every child. one voice.


Superintendent Search

DCPS School Board to Host Superintendent Search Community Meetings

The Duval County School Board has begun its search for a new superintendent. As part of the process, the Board has scheduled several community meetings to discuss its new Strategic Plan and the superintendent search process as well as learn from attendees what qualities and values they would like to see in the new superintendent. The dates of the community meetings are as follows:
  • Monday, November 6
    • Time: 6-7:30 PM
    • Location: Terry Parker High School: 7301 Parker School Road, Jacksonville, FL 32211

  • Wednesday, November 8
    • Time: 6-7:30 PM
    • Location: Ed White Military Academy of Leadership: 1700 Old Middleburg Road North, Jacksonville, FL 32210

  • Monday, November 13
    • Time: 6 – 7:30 PM
    • Location: Atlantic Coast High School: 9735 R.G. Skinner Parkway, Jacksonville, FL 32256

  • Thursday, November 16
    • Time: 6 – 7:30 PM
    • Location: William Raines High School: 3663 Raines Avenue, Jacksonville, FL 32209


Vitti Email Do Not Accept House Bill (HB) 5105

Here is an email from Superintendent Nikolai Vitti to the Florida House.  You can use some of these points when you contact your legislators.  Here is the link to Contact Your Legislators

———- Original Message ———-
From: “Vitti, Nikolai P.” <vittin@duvalschools.org>
To: “Vitti, Nikolai P.” <vittin@duvalschools.org>
Date: April 17, 2017 at 1:49 AM
Subject: Reject HB 5105

April 17, 2017

Florida State Senators,

I implore you to not accept House Bill (HB) 5105 during budget conference negotiations. The bill seemingly attempts to address the authentic need to improve educational outcomes in schools serving students facing higher concentration of poverty but does so without a research-based, data driven, realistic, or sustainable solution. Although this bill has created a visceral reaction among those of us who have dedicated our lives to improving the outcomes in the most struggling of schools through traditional public education, this letter avoids emotionalism and rests on logic and facts to persuade you to reject HB 5105.

This is not a letter written by a supporter of the status quo or a protectionist for lower standards, expectations, or failing schools. This is not a political critique. Please do not deflect the arguments below with rhetoric or accusations. I write and send this letter as someone who has done the real work of improving urban schools, someone who has the scars of reform as a teacher, principal, state administrator, principal supervisor, and superintendent. The work has not only been done—but it has been successful and recognized across the state and country.

Below are the several flaws to the premise that HB 5105 will improve outcomes for students in struggling schools:

Supply and Demand

Through the identification of low performance defined by a single “F” or “D” and the acceleration of the process to demonstrate improvement or closure-like options, Florida will witness a proliferation of failing schools whose children will need to be served in other educational settings outside of traditional public education.  Demand will be enormous. So called “turnaround” charters will not be able to fill this demand consistently with supply.

Turnaround charters have not, and will not, be interested in coming to Florida for three main reasons. One, per pupil funding in Florida is too low. Two, the risk of failure due to Florida’s more rigorous accountability system as compared to other states’ brings too much risk (failure) for the reward (revenue or profit through per pupil funding). Failure hurts the turnaround brand of the operator or network and prevents the opportunity to scale in other states throughout the country. Third, the very few and limited national turnaround charter operators or networks with a track record of success are not interested in “turnaround” work as defined in HB 5105 because their model relies on years of slowly establishing schools one grade level at a time. 

The disequilibrium between supply and demand will create chaos in the lives of our most fragile children and their communities. Closed schools will be concentrated in zip codes where options will be limited, thus forcing students to travel long distances to access other schools. This will mean students will be unable to access schools in their own neighborhoods. The bill will decimate the already fragile state of historic neighborhood schools in urban cores throughout Florida with no real alternative. This will accelerate the depopulation of urban core neighborhoods, lower property values, business disinvestment, unemployment, and crime. To attempt to improve lower performing schools under the weight and stress of the proposed HB 5105 accountability system, scarce resources will be shifted and concentrated in the lowest performing schools, which will divert resources from other fragile schools serving working class families outside of the urban core that will be the next set of schools facing closure but cannot be supported at the level required to avoid declines in performance.

Current Title I Charter Schools do not Outperform Traditional Title I Public Schools

This bill attempts to scale a model that is not outperforming the current model. There is a greater percentage of “D” and “F” Title I charter schools in Jacksonville and across the state than there are for traditional Title I public schools in Jacksonville, even though many in the Legislature commonly point to lower performing schools in the district. In most large urban school districts throughout Florida this is also the case—charter Title I schools do not outperform traditional public school Title I schools. Even “Schools of Hope” such as Jacksonville’s KIPP have faced “D” and “F” school grades. More importantly, KIPP is not outperforming the district’s Title I average for reading and math proficiency. 

There is no evidence that scaling charter schools as turnaround options will lead to greater academic success for lower performing students. In fact, we have enough evidence now to conclude that such a strategy will reduce overall performance considering that Title I charter schools have not been more successful than traditional Title I charter schools at scale. Even the few isolated Title I charter schools have not successfully scaled success. Any district with “D” and “F” schools have improved individual and small groups of “D” and “F” schools. The challenge is scaling and sustaining that improvement. Charters face the same challenge and typically fail at higher rates because they lack the pool of talented principals and teachers to replicate success that is isolated to one or two of their schools. The fact is that districts are more likely to scale improvement and provide sustainability than charter schools in urban areas. Hence, investment should be in districts, not charters.

 Ignoring Previous Mistakes and Usurping Local Control

As is common for new leaders who are interested in creating a legacy, history is often ignored, dismissed, disrespected, or simply not reviewed. The previous Differentiated Accountability (DA) statute called for four Intervene turnaround models for the lowest performing schools: district managed turnaround, closure, operation through a private management company, or conversion to a charter school. In 2011-12, the Legislature expanded these options with the recommendation of the Florida Department of Education and State Board of Education to include two additional strategies: partnering with an outside educational expert and a hybrid option, which combined two of the other options. This was done because as schools did not reach the exit criterion of a “C” letter grade under the previous DA model, it was clear that the original four options were insufficient.

Local school boards, superintendents, and especially communities were not interested in closing schools, and private management companies and charter schools were also not interested in the turnaround work in Florida. This scenario will simply repeat itself as schools do not reach the “C” grade in three years despite improvement. Ultimately, only local school boards have the authority to open and close schools, not the Legislature. This will inevitably lead to distracting but necessary legal battles across local school districts with the State. Threats of withholding funding will be made for non-compliance, thus limiting resources to those students who need it most. Courts will be the new arena where it will be demonstrated that Title I charters are not keeping pace with Title I traditional public schools and for every one of the few and isolated successful Title I charter schools, we will provide dozens of successful traditional Title I public schools.

Choice Already Exists

Students are not stuck in lower performing schools as is popularly stated by supporters of HB 5105. The state of Florida has one of the most robust choice systems in the country from Opportunity Scholarships, charter schools, McKay Scholarships, and controlled open enrollment. In addition, most districts allow students to internally transfer among schools. In fact, once Florida started to issue school grades to schools and initiated the Opportunity Scholarship process, which requires districts and schools to allow students to transfer to “C” or higher performing schools with transportation, parents who are unsatisfied with their child’s school have already left for other schools.

Real Solutions for Lower Performing Schools

So what is the solution then if we recognize that we cannot accept lower performing schools? To answer that question let us rely on actual research, data, and practitioners to properly see a return on investment for a $200 million dollar initiative. For starters, the Legislature must recognize that per pupil funding needs to be weighted to address poverty. Poverty should never be an excuse for low expectations but it is a real and legitimate obstacle to academic success. Obstacles can be overcome with the implementation of the proper wraparound systems, such as access to full service schools, early learning, quality afterschool services or extended learning opportunities, the arts, athletics, and mental health and wellness support.

 More importantly, poverty can be overcome through education if students have access to the best principals and leaders. This is, again, the challenge of scale. The Legislature must invest in the development of current and future leaders and teachers, namely in high poverty areas. The investment is obviously associated with the need to increase current teacher salaries and sustainable incentives for leaders and teachers to stay or relocate in struggling schools. Just as important is support for universities to recruit, incentivize, and develop the strongest undergraduates to enter the teaching profession and be properly trained how to teach through residency programs where future teachers are under the tutelage of master teachers in actual classrooms. Leaders need to be instructionally sound so they can develop safe, trusting, and collaborative cultures in schools to support and hold teachers accountable to the highest levels of instruction and student engagement.

At the same time, the Legislature needs to hold districts and schools accountable to improving lower performing schools. No credible board member, superintendent, principal, or teacher dismisses that challenge. However, it is questionable when the accountability system changes over forty times in a short span of time so performance cannot be fairly measured and declines are not actually linked to performance but changes to how performance is calculated. These changes always tend to have the greatest impact on schools serving students in the highest concentrations of poverty. What frustrates practitioners is when the criteria associated with state sanctions changes after schools demonstrate improvement, as is the case with HB 5105, and adjust the rules to favor the competitor, in this case charter schools. In other words, do not change the rules of the game at halftime in order to favor the opponent! This is demonstrated with a longer timeline for lower performance for turnaround charter schools or less stringent criteria that does not tie charter school enrollment to actual neighborhood boundaries, as is the case for many of the lowest performing schools in Florida.

In the end, the current accountability system for Priority schools is fair. The change in 2011-12 was supported by superintendents whose districts have always worked through challenging environments. It accurately identified the lowest performing schools and provides a reasonable criteria and timeframe for improvement. Districts, such as ours in Duval County, have taken ownership of our lower performing schools. This administration assumed responsibility for a large number of fragile schools that weakened due to changes in the accountability system and faulty districtwide systems for school improvement.  We have made hard decisions regarding personnel, curriculum, programs, and even converted historically lower performing schools to new school models. The district has negotiated MOUs with the teacher’s union to overcome challenges within the collective bargaining agreement and locally raised millions of dollars to incentivize our best leaders and teachers to stay or relocate to our most struggling schools. Although there are some schools that still require a final push to exit the lowest performing criteria, we have led districts statewide in the percentage of the lowest performing schools improving their letter grade and exiting the lowest performing category.

In conclusion, HB 5105 is ideological and myopic. Please review the history of Detroit Public Schools. It provides a case study of what Legislatures and Governors should avoid when attempting to improve lower performance in urban districts. The story is one of local resistance to state usurpation on decisions that should rest with local communities and school boards. It is a story of a political and blinded policy that distrusts traditional public education for private-like solutions that have no track record of success at scale.

 Please reflect on the fact that this bill once used the term “Schools of Success” and not “Schools of Hope.” This is telling and indicative of why it needs to be rejected. The term success could not be used because the suggested turnaround charter schools do not have a record of success—at scale—anywhere. This is a multi-million dollar strategy of marketed hope. When did “hope” become a strategy? This is not even about hope, though. We have no research or data to be hopeful that this strategy will work—it will not. The research and data already tell us this.

 Please use logic and reject HB 5105.


Nikolai P. Vitti, Ed.D.
Superintendent of Schools

Superintendent Vitti Updates PTA April 10, 2017

The following is an email response from Superintendent Nikolai Vitti referring to the DCCPTA Board Meeting held 4/6/17.

Dr. Vitti’s comments.

I understand that you had several questions at your board meeting this morning and I wanted to provide you with the information requested.  As you know, the legislative information is time-sensitive, as some of these bills move through the process rather quickly.  Thank you for your continued advocacy.

  • Capital Outlay Funding (HB5103 and SB376) – OPPOSE

o   Below is the slide requested at the meeting that explains the manner in which the funding can be allocated.  Right now one of the bills requires local governments to keep the funding at 1.5 mills

  • School Improvement (HB5105) – OPPOSE

o   For all schools on their first D or F:  1 planning year, and if a school is lower than a C the following year, 3 options

  • Closure and transfer students to another school in the district
  • Close and reopen as a charter
  • Close and reopen under a management company

o   Very little opportunity for community input regarding options

o   Allocates $200 Million for Charter “Schools of Hope”

The Powerpoint presentation from the board meeting is attached, that includes additional information.

  • Education (SB926) – SUPPORT

o   Reduces testing by allowing districts to substitute nationally recognized exams such as AP, IB, AICE, and Industry Certification exams in lieu of FSAs and state end of course exams

o   Requires the DOE to have a paper/pencil alternative for all state assessments

Please feel free to call Dr. Kriznar at 390-2115 if you have additional questions regarding legislation.

I also understand that you asked where Detroit was in the superintendent search process.  As you may already know, I was selected as a finalist for the position, and last week I traveled to Detroit for my interview.  As a follow up, their board search team visited Jacksonville last week to visit schools and speak with community and district stakeholders regarding my leadership.  Next week they will be traveling to visit the district of the other finalist.  Their board has not provided a definitive date for the final selection at this time, but I would anticipate that a decision would be made this month.

Regardless of the outcome, there is still much work to be done here.  We are in the process of preparing a draft budget and have started the closing of school timeline.  I remain committed to the work in this district, and I am keeping my leadership team focused on support for our students and our schools.  I have worked hard over the past years to put in place a strong leadership team and I have every confidence in their ability to implement the systems already in place to move the district forward.

Once again, thank you for your support and commitment to public education.  If you have additional questions or concerns, please feel free to forward them.

Superintendent Nikolai Vitti
April 10, 2017

Duval May Lose Three Middle Schools to Charters If State Bill Passes, Board Warns

Posted April 4, 2017 | 08:40 pm | Updated 09:45 pm | By Denise Smith Amos

Duval schools might have to close and give away three middle schools to a charter school operator next school year if a bill moving fast in Florida’s House gets approved, district leaders said Tuesday during a School Board meeting.  The district also could lose tens of millions more dollars each year to charter schools if other proposed changes are approved that would change the way capital dollars are awarded. Capital outlay dollars, which are raised locally and from the state, pay for school buildings, facility improvements and equipment. The result, if these bills succeed, could be massive transfers of tax payer dollars and tax-funded assets, such as school buildings, to charter school operators, district leaders said.  And if those charter schools close, taxpayers won’t recoup most of those assets, said board member Becki Couch.

Charter schools are publicly funded schools that operate like private schools, independent of elected School Boards. In Florida, many state legislators have received large political campaign donations from charter school operators. Charter school proponents in the Legislature have said they are trying to expand school choices for students in persistently under-performing schools.House Bill 5101 would force all Florida districts to close public schools that are graded D or F in consecutive years and turn those schools over to charter school operators. There are 115 D and F schools in Florida this year, said board Chairwoman Paula Wright.  In Duval County, Ribault Middle School, Matthew Gilbert Middle and Northwestern Middle are in danger, she said. Ribault Middle has a D, the same as last year; Gilbert has a D, up from F last year; and Northwest Middle has a D, up from F. Those schools serve about 1,600 students.If those schools don’t earn a C or better this school year, Duval could be forced to close them and allow a charter school to take over, if the bill succeeds, said Superintendent Nikolai Vitti.  Under Florida law now, only a school board can open or close a district school. The law change would give such decisions to charter operators and the state, he said.Also, the bill would significantly reduce how much time a district has to turn around a school. Now districts have several years, but the change would give them one or two.District leaders urged the board meeting audience to contact their state representatives this week.  “We still have time to pull together as a community so we make certain they understand that this is not what we want,” Wright said. “If they’re going to use our tax dollars, we should have a say-so.”  Oak Hill Elementary and Hyde Grove Elementary are also being monitored, Vitti said, because they have already been restructured by the district this school year, Vitti said.  Oak Hill now specializes in autism and Hyde Grove specializes in preschool through second grades.

The bill is designed to attract charter operators to Florida by allowing them to create “schools of hope” within those schools, which will mostly be in low-income neighborhoods. Vitti said the bill used to call them “schools of success” but legislators changed that because “success” would be difficult name to live up to.Under the bill, if a charter school takes over a low-scoring public school, they won’t have to provide transportation and their teachers won’t have the same requirements for certification as regular public school teachers do, Couch said.  Vitti added that so far, charter schools have not as a whole performed better than district schools in low-income areas.If a School of Hope fails to get a C or better over five years, the bill would require that charter school to close and the control over the school building would go to the state — not back the district, Vitti said.There is no a matching bill in the Florida Senate. State Sen. Aaron Bean, a Republican representing Nassau and part of Duval County, did propose one but later withdrew it.But some observers have said it would be possible to quickly pass a Senate version by including it in an omnibus education bill, sometimes called a “legislative train,” with little or no debate.Denise Smith Amos: (904) 359-4083

Article provided by Karen Nuland, President-Duval County Council of PTAs

School Based Mental Health Conference

Duval County Public Schools will be hosting the 2nd Annual School Based Mental Health Conference themed “Unlocking The Pieces to Student Mental Health”

Friday, May 19th – William M. Raines High School,  9th graders


Friday, May 26th – Jeff Davis Middle School,  8th graders

The purpose of this conference is to:

  • Teach youth social, behavioral, and emotional skills.
  • Bring about awareness of mental health and how students can navigate through life successfully despite risk factors.
  • Foster resilience and increase protective factors in youth.

Mental Health is a growing concern in our community and we recognize the impact it can have upon students and their families. But we know that healing is possible and resources are available to help youth overcome and achieve their dreams with your assistance.  We would like to extend an invitation to your organization to present at this year’s conference.

The breakout sessions for the conference are 90 minutes in length and should be interactive as you are presenting to adolescents. If possible, we would like for you to have at least one co-presenter.

If you have any questions, comments and/or concerns please contact, Katrina Taylor ateunicek@duvalschools.org.

Thank you in advance for your willingness to consider our request as we partner together to assist the youth of DCPS!

Katrina D. Taylor
Director, School Behavioral Health
Duval County Public Schools
(904) 390-2926 Office

Superintendent Dr. Nikolai Vitti Addresses PTA Member Questions

March 1, 2017

The Duval County Council PTA would like to thank Dr. Nikolai Vitti for keeping PTA membership informed by addressing member questions.  Dr. Vitti will answers question at the next DCCPTA general meeting March 28 @ 9:30 am at the school board building.

  1. Information about the Midyear assessment results.

Click Here for a recent presentation regarding student achievement at midyear.

  1. What professional development is available to math teachers?  Is it mandatory?

Professional development for mathematics is provided weekly via face-to-face meetings or on a digital platform, and every other week through early release and administrator-led common planning. Mathematics professional development offerings are also available throughout the school year. Mandatory professional development for math teachers occurs each week. Two times per month the mandatory professional development is offered by the district and twice per month the mandatory professional development is facilitated by the school leadership team.

  1. Can after school tutoring be held with teachers who have been specially selected?

This would need to be negotiated through collective bargaining. The challenge here is if specific teachers are willing to conduct after school tutoring.

  1. Can students participate in the evaluation of their teachers?

No. Student input is not a factor in the approved teacher evaluation system. Teacher assessments are a negotiated item, and must include the components required by the state.

  1. Can DCPS employees serve as PTA Treasurer and/or one of the signatures on PTA checks?

After receiving this request, we consulted our internal auditors as well as the other large districts in the state.  We would recommend not using a district employee as PTA Treasurer or a cosigner on PTA checks, if there are other options available.  I understand that there are instances where it is difficult to find individuals to fulfill this function.  A district employee may serve in this role under the following conditions:

  • The employee cannot serve this role at their assigned workplace.
  • The employee cannot be a signer on any other district funds (this would eliminate bookkeepers and principals, at minimum).
  • The employee cannot handle PTA funds at any point during their work hours at their current work site.
  • The employee must have written approval from their current supervisor.
  • The employee should have a PTA officer that is not a signer on the PTA account review the monthly financial reports prior to submitting them to the school.
  1. What is the district doing about weapons in schools?

Click Here for a PowerPoint presentation that outlines the issues and next steps.  I understand that several DCC PTA Board Members recommended the Know the Law presentation by JSO and Drug-Free Duval.  We have followed up on this, and The Parent Academy will be offering several sessions soon.

Dr. Nikolai Vitti, Superintendent
Duval County Public Schools
1701 Prudential Drive
Jacksonville, FL 32207
Phone: 904.390.2115
Fax: 904.390.2586
Email: vittin@duvalschools.org

Duval County Public School Representative Answered Questions at PTA Meeting

Dr. Dana Kriznar, Duval County Public School Chief of Staff addressed questions that were asked at the Duval County Council PTA General Membership Meeting held January 24, 2017.

1.      The Choice applications are due before Magnet letters are mailed out.  Frequently parents want to select Choice options if they do not get into a Magnet, but at that point, it is too late to submit an application.  Have we thought about changing the timing of the deadlines for applications and/or notification of seats?

The Choice application process begins on April 15th, but does not end until May 15th.  Letters for magnet acceptance are typically mailed out in early April, so there is usually not a conflict.  If an individual has specific concerns about the deadline, please refer him/her to Pearl Roziers, Assistant Superintendent of School Choice, at roziersp@duvalschools.org.

2.      Why are Google Docs being blocked?  The National History Day site is blocked, as well.

 OneView, the district education portal was launched on July 1, 2016. While OneView is an education portal that was built by Microsoft for Duval County Public Schools, its integration with Office 365 provides all district end-users with 24/7 access to the tools they need to do their work. OneView/Office 365 offers all of the features of Google Apps plus single sign-on functionality. While utilizing Google Apps might have made sense when the district did not have a platform with the same functionality, that is no longer the case. Now that OneView/Office 365 is available, the need for end-users to have access to Google Apps is no longer necessary. In a district of our size, standardization is imperative to ensure support as well as the ability for teachers to have access to student files.

Although it may be inconvenient to lose access to the Google Apps, it should not keep students and teachers from collaborating and/or sharing work. The intention is not to keep anyone from doing their work but to support them in adapting to this new way of work.  The Instructional Technology Team is available to work with the teachers and students in our schools to assist with this transition.

I understand that this change is not easy, especially when an individual has become comfortable using a particular technology platform.  The transition to OneView/Office 365 is an opportunity to experience change and discover that new tools such as OneNote Class Notebook can actually improve the instructional experience.

In reference to your other technology concern, the site that allows students to view and create websites for their National History Day presentations (https://nhd.weebly.com/) has now been recategorized to allow students to view and create websites.  Thank you for calling this oversight to my attention.

3.      One parent was invited to a gifted stakeholder meeting this evening, but a number of other parents were not.  How was it decided which parents were invited to attend?  Must parents RSVP in order to attend?

We used the distribution list for the Gifted Stakeholder list from last year as a starting point for inviting parents and community.  Additionally, we have sent the information on these meetings out to teachers of the gifted for sharing with their parents/guardians.  We welcome any parents/guardians or community members to attend.  While we appreciate having an RSVP so we can have the appropriate number of chairs and printed materials available for all who attend, we welcome anyone who comes to the meeting.  Those wishing to be added to the distribution list for notification of future meetings can email Paula Renfro at renfrop@duvalschools.org .

4.      There were several concerns about field trip buses arriving late or not arriving at all.  In addition, bus drivers have arrived at schools that did not know where they were supposed to go.  Can anything be done about this?

Dr. Kriznar has shared the specific examples provided at the meeting to Don Nelson, Assistant Superintendent of Operations, and he is investigating those incidents.  Mr. Nelson has already met with the Operations Officer of one of the bus companies noted in this morning’s meeting.  He will also reach out to the other bus contractors to review expectations of performance.

In addition, he will be looking into our bus contractor performance for field trips to see if there are any trends that needed to be addressed system-wide.  Operations will also post Field Trip instructions and requirements to all principals through our weekly email to administrators.

Once again, thank you for bringing these issues to my attention.  If you have follow up questions, please do not hesitate to contact me.

Kriznar, Dana,, Duval County Public School Chief of Staff

Chartwell’s Chefs in Schools Program

chartwell-chefWe have a few different formats that we can use for a Chefs 2 Schools visit. The most common is our more interactive visit, in which our Chef and dietician prepare a sample of a healthy dish utilizing a fruit or vegetable that is our food focus of the month. We typically try to tie this back in to something that is offered on our menus. This is our most popular version of the Chefs 2 School event. Typically, we host around 30-50 students at these visits. Students get the opportunity to see the chef in action, the chef uses a few student volunteers to assist him, the dietician reviews nutrition education facts regarding the dish, and students get to take home a recipe card.

We can also provide a Chefs 2 School event for the whole school, set during lunch service. This is less interactive, and really focuses on the students simply sampling the item and taking a recipe card home.

Our third option, is called Food Art Friday. During this event, one of our chefs will provide the selected students with fresh fruits/vegetables, and allow them to create artwork with it. We usually reserve this for younger elementary students. They are able to touch, taste, and learn about healthy fruits/veggies. This is typically around 30-40 students due to the interactive nature of the visit.

For more information contact Louisa Alderson, Chartwells Marketing & Communication Manager, Office phone:  904-732-5117,  Louisa.Alderson@compass-usa.com.


Participants Needed for the 2016 Adoption Process Secondary ELA and Social Studies Committee

committeeWe are beginning the adoption process for 9-12 ELA, and 6-12 Social Studies. The adoption committee will convene two days for ELA and two days for Social Studies the week of December 12th. Each committee will consist of 30-50 randomly selected teachers, community members, and parents. TDE will be provided for all teachers who participate. If you are interested in participating, please complete the table below and email to Mason Davis and Liz Cutrona no later than Friday, December 2nd. Selected members will be notified by Tuesday, December 6th.

Name Teacher, Parent, or Community Member School/Organization Grade Level Subject Area Email Address

If you have any questions, please contact Mason Davis at davisw2@duvalschools.org, or Liz Cutrona at cutronae1@duvakschools.org.

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General Meetings:

General DCCPTA Meetings
are above and run from 9:30 am - 11:30 am, hospitality 9:00 -9:30 a.m. meeting 9:30 am. Make sure your PTA/PTSA has a representative. Join us at:
Duval County Public Schools
School Board Building
Cline Auditorium, 1st floor
1701 Prudential Dr
Jacksonville, Florida 32207

PTA – Applications – Forms – Spreadsheets – Samples

Mailing Address:

P.O. Box 5397
Jacksonville, FL 32247
Email DCC President
Email Local Unit Team