The board addressed the sensitive issue of ICE potentially entering schools. A board representative stated unequivocally that no ICE officer had ever visited a school in the district. This stance was met with strong support from community members who voiced concerns about the emotional well-being of students, particularly those from immigrant families. Public speakers, including former teachers and district parents, praised the board’s decision to prevent ICE from entering schools, citing the district’s core values of community connection and integrity. The speakers argued that ICE’s presence would conflict with the district’s mission of preparing students for college, career, and life.

Several speakers shared personal experiences and broader implications of ICE’s potential presence in schools. Jane B. Davis, a retired teacher, reflected on her decades-long career, noting that ICE’s practices are inconsistent with educational values. Lita Latiz, a parent with a deep connection to the district, expressed concerns over the fear and confusion ICE’s presence could instigate among students. Reverend Lois Rogers Watson and Claudia Albright provided historical perspectives and highlighted the contributions of immigrant families to the community, arguing that students’ emotional well-being must be prioritized.

Concerns about the district’s proposed shift from block scheduling to a seven-period day also drew attention. Students, parents, and educators voiced their apprehension, arguing that the change could negatively impact academic performance and learning opportunities. Sophia Connley, a junior at the Pinellas County Center for the Arts, recounted her past negative experiences with a similar scheduling system, emphasizing the potential harm to students’ preparation for Advanced Placement exams and arts programs. Other students echoed these sentiments, highlighting the personalized support they received under block scheduling and urging the board to reconsider the change.

A student advocate highlighted a petition signed by over 900 individuals opposing the change, emphasizing the need for transparency in the district’s communication about this decision. Concerns were raised that the move to a seven-period day would limit students’ opportunities to explore career paths and prepare for college. Katherine Shuy, a former teacher and parent, connected the need for a supportive educational environment with academic success, stressing that stress from fear or administrative changes can hinder learning.

The board also discussed the impact of referendum funds on various educational initiatives. Approximately $67.6 million was allocated for the 2023-24 school year to enhance teacher recruitment and retention, including a salary increase for each teacher. More than $15.5 million was directed toward supporting arts, reading, and technology innovations across schools. The Independent Citizens Referendum Oversight Committee (ICROCK) provided oversight for these funds.

In addition to these issues, the board approved the district’s English Learner (EL) plan, which outlines compliance with federal requirements for educating English learners. Dr. Natasha Karach presented the plan, noting the impressive academic performance of English learners in the district, including a graduation rate exceeding the state average.

Superintendent Kevin K. Hendrick expressed gratitude for the board’s support in passing the ICROCK policy, enabling employee raises due to the referendum. He highlighted upcoming events and initiatives, including summer bridge registration and awards events, and recognized a district volunteer for their contributions.