARD MEETING, A SECTION WHERE YOU HAVE FEE WAIVER REQUEST, THINGS LIKE RELAY FOR LIFE COMMUNITY SUPPORT EVENTS, YOU WAIVE THOSE FEES. SO I THINK WE HAVE BOTH A FEE PORTION AND A FEE WAIVER PORTION. SO I THINK THAT WE'VE ALREADY TAKEN CARE OF THAT. PROBABLY THE BIGGER ISSUE HERE IS THE LOCAL CONTROL OF THE FUNDING. AS YOU KNOW, ALL SCHOOL BOARDS HAVE THE OPTION TO LEVY THE 1.5 EXTRA MILLAGE, AND HILLSBOROUGH COUNTY HAS BEEN DOING THAT, AND YOU HAVE BEEN ABLE TO USE THAT DISCRETIONARY. THAT'S WHAT IT'S CALLED -- DISCRETIONARY. THE CHANGE IN THE STATUTE NOW SAYS THAT A PORTION OF THOSE FUNDS MAY HAVE TO BE GIVEN TO CHARTER SCHOOLS. WHAT'S THAT PORTION? WELL, THERE IS A FORMULA. AND THAT FORMULA FOR HILLSBOROUGH COUNTY -- FOR EVERYONE, TAKES INTO ACCOUNT HOW MUCH YOUR DEBT PAYMENTS ARE. IN HILLSBOROUGH, WE HAVE DEBT FOR OUR CAPITAL OUTLAY. WE HAVE SOME OTHER DEBT AS WELL. THE BOTTOM LINE IS, WE ANTICIPATED SOMEWHERE BETWEEN A MILLION AND A HALF AND MAYBE TWO AND A HALF MILLION DOLLARS THAT THE DISTRICT WILL HAVE TO GIVE UP FOR CHARTER SCHOOLS. THAT MONEY IS TO SUPPLEMENT THE CAPITAL OUTLAY FUNDING THAT THE STATE IS ALREADY GIVING TO CHARTER SCHOOLS, THAT AS YOU KNOW, DOES NOT COME TO YOU. WE DON'T REALLY GET ANY OF THAT CAPITAL OUTLAY FUNDING ANYMORE, SO BASED ON THE FORMULA, THEY WILL DEDUCT HOW MUCH THEY ARE ALREADY GIVING CHARTER SCHOOL STUDENTS, TOWARD CHARTER SCHOOL STUDENTS WHICH IS, SAY, $200 PER STUDENT. IF THE DISTRICT GOT THAT MONEY, IT WOULD BE ABOUT $38 MILLION. BUT WE ARE NOT GETTING THAT MONEY. THE CHARTER SCHOOLS IN OUR DISTRICT PROBABLY WILL GET ABOUT $4 MILLION FROM THAT PLUS WHATEVER THE DISTRICT IS REQUIRED TO GIVE. AND THIS CHANGE, YOU CAN SEE WHAT THE LEGISLATURE DID WAS THEY LOWERED THE POT OF MONEY THAT -- TO GIVE TO CHARTER SCHOOLS FROM THE PICOFUNDING AND THEN THEY ARE ASKING THE DISTRICTS TO MAKE THAT UP. BUT THEY DO NOT GIVE YOU THE AUTHORITY TO GO BACK TO THE 2.0 DISCRETIONARY FUNDING THAT WAS IN PLACE PRIOR TO THE RECESSION. YOU'RE NOT BEING TOLD HOW TO USE THE MONEY BUT YOU HAVE TO GIVE UP SOME OF IT AND YOU DON'T HAVE THE AUTHORITY TO GO UP TO A HIGHER LEVEL TO GO BACK. ABOUT HALF OF OUR 1.5 IS USED FOR DEBT PAYMENT. IT GENERATES ABOUT $135 MILLION IN TOTAL, SAY, THIS YEAR. ON AVERAGE, WE'RE SHOWING ABOUT $50 MILLION WORTH OF MAINTENANCE PROJECTS. SO YOU MIGHT SAY, WELL, OH, MILLION AND A HALF, THAT'S NOT SO MUCH. THAT'S A ROOF. THAT'S ABOUT A ROOF AT CRESTWOOD ELEMENTARY. IF IT'S UP TO 2.5 MILLION, THAT MIGHT BE TO FIX THE AIR CONDITIONING AT CRESTWOOD. THESE ARE PROJECTS THAT YOU'LL SEE ON YOUR FIVE-YEAR PLAN. TO FIX. NOT TO REPLACE BECAUSE THAT'S IN THE $6 MILLION. SO WE ARE LOSING THE ABILITY TO DO SOME OF THESE PROJECTS THAT ARE CRITICAL. AND I SAY THE WORD CRITICAL. IRMA WAS A REAL WAKE-UP CALL TO THIS DISTRICT AND TO THE COMMUNITY. WE USED OVER 60 OF OUR SCHOOL BUILDINGS FOR THE EMERGENCY RESPONSE TO IRMA. 29,000 PEOPLE TOOK SHELTER IN 40 OF OUR SCHOOLS. THE ROOFS NEED TO STAY ON. THE AIR CONDITIONING NEEDS TO WORK, AND SO EVERY PROJECT WE DON'T DO IS THAT MUCH AT RISK FOR THIS COMMUNITY. I DON'T KNOW WHAT ELSE I CAN TELL YOU ON IT EXCEPT FOR IT IS A CRITICAL DECISION TO NOT BE ABLE TO TO GO UP TO GET MORE MONEY AND TO HAVE TO SPEND MORE THE OTHER WAY. WHEN WE SAY HERE THAT THIS WILL BE MORE OF A MAINTENANCE ON DEMAND, RIGHT NOW YOU ALWAYS SEE, EVERY YEAR YOU SEE A LIST OF PROJECTS. WE'LL FIX THE ROOF HERE. AS THAT POT DWINDLES, WE'RE JUST GOING TO HAVE A POT AND SAY, WE'RE GOING TO HAVE TO FIX THINGS AS THEY COME UP. I THINK OVERALL, THAT'S NOT GOOD PLANNING. THAT'S NOT A GOOD MAINTENANCE SYSTEM. I DON'T THINK THERE'S MUCH OF A CONCLUSION EXCEPT TO SAY WE'LL PROBABLY BE LOSING SOME MONEY HERE.

>> OKAY, THANK YOU, LORRAINE. THIS IS A PERFECT TRANSITION NOW TO SLOW THE TRAIN BILL DOWN JUST A LITTLE BIT AND TALK A LITTLE BIT ABOUT SOME DEFINITIONS AS WE MOVE FORWARD IN THE POWERPOINT. THERE ARE TWO I WANT TO FOCUS ON. ONE IS DISTRICT MANAGED TURNAROUND. THE OTHER ONE IS PERSISTENTLY LOW-PERFORMING SCHOOL. THE DEFINITIONS ARE IN FRONT OF YOU, BUT THEY'RE GETTING A LOT OF ATTENTION, ESPECIALLY IN THE MEDIA BECAUSE THIS IS WHERE THE PHRASE "SCHOOL OF HOPE" ORIGINATES FROM. SO PERSISTENTLY LOW-PERFORMING SCHOOL IS ALSO REFERRED TO AS A SCHOOL OF HOPE. AND IF YOU EARN THREE CONSECUTIVE GRADES LOWER THAN A C, YOU WILL BE A PLP SCHOOL OR A SCHOOL OF HOPE. TO KIND OF DETAIL THIS OUT A LITTLE BIT, I WANT TO GO TO THE NEXT SLIDE, AND IT SHOWS YOU YEAR BY YEAR HOW THE ACCOUNTABILITY SYSTEM CLASSIFIES SCHOOLS DEPENDING ON THE GRADE EACH SCHOOL RECEIVES. THE NUMBERS THAT ARE IN THE BOXES ARE STATEWIDE DATA. SO THE CHART YOU'RE LOOKING AT IS FOR THE ENTIRE STATE OF FLORIDA. THERE'S A BIG BOX MISSING IN THE MIDDLE, AND THAT'S BECAUSE WE'RE LOOKING AT 16 -- THE FIRST '15-16. '16-17, SECOND D OR AN F. NOW WHEN YOU GO TO '17-18, HERE IT COMES, YOU HAVE STATEWIDE 77 SCHOOLS THAT ARE IN DISTRICT MANAGED TURNAROUND. SO THIS IS THE PORTION OF THE PRESENTATION THAT WE'RE GOING TO FOCUS ON BECAUSE FOR DISTRICT MANAGED TURNAROUND, OF THE 77 SCHOOLS, 18 OF THEM WERE IDENTIFIED IN HILLSBOROUGH COUNTY PUBLIC SCHOOLS. SO WHAT DOES THAT MEAN? THAT MEANS THAT IN '15-16, THEY EITHER RECEIVED A D OR AN F. AGAIN IN '16-17, THEY RECEIVED A D OR AN F, AND NOW THEY ARE PART OF THE DISTRICT MANAGED TURNAROUND. SO THIS IS WHERE IT GETS A LITTLE BIT CONFUSING BECAUSE THIS IS WHAT IS REFERRED TO IN THE LEGISLATION AS THE SCHOOLS OF HOPE PART OF THE COMPETITIVE APPLICATION FOR WHOLE-SCHOOL TRANSFORMATION MODEL. THESE ARE REALLY TOP THREE SCHOOLS FOR DISTRICT-MANAGED TURNAROUND. SO WHAT PART OF THE LEGISLATION DID WAS PUT SOME MONEY ASIDE AND TURN IT INTO A COMPETITIVE GRANT, WHERE THERE ARE 25 SCHOOLS THAT CAN COMPETE, UP TO 25 SCHOOLS. AND LATER ON IN THE PRESENTATION, WE'RE GOING TO GO INTO MORE DETAIL ABOUT THAT. SO THE NEXT PORTION IS THE DIFFERENCE BETWEEN THE DISTRICT-MANAGED TURNAROUND AND THE PLP. AND NOW WE'RE SLOWLY GOING TO MOVE TOWARDS JENNA'S PIECE, BECAUSE IF YOU LOOK, THERE ARE SCHOOLS THAT ARE IN ONE COLUMN. SOME OF THEM ARE IN -- THE FIRST COLUMN, WHICH IS TOP THREE DISTRICT MANAGED TURNAROUND. SOME ARE ONLY IN PLP, WHICH IS SCHOOLS OF HOPE, BUT SOME ARE IN BOTH. SO THIS IS WHERE IT GETS A LITTLE BIT CONFUSING, BUT WE'RE GOING TO BREAK THIS DOWN SLOWLY BECAUSE OUR FIRST PART IS WHERE WE'RE GOING TO TALK ABOUT THE SCHOOLS OF HOPE PLP PORTION, WHICH IS PERSISTENTLY LOW PERFORMING. AGAIN, IN THAT THIRD COLUMN, THOSE ARE THE SCHOOLS IDENTIFIED THAT HAVE EARNED THREE OR MORE GRADES LOWER THAN A C. SO WHEN WE LOOK AT THE SCHOOLS OF HOPE LEGISLATION THAT DEALS WITH PERSISTENTLY LOW-PERFORMING SCHOOLS, THERE ARE SOME LEGISLATION LANGUAGE THAT GOES ALONG WITH IT. JENNA IS GOING TO GO INTO MORE DETAIL, BUT THIS SLIDE BASICALLY TALKS ABOUT THE APPLICATION PROCESS. THERE ISN'T ONE. AND THE LOCAL CONTROL IN TERMS OF WHAT THE BOARD CAN DO TO REMOVE AN OPERATOR, YOU HAVE NONE. JENNA IS GOING TO GO INTO A LITTLE MORE DETAIL ABOUT THIS, BUT, AGAIN, I DON'T WANT TO CONFUSE THIS SIDE OF THE HOUSE WITH SCHOOLS OF HOPE CHARTER WITH WHAT WE'RE GOING TO GET INTO, WHICH IS THIS APPLICATION PROCESS, WHICH IS THE SCHOOLS OF HOPE TRADITIONAL SIDE. THIS STRICTLY DEALS WITH THE PERSISTENTLY LOW-PERFORMING OR PLP.

>> SO JASON REALLY SIMPLIFIED IT FOR ME. HE SAID THERE'S NO APPLICATION, WE CAN'T DO ANYTHING, SO I'M REALLY DONE. [ LAUGHTER ] I APPRECIATE IT VERY MUCH, JASON. NOW, IT IS A LITTLE CONFUSING AND I HOPE I CAN GIVE YOU A LITTLE BIT OF NON-CONFUSION WITH IT TODAY, ALTHOUGH I AM LEARNING IT AS WE GO, TOO. SO I WANT TO MAKE SURE THAT'S CLEAR TO YOU. AND I'M MAKING MULTIPLE PHONE CALLS TO THE DEPARTMENT OF EDUCATION TO GET CLARITY AS WELL AS TO OTHER SCHOOL DISTRICTS. SO WE'RE ALL INTERPRETING IT AT THIS TIME AND HOPEFULLY BECAUSE IT IS NOT IMPLEMENTED RIGHT NOW, WE HAVE A LITTLE BIT OF WIGGLE ROOM TO LEARN. A HOPE OPERATOR IS GOING TO BE A NOT-FOR-PROFIT ORGANIZATION. FIRST YOU HAVE A, WE ALWAYS THINK -- FIRST OFF, WE ALWAYS THINK OF MANAGEMENT COMPANY, BUT IT DOESN'T HAVE TO BE A MANAGEMENT COMPANY BUT THAT'S WHAT WE'RE HEARING. ROCKET SHIP, KIP. BUT IT CAN BE ANY NOT-FOR-PROFIT ORGANIZATION, BUT THEY HAVE TO OPERATE THREE OR MORE SCHOOLS. THEY MUST HAVE A RECORD OF SERVING LOW-INCOME FAMILIES WITH SUCCESS. THIS HOPE OPERATOR DESIGNATION WILL COME FROM THE STATE BOARD OF EDUCATION, AND IT WILL BE VALID FOR FIVE YEARS FROM THE TIME OF THE DESIGNATION. SO FROM THE TIME THEY OPEN, THEY HAVE FIVE YEARS AND THEN THEY'LL HAVE TO BE REDESIGNATE. THE RULE FOR THE DESIGNATION IS APPLICATION TO BECOME A HOPE OPERATOR IS UNDER RULE DEVELOPMENT RIGHT NOW SO I CAN'T REALLY EVEN DEFINE IT FURTHER THAN THAT. THERE IS DEFINITION IN THE LAW, BUT WITHOUT THE RULE MAKING, I DON'T EVEN WANT TO GET INTO THE MULTIPLE THINGS THAT THEY SAY THAT THESE OPERATIONS NEED TO HAVE. OKAY? BUT IF YOU WANT MORE INFORMATION, I CAN SHARE THAT WITH YOU LATER. THE ESTABLISHMENT OF A SCHOOL, OF A SCHOOL OF HOPE IS EXACTLY WHAT JASON SAID. THERE IS NO APPLICATION PROCESS, WHICH IN ONE WAY, THAT SAYS, WELL, GREAT, WE DON'T HAVE THAT UNFUNDED MANDATE OF REVIEWING APPLICATIONS AND GOING THROUGH THE RIGOROUS PROCESS WE HAVE, BUT IT'S SCARY BECAUSE ANYONE CAN COME IN ONCE THEY ARE DESIGNATED AND THEY CAN SUBMIT A LETTER OF INTENT AND THAT SCHOOL WILL OPEN. SO WE'LL HAVE NO SAY-SO AT ALL. THERE IS NO REVIEW PROCESS. WE JUST GET THE LETTER. THE STATUTE DOES DEFINE ALSO MANY THINGS THAT HAVE TO BE INCLUDED IN THE NOTICE OF INTENT, BUT, AGAIN, I DON'T WANT TO TAKE THE TIME RIGHT NOW UNLESS YOU WOULD LIKE ME TO TO GO THROUGH EACH OF THEM. THERE ARE SEVERAL THINGS THEY HAVE TO HAVE. SO I'M GOING TO SKIP IT FOR THE MOMENT. I SAW YOU SHAKE YOUR HEAD.

>> WE PROBABLY WON'T GO BACK TO IT ANYTIME IN THE NEAR FUTURE SO JUST GO THROUGH IT NOW.

>> OKAY. LET ME FIND MY SPOT, PLEASE, FOR ONE MOMENT. OKAY. SO THEY HAVE TO, AS I SAID, OPERATE THE THREE OR MORE SCHOOLS. THE INTEROF INTENT WOULD HAVE TO DEFINE THEIR PAST PERFORMANCE AND THEY WOULD HAVE TO MEET OR EXCEED THE ACHIEVEMENT OF ENROLLED STUDENTS IN THE DISTRICT OR THE STATE AVERAGE. THEY WOULD HAVE TO HAVE AN AVERAGE COLLEGE ATTENDANCE RATE OF 80% OR MORE IF THAT IS APPLICABLE. SO YOU'RE GOING TO HAVE MANY, MANY SCHOOLS THAT THAT'S NOT APPLICABLE TO. THAT TO ME IS DEFINED IN THERE FOR CERTAIN OPERATORS. THEY HAVE TO HAVE A PERCENTAGE OF STUDENTS ELIGIBLE FOR FREE OR REDUCED LUNCH THAT EXCEEDS 70%. IF YOU LOOKED AT THE NUMBERS THAT TRACYE GAVE YOU, MANY SCHOOLS WAY OVER 70% POVERTY. THEY WOULD HAVE TO BE OVER 70 70%.THEY HAVE TO BE IN GOOD STAN WITH THE AUTHORIZER AND STATE WHERE THEY OPERATE. THEY COULD BE AN OPERATOR WITHIN OUR STATE AND BE IN GOOD STANDING WITH THE AUTHORIZER IN OUR STATE, BUT THEY MIGHT NOT BE A SCHOOL THAT OPERATES IN OUR STATE SO THEY WOULD HAVE TO BE IN GOOD STANDING IN THE STATE THAT THEY ARE OPERATING. THEY WOULD HAVE TO HAVE AUDITED FINANCIALS THAT WERE FREE OF MATERIAL MISSTATEMENTS AND ONGOING CONCERNS. AND THEY COULD BE -- THE OTHER OUTCOME MEASURES WOULD BE THAT THEY RECEIVED A CHARTER SCHOOL PROGRAM GRANT, WHICH IS A CSP GRANT, BY THE STATE THAT THEY ARE IN, WHICH IS A FEDERAL GRANT. ALSO, THAT THEY WERE GIVEN THAT GRANT FOR EXPANDING, REPLICATING A HIGH-QUALITY SCHOOL SOMETIME WITHIN THE PRECEDING THREE YEARS. AND LAST, COULD HAVE RECEIVED FUNDING FROM THE CHARTER SCHOOL GROWTH FUND, WHICH IS AN ORGANIZATION THAT PROVIDES HIGH-PERFORMING SCHOOLS TO REPLICATE IF THEY ARE WORKING WITH SUCCESS WITH LOW-INCOME STUDENTS. THEN THE NEXT PART IS THE PERFORMANCE-BASED CONTRACT, WHICH I THINK KIND OF, I DON'T WANT TO BE FUNNY, BUT IT KIND OF GOES ALONG WITH WHAT JASON SAID WITH THE LETTER OF INTENT. THERE'S NO PROCESS FOR THAT. IT'S GOING TO ALSO BE DONE UNDER RULE MAKING. IT WILL BE DIFFERENT FROM THE STANDARD CONTRACT REQUIRED THROUGH HOUSE BILL 7069 FOR ALL SCHOOLS, AND IT WILL BE VERY MUCH ALIGNED TO THE LETTER OF INTENT. BASICALLY, THE PERFORMANCE-BASED CONTRACT WILL INCLUDE A NOTICE OF INTENT, THE LOCATION OR GEOGRAPHIC AREA, SO THEY DON'T HAVE TO DEFINE THE LOCATION. THE GRADES TO BE SERVED INCLUDING SCHOOL READINESS OR PRE-K. THE PLAN FOR RECRUITMENT AND ENROLLMENT OF STUDENTS AND ANY STUDENT COMING FROM A PERSISTENTLY LOW-PERFORMING SCHOOL IS EXEMPT FROM THAT ENROLLMENT PROCESS. THEY ARE AUTOMATICALLY ENROLLED. THEY WOULD HAVE TO HAVE BASELINE STANDARDS, OUTCOMES TO BE ACHIEVED AND METHODS OF MEASUREMENT. THEY HAVE TO HAVE AN AREA ON PARENT INVOLVEMENT. THERE WOULD BE GROUNDS FOR TERMINATION THAT WOULD BE SIMILAR TO THE GROUNDS FOR TERMINATION IN THE CHARTER STATUTE THAT WE HAVE NOW. THE ABILITY TO OPEN ADDITIONAL SCHOOLS. A FIVE-YEAR INITIAL TERM RENEWED UPON REQUEST. THERE'S NOT REALLY A RENEWAL PROCESS, BUT IT DOESN'T SAY WE CAN'T DO A RENEWAL PROCESS SO I FEEL LIKE WE HAVE A LITTLE WIGGLE ROOM THERE. AND THEN THERE WOULD BE A REQUIREMENT TO PROVIDE TRANSPORTATION. NOW, THE STICKY PART OF THIS IS THAT THE DISTRICT WOULD HAVE 60 DAYS TO APPROVE THIS PERFORMANCE CONTRACT FROM THE TIME THE LETTER OF INTENT IS SUBMITTED OR THAT THE ADMINISTRATIVE FEE FOR ALL CHARTER SCHOOLS IN HILLSBOROUGH COUNTY --

>> I'M GOING TO ASK YOU TO REPEAT SOMETHING. DID YOU SAY WE WOULD BE REQUIRED TO PROVIDE TRANSPORTATION? THEY WOULD.

>> NO, THEY WOULD. IT WOULD BE A PART OF THEIR PERFORMANCE BASED. THANK YOU FOR CLARIFYING THAT. THEY WILL BE REQUIRED TO PROVIDE TRANSPORTATION. AND IF WE DON'T DO THAT WITHIN 60 DAYS FROM LETTER OF INTENT, AGAIN, YOU KNOW, I THINK OF OUR APPLICATION PROCESS. WE HAVE MANY DAYS, 90 DAYS TO APPROVE AN APPLICATION AND WE CAN ASK FOR A WAIVER, AND THEN WE HAVE A CERTAIN NUMBER OF DAYS TO NEGOTIATE A CONTRACT AND THEN BRING IT TO THE BOARD AND WE CAN EXTEND THAT THROUGH A WAIVER, BUT THIS IS 60 DAYS FROM THE DATE OF THE LETTER OF INTENT. YOU MUST HAVE THE PERFORMANCE-BASED AGREEMENT APPROVED. IF NOT, THE ADMINISTRATIVE FEE FOR ALL CHARTER SCHOOLS WITHIN HILLSBOROUGH COUNTY, WHICH WE'RE AT 49 RIGHT NOW, WOULD BE THEIR ADMINISTRATIVE FEE WOULD BE REDUCED TO 1%. WE WOULD NEVER GET THAT MONEY BACK, BUT WE WOULD BE ABLE TO RAISE IT BACK UP TO 2% OR 5% ONCE WE DO APPROVE THAT PERFORMANCE-BASED CONTRACT. OBVIOUSLY IT BEHOOVES TO US GET IT DONE WITHIN 59 AND A HALF DAYS, NO LATER. I WON'T EVEN SAY 60. NOW, THE ONE PIECE THAT I THINK IS CONFUSING AND I WANT TO SPEAK TO RIGHT NOW AND I DO BELIEVE DEBBIE WILL SPEAK TO AFTER ME, THERE IS SOMETHING WITHIN THE STATUTE, AND THIS IS A NEW STATUTE. YOU HEAR ME SAY 1002.13 ALL THE TIME, NOW YOU'LL -- 1002. 333. THAT'S WHAT THIS PERSISTENTLY LOW-PERFORMING SCHOOL STATUTE IS. AND WITHIN THIS STATUTE, WHICH HAS CAUSED A LOT OF THE CONFUSION IS SOMETHING CALLED THE SCHOOLS OF HOPE PROGRAM. AND THE SCHOOLS OF HOPE PROGRAM IS THE APPROXIMATELY $140 MILLION THAT WE KNOW WAS ALLOCATED FOR THIS TO HAPPEN. IT'S SPLIT INTO THREE POTS. THE TWO POTS THAT WE KNOW AND WE'RE ALL IN A LITTLE BIT OF ANGST ABOUT IS THE GRANT FOR THE HOPE OPERATOR FOR THEM TO OPERATE, AND THAT WOULD BE LIKE A CSX GRANT. VERY SIMILAR TO THE CSP GRANT THAT WE HAVE FOR CHARTER SCHOOLS NOW THAT IS COMPETITIVE. THIS WOULD NOT BE COMPETITIVE. THEY ALSO HAVE A REVOLVING LOAN FUND WHICH THEY COULD REQUEST UP TO 25% OF THEIR FACILITY CONSTRUCTION OR RENOVATION OR FINANCING. THEY COULD REQUEST 25% OF THAT FROM THIS REVOLVING FUND. THAT MONEY WOULD HAVE TO BE PAID BACK. THE THIRD PART IS THIS GRANT THAT IS BEING ALLOWED FOR DISTRICTS TO APPLY FOR, AND I THINK -- I DON'T KNOW HOW MANY SCHOOLS STATEWIDE, BUT 25 SCHOOLS WILL BE AWARDED THAT GRANT, AND THAT I THINK IS WHAT JASON JUST ALLUDED TO WITH THE RED SCHOOLS ON THE PREVIOUS SLIDE. SO THE SCHOOLS WITHIN OUR DISTRICT THAT ARE APPLYING FOR, THEY ARE NOT REALLY SCHOOLS OF HOPE, AND I WANT TO MAKE SURE WE DON'T CALL THEM SCHOOLS OF HOPE. THEY ARE ACTUALLY APPLYING FOR MONEY THROUGH THE SCHOOLS OF HOPE PROGRAM.

>> THAT'S ABSOLUTELY RIGHT. IF YOU GO BACK TO THE CHART, YOU CAN SEE THAT WE'RE TALKING NOW ABOUT THE TOP THREE GRANT, WHICH IS REFERRED TO AS THE WHOLE SCHOOL TRANSFORMATION MODEL.

>> I DON'T HAVE A REAL-LIFE EXPERIENCE TO SHARE WITH YOU BECAUSE WE HAVEN'T REALLY DONE THIS YET. WE'RE STILL IN THE PLANNING STAGES. BUT I DO WANT TO SAY YOU HAVE BEEN AN AMAZING BOARD AND SUPERINTENDENT AND SUPPORT STAFF IN WORKING WITH CHARTER SCHOOLS AND PARTNERING WITH THEM. AND I CAN'T TELL YOU HOW IMPORTANT THIS IS GOING TO BE, AND I'M ALREADY DOING MY FOOTWORK RIGHT NOW TO TRY TO GET PEOPLE TO LISTEN TO ME AND HEAR ME THAT WE NEED TO WORK TOGETHER, GIVING THE SCHOOL DISTRICT A LETTER OF INTENT AND OPENING THE SCHOOL DOES NOT BENEFIT OUR STUDENTS AT ALL. THEY NEED TO KNOW WHAT OUR NEEDS ARE AND WHERE WE NEED THEM. SO I'M GOING TO ENCOURAGE YOU THROUGH THIS CHANGE IN STATUTE, THAT WE CONTINUE TO WORK VERY CLOSELY IN PARTNERSHIP WITH ANYONE THAT'S INTERESTED IN DOING THIS BEFORE THEY GIVE US THE LETTER OF INTENT SO WE GET WHAT WE NEED AND WHAT WE WANT FOR OUR STUDENTS. SO PLEASE, AS YOU HAVE THE THOUGHTS THAT YOU'RE HAVING, KEEP THAT IN YOUR MIND, BECAUSE THAT'S WHAT YOU'VE BEEN SO STRONG ON FOR SO MANY YEARS. THANK YOU, SUPERINTENDENT EAKINS, AND SCHOOL BOARD.

>> THANK YOU, JENNA. SO AS WE LOOK AT THIS SLIDE AGAIN, IT'S IMPORTANT TO REMEMBER THAT THERE ARE TWO VERY DIFFERENT PROVISIONS OUTLINED IN THE SCHOOLS OF HOPE SECTION OF HOUSE BILL 7069. ONE IS WHAT JENNA JUST REVIEWED. THE CHARTER SCHOOLS SERVING OUR PERSISTENTLY LOW PERFORMING SCHOOLS, THE PLP IN THE THIRD COLUMN. THE OTHER IS A SCHOOL IN DISTRICT MANAGED TURNAROUND. THAT'S PART OF THE TOP THREE GRANT. SO AS JASON SAID EARLIER, IDENTIFIED 77 SCHOOLS IN THE STATE THAT QUALIFY FOR DISTRICT MANAGED TURNAROUND, AND WE HAVE 18 OF THOSE SCHOOLS.

>> WHILE YOU'RE GETTING TO THE SLIDE, I HEARD A QUESTION UP HERE BECAUSE THERE ARE SOME SCHOOLS THAT WOULD BE OBVIOUS SCHOOLS THAT WE WOULD THINK WOULD BE ON THAT PARTICULAR LIST. THE STATE SPECIFICALLY -- YOU HAVE A DIFFERENTIATED ACCOUNTABILITY STATE SYSTEM. THAT'S THEIR SYSTEM OF ACCOUNTABILITY, DIFFERENTIATED ACCOUNTABILITY. AND NOW WE HAVE THE SCHOOLS OF HOPE PROGRAM. SO WHAT THE STATE HAS DONE, THEY HAVE TAKEN THAT OPPORTUNITY WITH THE SCHOOLS OF HOPE FOR THE TRADITIONAL SCHOOLS IN THE STATE OF FLORIDA, AND THEY'VE APPLIED IT TO WHAT THEY THINK WOULD HELP MOST, GET OUT IN FRONT OF SCHOOLS THAT ARE ON THAT -- IN THAT DISTRICT-MANAGED TURNAROUND PROCESS. SCHOOLS THAT ARE ALREADY IN THAT DISTRICT-MANAGED TURNAROUND PROCESS, LIKE POTTER AND WE HAVE SOME OTHER SCHOOLS, THOSE SCHOOLS WOULD NOT REALLY BE ELIGIBLE FOR THIS PARTICULAR MONEY, BECAUSE THEY ARE KIND OF ALREADY IN IT, AND THEY ARE BEING EVALUATED STRONGLY THIS YEAR ON THEIR FINAL PERFORMANCE. THEY ARE TRYING TO GET THE DOLLARS TO THE SCHOOLS A LITTLE MORE OUT IN FRONT THAT ARE ENTERING INTO THAT PROCESS RIGHT NOW.

>> I'M GOING TO THROW IT OVER TO DEBBIE COOK TO TALK ABOUT THE THREE SCHOOLS THAT WERE SELECTED FOR THE TOP THREE GRANT AND THEN GET INTO THE CHANGES TO THE DIFFERENTIATED ACCOUNTABILITY SYSTEM.

>> THANK YOU. JUST A COUPLE OF CLARIFYING THINGS WITH WHAT SUPERINTENDENT EAKINS DISCUSSED WAS WHERE DISTRICT MANAGED TURNAROUND IS. SO IT'S THEIR FIRST YEAR OF DISTRICT MANAGED TURNAROUND, WHICH IS WHAT THEY ARE TRYING TO PREVENT GOING INTO FURTHER FOR THAT PIECE. IF YOU LOOK AT THAT THIRD BULLET PARTICULARLY, THEY TALK ABOUT, AND THERE NEEDS TO BE SOME DIFFERENTIATION BETWEEN TOP, JUST IN GENERAL, WHICH MEANS TURNAROUND PLAN. AND SO TOP TWO IS WHAT HAS TO BE SUBMITTED TO THE STATE AS A TURNAROUND PLAN FOR THE 18 SCHOOLS THAT WERE LISTED. THE TOP THREE, WHICH CAN BE A LITTLE CONFUSING, IS THE ACTUAL GRANT. SO THE TOP TWO IS TURNAROUND PLANS. THE TOP THREE IS THE GRANT THAT IS SUBMITTED TO THE STATE. THE TOP TWO ARE TURNAROUND PLANS HAVE TO BE APPROVED IN ORDER TO GET THE AWARD FOR THE TOP THREE. SO AS YOU CAN SEE, THERE HAS TO BE THAT ALIGNMENT BETWEEN THE SCHOOL IMPROVEMENT PLAN, BETWEEN THE TOP TWO PLAN WHICH IS THE TURNAROUND PLAN WE SUBMIT AND, OF COURSE, THE GRANT, WHICH IS TOP THREE. IT IS A CROSS DIVISIONAL APPROACH TO THIS WITH AN INCREDIBLY SHORT TURNAROUND TIME. SO I WANTED TO GIVE YOU A LITTLE BIT OF THAT SPECIFICALLY WITH THAT PIECE. IF WE GO TO THE NEXT SLIDE, I CAN EXPLAIN A LITTLE BETTER. BECAUSE OF THAT, BECAUSE OF THAT TOP TWO PIECE, SOME OF THE CHANGES IN DA, THEY REMOVED A PLANNING YEAR. SO IT MOVED MORE SCHOOLS INTO DISTRICT MANAGED TURNAROUND QUICKER, WHICH THEN THE PURPOSE IS TO THEN DO THE PREVENTIVE PIECE THAT SUPERINTENDENT EAKINS JUST TALKED ABOUT. SO THE GRANT IS USED FOR THAT PIECE, WHICH THEN WE CREATE THAT TOP TWO. THAT CREATES ADDITIONAL SCHOOLS WITHIN THAT CATEGORY, AND THEN ACCORDING TO THAT GRANT PIECE, THEY CAN EARN UP TO THAT PER PUPIL ALLOCATION OF AN EXTRA $2,000 PER STUDENT. SO, OF COURSE, WE GET TO APPLYING FOR THE ACTUAL GRANT WITH AN INCREDIBLY SHORT TURNAROUND TIME. I HAVE TO SAY, OUR GRANTS DEPARTMENT IN TRACYE'S DIVISION IS AMAZING. OUR SCHOOL IMPROVEMENT TEAM IN MY DIVISION IS ALSO AMAZING. DAN'S DIVISION AS WELL. WE'VE BEEN WORKING WITH OUR AREA SUPERINTENDENTS AND OUR PRINCIPALS BECAUSE WE WANT TO MAKE SURE THAT APPLYING FOR THIS GRANT, THAT WE'RE GETTING EXACTLY WHAT THEY NEED THAT'S ALIGNED TO THEIR INSTRUCTIONAL PRIORITIES WITH THAT ALIGNMENT PIECE THAT I TALKED ABOUT EARLIER. SO WHEN WE GOT THE GRANT, THE BIG QUESTION IS, HOW DID YOU DETERMINE THE THREE SCHOOLS OUT OF THE 17. I WILL TELL YOU IT IS A COMPETITIVE GRANT SO I'LL GIVE YOU A LITTLE BIT OF THAT INFORMATION. WE USED OUR SCHOOL IMPROVEMENT GRANT EVALUATIONS FROM THE PAST TO REALLY LOOK AT WITH THE STATE. WE THOUGHT THE STATE WOULD BE LOOKING FOR AND THE TRUE INTENTION OF THE GRANT IS TO DO THINGS THAT ARE UNIQUE AND TO REALLY HIT THOSE THINGS THAT CAN REALLY MOVE STUDENT ACHIEVEMENT. SO WE HAVE A FEEDER PATTERN PIECE BETWEEN FOREST HILLS AND CHAMBERLAIN, AND WE HAVE SOME REALLY UNIQUE NEEDS AT ROILS AS FAR AS OUR INCREASE OF IMMIGRANT POPULATION. IT'S LOOKING AT VERY SPECIFIC THINGS THAT WE CAN DO TO HELP OUR STUDENTS AND BASICALLY THAT PIECE OF IT. A LOT OF QUESTIONS ALSO COMES UP WITH WHY WOULD YOU NOT APPLY FOR MORE SCHOOLS OR WHY DIDN'T YOU APPLY FOR ALL OF THE SCHOOLS? REMEMBER, THERE'S ONLY 25 AWARDED. AGAIN, WE LOOKED AT PAST HISTORY OF MAKING SURE WE HAVE A VERY STRONG APPLICATION, BECAUSE IT IS COMPETITIVE. IT'S NOT ENTITLEMENT WHERE YOU JUST TURN IT IN AND THEN YOU GET THAT PIECE, SO WE WERE INCREDIBLY STRATEGIC. WE LOOKED AT ALL THE FUNDING SOURCES, OUR PAST EVALUATIONS TO BE ABLE TO PUT FORTH AN INCREDIBLY COMPETITIVE GRANT THAT WE WOULD BE AWARDED FOR THAT. SO THAT'S THE HISTORY PART OF THAT PIECE, AND WE HAVE NOT HEARD BACK YET ON THIS PIECE. I BELIEVE THEY HAVE TO APPROVE THE TURNAROUND PLANS FIRST IN ORDER TO THEN BE AWARDED WITH THAT, BUT WE HAVE ALIGNMENT BETWEEN OUR SCHOOL IMPROVEMENT PLANS, OUR INSTRUCTIONAL PRIORITIES THAT WE WORK WITH WITH OUR AREA SUPERINTENDENTS AND PRINCIPALS TO BE ABLE TO MAKE SURE THAT WE HAVE THOSE COMPONENTS THAT THEN ALSO MATCHES THE TURNAROUND PLANS THAT WE TURN IN, THAT ALSO ALIGNS WITH THE TOP THREE GRANTS FOR THAT. SO I CAN TELL YOU SOME OF THE COMPONENTS OF THE GRANT THAT TALKED ABOUT SOME COMMUNITY OUTREACH, ELEMENTARIES, PARENT ENGAGEMENT, PROFESSIONAL DEVELOPMENT, ALL OF THESE PIECES, CHARACTER EDUCATION, WRAPAROUND SERVICES THAT WE KNOW THAT OUR STUDENTS NEED, SO THOSE ARE SOME OF THE COMPONENTS THAT ARE WITHIN IT, BUT WE HAVE NOT HEARD BACK YET WHETHER WE HAVE BEEN AWARDED THAT.

>> THAT ACTUALLY COMPLETES OUR PRESENTATION, MADAM CHAIR, IF YOU WANT TO OPEN IT UP FOR Q & A.

>>Cindy Stuart: SO I AM SURE THERE ARE LOTS OF QUESTIONS. I HAVE STICKY NOTES AND NOTES EVERYWHERE. LADIES, IF YOU WANT TO PUSH YOUR BUTTONS, IF YOU'RE READY FOR QUESTIONS. I'LL LET ONE OF YOU START BECAUSE I'M CERTAINLY NOT PREPARED.

>>Jeffrey Eakins: WHILE YOU'RE GETTING PREPARED, I'LL KIND OF STALL FOR LIKE 60 SECONDS AS YOU'RE GETTING YOUR QUESTIONS READY, OBVIOUSLY, HUGE IMPLICATIONS TO OUR STAFF AND WORKING DIRECTLY WITH OUR SCHOOLS. A COUPLE OF AREAS RIGHT AWAY, OBVIOUSLY, THERE ARE SO MANY LOGISTICAL THINGS THAT WE HAVE TO RESPOND QUICKLY TO IN MUCH OF THIS. THE MASTER SCHEDULING OF THINGS. THE SCHEDULING OF ALL OF OUR WORKFORCE AROUND DELIVERY OF ASSESSMENTS, AND ALL THOSE THINGS THAT WE ARE PUTTING UP AS THIS IS GOING TO BE A HUGE CHALLENGE. I WILL TELL YOU, I WILL PUT NO OTHER TEAM THROUGH THAT CHALLENGE OTHER THAN OURS, BECAUSE I KNOW THEY WILL RISE AND DO THE VERY BEST WE CAN, BUT THEY ARE TRUE CHALLENGES THAT OUR STAFF AND OUR SCHOOLS ARE GOING TO FACE, AND WHAT THAT WILL FURTHER SPILL OVER TO, IS IT WILL SPILL OVER TO OUR COMMUNICATIONS AROUND ALL THESE THINGS. THE FIRST THING THAT HIT THIS SUMMER AS SOON AS 7069 WAS PASSED WAS COMMUNICATION TO THE SCHOOLS WHO SINCE 1965, WE FOLLOWED FEDERAL LAW IN RECEIVING TITLE I FUNDS AND HOW TO USE THEM, HOW ALL OF A SUDDEN THE PARADIGM JUST SHIFTED IN A MATTER OF MINUTES, AND NOW ALL OF THE WAY THAT WE ALLOCATE SCHOOLS' DOLLARS TO PROVIDE THEM RESOURCES, THERE'S ALL KINDS OF QUESTIONS, AND IMMEDIATELY WHAT HAPPENS, THE COMMUNICATION BECOMES VERY INTERNAL AROUND THE PEOPLE THAT ARE CLOSEST TO THE DELIVERY OF THAT MESSAGE. AND A LOT OF THAT IS THE CHALLENGE OF HELPING EVERYONE UNDERSTAND WE'RE NOW UNDER A NEW PARADIGM WITH 7069 AND LOSING RESOURCES WOULD NEVER BE ANYTHING THAT HILLSBOROUGH COUNTY PUBLIC SCHOOLS WOULD WANT TO DO AT ANY SITE. HOW DO YOU DO THIS IN THE SCOPE OF A VERY QUICK REACTIVE TIME PERIOD IN ORDER TO HAVE THE BALANCE BETWEEN RESOURCES AND SUPPORT OF SCHOOLS KNOWING WE HAVE TO GET IN FRONT OF IT. AND THEN OTHER HUGE COMMUNICATION CHALLENGES FOR PARENTS AROUND THE TESTING, THE QUESTIONS THAT WILL COME LATER ON IN THIS YEAR. WE HAVE TO PUT TOGETHER ALL THE PIECES IN ORDER TO MAKE SURE THAT PEOPLE UNDERSTAND THAT INFORMATION AS IT COMES.

>>Cindy Stuart: THANK YOU, MR. SUPERINTENDENT. BOARD MEMBERS, IF YOU COULD -- THANK YOU, GUYS, FOR THE PRESENTATION T. I'M NOT SURE WHAT YOU CAN READ ON OUR FACIAL EXPRESSIONS UP HERE, BUT I HAVE ALREADY SAT THROUGH THIS ONCE WITH THE GOVERNMENT RELATIONS OFFICE, SO I KNEW SOME OF WHAT WAS COMING, BUT TO HEAR ESPECIALLY IN THE TESTING WINDOW PIECE, I JUST STOPPED WRITING. I'M NOT SURE WHAT WE DO IN SOME OF THE PLACES. I'LL LET MY BOARD MEMBERS CHIME IN. THERE ARE, I'M SURE, A LOT OF QUESTIONS TO BE ANSWERED. YOU'VE GIVEN US A LOT OF INFORMATION TO TAKE OUT TO THE PUBLIC. MS. SOKOL, I SEE YOU BACK THERE. I HOPE YOU ARE WRITING A VERY LENGTHY ARTICLE. MS. GRIFFIN.

>>April Griffin: SO WE HEARD A LOT OF NOT VERY POSITIVE THINGS THAT ARE COMING OUR WAY AS A RESULT OF 7069. I'M CURIOUS AS EDUCATORS, PEOPLE DOING THIS A LONG TIME, I CAN'T EVEN COUNT THE NUMBER OF YEARS OF SERVICE IN THIS ROOM RIGHT NOW, BUT IS THERE ANYTHING THAT WILL POSITIVELY IMPACT STUDENTS THAT'S COMING OUT OF 7069?

>>Jeffrey Eakins: I THINK THAT BECOMES THE CHALLENGE OF ALL THE VOICES THAT WERE FRUSTRATED ABOUT 7069 BECAUSE EMBEDDED IN 7069 WERE SOME POSITIVE INITIATIVES. TAKE RECESS, FOR EXAMPLE. OUR FAMILIES AND PARENT ORGANIZATIONS ACROSS THE STATE HAVE BEEN ADVOCATING FOR A COUPLE OF YEARS AROUND RECESS. RECESS IN AND OF ITSELF AND HOW YOU APPROPRIATELY IMPLEMENT THAT, I'M ALL FOR THAT. I THINK KIDS NEED THAT BREAK IN THEIR DAY TO BE ABLE TO UNWIND AND KIND OF RELEASE THAT ENERGY. I DON'T THINK THAT WAS THE ADVOCATES WERE FRUSTRATED ABOUT 7069 BECAUSE IT PITTED THEIR INITIATIVE THAT COULD HAVE BEEN PLACED IN A SEPARATE SPACE AND WORKED THROUGH THE IMPLEMENTATION PART OF THAT MUCH STRONGER WITH THE DISTRICTS ON HOW THAT PLAYS OUT. NOW IT'S WOVEN INTO A LARGER BILL THAT CAUSES -- THE SAME ADVOCATES ARE STRONGLY AGAINST SOME OF THE OTHER COMPONENTS OF IT. SO I THINK THAT IS WHAT -- AS WE HEAR SOME OF THE THINGS TODAY, THESE WERE KIND OF THE BIGGER ISSUES. GREAT TO HAVE AN EXTRA HOUR OF READING FOR OUR KIDS.% WE WANT TO DO THAT. LOGISTICALLY, THAT COMES AT A PRICE TAG OF $9 MILLION TO DO THAT. WE WANT TO MAKE SURE WE PROVIDE RECESS TO OUR STUDENTS, BUT WHEN WE ARE NOT GIVEN THE TIME TO SAY, OH, BY THE WAY, YOU CAN EXPAND YOUR DAY BY 10 MORE MINUTES, THAT MEANS BELL TIMES WILL ALL NEED TO CHANGE, LET'S TRY THAT AGAIN, THAT REALLY IS GOING TO BE A CHALLENGE AT THE LAST MINUTE. WE ALREADY DO THAT WITH OUR ERT SITES. NOW WE HAVE RECESS THAT WE DON'T EARN FROM AND YOU HAVE TO SQUEEZE THAT INTO YOUR DAY. THANK GOODNESS HILLSBOROUGH COUNTY PUBLIC SCHOOL HAS BUILT IN ITS DAY. I DON'T KNOW HOW ELSE YOU CAN DO THAT UNLESS YOU EXPANDED YOUR WHOLE DAY TO DO THAT CORRECTLY AND COMPLIANT WITH THE LAW. IT'S ALL COMING AT THE LOGISTICAL CHALLENGE AT THE COST OF THE LOGISTICAL CHALLENGES AROUND IT.

>> THE LOCAL CONTROL THAT WE ARE LOSING BUT I WOULD LIKE TO HEAR FROM STAFF, BECAUSE THEY HAVE STUDIED THIS IN-DEPTH. IS THERE ANYTHING THAT'S POSITIVE COMING FROM THIS OTHER THAN RECESS?

>> ONE OF THE THINGS WE'RE EXCITED ABOUT OUT OF 7069 IS THE ABILITY TO SUPPORT PREKINDERGARTEN, EARLY CHILDHOOD. THAT IS REALLY CRITICAL FOR US. WE KNOW AS THE SUPERINTENDENT SAYS, IT'S A GAME CHANGER. WE WILL BE ABLE TO DEDICATE AND USE SOME FUNDS FOR PREKINDERGARTEN FOR EARLY CHILDHOOD. SO THAT'S EXCITING FOR US.

>>April Griffin: ANY OTHERS? THEN I HAVE ANOTHER QUESTION AFTER THAT. ANY OTHERS OF STAFF THAT WANT TO CONTRIBUTE?

>> I KNOW THAT THE CHARTER PIECE IS PROBABLY THE MOST CONTROVERSIAL PIECE BUT, I GUESS, FOR ME, I THINK, I'D LIKE TO SEE SCHOOLS GO INTO OUR HIGH-NEED AREAS, AND THIS IS GOING TO FORCE THAT TO HAPPEN. SO THAT'S POSITIVE.

>>April Griffin: THE FIVE MILE, THOUGH, REALLY GOING TO ALLOW THAT?

>> WELL, IT'S WITHIN A RADIUS, UP TO FIVE MILES. SO YOU'RE RIGHT. THAT'S A NEGATIVE PIECE OF IT. AGAIN, IF WE WORK TOGETHER, IF WE WORK IN PARTNERSHIP, MAYBE WE CAN GET THEM TO GO WHERE WE WANT THEM TO GO, CLOSER THAN THAT FIVE MILE. I'M TRYING TO THINK -- I ALWAYS TRY TO FIND SOMETHING POSITIVE IN EVERY SITUATION. I DO THINK IT WOULD BE NICE TO HAVE A SCHOOL THAT CAME IN AND DID THINGS DIFFERENTLY, HAD THE FLEXIBILITY. AGAIN, WE HAVE TO TALK ABOUT FLEXIBILITY, DIFFERENT FLEXIBILITY THAN WE HAVE IN TRADITIONAL SCHOOLS, BUT IF THEY CAME UP WITH STRATEGIES THAT WORKED, THEN WE COULD SHARE THE STRATEGIES AND USE THEM IN OUR SCHOOLS. I'M LOOKING FOR THE POSITIVE.

>>April Griffin: I'M TRYING TO HEAR WHAT'S POSITIVE OF THIS AS WELL. YOU KNOW, I'D LIKE TO APPROACH ANY DECISION THAT'S MADE FROM A PLACE OF UNDERSTANDING ALL FACETS OF IT. I HAVE A LEGAL QUESTION. 7069 REALLY IS TYING OUR HANDS ON HOW WE SPEND OUR TITLE ONE DOLLARS, WHICH ARE FEDERAL DOLLARS. HOW CAN THE STATE TELL SCHOOL DISTRICTS HOW TO SPEND FEDERAL DOLLARS? THAT'S WHAT I'M HAVING A DIFFICULT TIME UNDERSTANDING IN THIS ENTIRE CONVERSATION.

>>Jim Porter: MS. GRIFFIN, THAT WILL BE PART OF THE CONVERSATION THIS AFTERNOON. THAT'S ONE OF THE AREAS WE IDENTIFIED AS PROBLEMATIC WITH 7069. IT IS A QUESTION OF THEN HOW YOU GO ABOUT TRYING TO ADDRESS THAT.

>>April Griffin: I KNOW WE'LL HAVE THAT CONVERSATION LATER TODAY, BECAUSE THAT'S THE THING THAT I'M STRUGGLING WITH THE MOST. YOU KNOW, THE STATE. I COULD SEE TELLING US HOW TO SPEND DOLLARS THAT FLOW THROUGH THE STATE. THAT WOULD BE APPROPRIATE. WHETHER I AGREE WITH ALL OF THAT OR NOT, BUT TO TELL US HOW TO SPEND FEDERAL DOLLARS I THINK IS OVERREACH FROM THE STATE'S PART. SO I WANTED TO HAVE THIS CONVERSATION NOW AT THE BEGINNING OF OUR DISCUSSION BEFORE WE GO INTO THIS AFTERNOON BECAUSE I THINK THAT IS THE MOST IMPORTANT PIECE TO THIS WHOLE CONVERSATION. THANK YOU.

>>Jeffrey Eakins: BECAUSE THAT WAS KIND OF MY WHEEL HOUSE FOR ABOUT EIGHT YEARS AND THE FRUSTRATION WE WOULD EXPERIENCE SOMETIMES BETWEEN THE FEDERAL FLEXIBILITY THAT WAS PROVIDED. NOW, I WILL TELL YOU, NO CHILD LEFT BEHIND -- I HAD CONCERNS WITH SOME OF THE FLEXIBILITY AROUND IT. BUT WHAT WE SAW AS A PATTERN, AND I THINK IT'S BECAUSE FLORIDA HAS A HISTORY OF KIND OF TAKING A FEDERAL LAW AND WEAVING MORE RESTRICTIONS INTO THE STATE, THEY DID THE SAME THING AROUND A PROGRAM YOU MAY REMEMBER CALLED SUPPLEMENTAL EDUCATIONAL SERVICES. IT WAS AN SEA TUTORING PROGRAM WITHIN THE -- SES TUTORING PROGRAM WITHIN THE STATE OF FLORIDA. THERE WAS BROADER FLEXIBILITY ALLOWED AT THE FEDERAL LEVEL, BUT THEN THE STATE PLACED IT IN STATUTE. SO THE CONCERN WAS, THE FEDERAL LAW CHANGED, THE STATE WAS STILL GOING TO REQUIRE IT. SO I THINK SOME OF IT IS A LITTLE BIT ABOUT AT THE FEDERAL LEVEL, MAYBE NEEDING TO BE STRONGER TO THE STATES AROUND THAT PARTICULAR ISSUE. I JUST NEVER HEARD THAT STRENGTH COMING FROM THE FEDERAL LEVEL TO THE STATES DEPARTMENT OF EDUCATION OR THE STATE LEVEL SAYING YOU CANNOT DO CERTAIN THINGS.

>>Cindy Stuart: THANK YOU. MS. GRAY.

>>Lynn Gray: MY QUESTION OR MY COMMENT FIRST ALIGNS WITH MEMBER GRIFFIN. THE BIG PICTURE IS THAT WE'RE ACTUALLY GIVING LESS CONTROL BY WAY OF OUR OWN DISTRICT AND THE STATE IS DETERMINING A LOT OF THE DECISION MAKING. LOOKING THROUGH THE WONDERFUL BOOK OF NOTES ON ALL THE STATUTES, PROFESSIONAL DEVELOPMENT, GRADING OF CHARTER SCHOOLS, JUST PROFESSIONAL CERTIFICATES, TITLE I MONIES, SO MANY OF THE DECISIONS THAT WE SHOULD BE MAKING ARE NOW BEING MADE AT THE STATE LEVEL AND OBVIOUSLY THE SCHOOLS OF HOPE, AND I APPRECIATE YOUR REMARKS TO FIND THE GOOD PART OF IT. I HAVE HEARD AND I'M JUST GOING TO MENTION FROM MY CONSTITUENTS THAT THEY ARE VERY, VERY UPSET THAT THE 7069 IS ALLOWED TO BE UNCONTESTED AND I'LL GIVE YOU THE THREE REASONS WHY. CONNIE, PLEASE FEEL FREE TO REMARK. THE FIRST, UNETHICAL. IT'S UNETHICAL THAT BOTH THE HOUSE -- I MEAN, THE HOUSE SPEAKER AND THE GOVERNOR EVENTUALLY WENT BEHIND CLOSED DOORS AND REWORDED, RECRAFTED MANY OF THE STATEMENTS THAT I KNOW THAT SENATOR ROUSON AND SEAN SHAW, SOME OF THE ACTUAL REPS AND SENATORS WERE VERY UNHAPPY. IT WAS BASICALLY TURNED AROUND FROM ITS ORIGINAL INTENTIONS. I'M JUST WONDERING IF THERE ISN'T A LEGALITY AND THAT'S WHY PROBABLY A LOT OF THE DISTRICTS ARE SUING. I ALSO THINK THAT NOT ONLY IS IT UNETHICAL, BUT DON'T WE HAVE A SUNSHINE LAW WHERE ANY CHANGES OF ANY TYPE OF BILL GETS MADE IN THE FRONT OF THE HOUSE AND REPS TO SPEAK ON IT. IT WAS DONE BEHIND DOORS. THIS COMES FROM FRIENDS AND AQUAIN TANS THAT -- ACQUAINTANCES THAT WERE PART OF THIS. WE ARE A DISTRICT THAT EVOLVES AND HAS INVOLVED OUR ENTIRE LIFE AND LIVES IN THIS ROOM AND IN THIS BUILDING AND THROUGHOUT TO SUPPORT PUBLIC EDUCATION. THIS PARTICULAR HOUSE BILL DOES EVERYTHING IN ITS OWN WAY TO ALMOST DISMANTLE EVERY PART OF WHAT WE HAVE DONE IN TAKING AWAY NOT ONLY 5% OF THE MONIES FOR OUR CAPITAL NEEDS, BUT ALSO THE MILLAGE RATE, TAKING EVEN PART OF THE MILLAGE RATE, WHICH WAS ONE TO TWO MILLION DOLLARS AND THEN NOT ALLOWING US TO ASK FOR MORE MILLAGE TO GET MORE MONEY. SO MY QUESTION IS, YOU KNOW, WHEN IS IT GOING TO STOP? WHAT MORE DO THEY WANT TO TAKE AWAY FROM US? AND WHEN ARE WE GOING TO SAY SOMETHING ABOUT IT? THAT'S REALLY NOT MY ONLY QUESTION. I'LL MAKE ONE MORE REMARK. HOW MANY TIMES ARE WE GOING TO ALLOW OUR CHILDREN TO BE PART OF AN UNSAFE LEARNING ENVIRONMENT WITH ROOFS THAT NEED FIXING, AIR CONDITIONING THAT SO OBVIOUSLY NEEDS TO BE REPAIRED? HOW MUCH MORE CAN THE PUBLIC STAND WHEN THEIR CHILDREN'S EDUCATION IS BEING SUBTRACTED BECAUSE OF THE HOUSE BILL 7069? AND I CAN'T COMMUNICATE IT ENOUGH BY MYSELF, BUT I KNOW THAT WE SHOULD BE, EACH OF US BOARD MEMBERS, AND YOU'RE DOING A SUPERB JOB, COMMANDING THIS IN A VERY INTEGRAL, DIPLOMATIC MANNER, BUT IT IS REALLY TYING OUR HANDS IN EVERY WAY, SHAPE, OR FORM IN TERMS OF OUR PUBLIC EDUCATION SYSTEM, INCLUDING OUR PUBLIC CHARTER SCHOOLS, WHICH I FIND TO BE HIGHLY ACCOUNTABLE. AND NOW WE HAVE SCHOOLS OF HOPE, WHICH IS JUST THE DIRECT OPPOSITE OF ACCOUNTABILITY. SO I'M HEARING. AT ANY RATE, CONNIE, BACK TO YOU. HOW LEGAL -- HOW LEGAL WAS THE 7069? WAS IT DONE WITH COMPLETE INTEGRITY? OR IS THERE A REASON PERHAPS THAT WE SHOULD JOIN IN A LAWSUIT AS OTHER COUNTIES AND DISTRICTS HAVE DONE FOR THIS?

>>Cindy Stuart: MS. GRAY, CAN WE HOLD THAT PART OF THE CONVERSATION UNTIL THIS AFTERNOON? BECAUSE THAT IS THE PIECE WE'RE GOING TO DISCUSS THIS AFTERNOON. THIS MORNING'S PRESENTATION IS STRICTLY ABOUT THE IMPLEMENTATION, AND WE'RE GOING TO HAVE TWO HOURS THIS AFTERNOON TO DISCUSS THE LEGALITY AND WHETHER OR NOT THIS DISTRICT CHOOSES OR THIS BOARD CHOOSES TO MOVE INTO LAWSUIT AND ALL OF THAT IS GOING TO BE DISCUSSED THIS AFTERNOON. CONNIE, IF YOU DON'T MIND, I'M NOT SURE IF YOU'RE GOING TO BE HERE. I KNOW MR. PARTER HAS A PRESENTATION PREPARED FOR THIS AFTERNOON. MR. PORTER HAS A PRESENTATION PREPARED FOR THIS AFTERNOON. I WANT TO MAKE SURE THAT THERE'S TIME TO ANSWER ALL THE OTHER QUESTIONS ABOUT THE PRESENTATION AND ABOUT IMPLEMENTATION BEFORE WE START GETTING INTO, AS I'VE GOT A WHOLE OTHER NOTEBOOK ON THAT. I DON'T WANT TO GO DOWN THAT ROAD UNTIL WE'RE READY TO GO THERE. BOARD MEMBERS, UNLESS YOU WANT TO DO SOMETHING DIFFERENT.

>>Lynn Gray: I HAVE A LOT OF QUESTIONS, TOO, BUT I'VE USED ENOUGH TIME. I'LL MOVE ON.

>>Cindy Stuart: IF YOU HAVE QUESTIONS ABOUT THE IMPLEMENTATION, I WOULD RATHER US DO THAT NOW AND HOLD THE CONVERSATION ABOUT THE LEGAL UNTIL THIS AFTERNOON. IF YOU HAVE OTHER QUESTIONS ABOUT THE PRESENTATION, THEN FEEL FREE TO ASK THOSE NOW.

>>Lynn Gray: LET ME ASK ONE SHORT QUESTION DIRECTLY RELATED TO THE EXTENDED READING TIME. EXTENDED READING TIME, THE GOOD PART IT CHANGES FROM DISTRICT TO ACTUAL SITE-BASED OR MORE SO. I THINK THAT IS A GOOD THING BECAUSE EVERY SCHOOL IS DIFFERENT, THEREFORE GIVING EACH SCHOOL PRINCIPAL A LITTLE MORE AUTONOMY IN CHOOSING WHAT PARTICULAR RESOURCES THEY NEED TO HELP THEIR CHILDREN AT RISK OR CERTAINLY AT READING LEVELS THAT NEED TO BE REMEDIED. THAT'S A GOOD THING. THE QUESTION THAT I HAVE ON THAT PARTICULAR TOPIC IS WE KNOW THAT THE PAYMENT FOR TEACHERS HAS BEEN EXPLAINED FOR THE EXTRA TIME, AND I'M HEARING ALSO THAT WE HAVE PAYMENT FOR THE TRANSPORTATION, HAS BEEN EXPLAINED. THE PART THAT I DON'T FULLY UNDERSTAND IS THE PAYMENT FOR THE FOOD. THERE WAS A GRANT YOU MENTIONED. MANY GRANTS SUNSET. HOW MUCH LONGER WILL WE BE ABLE TO FEED THESE CHILDREN ON THAT EARLY TIME, IS WHAT MY QUESTION IS? THAT'S JUST SPECIFIC TO THAT ONE PART OF THE EIGHT PARTS.

>>Jeffrey Eakins: I THINK PART OF THAT IS THROUGH REIMBURSABLE PAYMENTS THROUGH STUDENT NUTRITION. THOSE ARE BUILT INTO PART OF THEIR BUDGET. I CAN CERTAINLY HAVE MS. HARRISON KIND OF LET THE BOARD KNOW KIND OF HOW THAT ALL PLAYS OUT AS FAR AS THE OVERALL FUNDING. BUT WE DO GET GRANTS, AND THAT HELPS US IN THESE PARTICULAR TIMES TO OFFSET DISTRICT COSTS FOR SURE. BUT SINCE WE'VE BEEN ALREADY KIND OF PROVIDING THIS PARTICULAR HOUR FOR THE LAST FEW YEARS, WE BUILT IT INTO OTHER PARTS OF THE BUDGET IN CASE THAT GRANT WERE TO GO AWAY. THAT'S PROBABLY SOMETHING THAT I LET HER PROBABLY EXPLAIN A LITTLE MORE IN DETAIL TO THE BOARD.

>>Cindy Stuart: THANK YOU, MS. GRAY. I WANT TO GO BACK TO THE EXTENDED READING TIME AND SOME COMMENTS THAT WERE MADE ABOUT PURCHASING OF MATERIALS. HAS THIS BEEN DONE ALREADY? MATERIALS AT THE SCHOOL SITES?

>> NO. WE HAVEN'T PURCHASED ANY MATERIALS AT THIS POINT. WE'RE WAITING FOR THE ASSESSMENT PIECE TO GO INTO PLACE SO WE PARTNERED WITH THAT, BECAUSE POTENTIALLY WILL BE AN INSTRUCTIONAL PIECE INVOLVED WITH THAT. WHAT WE HAVE DONE IS OUR SUPERVISORS AND OUR SUPPORT STAFF HAVE, AS I SAID, MET WITH EACH OF THE SCHOOL SITES. THEY HAVE DONE A THOROUGH ANALYSIS OF THE MATERIALS THAT ARE ON-SITE, IN THEIR BOOM ROOMS, IN THEIR CLASSROOMS, TO DETERMINE WHAT THE NEEDS ARE. AND NOW WE'RE READY TO MOVE FORWARD.

>>Cindy Stuart: BUT IT'S ALMOST OCTOBER. WHEN DO WE ANTICIPATE THAT WE WILL BE PURCHASING MATERIALS AND HAVING THEM ON-SITE?

>> SO THE MAJORITY OF THE SITES ELECTED THE COMPUTER ASSISTED INSTRUCTION PIECE, SO I UNDERSTAND THAT --

>>Cindy Stuart: WHAT IS IT THAT THEY ARE USING? ARE THEY USING DIFFERENT OR IS EVERYONE USING THE SAME?

>> NO, OUR INTENTION IS, AND I THINK NICOLE SPOKE TO THAT A BIT, OR CAN SPEAK TO THAT. BUT THE ASSESSMENT PIECE WE'RE LOOKING AT IS THAT CROSS DISTRICT COMMON ASSESSMENT, ALONG WITH THAT IN THE PROPOSAL ARE SOME INSTRUCTIONAL MATERIALS, SOME VERY RIGOROUS INSTRUCTIONAL MATERIALS THAT WE HAVE USED BEFORE. SO WE'RE WAITING FOR THAT APPROVAL TO MOVE FORWARD WITH THAT. WE HAVE MATERIALS ON-SITE. AGAIN, THAT EVALUATION OF WHAT'S ON-SITE HAS REALLY SUPPORTED THE DIFFERENTIATED GUIDED READING PIECE THROUGH OUR JOURNEYS ADOPTION, THROUGH OUR SUPPLEMENTAL MATERIALS THAT WE ALREADY HAVE ON-SITE. SO MATERIAL-WISE IN FAIRLY GOOD SHAPE, JUST WAITING ON THAT COMPUTER-ASSISTED PIECE.

>> WHICH, AT THIS TIME, WITH WHAT'S COMING TO THE BOARD MEETING IS LOOKING AT AND WE HAVE ONE-ON-ONES I THINK WITH ALL OF TO YOU EXPLAIN MORE IN DETAIL WHAT THIS LOOKS LIKE, PROGRESS MONITORING THROUGH K-5, READING AND MATH. THAT'S THE CURRICULUM ASSOCIATES PIECE THAT'S ALIGNED TO OUR FLORIDA STANDARDS. IT'S THE SAME COMPANY AND PIECE THAT ALSO DOES THE COMPUTER ASSISTED PART FOR EXTENDED READING TIME WHICH FROM LAST YEAR, THEY USE PORTIONS OF THAT AND WE HAVE THAT EVALUATION PIECE THAT WE'LL GIVE YOU MORE DETAIL ON, BUT THEY HAVE BEEN ALLOWING US TO USE THAT PIECE, SO THERE HASN'T BEEN A BREAK IN THAT COMPUTER ASSISTED PIECE BECAUSE THEY KNOW WE'VE BEEN WORKING WITH THEM ON NEGOTIATING CONTRACTS AND EVERYTHING. I THINK THAT'S THE POINT YOU'RE GETTING TO, IS THERE A BREAK IN WHAT WE'RE DOING?

>> RIGHT.

>> AND THIRD QUESTION DOWN IS, 38 SCHOOLS LAST YEAR ERT, 37 THIS YEAR. WE HAD 13 COME OFF, 11 NEW ONES COME ON. HOW DO WE GET DOWN TO 0? WHAT'S THE PLAN TO GET TO 0 OR WILL WE EVER GET TO 0? I SEE THIS FLUCTUATION. I'M CURIOUS AS TO HOW -- HOW DID THE 11 SCHOOLS -- 13 COME OFF AND 11 MORE COME ON? THAT'S MY CONCERN.

>> AND WE SAY THE SAME THING. WE WANT ZERO AS WELL. YOU HAVE TO REMEMBER, TOO, AS WE KNOW THERE'S ALWAYS GOING TO BE A LOW 300 IN THE STATE. THERE'S ALWAYS GOING TO BE, NO MATTER WHAT THEY SCORE, IT IS THE LOWEST 300 IN THE STATE. IN ESSENCE, YOU HAVE TO, QUOTE, UNQUOTE, LACK OF A BETTER TERM IS BEAT OUT THE OTHER DISTRICTS IN OUR READING SCORES BECAUSE THEY ARE ALWAYS RANKED. IT'S HOW DO WE DO THAT. OUR APPROACH WAS, AND THAT'S WHAT LYNN TALKED ABOUT, GETTING TO THE ROOT CAUSE ANALYSIS, WHICH WHEN WE MENTION THE SCHOOLS THAT CAME OFF. WHAT WE DID THIS YEAR IS, THAT'S WHAT WE DID, RESEARCHED IT. WHAT WAS IT? WHAT WERE THOSE COMPONENTS? IT'S NOT A PROGRAM THAT'S GOING TO DO IT. IT'S THE CONDITIONS AND THE UNIQUENESS AT THE SCHOOL OF, FOR EXAMPLE, HOW MANY FIRST-YEAR TEACHERS DO WE HAVE AT THE SCHOOL?

>>Cindy Stuart: IS THAT IS EXACTLY WHAT I AM GETTING TO.

>> WE WERE THERE IN THE SUMMER --

>>Cindy Stuart: -- THE NUMBER OF TEACHERS THAT HAVE ERT STUDENTS AND NEW TO THEIR CRAFT, LEARNING CLASSROOM MANAGEMENT AND WHAT ARE WE DOING ABOUT THAT?

>> AND THAT'S WHAT LYNN WAS TALKING ABOUT IS EACH SCHOOL HAS THE INDIVIDUAL PLAN, SPECIFICALLY FOR EXTENDED READING TIME FOR THIS VERY REASON. WE APPROACHED IT AS PROBLEM SOLVING AND LOOKING AT, OKAY, WHAT'S WORKING REALLY WELL AT THE SCHOOL? WHERE ARE THEY LOOKING AT PROGRESS MONITORING DATA AND PIECES AND FROM THERE BUILDING ON THAT? OUR TEACHERS, ARE WE BUILDING CAPACITY WITHIN THE SCHOOL OF THOSE THAT ARE DOING AN AMAZING JOB WITH GUIDED READING AND REALLY PUSHING THEIR STUDENTS FORWARD WITH GRADE-LEVEL TEXT AND ABOVE GRADE-LEVEL TEXT TO GET TO PROFICIENCY? IT'S LOOKING AT ALL THOSE DIFFERENT PIECES AND THAT'S WHY THERE ARE SCHOOL INDIVIDUAL PLANS WITH THAT PARTICULAR PIECE. AND THEN WHAT ARE THE RESOURCES THAT ARE NEEDED? BUT THE BREAK IN SERVICE PIECE FOR THE SCHOOLS THAT CHOSE THAT COMPUTER ASSISTED IS CONTINUING, AND THEY'VE BEEN REALLY GOOD WITH US ON MAKING SURE THAT'S HAPPENING. THEY ASSESSED THE CLASSROOM LIBRARIES AND THOSE PIECES WITHIN THERE BECAUSE SHE HAS BROKEN IT UP WITH SPECIFIC SUPERVISORS THAT ARE MANAGING THAT.

>>Cindy Stuart: I JUST WANTED TO HIGHLIGHT THE FACT THAT, ONE, WE'RE DOING SOMETHING DIFFERENT, AND, TWO, WE DID LOOK AT THE SCHOOLS WHO CAME OFF AND WHAT THEY DID TO COME OFF AND WERE IMPLEMENTING THAT FOR THE OTHER 30-PLUS SCHOOLS THAT NEED TO COME OFF THE LIST.

>> IF I COULD ADD ONE MORE PIECE TO THAT, TOO, IT'S LOOKING AT THE TRUE INTENTION OF THE LAW. SO LOOKING AT THAT, WHAT ARE WE DOING IN THAT EXTENDED READING TIME. WE DO LIKE MORE TIME FOR SCHOOLS TO BE ABLE TO DO THIS. IT'S A LOGISTICS PIECE. THE OTHER PIECE THAT WE ADDED THIS YEAR, TOO, IS AN EVALUATION COMPONENT. THROUGH VAN'S DIVISION WITH STRATEGY MANAGEMENT. WE HAVE JULIE LOOKING AT THE ENTIRE PIECE, NOT JUST WHAT WE'RE USING, BUT EVALUATING THE ENTIRE EXTENDED READING TIME COMPONENT TO REALLY SEE WHAT WE'RE DOING WELL AND WHAT NEEDS TO BE FIXED.

>>Cindy Stuart: MOVING TO TITLE I, MS. BROWN, I AM CURIOUS, ON THIS SPREADSHEET YOU GAVE US, CAN YOU ADD ANOTHER COLUMN FOR ME AND DISTRIBUTE IT TO THE BOARD? I WOULD LIKE TO SEE THE DEFICIT OR GAIN.

>> YES, MA'AM. I WILL DO THAT.

>>Cindy Stuart: -- COLUMN, SO THAT WE CAN DIFFERENTIATE WHICH SCHOOLS ARE GAINING DOLLARS AND WHICH SCHOOLS ARE ACTUALLY LOSING DOLLARS. IT'S KIND OF HARD TO READ WITH ALL THE COLUMNS, BUT IF YOU COULD ADD THAT AND JUST SHOW THE PLUS OR MINUS COLUMN, I THINK THAT WOULD BE HELPFUL FOR US. RECESS, JUST A COMMENT. NOT EVERYBODY WAS IN FAVOR OF RECESS. THE MOMS WHO ORIGINALLY STARTED THE RECESS BILL AND PUSHED THE RECESS BILL WERE NOT IN FAVOR IN THE END BECAUSE IT DID NOT INCLUDE ALL CHILDREN. THE LAW SPECIFICALLY EXCLUDES CHARTER STUDENTS FROM THAT LAW. JUST A POINT OF CLARIFICATION. AND THEN I HAVE A QUESTION ON THAT. HOW ARE WE PLANNING TO TRACK THE FINANCIAL IMPACT OF THIS? I KNOW RIGHT NOW WE DON'T HAVE THAT, BUT I THINK AT THE END OF THE DAY, WHEN I MEET WITH LEGISLATURES, AND I NEED TO SAY, LOOK, YOU IMPLEMENTED ANOTHER UNFUNDED MANDATE ON MY DISTRICT OF 20 MINUTES RECESS, WHERE WE ALREADY HAD THAT IN PLACE, HOW ARE WE TRACKING THE DOLLARS? HOW ARE WE GOING TO BE ABLE TO TRACK THE DOLLARS THAT THAT -- YOU KNOW, THE STRAIN IT PUTS ON THE CLASSROOM, I KNOW IT'S GREAT FOR KIDS, I'M ALL FOR IT. BUT WE HAVE TO BE ABLE TO PUT A DOLLAR FIGURE TO WHAT THAT MEANS IN OUR BUDGET. IT'S A RHETORICAL. YOU DON'T HAVE TO ANSWER ME RIGHT NOW. I'M PUTTING THE THOUGHT OUT THAT THERE THAT WE NEED TO TRACK THE LOSS OF INSTRUCTIONAL TIME IMPACTED BY THE 20 MINUTES OF RECESS WHICH IS ALL GOOD TO THE KIDS BUT WE NEED TO KNOW THAT COST.

>>Jeffrey Eakins: THE ONLY OTHER COST I CAN THINK OF, OTHER LIKE THE LOSS OF INSTRUCTIONAL TIME, WOULD BE THE ADDITIONAL WEAR AND TEAR THAT RECESS DOES PLAY ON YOUR FACILITIES. SO THAT WILL PROBABLY BE SOMETHING WE COULDN'T PUT A DOLLAR FIGURE TO NOW BUT SOMETHING AFTER A YEAR OF IMPLEMENTATION.

>>Cindy Stuart: WEAR AND TEAR, COST OF SUPPLIES. I MEAN, I KNOW AT MY BACK TO THE -- BACK-TO-SCHOOL BREAKFAST, I GAVE AWAY THREE OR FOUR RECESS PACKS AND FILLED WITH $50 OF BALLS AND HULA HOOPS AND JUMP ROPE AND STUFF KIDS CAN DO OUTSIDE. I KNOW IT'S NOT STRUCTURED, BUT YOU HAVE TO GIVE THEM TIME TO DO SOMETHING AND SOMETHING TO DO. THERE'S AN IMPACT THERE, ON THE SCHOOLS OR PERSONALLY ON THE TEACHERS. THE ASSESSMENT PIECE, I DON'T EVEN KNOW WHAT TO SAY. I'M CONCERNED ABOUT THE NUMBER -- I KNOW THAT THE STATE HAS SAID THEY REMOVED THE ALGEBRA 2 REQUIREMENT, BUT KIDS ARE STILL TAKING THE ALGEBRA 2 EOC BECAUSE THEY HAVE TO PASS IT IN ORDER TO GET THE CREDIT IF THEY WANT THE CREDIT, CORRECT?

>> NO. SO WHEN THEY REMOVE THE EOC ASSESSMENT, THEY LITERALLY SHUT IT DOWN.

>>Cindy Stuart: WE'RE NOT GIVING THAT ASSESSMENT AT ALL.

>> WHAT WE DID TO REMAIN EQUITABLE ACROSS THE STUDENTS, AS A PARENT OF A STUDENT IN HIGH SCHOOL TAKING THAT ASSESSMENT AND SHE SAT FOR IT, WHEN SHE DID, MY WORRY WAS FOR STUDENTS WHO TOOK IT IN THE SAME GROUP, THERE HAS TO BE SOMETHING USED AS THE SAME WAY. SO MIKE SMITH, THE SUPERVISOR OF MATHEMATICS, HE CREATED AN ALGEBRA 2 ASSESSMENT, WHICH IS GIVEN ONLINE TO STUDENTS, AND IT IS RIGOROUS. HE SAT ON THE STANDARD-SETTING PANEL FOR ALGEBRA 2, SO HE UNDERSTANDS WHAT NEEDS TO GO GO INTO THAT ASSESSMENT. OUR STUDENTS TAKE AN ONLINE ALGEBRA 2 EOC DURING THE SAME RETAKE WINDOW AS OTHER STUDENTS WHO MISSED THE ALGEBRA 1 EOC AND BIOLOGY EOC. AND THEN THAT ASSESSMENT IS SCALED LOCALLY, AND THEN IT IS USED AS 30% OF THE GRADE FOR THOSE STUDENTS. IT'S NOT THE STATE ASSESSMENT. IT'S LOCAL, BUT WE WANTED TO LEVEL THE PLAYING FIELD FOR ALL ALGEBRA 2 STUDENTS WHO WERE IN THAT REQUIREMENT. SO IF YOU TAKE ALGEBRA TWO NOW, YOU'RE NOT GOING TO TAKE THAT ASSESSMENT. YOU'LL TAKE THE NEW ASSESSMENT EXAM IN ALGEBRA 2.

>>Cindy Stuart: OKAY. I HAVE A COUPLE OF OTHER QUESTIONS. YOU'RE GOING TO HAVE TO WORK ON THIS. DO WE HAVE AN ESTIMATED NUMBER OF NONGRADE STUDENTS THAT WE WILL HAVE FOR THIS YEAR BASED ON THE WINDOW AND THE TIME FRAME? AND DO WE HAVE AN ESTIMATED NUMBER OF SCHOOLS BASED ON -- I DON'T KNOW HOW YOU DO THIS? HOW DO YOU CALL THE SUPERINTENDENT AND SAY MY DELIVERY DAY IS DAY ONE SO I CAN GET MY ASSESSMENTS IN BECAUSE I DON'T WANT AN "I" BECAUSE I'M AT THE END OF A DELIVERY OF A VERY LARGE DISTRICT. DO WE HAVE AN ESTIMATE OF THE NUMBER OF STUDENTS WHO WOULD HAVE NO GRADE OR SCHOOLS THAT WOULD HAVE INCOMPLETE GRADES, NUMBER ONE? NUMBER TWO, HOW IS THIS GOING TO IMPACT OUR STUDENTS WHO ARE SENIORS WHO ARE TRYING TO TAKE THESE EXAMS AND APPLY FOR AND SEND THEIR TRANSCRIPTS OFF TO COLLEGES? I'M JUST THINKING OF COLLEGES ARE GOING, WAIT A MINUTE, DID YOU PASS? ESPECIALLY IF YOU'RE STARTING A SUMMER PROGRAM. I DON'T EVEN KNOW IF YOU PASS THOSE TO GET INTO SUMMER PROGRAMS. THERE ARE SERIOUS DOMINO EFFECTS BY THIS TESTING PERIOD CHANGE THAT I'M NOT SURE HAVE BEEN COMMUNICATED. MAYBE THEY HAVE BEEN COMMUNICATED, JUST NOT COMMUNICATED TO THE PEOPLE WHO ARE MAKING THE DECISIONS.

>> SO, FIRST, THE NUMBER OF STUDENTS WHO WOULD GET AN NG, OBVIOUSLY, THAT IS THE HIGH SCHOOL. ELEMENTARY WOULDN'T FEEL THAT IMPACT BECAUSE THEY DON'T HAVE AN EOC ADMINISTRATION. WE'RE TALKING CIVICS FOR MIDDLE AND ALL THE OTHER EOC ASSESSMENTS. AND THOSE, THANKFULLY, MOST SENIORS ARE NOT TAKING EOCs. THEY WOULD BE -- THE ONES THAT THEY COULD POTENTIALLY HAVE A LARGER POPULATION WOULD BE THE U.S. HISTORY EOC WHICH WE'RE ALREADY PULLING THAT DATA SET. THE PROBLEM, REGARDLESS OF WHEN YOU ADMINISTER THE ASSESSMENT, WE ARE NOT GETTING THE RESULTS BACK UNTIL THE ENTIRE STATE FINISHES THE TEST.

>>Cindy Stuart: SO THE ISSUE IS PLACEMENT FOR THE FOLLOWING YEAR.

>> RIGHT. AND IT'S GOING TO BE -- THERE ARE GOING TO BE LOTS OF STUDENTS WHO GET THEIR REPORT CARDS. UNFORTUNATELY WE DEAL WITH NOW, BUT A VERY SMALL POPULATION OF STUDENTS WHO TESTED LATER THAN THE WINDOW, SO THEY GOT A LATE RETURNED RESULT AND THEY HAVE AN NG ON THEIR REPORT CARD. AND PARENTS CALL AND WE COMMUNICATE WHAT THAT MEANS MOVING FORWARD. THE BIGGEST ISSUE FOR OUR STUDENTS IS THAT WHEN WE GET THOSE RESULTS BACK, IT'S NOT GOING TO BE IN TIME FOR THE BULK OF THE NGs TO NOT BE ON THE REPORT CARD UNLESS WE MAKE REPORT CARDS COME OUT WAY LATER. THIS SCHOOL YEAR, THANKFULLY BECAUSE THE RELEASE OF 7069 HAPPENED SO LATE, THE SCHEDULES WERE ALREADY IN PLACE FOR THIS SCHOOL YEAR FOR TESTING, SO THE STATE, THEIR HANDS WERE TIED. THEY COULDN'T MOVE MUCH BECAUSE THEY HAVE CONTRACTS WITH THEIR VENDORS THAT COULDN'T BE SHIFTED. SO ONCE EVERYTHING KIND OF SETTLED AND THE STATE SHIFTED THEIR TIMELINES WHERE THE TESTING DATES END, WE WILL LIKELY GET RESULTS BACK, SIMILARLY AS WE HAVE IN THE PAST. SO I'M ANTICIPATING GETTING RESULTS BACK BY JUNE 8th, LIKE WE'VE GOTTEN THEM BACK THIS YEAR. BUT THE FOLLOWING SCHOOL YEAR, WHEN EVERYTHING SHIFTS LATER AND WE'RE TESTING ONLY IN MAY FOR THE BULK OF OUR ASSESSMENTS, WE ARE NOT GOING TO GET RESULTS BACK UNTIL JUNE 30th. THAT WILL ABSOLUTELY IMPACT PLACEMENT IN THE FOLLOWING SCHOOL YEAR. IT'S GOING TO IMPACT STUDENTS WHO ARE SENIORS TAKING EOCs, AND SO WE'RE HOPEFUL THAT THE STATE IS GOING TO HEAR, BECAUSE WE STILL COMPLAIN. THE OTHER TESTING DISTRICTS AND THE DIRECTORS IN THE OTHER DISTRICTS, WE HAVE ALL BANDED TOGETHER TO GO AFTER THE K-12 ASSESSMENT DEPARTMENT ABOUT THIS. AND WE ARE HOPEFUL THAT SOMEBODY IS GOING TO SEE THE LIGHT AND SAY, WAIT A MINUTE, WE HAVE TO GIVE A LITTLE BIT MORE FLEXIBILITY TO DISTRICTS WHO END IN MAY BECAUSE THERE'S ANOTHER ISSUE. IF WE END EARLIER THAN MOST DISTRICTS AND WE CAN'T START BEFORE MAY 1st, OUR HANDS ARE TIED. WE'RE LOSING DAYS REGARDLESS.

>>Cindy Stuart: DO YOU HAVE A SENSE OF HOW MANY SCHOOL DISTRICTS TOOK ADVANTAGE OF THE STARTING EARLY AND ENDING BEFORE MAY? I THINK MOST OF THEM DID. THERE ARE JUST A HANDFUL THAT HAVEN'T DONE THAT. I KNOW YOU AND I DISCUSSED THAT WHEN WE DISCUSSED THE CALENDAR LAST YEAR AND GRADUATIONS AND HOW WE MOVE THOSE INTO PLACE, BUT I THINK A MAJORITY OF THE DISTRICTS TOOK ADVANTAGE OF HAVING DISTRICT EXAMS BEFORE THE WINTER BREAK AND ENDING ON MEMORIAL DAY OR BEFORE THE MEMORIAL DAY HOLIDAY FOR THAT PURPOSE. ANYWAY, AGAIN, RHETORICAL QUESTIONS. THE MILLAGE PIECE, I AGREE WITH YOU MS. DUFFY SUAREZ, THAT THE HURRICANE THAT JUST CAME THROUGH, THIS PORTION OF THE STATE AND THE FACT THAT WE OPENED 42 SITES, ACTUALLY 61 SITES TOTAL AND TALKING ABOUT A DEFICIT IN MAINTENANCE DOLLARS FOR AIR CONDITIONING AND ROOFS. WHAT HAPPENS IF YOU HAVE A LOAD OF PEOPLE FROM THE COUNTY IN A SITE AND THE ROOF COMES OFF BECAUSE WE HAVEN'T HAD THE MAINTENANCE DOLLARS TO REPAIR THE ROOF? WHO DO WE BLAME THAT ON? WHERE DOES THE LIABILITY FALL ON THAT ONE? I'M CONCERNED ABOUT THAT, VERY CONCERNED ABOUT THAT. THAT IS A REAL-LIFE SITUATION HERE IN HILLSBOROUGH COUNTY. WE WERE VERY FORTUNATE THAT WE DIDN'T HAVE ANY ROOFS FAIL, BUT I THINK THAT THAT'S SOMETHING AS WE CONTINUE TO TALK TO THE COUNTY ABOUT MOVING FORWARD ON THE EOC MANAGEMENT AND PLANS FOR THE NEXT HURRICANE THAT MAY APPROACH THIS AREA, WE TALK ABOUT THE LIFE CYCLE OF THE ROOF THAT'S ON THE BUILDING THAT'S DEEMED A HURRICANE SHELTER, BECAUSE I THINK THAT IF THAT STORM WOULD HAVE BEEN VERY DIFFERENT AND TURNED DIFFERENTLY, WE MIGHT HAVE BEEN IN A VERY DIFFERENT SITUATION. AND I THINK THIS IS A STORY THAT HAS TO BE TOLD AT THE STATE LEVEL. WE'VE GOT TO HAVE A CONVERSATION THAT YOU'RE TAKING THESE DOLLARS FROM US. WE'RE NOT ABLE TO KEEP UP WITH THE MAINTENANCE ON OUR FACILITIES, AND YET YOU'RE MAKING THEM EMERGENCY FACILITIES FOR THE ENTIRE COUNTY, NOT JUST OUR STUDENTS, YOUR MOST VULNERABLE CHILDREN IN THE COUNTY BUT FOR ALL THE PEOPLE OF THE COUNTY. AND STATE, I AGREE, AND STATE. WE HAD PEOPLE FROM OUTSIDE OF THIS COUNTY. I GOT A LOT OF INFORMATION ON THE SCHOOLS OF HOPE STUFF, AND I'M CONCERNED ABOUT THE PLANNING YEAR. ON THE CHARTER SIDE -- AND I JUST WANT TO REITERATE -- THE TIME FRAME, THERE IS NO TIME FRAME FOR WHEN A CHARTER SCHOOL OF HOPE OPERATOR COULD COME IN. THERE'S NO, LIKE, COULD THEY SHOW UP HERE IN DECEMBER AND DECIDE THEY ARE GOING TO OPEN A SCHOOL?

>> THAT'S NOT IN THE STATUTE, BUT I'M ASSUMING THAT WILL BE ADDRESSED IN THE RULE MAKING.

>>Cindy Stuart: WHEN DO WE ANTICIPATE THE RULE MAKING? DO YOU HAVE ANY IDEA?

>> THE E-MAIL FROM THE DEPARTMENT OF EDUCATION YESTERDAY SAID THAT THEY WERE GOING TO BEGIN SHORTLY.

>>Cindy Stuart: OKAY. AND DO YOU KNOW IF ANY OF THE OPERATORS THAT ARE NAMED IN THE STATUTE, HAVE ANY OF THEM ARRIVED IN FLORIDA TO OPEN UP A SCHOOL YET?

>> THERE'S NO OPERATORS NAMED IN THE STATUTE. THE ONLY ONE THAT I HEAR THAT WE'VE HEARD A LOT ABOUT OVER THE YEARS IS KIN. -- KIP. KIP HAS TWO SCHOOLS IN JACKSONVILLE AT THIS TIME.

>>Cindy Stuart: THEY WERE PRIOR TO THE LEGISLATION, CORRECT?

>> YES.

>>Cindy Stuart: BUT NOTHING NEW SINCE THE LEGISLATION.

>> NOTHING NEW.

>>Cindy Stuart: AND WE HEARD OF ANYTHING IN ANY AREA?

>> NOT AT THIS TIME. I'VE BEEN IN TOUCH WITH ALL THE LARGER DISTRICTS AND THE DISTRICTS WHERE I FEEL THEY WOULD --

>>Cindy Stuart: THAT'S WHY I'M ASKING THE QUESTION. THE 25 SCHOOLS THAT WILL GET THE GRANT MONEY, I MEAN, AGAIN, IT PUTS DISTRICTS IN COMPETITION WITH EACH OTHER FOR WHO HAS THE GREATEST NEED. I DON'T KNOW HOW THAT DECISION MAKING PROCESS IS GOING TO BE MADE AT THE STATE LEVEL, WHO IS THE BETTER WRITER OF SCHOOL TURNAROUND PLANS? WHO SHOWS THE GREATEST NEED? I'M NOT SURE HOW THEY MAKE THOSE DECISIONS. DO WE KNOW WHEN WE'RE GOING TO HEAR ON THOSE? AGAIN, I DON'T KNOW HOW I KNOW -- HOW YOU KNOW IF YOU DON'T HAVE MONEY AND THEN HOW DO YOU SHIFT TO A TURNAROUND PLAN THAT REQUIRES THE MONEY. THESE ARE ALL POINTS, AGAIN, THAT I THINK HAVE TO BE MADE IN FRONT OF OUR DELEGATION AS THEY START TO MOVE INTO COMMITTEE. LIKE, YOU PUT THIS OUT THERE. THERE'S 25 SCHOOLS GOING TO GET THESE DOLLARS BUT NO ONE KNOWS WHEN. NO ONE KNOWS HOW. ARE WE GOING TO GET ALL THE MONEY AT ONE TIME? IS IT GOING TO BE PIECEMEALED OUT OVER THE YEAR? AND HOW DO YOU EXPECT TO US MAKE SHIFTS? IT'S OCTOBER. HOW DO YOU EXPECT US TO MAKE SHIFTS ACADEMICALLY FOR THESE STUDENTS? AND WHAT'S THE TIME FRAME BY WHICH YOU EXPECT US TO MAKE SHIFTS FOR THESE STUDENTS? WE ALL KNOW THAT THROWING MONEY AT SCHOOLS IS NOT ALWAYS THE ANSWER EITHER. I'LL LEAVE MY COMMENTS AT THAT. MS. HARRIS.

>>Sally Harris: I HAVE TO SAY, THIS IS PROBABLY -- THIS HAS PROBABLY BEEN ONE OF THE TOUGHEST WORKSHOPS I'VE SAT THROUGH. ON THE ASSESSMENT PART, I WANT TO BRING OUT, AND I THINK SOMEBODY ALLUDED TO IT IN THEIR DISCUSSION, IS, YOU KNOW, IN EVERY SCHOOL YEAR, AS WE APPROACH GRADUATION AND LIKE MS. STUART SAID, THE COLLEGE REQUIREMENTS AND GETTING READY FOR THE STUDENTS, THERE'S A LOT OF ANTICIPATED ENERGY THAT SOMETIMES CREATES STRESS ON OUR TEACHERS. AND SITTING HERE KNOWING THAT I COME FROM A HOME OF EDUCATORS WORKING AROUND THE DISTRICT, I CAN IMAGINE THE STRESS IN OUR HOME DURING THE MONTH OF MAY. DELIVERING THOSE TESTS, I ABSOLUTELY AGREE. CAN I SLIP YOU SOMETHING TO MAKE SURE THERE ARE CERTAIN SCHOOLS THAT GET THAT FIRST? THAT'S GOING TO CREATE A TREMENDOUS STRESS EVEN WITHIN THE SCHOOL DISTRICT. SITTING HERE, I'M JUST THINKING OUTSIDE THE BOX. THE THING THAT KEEPS COMING ACROSS FROM OUR CONSTITUENTS IS, YOU ARE GIVEN CHALLENGES EACH AND EVERY YEAR, AND YOU RAISE OR RISE TO THE OCCASION, YOU RISE UP. AND, YES, WE RISE UP TO THE OCCASION, AND WE DO WHAT'S RIGHT FOR CHILDREN, BUT AT THAT POINT, WE'RE NOW STARTING TO REALLY CREATE AN ATMOSPHERE OF URGENCY EVERY SINGLE DAY IN DELIVERING THOSE TESTS. MAYBE WE SHUT DOWN THE SCHOOL AND EVERY ONE OF US BECOME DRIVERS THAT DAY. ADMINISTRATORS ALL BECOME DRIVERS AND WE ALL DELIVER THE TESTS. I KNOW SOME OF US ARE BEAUTING TO TRY TO HELP WITH THE FINANCIAL IMPACT. MAYBE THAT'S HOW WE OVERCOME THIS NEED. BUT THAT IS REALLY GETTING ABSOLUTELY OUT OF HAND, THAT WE HAVE TO THINK LIKE THIS OUTSIDE THE BOX. AND I THINK THAT WE NEED TO REACH OUT TO, AGAIN, OUR LEGISLATORS, OUR COMMUNITY TO SAY WE NEED SUPPORT. EDUCATION IS THE MOST IMPORTANT THING IN OUR STUDENTS' LIVES. AND EVERYTHING RELIES ON THEIR EDUCATION, ON OUR FUTURE, THE WHOLE FUTURE OF OUR COMMUNITY. AND WHEN YOU HAVE THIS MUCH STRESS AROUND THE TESTING TIME AND EVERYTHING, MOVING INTO THE FACILITIES USE. I WAS M AMAZED WHEN I FOUND OUT  THE LAST BOARD MEETING THAT IT TO GET REIMBURSED FOR THE USE OF THE 61 SITES. IF THAT WAS MY BUSINESS, I DON'T HAVE THE ABILITY TO SUSTAIN MY BUSINESS FOR SIX YEARS OR FIVE YEARS OR EVEN THREE YEARS. I LIVE YEAR TO YEAR WITH MY BUSINESS AND MY BUDGET, AND ANYTHING AS LARGE AS A HURRICANE AND THE COST THAT GOES AROUND OPENING THOSE SCHOOLS, THAT'S TREMENDOUS. I WOULD APPLAUD US THAT WE CAN HANDLE THAT, BUT I THINK EVEN THAT ALONE IS PUTTING THE STRAIN ON US. IF WE COULD GET REIMBURSED AT THE RATE FASTER, MAYBE WE COULD FIX A FEW MORE ROOFS. MAYBE WE COULD PUT A FEW MORE AIR-CONDITIONERS IN. I DON'T KNOW WHO TO REACH OUT TO AT THIS POINT, BUT I WILL BE CHECKING THAT OUT AND GOING IN THAT DIRECTION. WITH THE TITLE I FUNDS, I HAVE TO SAY THAT I'M CONCERNED ABOUT EQUALITY VERSUS EQUITY. THAT IS A HUGE CONCERN OF MINE. SINCE I'VE BEEN ON THE BOARD, WE HAVE MADE A STATEMENT THAT ALL CHILDREN DO NOT LEARN THE SAME. WE HAVE BEEN VERY CLEAR WITH THAT. WE'VE BEEN VERY CLEAR IN GETTING THAT MESSAGE TO OUR SCHOOLS, OUR ADMINISTRATORS, ALL THE WAY INTO THE CLASSROOM. YOU HAVE TO HAVE DIFFERENT TEACHING TECHNIQUES FOR DIFFERENT CHILDREN'S NEEDS, AND YET HERE WE ARE BEING HELD ACCOUNTABLE EXACTLY THE SAME ACROSS THE BOARD FOR OUR TITLE I SCHOOLS. IT IS NOT THE SAME. SOME SCHOOLS NEED HELP IN FOOD AND HEALTH. SOME SCHOOLS NEED HELP IN READING AND PARENTING. IT'S NOT THE IN HOW WE CAN BE HELD ACCOUNTABLE FOR THAT. AGAIN, IT AMAZES ME. I SAY TO THE DISTRICT, YOU'RE DOING A FABULOUS JOB. YOU'RE FINDING A WAY TO MAKE IT WORK BUT I STILL SAY IT'S AT THE COST OF OUR CHILDREN. WE ARE HERE TO PREPARE OUR CHILDREN FOR LIFE, BUT WE ARE BEING PUT WITH CHAINS AROUND OUR ANKLES AND OUR ARMS AND ABLE TO GET THIS DONE. THANK YOU FOR AT LEAST PUTTING OUT THE EFFORT TO DO IT.

>>Cindy Stuart: THANK YOU, MS. HARRIS. MS. SHAMBURGER.

>>Tamara Shamburger: THANK YOU SO MUCH, MADAM CHAIR. SO I THINK ALL OF THE BOARD MEMBERS HAVE REALLY COVERED EVERYTHING PRETTY THOROUGHLY, I CERTAINLY ECHO AND MIMIC THOSE CONCERNS, BUT, YOU KNOW, WHEN WE THINK ABOUT 7069, NO MATTER WHICH WAY YOU CUT IT, IT'S BAD FOR PUBLIC EDUCATION. IT EVEN FEELS LIKE THEY ARE TRYING TO CORE PORE ADVERTISE EDUCATION WHICH IS A HORRIBLE THING. AGAIN, I AGREE WITH WHAT EVERYONE HAS SAID. HERE ARE MY THOUGHTS AND I'LL RESERVE FOR THIS AFTERNOON'S SESSION. NO MATTER IF WE DECIDE TO JOIN THIS LAWSUIT AND WE PREVAIL IN THIS LAWSUIT OR ABSENT EVEN 7069 IN GENERAL, I THINK WE REALLY HAVE TO ADDRESS THIS FRACTURED FOUNDATION THAT WE HAVE ALREADY. I WANT TO BE CAREFUL THAT WE DON'T USE 7069 AS A SCAPEGOAT FOR THINGS THAT NEED TO BE FIXED AND CHANGED. FOR ME, THE QUESTION REALLY WOULD BE, WHAT ARE WE GOING TO DO DIFFERENT? WHAT ARE WE GOING TO DO DIFFERENT? ARE WE READY TO MAKE THE HARD DECISIONS? AND SO, AGAIN, I JUST WANT TO MAKE SURE THAT WE REALLY ADDRESS WHAT IS GOING ON AND WHAT WE CAN FOCUS ON AND WHAT WE CAN CHANGE CURRENTLY, ABSENT OF 7069 BEFORE WE REALLY KIND OF TALK ABOUT IMPLEMENTATION. I THINK IT'S VERY EASY TO SAY 7069 IS GOING TO CREATE A LOT OF PROBLEMS. WELL, WE ALREADY HAVE PROBLEMS, AND I THINK WE REALLY NEED TO HAVE SOME DEEP, DEEP DISCUSSION ON HOW ARE WE GOING TO FIX THOSE ISSUES. BUT, AGAIN, I AGREE WITH WHAT EVERYONE HAS SAID AND I LOOK FORWARD TO THIS AFTERNOON'S CONVERSATION.

>>Cindy Stuart: THANK YOU, MS. SHAMBURGER. MS. GRAY.

>>Lynn Gray: MEMBER SHAMBURGER, YOU JUST GAVE ME AN INTERESTING ANALOGY. SO THE ANALOGY IS YOU HAVE AND I'M GOING TO GET INTO RUNNING, A RUNNER, WHICH WE DON'T HAVE -- OH, YES, WE DO. JIM PORTER. HE'S RUNNING -- HE JUST DOES THREE MILES A DAY, AND HE'S FINE. EXCEPT FOR HIS RIGHT HIP, BOTHERING HIM, LITTLE BURSITIS, AND THEN HERE IS SALLY RUNNING AWAY. BUT THEN I GIVE HIM MARATHON TRAINING. THAT'S 26.2 MILES, AND THAT RIGHT HIP WILL THEN SHOW UP TO BE PERHAPS HIS I.T. BAND, GOES DOWN TO THE KNEE. THERE WILL BE GREATER PROBLEMS. WHAT I'M TRYING TO BRING IN AND SAY IS WE HAVE PROBLEMS, MEMBER SHAMBURGER, WE DO. HOWEVER, THE ANALOGY IS, NOW WE HAVE THIS 7069 SLAMMED ON US AND IT REALLY WILL MAKE IT MORE PROFOUND AND WE WILL REALLY SEE OUR PROBLEMS IF I'M CORRECT WITH WHAT YOU'RE SAYING. MY QUESTION, GETTING BACK TO NOT GOING INTO -- HOPEFULLY I WON'T BE PAUSED -- THIS WILL BE DIRECTLY INTO THE PERTINENT TOPICS. TITLE I, MS. BROWN, MY QUESTION IS, YOU BROUGHT IT OUT EXTREMELY WELL. THE PROBLEM WITH EQUITY, IT SEEMS TO ME IS VERY MUCH HIGHLIGHTED IN TITLE I AS IT STANDS NOW, MEANING THAT THE LESS NEEDY SCHOOLS RECEIVE MORE MONEY. NOW, MY QUESTION IS, AND THIS IS GETTING BACK WITH, WELL, THIS IS WHAT WE HAVE. 7069. WE'RE GOING TO LIVE WITH IT AND WE'RE GOING TO ADJUST. WELL, HOW ARE WE GOING TO ADDRESS NOW -- AND YOWMPS TO ANSWER -- YOU DON'T HAVE TO ANSWER. I DON'T WANT TO PUT YOU ON THE SPOT, BUT THERE'S GOING TO BE A TREMENDOUS LACK OF EQUITY IF WHAT I'M HEARING IS CORRECT.

>>Jeffrey Eakins: ONE OF THE THINGS MOST FRUSTRATING ABOUT THE PROCESS IS WE WENT THROUGH AN EXTENSIVE PROCESS WITH A LOT OF STAKEHOLDERS LAST YEAR TO BRING EQUITY AROUND OUR ALLOCATION OF SUPPLEMENTAL RESOURCES TO KIND OF MAKE SURE EVERY SCHOOL HAS WHAT EXACTLY THEY NEED BASED OFF OF THE NEEDS OF THEIR STUDENTS. WE WENT THROUGH THE PROCESS, GOT THE EQUITY PERFECTLY IN PLACE. AND THEN WE WERE HIT WITH 7069 IN THE MIDDLE OF THE SUMMER WHEN WE COULDN'T ADJUST OUR BUDGETS BACK, YOU KNOW, BECAUSE THE OTHER BUDGETS WERE ALREADY TAKEN CARE OF, THE OTHER NEEDS BASED OFF OF THAT PARTICULAR PROCESS. ONE OF THE THINGS THAT I SAY WE WILL BE DOING MOVING FORWARD IS LET'S SAY 7069, WE HAVE TO, OBVIOUSLY, LOOK FOR WAYS TO WORK WITH OUR DELEGATION ON ISSUES THAT WE NEED SHIFTED IN THIS PARTICULAR LAW, OBVIOUSLY. BUT ON THE OTHER SIDE, WE HAVE TO LOOK FORWARD TO THE PLANNING PROCESS FOR THE UPCOMING YEAR TO MAKE SURE WE SYNC UP ALL OUR BUDGETS SO NO SCHOOL THAT HAS A GREATER NEED TO CREATE THAT EQUITY GIVING SCHOOLS AND STUDENTS WHAT THEY NEED, YOU KNOW, IS ABSENT OF THOSE RESOURCES.  SO WE HAVE TO COLLABORATE OUR BUDGETS MUCH STRONGER TOGETHER IN ORDER TO MAKE SURE THAT THAT HAPPENS.

>>Lynn Gray: AND I APPRECIATE THAT REMARK AND THOSE REMARKS BECAUSE INDEED IT WILL TAKE A LOT OF WORK TO PROVIDE AND TO RESTART AGAIN THE ENGINES OF EQUITY. BUT I WANT THAT MESSAGE OUT THERE, IN FACT, IT IS AN UNETHICAL 7069 IN MANY WAYS DUE TO THAT ONE EXAMPLE. THE QUESTION OF EQUITY, LET'S KEEP THAT IN MIND, NOT THAT YOU WOULDN'T. I KNOW IT'S 100% IN YOUR MIND AS IT IS WITH OUR BOARD MEMBERS. MY SECOND QUESTION IS, REGARDING THE SCHOOLS OF HOPE, WE ARE VERY, VERY AMAZED AT THE AMOUNT OF REDUNDANCY THAT WE NOW HAVE WITH CHARTER SCHOOLS. IN FACT, I HAVE A CHARTER SCHOOL ON THE BLOCK THAT I LIVE, NOT ACTUALLY FAR FROM CHAIR-WOMAN CINDY STUART ON EHRLICH AND WEST VILLAGE DRIVE, JUST COMING TO POP UP. NOW THERE ARE EIGHT SCHOOLS WITHIN THREE MILES. I HAVE NINE SCHOOLS. NOW, I WOULD CALL THAT REDUNDANCY, NOT ONLY IN AGE BUT IN GRADES. SO WHEN WE TALK ABOUT THE SCHOOLS OF HOPE BEING SUCH A FLAGRANT VIOLATION, IN MY VIEW OF AN AUTHENTIC TYPE OF SCHOOL OPERATING SYSTEM, HOW ARE WE GOING TO CONTROL THE DUPLICATION -- THAT'S PUTTING IT NICELY -- THE REDUNDANCY OF THE PROJECTION OF SUBJECT AREA OF, YOU KNOW, HOW THEY HAVE CERTAIN LITTLE NICHES? WE'VE GOTTEN SO FAR AWAY FROM HOW WE ORIGINALLY -- CHARTER SCHOOLS. SO FAR AWAY FROM PEPIN AND THE TWO ORIGINAL CHARTER SCHOOLS. IT'S GOTTEN RIDICULOUS. SO NOW THIS IS GOING TO ADD A PLETHORA MORE. YOU MIGHT BE ABLE TO -- YOU MIGHT NOT BE ABLE TO ANSWER. I'M FRUSTRATED. I'M VENTING.

>> IT DOES SAY THEY MUST BE IN THE ATTENDANCE ZONE OF THE PERSISTENTLY LOW PERFORMING SCHOOL OR WITHIN A FIVE-MILE RADIUS. THAT'S HOW IT'S DEFINED IN STATUTE. THEY WOULDN'T POP UP ANYWHERE. THEY WOULD HAVE TO BE IN THOSE AREAS.

>>Lynn Gray: WE STILL MIGHT HAVE, AS WE SEE NOW, WITHIN MY THREE-MILE AREA, SEVEN TO EIGHT SCHOOLS AND NOW PUTTING ANOTHER CHARTER SCHOOL. REDUNDANCY EXISTING RIGHT NOW. THAT'S HAPPENING.

>> WELL, THEY WOULDN'T BE ABLE TO GO INTO YOUR NEIGHBORHOOD UNLESS A PERSISTENTLY LOW PERFORMING SCHOOL WAS THERE. IT WOULD HAVE TO BE WITHIN SPECIFIC NEIGHBOR.

>>Lynn Gray: THIS SCHOOL SAID THEY HAD SCHOOL BOARD -- I'M FIGHTING IT NOW IN FRONT OF THE COUNTY COMMISSIONERS. THESE THINGS ARE HAPPENING AND IT'S DISTURBING THAT AGAIN ANOTHER LAYER. THAT IS A FOR MAYBE ANOTHER DAY, OCTOBER 10th, I HAVE TO COMMIT MY TIME. NEXT, TITLE I, ALREADY TALKED ABOUT THAT. THE LAST ONE IS SCHOOLS OF HOPE. ASSESSMENTS. YEAH, THIS IS FROM AN EDUCATOR'S POINT OF VIEW, YOU CAN'T GO TO YOUR NEXT GRADE UNLESS YOU KNOW WHAT YOU'RE DOING, THE GRADE THAT YOU'RE IN. IN OTHER WORDS, HOW CAN YOU PLAN IF THE ASSESSMENT REPORT IS NOT DONE UNTIL THE SUMMER, HOW CAN A GUIDANCE COUNSELOR, CAREER COUNSELOR, VOCATIONAL COUNSELOR, HOW CAN WE ASTUELT -- ASTUTELY PLAN WITH FIDELITY, WHERE THAT CHILD SHOULD GO THE FOLLOWING YEAR IF WE DON'T KNOW THEIR FULL RANGE OF GRADES? AND I DON'T KNOW IF YOU HAVE THE ANSWER, BUT THAT'S WHAT A COUNSELOR, A BIG PART OF THEIR JOB, AND WE DON'T HAVE THE GRADES UNTIL LATE. SO JUST ASKING.

>> WE'RE GOING TO BE, OBVIOUSLY, LIMITED WITH WHAT WE ARE GOING TO HAVE DURING SUMMERTIME IS WHEN WE TYPICALLY DO OUR PLANNING. HOWEVER, SCHOOLS DO HAVE A LOT OF OPTIONS THAT THEY ARE ABLE TO CHOOSE FROM FOR PROGRESS MONITORING, AND WE WOULD HOPE THAT A SCHOOL DOESN'T JUST HANG THEIR HAT ON THAT ONE FINAL STATE MEASURE. IT SHOULD BE A CULMINATION OF ALL OF THE PROGRESS MONITORING THAT THEY HAVE DONE OVER THE COURSE OF THE SCHOOL YEAR. AND PROGRESS MONITORING IS NOT JUST A TEST. RUNNING RECORDS, IT COULD BE A LOT OF DIFFERENT THINGS. IT'S DEPENDENT UPON THE TEACHER BECAUSE THAT'S THEIR FLEXIBILITY AND THE SCHOOL'S AUTONOMY IN CHOOSING WHAT THEY WANT TO DO FOR CERTAIN THINGS THROUGHOUT THE COURSE OF THE SCHOOL YEAR. WE WILL DO WHATEVER WE CAN WITHIN THE ENTIRE TEACHING AND LEARNING DIVISION TO HELP SCHOOLS FIND WAYS TO WORK THROUGH THOSE PIECES SO THAT THEY ARE PREPARED AND THEY DO HAVE SOMETHING TO USE DURING THE SUMMER FOR PLANNING FOR THE NEXT SCHOOL YEAR. WE DEFINITELY WANT TO FIND OPTIONS THAT ARE K-5 OPTIONS, AND MIDDLE SCHOOL OPTIONS SO THAT IT'S SEAMLESS, SO WE HAVE DATA ELEMENTS AND DIFFERENT TOPICS THAT WE CAN GO ACROSS TIME INSTEAD OF ISOLATED SILOED, BETTER TERM FOR IT, TESTING EVENTS. SO THAT EVERYTHING KIND OF INTEGRATES TOGETHER. SO, YES, IT'S NOT PRETTY AT ALL THE WAY TESTING IS GOING TO COME OUT, IF NOTHING CHANGES WITH TIMELINES, BUT WE'RE GOING TO WORK AROUND THAT, AND WE'RE GOING TO DO WHAT'S RIGHT FOR STUDENTS. AS A PARENT AND ALSO IN THIS ROLE.

>>Lynn Gray: I'M LOOKING RIGHT AT YOU AND, LYNN, THIS IS LYNN TALKING TO LYNN, BUT I HAVE NO DOUBT THAT YOU PUT STUDENTS FIRST AND THE NEEDS OF THE STUDENTS, BUT WE NEED TO RECOGNIZE THAT'S A HUGE DILEMMA, AND THAT'S SOMETHING WE'LL ALSO HAVE TO FACE, AND WE'LL FACE IT TOGETHER. THANK YOU.

>>Cindy Stuart: THANK YOU, MS. GRAY. I JUST HAVE TWO FOLLOW-UP QUESTIONS. MS. BROWN, CAN YOU OFFER AN EXPLANATION AT THE VERY END OF THIS SPREADSHEET. THERE ARE THREE SCHOOLS, AND THEY FELL OUT, DID THEY FALL OUT OF THE ALLOCATION ALTOGETHER IN QUALIFYING FOR ANY TITLE I FUNDING?

>> THAT IS CORRECT. BASED ON THE TIER AND BASED ON THE THRESHOLDS THAT WE'VE ESTABLISHED, THEY ARE NO LONGER TITLE I ELIGIBLE.

>>Cindy Stuart: AND THEN ARE THERE EXPLANATIONS FOR THE SCHOOLS WHO HAVE INFORMATION NOT AVAILABLE FOR '16-17? THERE'S TWO ON THAT LAST PAGE THERE.

>> BECAUSE THEY WERE NOT ELIGIBLE LAST YEAR.

>>Cindy Stuart: OKAY. THANK YOU. AND THEN I HAVE TWO FOLLOW-UP QUESTIONS. ONE IS FOR MS. HODGES. WHAT IS THE IMPACT FINANCIALLY AND HAVE YOU DETERMINED IF THERE IS A SCHOOL OF HOPE APPLICATION THAT WE DO NOT APPROVE AND WE ARE REDUCED TO THE 1% FEE FOR ALL OF OUR SCHOOLS, CAN YOU GET US THE FINANCIAL IMPACT? IT SEEMS MORE OR LESS THAT IT FORCES OUR HAND TO APPROVE AN APPLICATION, WHETHER WE LIKE IT OR NOT, JUST SO WE ARE NOT FINANCIALLY PUNISHED ON THE OTHER SIDE FOR THE DOLLARS THAT WE'RE CURRENTLY COLLECTING. I WOULD LIKE TO KNOW THE FINANCIAL IMPACT OF THAT IF YOU COULD GET THAT TO US, THAT WOULD BE GREAT. AS AN OVERALL QUESTION AND SOME OF THE REASONS THAT YOU SAW FINANCIAL IMPACT ON THIS PRESENTATION, SUPERINTENDENT, I WOULD LIKE TO SEE AS BEST YOU CAN, ESTIMATE THE FINANCIAL IMPACT OF THE ENTIRE BILL ON THIS DISTRICT. AND I KNOW THERE'S GOING TO BE PIECES FOR LIKE RECESS AND ASSESSMENT, SOME OF THESE THINGS, BUT I WOULD LIKE TO SEE YOUR ESTIMATE, YOUR BEST ESTIMATE FROM YOUR EXPERTS HERE OF THE FINANCIAL IMPACT ON THIS DISTRICT FROM WHAT WE'VE DONE SO FAR TO THE END OF THE YEAR AND HOW WE THINK -- BECAUSE I THINK THAT'S VALUABLE INFORMATION AGAIN FOR US WHEN WE ARE INDIVIDUALLY AND AS A GROUP MEETING WITH LEGISLATURES TO TALK ABOUT HOW THIS IS IMPACTING THIS DISTRICT. SO IF YOU COULD GET THAT TO US. I DON'T KNOW IF YOU HAVE A TIME FRAME BY WHICH YOU CAN DO THAT. I KNOW THAT WAS A QUESTION I ASKED EARLY ON. SO THAT WE HAVE THAT INFORM INFORMATION. OTHER DISTRICTS I KNOW HAVE ALREADY CALCULATED THAT FOR THEIR DISTRICTS, AND THEY HAVE THAT INFORMATION READILY AVAILABLE AS WE START TO MOVE INTO COMMITTEE, AND AS WE START TO PUT LEGISLATIVE PLATFORMS TOGETHER, I THINK THAT'S VALUABLE INFORMATION.

>>Jeffrey Eakins: WE'LL PUT TOGETHER A FACT SHEET FOR THE BOARD ON SOME OF THE INDEPENDENT INITIATIVES BUT THEN A TOTAL CALCULATION FOR EVERYBODY TO SIT WITH THEIR LOCAL DELEGATION.

>>Cindy Stuart: THANK YOU. BOARD MEMBERS, ARE THERE ANY OTHER QUESTIONS OR COMMENTS? IT IS 11:09. WE ARE BACK HERE AT 1:00 FOR A SIMILAR CONVERSATION ON THE LEGAL ASPECT OF HOUSE BILL 7069. AND WE ARE ADJOURNED. [ SOUNDING GAVEL ]