The pilot program for year-round schooling at Wyomina Park Elementary, approved by the Florida Department of Education, was a focal point of the School Board meeting. The program maintains 180 instructional days but redistributes them throughout the year to provide more frequent breaks, with the intention of addressing staff and student absences, summer learning loss, burnout, and mental health concerns. The board members discussed the importance of community notification and broadcasting the upcoming meeting to gather feedback on the initiative. One board member shared a positive personal experience with a similar program in Orange County, highlighting the benefits of stability and support that such a model can offer to the community and students.

The discussion on year-round schooling also covered the optimism surrounding the potential for the initiative to attract both current and new teachers and the board’s eagerness to see student growth under this new model. Childcare during non-traditional breaks was identified as a challenge, with the district exploring options like academic camps and federal grants to address the issue.

In parallel, the School Board delved into the recommendation for revised ESE staffing ratios for the upcoming school year. The proposed shift in ratio allocation for ESE from per nine students to a band of eight to twelve students was a important topic. The draft, presented by Miss Morant, outlined an increase in staffing to one teacher and two paraprofessionals, as opposed to the current one teacher and one paraprofessional. The committee responsible for the recommendation involved a diverse group of district leaders, including representatives from Human Resources, the union, and principals from different school levels.

Board members raised concerns and sought clarification regarding the staffing ratios, particularly the protocol for when a unit exceeds twelve students. Miss Anna Williams Jones responded to these inquiries, explaining the minimum number for a self-sustaining unit and the typical recommendations from the Department of Education for creating new units. A consensus emerged that a clearly defined limit on the number of students per unit was necessary to aid planning and alleviate the burden on school staff.

The discussion further emphasized the importance of early intervention for student success and the challenges of recruiting and retaining qualified staff for ESE positions. The board also addressed the complexities of serving students with emotional and behavioral disabilities (EBD), agreeing on the need for a delineated cap for therapeutic units for behavior. Moreover, the board discussed the Hub model, expressing discomfort with the perceived segregation it creates, advocating for more inclusive opportunities in zoned schools.

Substitute teacher staffing, particularly in rural schools, emerged as another topic. The board examined the disparities in substitute fill rates across schools, with concerns over how to ensure equitable access to substitutes. The implementation of a new system by ESS to manage and increase substitute fill rates was discussed, with the company working on recruiting since December and the system taking effect in January.

The allocation of school counselors was also a point of contention, with the association’s representative, Chris Alello, voicing concerns about trading counselor positions for instructional support roles. The board had previously decided to provide flexibility to principals in filling positions, allowing them to adapt to certification and compensation challenges.

Details of the proposed half-cent sales tax ballot language were scrutinized, with the main issue being whether to include the establishment of an independent volunteer oversight committee in the language. The board leaned towards including the committee to enhance transparency and foster public trust.

Finally, the meeting addressed school start and end times, with the Bell Schedule Committee recommending a tiered start time for elementary, middle, and high schools. The committee aimed to ensure on-time arrival for students, considering the district’s geographic size. The discussion included the transition to a seven-period day in schools, providing students with more academic opportunities, and considering the academic benefits of a K8 model.