Commissioner Campbell did not think this was necessary.
Interim City Attorney Ottinot responded the school would be in the same
position without the inclusion of the language, as if they were well into the
process of finding a new location, and they still needed another year, they could
simply ask the Commission, as it would still be a discretionary discussion,
regardless of staff’s recommendation.
With the extension of the special
extension being to July 1, 2027, the extension was, in fact, more than two years.
He clarified the only amendment to the subject resolution was to condition eight,
changing the end date from July 1, 2029, to July 1, 2027.
Mayor Grant opened the discussion to the public.
Brent Lewis, Lauderhill resident, remarked that academic achievement was
very important to him and a public education allowed him to attend college, to
later get a job, and then start a business in Lauderhill. In the subject instance,
he felt as though he was being misled or hustled; as he reviewed some of the
Florida Department of Education data, beginning with 2015, he saw that the
grade for ENAC was F, and in subsequent, consecutive years, it was D, C, C,
D, C. He understood the thinking that in the next academic year they would be
moving toward reaching a B, but the data indicated the school grade varied
between C and D, which meant next year it could be a D.
achievement score showed ENCA at a C, a mathematics achievement score of
D, and science score of F; the file number to view this data was
fldoe.org/file/18534/schoolgrades24.xlsx. Mr. Lewis believed that the school
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cared about their students, but their academic records did not show this to him.
Brandy Biven, second grade reading teacher at ENCA, stated the last time she
stood before the Lauderhill City Commission, she was a student at ENCA, and
it felt like a full circle moment in her life. The school was truly a special place,
where learning, growth, and transformation happened every day; the school
was more than just a place for academic education; it was a community built on
support, dedication, and a shared belief that every student had the potential to
succeed. She said from their credible teachers who poured their heart and soul
into their work, to their families, and staff who continuously supported each
other, they cultivated an environment where every student felt seen, heard, and
empowered to reach their full potential. Ms. Biven commented that her time as
a student at ENCA was nothing short of evolving, as she not only went in with
challenges, she came out with a sense of pride and a new outlook on
education. The obstacles she faced as a student paired with the guidance from
her teachers shaped her academic journey and personal growth; she did not
just learn from her textbooks, she learned from peers, mentors, and the
collective energy of the entire school. She was inspired to give back to the next
generation of students and when she returned to ENCA as a teacher, it was not
just a career choice, it was a calling, as she wished to give back in the same
ways her teachers gave to her. She was now filled with gratitude and a deep
sense of purpose, as teaching was not just a job, it was a privilege, and an
opportunity for her to continue to grow alongside her students, learning from
them just as she did when she was in their shoes. The energy and enthusiasm
at the school was truly contagious, as their students were not just preparing for
the future, they were actively shaping it, and she was incredibly proud of the
students, staff, and families that made it so unique; together they were creating
a legacy of excellence, of which she was excited to be a part.