Updates on the Fight for Quality Public Education in Brevard County, FL
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17:55 - Good morning.
17:56 The June 30, 2020 Rule Development Workshop
17:58 and Board Workshop is now called to order.
18:00 We are continuing with modifications
18:02 to our workshop processes to address health
18:04 and safety concerns as a result of the COVID-19 emergency.
18:08 Today, board members will assemble in the board room
18:10 with the exception of Ms. McDougall,
18:11 who will be joining us telephonically.
18:14 The public may join us via our usual streaming channels.
18:17 We will invite staff members in one at a time
18:19 when appropriate.
18:21 A registration link for public comments
18:22 regarding the policies under rule development
18:24 is placed on the district website on Friday, June 26, 2020,
18:29 and left up until Monday, June 29, 2020 at 8 a.m.
18:33 Anyone who registered for public comments
18:35 would have been called Monday evening, beginning at 5.30.
18:39 Pam, roll call, please.
18:43 - Mrs. Belford.
18:44 - Present.
18:46 - Ms. Campbell.
18:49 Ms. Deskevich.
18:50 - Present.
18:52 - Ms. McDougall.
18:54 - Present.
18:55 - And Mr. Susan.
18:56 - Present.
18:57 - Thank you.
18:58 We will now say the Pledge of Allegiance.
19:03 - I pledge allegiance to the flag
19:05 of the United States of America,
19:08 to the republic for which it stands,
19:11 one nation under God, indivisible,
19:14 with liberty and justice for all.
19:21 - First on our agenda are the policies
19:22 under rule development, which I will list.
19:25 5610, removal, suspension, and expulsion of students.
19:29 7110, student accommodation.
19:32 7120, criteria for balancing school membership capacity.
19:36 9800, charter schools.
19:39 Board members first discussed these policies
19:41 during the policies work session held on June 16, 2020.
19:45 No persons registered to make comments
19:47 on any of the above-mentioned policies.
19:49 Therefore, unless any board member
19:51 has anything they wish to add,
19:53 this will conclude the rule development workshop.
19:57 Anything to add, any board members?
20:00 Okay.
20:02 Okay, now let’s move on to the board workshop portion
20:04 on district-wide behavior plan.
20:06 I will ask for Chris Moore,
20:08 Assistant Director of Student Services,
20:10 to come to the podium to provide us the information.
20:21 - Before you start real quick, Ms. Moore,
20:25 Mr. Gibbs, we don’t need to vote
20:27 on those policies at this meeting.
20:29 Are we voting on them later?
20:32 - No, you don’t vote on those at this one.
20:34 They get voted on at the board meeting.
20:36 - Okay, just wanted to make sure before we got too far.
20:38 Thank you so much, Ms. Moore.
20:41 - Good morning, everyone.
20:43 So I’m here to talk about the district behavior plan,
20:46 and I wanna give you a little bit of background.
20:49 So this whole journey started back in 2015.
20:53 Dr. Desmond Blackburn came and did
20:56 a listening and learning tour,
20:58 and part of that tour was hearing about the disparity
21:02 and how discipline was across the district.
21:06 And he asked Student Services,
21:08 as well as some other divisions, to get together
21:10 and to develop a fair and consistent–
21:14 - I think we’re having issues with your mic, Ms. Moore.
21:16 Give us just one.
21:20 Are we good?
21:20 Can you hear it now?
21:21 Okay.
21:23 And we were asked to develop
21:24 a fair and consistent district-wide discipline plan.
21:28 And the purpose of that plan was exactly that.
21:30 If students get in trouble,
21:31 that there was a narrow menu of options
21:35 so that all students who did the same infraction
21:40 would get kind of the same discipline across the district
21:43 from north to south, from east to west.
21:45 And so we did that,
21:48 and it did what it was supposed to do.
21:52 It made sure there was consistent discipline
21:55 across the district.
21:57 But what it didn’t do was change behavior.
22:01 And as Dr. Mullins did his listening and learning tour,
22:04 he went to schools and listened to parents
22:06 and students and teachers and administrators,
22:09 and they all had kind of the same message to him.
22:14 Although it was different everywhere,
22:16 the one consistent theme was that student behaviors
22:19 were out of control.
22:22 We know based on the information,
22:24 when we looked at the data
22:25 from the district-wide discipline plan,
22:28 that suspensions are consistent.
22:31 They haven’t gone down.
22:33 They have actually gone up a little,
22:36 but it hasn’t really impacted student behavior
22:39 in the classroom.
22:40 So he called me down to his office and he said,
22:43 “Chris, we need to do something.
22:45 “We need to be responsive to that.
22:46 “I need you and your team and a cross-functional group
22:50 “to get together and figure out
22:54 “how to change the behavior in Brevard County.”
22:58 So we first started looking at data.
23:00 We got a good team together,
23:01 and we started looking at data.
23:03 And this is some information from the 2020 Insights Survey
23:06 that teachers reported.
23:08 They were looking at interactions
23:09 between students and adults.
23:11 64% agreed or strongly agreed
23:14 that they were respectful.
23:16 They were looking at whether there were
23:18 consistent expectations across the school,
23:22 and 55% agreed or strongly agreed.
23:26 And they looked at whether or not leaders
23:28 provided them the support they needed
23:30 to maintain the standards of behavior in their school.
23:33 And 67% either agreed or highly agreed.
23:36 Now, we can all look at that and say,
23:39 “That should be higher.”
23:41 It’s not dismal,
23:43 but we should have a better result than that
23:45 from across all of our schools.
23:49 So then we looked at what students reported.
23:51 Now, this is a little bit misleading,
23:52 so I wanna make sure that we’re really clear
23:54 on what these percentages are.
23:56 So we took a Youth Truth Survey in 2020,
24:00 and our elementary were asked,
24:02 “Do you experience an orderly, respectful classroom?”
24:07 So that 17% doesn’t represent,
24:10 only 17% of them said yes.
24:13 What Youth Truth does is compare you
24:15 to other schools similar to yours,
24:18 and then it kind of ranks you.
24:20 And that 17% represents that our students said yes
24:26 more than 17% of all of the other schools.
24:31 Meaning there are 83 schools, 83% of schools,
24:36 whose students said yes more.
24:40 So I just wanna make sure that that,
24:41 it’s a weird way to look at data,
24:43 but that’s how it’s reported.
24:44 Does that make sense?
24:46 Okay.
24:47 - Chris, would you take that,
24:49 because it is so counterintuitive to what data is,
24:52 and this is important,
24:53 would you walk through it one more time?
24:56 - Yeah, sure. - Thank you.
24:58 - So the way Youth Truth reports their data,
25:02 it is in comparison to other schools like our schools.
25:07 So we get a ranking.
25:09 So we could look at it as quartiles,
25:11 first quartile, second, third, fourth.
25:13 So in the case of the elementary students
25:16 who said they experienced an orderly respectful classroom,
25:19 they all ranked it.
25:20 They all said they gave it a ranking of one, two or three.
25:23 And this is where our ranking fell
25:26 amongst the cluster of other elementary schools
25:29 that took that survey.
25:31 We scored as well or better than 17% of the other schools.
25:39 Which means that 83% of the schools involved,
25:44 their students felt more
25:47 that they had an orderly respectful classroom
25:49 at their schools.
25:51 - What I think, correct me if I’m wrong.
25:53 What I think is important to note is
25:56 we don’t know how much more.
25:58 It’s not disaggregated by that much.
25:59 It could be slightly, it could be marginally.
26:02 So we just don’t have the disaggregated all the way down.
26:06 But what we wanna be is more than 17.
26:09 - More than that, right.
26:10 - Continuous improvement.
26:12 - So again, we looked at some other of the stems.
26:16 Secondary, same realm, respectful environment.
26:20 20% in middle school, 21% high school.
26:24 We scored at that range amongst our peer schools.
26:28 And then we got down to elementary students who said,
26:31 do I treat my teacher with respect?
26:33 Do students in this school treat my teachers with respect?
26:36 We scored better than 35% of the other schools.
26:39 And when we get down to secondary,
26:40 it goes a little lower than that at 19% and 21%.
26:46 I think what’s really important with both the insight data
26:50 and the youth truth data is that it’s telling you
26:55 that while we’re a high achieving district,
26:58 I mean, we’re number one, two, three in the state
27:02 across many of the tests that we take,
27:06 behaviorally, what Dr. Mullins heard on his tour
27:10 is how we’re perceiving ourself.
27:14 It’s how students perceive it, it’s how teachers perceive it.
27:18 So then we wanted to get out of the realm of perception.
27:22 And we wanted to look at some of the DOE discipline data.
27:26 So remember, we put the discipline plan in place,
27:29 and it was to get consistent, fair discipline.
27:32 One of the biggest worries was our suspension rates
27:36 gonna go down.
27:37 In fact, suspension rate didn’t go down.
27:42 So let’s look at some of our state standing discipline data.
27:46 So all of the data I’m about to present to you right now
27:49 is straight numbers.
27:50 None of them are percentages.
27:53 So this data was from 1819 ‘cause discipline data is lagged.
27:58 And so we were number 11th in the state
28:01 in size at that time.
28:03 So we were in at about 73,000 kids at that time.
28:08 To keep it in perspective, the top six districts,
28:12 the top three are over 200,000, 230, 210.
28:17 And the next grouping is in the 150, 160,000 range.
28:21 I think the lowest of that large group is,
28:25 I think it’s 120, and we’re at 73.
28:29 So these are straight number statistics.
28:31 We’re number 11, size of district by enrollment in the state.
28:36 We’re number seven in expelling our students
28:39 with disabilities.
28:40 That’s what that means, expelling students
28:41 with continuing services.
28:45 And again, it’s straight number, not percentage,
28:47 not per capita, it is straight number.
28:52 We’re number two in the state for expelling students
28:55 without continuing services.
28:57 So these are our gen ed kids.
29:00 We’re number three at placing students
29:04 in alternative learning centers.
29:06 So I think it’s important that we see that
29:09 because some people might look at this and say,
29:12 well, you know, it’s because other places
29:15 just put all their kids in alternative learning centers
29:19 and they don’t actually expel them, and we do.
29:22 In fact, we’re number three in the realm
29:25 of putting kids in ALCs as well.
29:30 We’re number six for out-of-school suspensions.
29:34 And I think what’s really important about that number six
29:37 is it kind of gives you the indication
29:41 that we’re not really suspending our way to good behavior.
29:45 Discipline is not the research-backed way
29:51 to change students’ behavior.
29:53 And in fact, what we can tell you about the research
29:57 on suspension is that it actually lowers achievement,
30:00 it lowers graduation rate, it lowers,
30:04 needless to say, it lowers attendance,
30:06 but nowhere does it impact behavior.
30:09 And this last one, I think, was kind of hurtful
30:15 to all of us.
30:18 We’re number two in the state
30:19 for suspending kindergarten students.
30:23 And so all of that data combined showed us
30:28 that our discipline plan did what it was supposed to do.
30:34 We were asked to develop a plan for consistent fair.
30:38 We did that.
30:40 Nowhere did it address changing student behavior.
30:45 And so I think it was really important
30:49 that Dr. Mullins came to us and said,
30:52 this needs to be our next step.
30:54 This is unconscionable that this is what I’m hearing
30:57 at such a high-performing district across the board.
31:03 So I’m gonna stop there ‘cause that was a lot of data
31:06 before I move into kind of next step
31:07 and just see if anybody has any questions
31:10 before I go into the next steps.
31:13 - Do you have, I’m sure you have,
31:15 could you get us the actual numbers?
31:18 Because number two for kindergarten out of school,
31:21 suspension sounds horrible, but if we only had one
31:24 and other districts have zero,
31:25 maybe it’s not as horrible as a one.
31:28 - I will assure you we don’t just have one,
31:31 but I will get those actual numbers to you.
31:34 - Thank you.
31:35 - You’re welcome.
31:36 - I’ve got a question.
31:37 I know it’s not gonna affect the kindergarten stats,
31:40 which are gonna be number two either way,
31:42 but we have talked before about the fact
31:45 that Brevard handles our drug-related offenses differently
31:50 from many, many other counties.
31:52 So I’d be here, I don’t know how specific you can get,
31:56 but if we were to do that differently,
31:59 if we were to have the dream of like the movie,
32:02 the film that you sent us.
32:04 - The Recovery High School.
32:04 - Yes, what would this look like?
32:10 How much farther down on the list would we be?
32:13 Clearly there’s work to be done no matter what.
32:16 ‘Cause like I said, our kindergarten students
32:17 aren’t being suspended because of drug possession.
32:24 I hope.
32:25 - I hope.
32:26 I’ve looked at all the data that is not in our data.
32:28 - Okay, good, good, good, good.
32:30 But we also don’t usually send them to alternative school,
32:33 and I know that’s been a problem that we send more
32:35 for drug-related offenses than other school districts do.
32:38 So I’d just be curious to see where would we fall
32:41 if we did that a little differently?
32:43 - Yeah, and one of the things that we’re looking at,
32:45 and I’ll just be frank,
32:46 we’ve been slammed a little bit.
32:49 - Yeah, yeah, yeah.
32:50 - But we wanna do a survey of the large
32:53 and the extra large districts
32:55 to see what they actually do consider
32:59 an expellable offense compared to us
33:02 and kind of do that crosswalk.
33:05 But we just haven’t been able to get it done.
33:08 And part of that is ‘cause as we were working on this,
33:11 we started going down those paths
33:13 and we just kept finding ourselves in reactive mode,
33:16 and that wasn’t the charge.
33:18 The charge was to be proactive, to get a handle on this,
33:21 to figure out a way to fix it.
33:22 So we kind of set that aside
33:25 to focus on the proactive charge.
33:33 So we found ourselves wrestling with a couple of questions.
33:36 And before I get in the question,
33:38 just for people who might be listening,
33:39 I’m gonna use three terms.
33:41 I’m gonna say tier one.
33:42 I’m gonna say tier two, and I’m gonna say tier three.
33:45 And just so that we’re all on the same page
33:47 with what those are,
33:49 a tier one means it’s good for everybody.
33:52 In academic circles, it might be the 90 minute reading block.
33:54 Every kid gets the 90 minute reading block.
33:57 In behavioral circles,
33:58 it might be social-emotional curriculum.
34:00 Every kid should have access to social-emotional curriculum.
34:05 So when I start talking about tier two,
34:07 tier two means there are gonna be small groups or pockets
34:11 that need a little bit more.
34:13 So we’re gonna have our kids
34:14 and everybody in the 90 minute reading block,
34:17 but there are gonna be some kids
34:19 that need a more intense intervention.
34:20 And they might be pulled in small groups for that, right?
34:23 So when we talk about behavior,
34:25 we might be talking about kids
34:26 that maybe need small group mediation,
34:30 may need small group instruction in replacement behaviors.
34:36 So that’s what I mean by tier two, small groups.
34:38 And tier three is basically one-on-one,
34:42 a student who really needs intensive academic instruction
34:45 or in the case of behavior,
34:47 it might be intensive mental health intervention.
34:52 So just know that when I use those terms,
34:55 that’s what we’re talking about.
34:56 So we looked at a couple of questions
34:59 and we were very fortunate the year before
35:01 to have visited every school.
35:03 Our student support team went in
35:04 and asked some of these questions.
35:06 So we kinda knew some of the answers already.
35:08 And the questions were,
35:10 is every school in Brevard County
35:12 implementing some kind of multi-tiered system
35:15 of supports for behaviors?
35:17 Do they have a tier one support for all kids?
35:20 Do they have a tier two support
35:22 for small groups of pockets of kids
35:24 who may need extra intervention?
35:25 And do they have a tier three support
35:28 for students who need one-on-one
35:30 intensive intervention for behaviors?
35:32 The answer is no.
35:34 We have some schools that do an excellent job.
35:36 We have some schools
35:37 that have an amazing tier one support system,
35:39 but it’s not consistent.
35:40 It’s not across the district and it’s not everywhere.
35:44 The second question we asked is in the classrooms,
35:48 do all schools implement some focused
35:50 tier one behavior support in all of our classrooms?
35:55 The answer is no there as well.
35:58 Again, some schools, amazing jobs,
36:00 some classrooms, amazing jobs.
36:02 And when I went through this with the principals,
36:04 I said, please, in your head,
36:07 and if you’re listening out there in your head,
36:09 if you know you’re one of those schools
36:11 or one of those classrooms,
36:12 please feel free to put my voice in your head saying,
36:15 but I don’t mean you.
36:17 Because we know there are some pockets of amazing out there.
36:21 Then we kind of turned the mirror around
36:23 and looked at ourselves.
36:24 And we said, has the district done everything they can
36:28 to ensure that there’s a unified understanding
36:30 of what a behavior support program should be?
36:34 Emphatically, we said, no.
36:36 Again, we have pockets where we have worked with schools,
36:39 but we haven’t done anything consistent
36:41 across the district.
36:43 By history, Brevard County
36:45 has been a site-based managed district.
36:48 So oftentimes all of those decisions
36:51 we leave in our principals hands,
36:54 but in terms of consistent,
36:56 that leaves us a little bit wanting in the consistent realm.
37:01 And finally, have we as a district provided schools
37:04 with the training, the coaching, the feedback,
37:06 the support they need for a multi-tiered system
37:08 of support for behavior?
37:09 And the answer was no there as well.
37:14 So what we did is we started as a team
37:16 and we probably met,
37:18 I’m gonna say 12 hours,
37:23 putting up all of the behavior issues
37:25 that we saw across the district.
37:27 From psychologists to behavior analysts
37:29 to classroom teachers, to support specialists,
37:31 every behavior problem we saw in the district.
37:34 And then we started categorizing them
37:36 to see if we could at least narrow our focus
37:39 to start building what then became our framework
37:42 for our plan.
37:45 We made sure to add this into our strategic plan.
37:48 It’s under objective A3 and its strategy S1,
37:51 develop and implement a multi-tiered framework
37:53 to support social-emotional learning behavior
37:55 and mental health across the school community.
38:01 So these were the big four broad categories
38:04 that we divided our plan into.
38:06 It narrowed down to positive classroom behaviors,
38:10 social-emotional learning, positive school culture
38:13 and mental health.
38:15 And I will tell you my younger sister
38:18 is a business analyst.
38:21 And whenever I do a PowerPoint,
38:23 I always make sure to go over it with her
38:25 and the first thing she said is,
38:27 you need an icon for each of those.
38:29 So that’s what the icon is.
38:31 So if you lose track in the PowerPoint,
38:33 you can go, oh, positive classroom practices.
38:35 It was the teacher.
38:37 So then under each of those categories,
38:40 we started looking at research-based programs.
38:43 And we were looking at all the support
38:46 we could give a school,
38:47 all the support we could give a classroom.
38:49 What are the programs out there that we already know work?
38:52 And I think we ended up somewhere with about 24, 25
38:56 different programs.
38:58 And we just started narrowing it down from there.
39:01 Number one, the limited resources we have in personnel alone
39:05 can’t support that many programs across 80 schools.
39:09 But number two, the schools themselves
39:12 can’t administer 25 different programs at one time.
39:18 So we narrowed it down to nine.
39:23 So just so that you know,
39:25 you don’t have to land on this slide for very long
39:27 because I’m gonna go through each of these nine with you
39:30 and tell you kind of what’s going on in each of the realms
39:34 and give a brief description of what they are.
39:38 But what you should know is that we finished this framework,
39:43 I wanna say back in January,
39:46 and we were working on a matrix.
39:48 How many of these were already at each of our schools?
39:52 And from the matrix,
39:53 we were planning out five years of training.
39:58 And I smile because it was an ambitious,
40:01 we were gonna train all 80 schools
40:03 in all nine of these programs in five years.
40:05 It was beautiful on paper.
40:08 We were rallying our resources and then COVID happened.
40:15 So it went to the back burner very quickly.
40:18 We all got into a survival mode.
40:21 And as we began creeping up onto 2020, 2021,
40:27 it was not an initiative that we could just let go
40:30 because we knew the data
40:32 and we knew we couldn’t discipline ourselves
40:36 to good behavior.
40:37 And so what we did is we took a step back
40:42 and we said, what is the smallest, limited,
40:46 most controlled amount we can roll out to our schools?
40:51 And it’d be successful and us to make forward progress
40:54 on a district-wide behavior plan.
40:57 So as I go through each of these segments,
40:59 I’m gonna stop and tell you exactly
41:01 where we are implementing something in 2021.
41:05 So you guys kind of get a feeling for it.
41:07 And it really narrows down to three pieces.
41:10 So we’ll take you through them.
41:13 So one of our first pieces
41:15 is the positive classroom practices.
41:17 And we have adopted CHAMPS and it’s secondary sister,
41:21 discipline in the secondary classroom.
41:23 And this really is all about giving teachers the tools
41:27 to show the behavioral expectations of a lesson.
41:29 So just like a teacher might put up,
41:31 today we’re learning this
41:32 and this is how you’re going to demonstrate
41:34 you’ve learned that to me.
41:36 We also put up,
41:37 and this is how we’re going to work together
41:39 with one another.
41:40 This is how you’re gonna ask for help.
41:41 This is the volume of language,
41:44 the volume of voice you’re gonna use in this classroom.
41:46 And for the most part,
41:49 for most lessons,
41:51 it’s just a routine that’s established.
41:55 There are gonna be some lessons that are more interactive
41:57 and you need to do a different CHAMPS chart.
42:00 But this really just gives teachers the structure
42:04 and the boundaries to let students know their expectations.
42:08 And when students who know what you expect from them
42:12 are much more likely to comply with it.
42:16 So where are we at with CHAMPS in 2020, 2021?
42:19 We have no whole school expectation.
42:22 We do have several schools that are already CHAMPS schools.
42:25 We’re gonna continue with our training in Blackboard.
42:29 We have added training to it.
42:32 We are training all of our interns.
42:33 We are training all of our beginning teachers.
42:36 And we are working with all of our teachers
42:38 who are struggling in the area of classroom discipline.
42:42 But we’re not gonna go all holds barred
42:44 and do training in CHAMPS in 2021.
42:52 The second area under positive classroom practices
42:54 is conscious discipline.
42:56 Conscious discipline is well-known.
42:59 In fact, every time I say it to somebody who teaches
43:02 in that pre-K to two range,
43:05 they say the same thing to me.
43:06 Oh my gosh, I would love to have that in Brevard.
43:08 It’s just so expensive.
43:10 Well, we got one time use mental health dollars
43:13 and we had to tell them what we wanted to use it for.
43:15 And because I knew what our discipline data was
43:18 for our youngest group,
43:19 and because Dr. Mullins had shared with me
43:21 the anecdotal data that he got
43:23 from our pre-K and kindergarten students.
43:26 And because I have sat in enough meetings
43:28 with my elementary, leading and learning friends
43:30 to hear that pre-K and kindergarten kids
43:34 are just displaying some behaviors
43:35 that are challenging and increasingly so.
43:42 We wrote our plan to show that
43:46 if students learn self-regulation at four,
43:49 at five, at six, they don’t choose to turn
43:53 to other more self-harming tools at 12 and 13 and 14.
44:00 And so the state allowed us
44:01 to use our one-time use mental health dollars
44:03 to bring conscious discipline in.
44:07 We are going, this is one of our initiatives
44:09 that we’re gonna do across all elementary
44:12 and we have been working with them all summer long.
44:15 They are creating online training for us.
44:18 Our first goal was to get it all in person.
44:20 We knew back in probably beginning of April
44:24 that wasn’t gonna work.
44:25 Not only did we not wanna pull teachers out of buildings,
44:28 but I knew we didn’t want them to get together
44:30 in large groups of people.
44:32 So I just want, this is about five minutes.
44:36 This is the founder of Conscious Discipline.
44:39 She’s gonna explain it far better than I can.
44:43 So if we can just, and I just think a foundation
44:45 of understanding is gonna be good for everybody
44:47 as we go into this initiative.
44:52 (soft music)
45:03 - Welcome to Conscious Clips and Our Time Together.
45:07 Conscious Clips is a series of videos
45:09 to introduce to you the skills and powers
45:12 of conscious discipline.
45:13 So what is conscious discipline?
45:15 Conscious discipline is an emotional intelligence program
45:19 to help adults and children respond
45:22 from the higher centers of their brain
45:24 instead of react from the lower centers of their brain
45:27 to conflict in life situations.
45:30 So basically what it is, it’s a shift
45:32 from a very traditional, compliant,
45:34 obedient model of discipline
45:37 to one that’s a relationship-based model of discipline.
45:40 And each of these have different core beliefs.
45:43 In the traditional model,
45:45 the goal is to make children behave.
45:47 It’s based on the notion we can make children mine.
45:51 We can make our spouse change.
45:53 We can make coworkers work, be more productive.
45:58 Now, I don’t know about you,
45:59 but I’ve lived long enough to know
46:00 that you can’t make anybody else change.
46:03 And maybe you’ve tried, maybe you’ve tried.
46:04 Maybe you’ve tried to have a smoker quit smoking,
46:06 a drinker quit drinking,
46:07 or an eight-month-old eat those peas.
46:09 It’s impossible to make others change.
46:12 Now, the conscious discipline says,
46:15 since that is impossible, what is possible?
46:17 It’s possible to change ourselves.
46:19 And because we’re in dynamic relationships with each other,
46:23 if I change myself and the dance we do with each other,
46:27 then you in turn will change how you respond to me.
46:31 The second difference between traditional discipline
46:34 and conscious discipline is traditional discipline
46:38 relies on rules and consequence as its foundation.
46:41 And it says if it could just find the right rule
46:44 or the right consequence, this behavior would go away.
46:48 Now, if you go from jail cell to jail cell in America,
46:51 you could ask almost everyone in jail, say,
46:54 “Do you know the rule about killing?”
46:56 And they all could say yes.
46:58 So obviously, rules and consequences
47:00 aren’t gonna get perfect behavior
47:03 because we’re not short on rules.
47:04 We’d all have a wonderful society.
47:06 So conscious discipline says what governs behavior,
47:09 what’s the foundation, is a relationship with one another.
47:14 And our relationship with each other
47:15 gives us the willingness to want to solve our conflicts.
47:20 And everybody knows this.
47:21 Everyone’s experienced this.
47:23 When you feel close to someone,
47:24 when your relationship is going well,
47:26 and you say, “Could you get me something out of the fridge?”
47:29 They’ll go, “Okay.”
47:30 But when your relationship is severed,
47:32 when you’re mad at them,
47:33 when you haven’t been talking for years,
47:34 and you say, “Could you get me something out of the fridge?”
47:36 They’ll go, “Get it yourself.”
47:38 So that relationship gives us the willingness
47:41 to solve our conflicts.
47:43 So the third difference between traditional discipline
47:46 and conscious discipline is in traditional discipline,
47:50 we’re trying to get rid of conflict.
47:51 We don’t like conflict.
47:53 We grew up and conflict was a painful thing.
47:55 It hurt.
47:56 All of you knew that conflict represented hurtful things,
47:59 screaming, yelling, days of intense silence.
48:03 So when we grew up,
48:06 we want to do anything to avoid conflict.
48:10 And so what we’ve done to try to avoid conflict
48:13 is usually rewards and punishment.
48:15 If you have no conflict this morning,
48:18 I gave you a little gummy bear,
48:20 or we’ll take you to McDonald’s
48:21 if you just straighten up and act right.
48:24 Or if you do these things wrong,
48:25 we’re gonna take away things.
48:27 We’re gonna take away recess.
48:28 If you’re a teacher, we’re gonna take–
48:30 away TV privileges if you’re a child. So it’s based on these
48:35 external models.
48:38 External reinforcers, external punishers governing your behavior.
48:44 A stimulus response. Here’s the stimulus, you respond
48:47 differently. Conscious
48:49 discipline views conflict very, very differently and what it
48:52 does is help you.
48:53 It helps you perceive conflict differently. It helps you see
48:57 conflict as
48:58 missing social and emotional skills and then it teaches you the
49:02 skills of how to
49:03 replace those skills in yourself and in your children so that
49:08 you can build
49:09 healthy relationships and in those healthy relationships you can
49:13 have
49:14 connection coexisting with conflict in a very healthy growth
49:18 orientated way.
49:20 The conscious discipline asked us to rely on internal resources.
49:24 It teaches us to
49:26 think through things. It teaches us to reflect on what’s the
49:30 best decision for
49:32 us. It’s not based on what stimulus is going to trigger a
49:36 certain reaction from
49:37 me. It says let’s think it through. Let’s think what might be my
49:42 best choice in
49:44 this situation. So if you found these ideas I shared with you
49:47 intriguing and
49:48 you’re ready to move further in shifting from a traditional
49:51 discipline model to a
49:52 more conscious discipline model, conscious clips will be a tool
49:56 that will
49:56 be helpful to you. Until next time, I wish you well.
50:04 So what they have done for us is they have created six two-hour
50:09 webinars and
50:11 just so that you know our expectation is that every pre-k
50:15 through second grade
50:16 teacher participate in these six this 12 hours of training. The
50:22 schools will be
50:22 able to set up their their schedule how they want to set it up.
50:26 We have a
50:27 recommended schedule but you know that’s not gonna fit every
50:32 culture and I have
50:33 been working with some principals already who who have come to
50:36 me and say
50:36 Chris I want to do it this way or that way and however it works
50:39 for that school
50:40 is fine. Conscious discipline has also agreed to come in and do
50:45 some intense
50:46 training for any school that wants to be basically a you know
50:51 the gold standard
50:52 schools and so we asked our elementary schools if you want
50:56 additional training
50:57 it’s required for all of your team. It’s additional training for
51:02 your
51:02 administrative staff. It involves walkthroughs on your campus.
51:06 Email us and
51:07 we’ll make sure that we we put you in the running. We were
51:10 hoping we would get
51:11 three or four schools that would want to be that gold standard.
51:14 I had 12 requests
51:16 so the schools very very much want conscious discipline in their
51:20 sites. The
51:20 other thing because we went to webinar originally our budget was
51:23 set up for
51:24 pre-k through two mostly because that’s all we could afford to
51:28 have trained. Now
51:29 that we have it on webinar any school that wants to do pre-k
51:32 through six can
51:33 actually do this across their whole school. Our expectation is
51:36 pre-k through
51:37 two. Our standard is pre-k through two so I just want to stop
51:43 and and answer any
51:44 questions that you guys might have about conscious discipline
51:47 because this is
51:47 going to be implemented in 2020-2021.
51:53 When when you sit. Go ahead Cheryl. I was going to say I don’t
52:00 have any questions but I think this is a fabulous program. I’m
52:02 really excited about it.
52:03 I can’t wait to see it in action. Thank you. So for it to be
52:09 implemented this school year then
52:11 then these training hours that you have listed on the slide that’s
52:15 gonna happen
52:15 before before August 11. No it’s not no it’s not gonna happen
52:22 before August.
52:23 Actually it the training model that’s been recommended to us by
52:26 conscious
52:27 discipline is to do the two hours and then wait a month let it
52:31 sink in try
52:31 some of the practices and get together collaborate talk and then
52:36 do another two
52:37 hours. So you’re building understanding and knowledge throughout
52:40 the year. Now
52:41 a couple of the principals I spoke to said you know I want to do
52:43 three in
52:44 pre-planning and and then build from there that’s that’s their
52:48 choice. We’re
52:49 waiting for them to be sent down to us because we actually don’t
52:52 have we don’t
52:53 have physical hold of them yet and so as soon as that happens I
52:57 think principals
52:58 are gonna want to review them and set out their plan for the
53:01 year but no the
53:03 intention isn’t to do like 12 hours straight through and then
53:06 you’re ready
53:07 it really should be something where they do they do to they do
53:10 some practice they
53:12 have some conversation about how did it go for you this is how
53:15 it went for me
53:16 and then they add they add on to that and of course in the
53:19 meantime we’re
53:20 going to be working more intensely with the schools that we we
53:24 select as those
53:24 those gold standard schools so as schools need more
53:28 reinforcement or you
53:30 know more coaching or mentoring we’re building that group as
53:33 well. One of the
53:35 things that was a non-negotiable for us is that we weren’t going
53:38 to do any
53:38 training that we couldn’t guarantee we could we could not
53:43 guarantee that we
53:45 couldn’t that’s double negative in there someplace we would
53:47 guarantee that we
53:49 would come in there and do some coaching and do walkthroughs
53:52 because we didn’t I
53:53 mean what’s the point of the one-shot training and walk away so
53:58 so our goal is
53:59 to do it right and to slow it down and to give teachers some
54:03 opportunity to
54:04 practice and get feedback. Thank you for doing that because I
54:07 think we’ve heard
54:07 from our teachers that the the follow-up on the professional
54:10 development in every
54:11 area not just this area is so important and that’s sometimes
54:15 what is lacking I
54:15 I’m I’m getting excited about this I mean as as a former teacher
54:21 I’ll say
54:22 yeah it’s one of the things your classroom management and how to
54:25 deal
54:25 with all that it’s one of things your is the smallest you spend
54:29 so much time on
54:30 pedagogy and everything that’s the smallest and even if you’re
54:32 trained
54:32 really well it just doesn’t prepare you for stepping into the
54:35 classroom and
54:36 having your own group and having this continued learning while
54:40 you have your
54:41 group of kids and so that you can daily implement things and
54:44 daily see the
54:44 changes and the interactions it it makes such a difference and I’m
54:48 glad we’re
54:49 going to be able to support our our schools in this way this
54:52 year. Thank you.
54:53 I’ll tell you there’s you know there’s two frames of thought one
54:56 is that you
54:56 know if you’re engaging kids will behave and the second frame of
55:00 thought is if
55:00 kids were behaving I could be more engaging and so you know I’ve
55:05 seen it
55:06 work both ways one of our directors over in elementary leading
55:09 and learning told
55:10 a story about the most engaging teacher that she’s ever seen and
55:14 the kids were
55:15 not not paying her the least little bit of attention so I think
55:18 I think you’re
55:19 right I think we spent a lot of time on pedagogy and it’s
55:22 important but we got
55:24 to have some tools in our toolbox as well.
55:28 Ms. McDougal I think you indicated you have another question. I
55:31 do and I don’t
55:32 know if Chris can share this information but Chris who are the
55:35 schools that wanted to be you’re
55:38 going to use that standard and are they can’t answer the school’s
55:43 name are they
55:44 across the district? I can’t I don’t remember because they were
55:48 coming at me
55:48 fast and furious and to be frank I was sending them on to
55:52 Melissa Braun who’s
55:53 organizing this initiative for us and so I don’t but I can get
55:57 them for you and
55:57 they were they were across the district they were Title 1
56:01 schools and and non
56:02 Title 1 schools so I can get that list to you we haven’t
56:06 narrowed down the
56:08 selection yet I would love to work with all of them I just don’t
56:11 know if
56:11 financially we can do that but we’ll make sure it’s across
56:15 across
56:15 representation for our district. Thank you.
56:20 Ms. Deskevich. So I have a couple questions/concerns. One, and
56:29 maybe these
56:29 are not issues but I just need a little clarity. Concerns I hear
56:33 from employees
56:35 and teachers in our schools is we have a program that works for
56:37 us and then the
56:38 district makes us change. Great question. And and so I want to
56:43 know how this
56:44 especially and now I see if we’re only going to do this for pre-k
56:48 through 2
56:49 potentially a school could be really doing a great job with a
56:52 different
56:53 program right now and we’re gonna say part of your school you
56:56 know some of our
56:57 schools you go in and whatever program they’ve adopted or is
57:00 everywhere it’s on
57:01 every classroom that it’s it’s it’s integrated on the hallways
57:05 it’s and
57:05 there it seems like it’s really working and they’ve embraced it
57:09 and now you’re
57:10 gonna take part of that school and give them a different program
57:14 so can you
57:14 sure yeah why that’s a good idea yeah we had long conversations
57:18 about that there’s
57:19 two things the programs that we all that we picked all come
57:23 together like this so
57:25 for example in Conscious Discipline you have circles in PBIS you
57:29 have circles in
57:30 restorative practices you have circles it is all about getting
57:32 your group
57:33 together and having that and leading that conversation with them
57:36 so all of
57:36 the programs we pick they they fit together like a puzzle the
57:40 second thing
57:40 and I and I had this conversation with the principals is that
57:44 what we’re
57:45 mandating is the training because we don’t know what we don’t
57:49 know and if you
57:51 have a school that doesn’t have a risk ratio in in the danger
57:56 zone if you are
57:58 not suspending 12 15 18 kindergarten students a year if you are
58:04 not if you
58:05 are not one of those schools that’s contributing to the seven
58:08 out of school
58:08 suspensions then I don’t want to fix what’s not broken but I’m
58:12 gonna give you
58:12 more information what you do with that information is on you but
58:17 we have two
58:18 concerns there number one is something’s broken our data shows
58:22 us something’s
58:23 broken and so if you have a school that maybe thinks that what
58:27 they’re doing is
58:28 working and it’s not we need to be able to point that out and
58:31 the second thing
58:32 is that you know sometimes things are brought into school
58:37 because it is what
58:38 the principal is passionate about and if that principle leaves
58:43 and the next
58:44 principle is not so passionate about sometimes that falls away
58:48 and so we
58:50 needed to pick a couple of a couple of very strong research
58:53 backed programs
58:54 that no matter who the principal is no matter what happens in
58:57 that school I
58:58 have a team that can go in and support that implementation so
59:02 these are the
59:02 programs that we’re supporting this is the program that we’re
59:06 training it is
59:07 not our expectation that you scrap what you’re doing and use
59:11 them but it is our
59:12 expectation that you look at your data to see if what you’re
59:14 doing is working
59:15 and if it’s not change needs to happen okay I think that that’s
59:20 a solid fair
59:22 response so my next question is I liked what she said I
59:28 understand I think
59:29 especially for our youngest learners I think it’s important to
59:32 try to fix the
59:32 problem at the root before you know punishment is put in but
59:36 what came to
59:37 mind was me standing in one of our title one schools this past
59:41 year and I just
59:41 couldn’t even believe what I was watching it was I think she was
59:45 pre-k I
59:46 don’t even think she was kindergarten having a fit beyond fits
59:51 and literally
59:52 four grown adults standing around her trying this approach
59:58 trying to say this
59:59 to her they had no control of the situation and say they take
1:00:05 all these
1:00:05 classes and these four grown adults are now can’t be with their
1:00:08 other classrooms
1:00:09 because they’re all surrounded in the hallway are we are they
1:00:12 still allowed to
1:00:13 go to traditional let me let me try to clarify that a little bit
1:00:19 suspending
1:00:20 kindergarten students sounds ridiculous but in that situation
1:00:24 and I know it was
1:00:24 a 10-minute glimpse that I had in if that child was like that
1:00:27 day after day
1:00:28 after day and so disruptive to the school is is this tool of
1:00:32 suspending
1:00:33 kindergarten students still in play or once we adopt this
1:00:36 program that’s off
1:00:37 the table and we’re saying that can never happen again yeah we’re
1:00:41 not
1:00:41 changing or taking away the discipline plan the discipline plan
1:00:44 is still there
1:00:44 we are not saying you can’t just like when we the big crisis
1:00:48 when we put in
1:00:49 the discipline plan is they’re gonna say we can’t suspend kids
1:00:51 anymore that’s
1:00:52 that’s never what we said and we’re not saying it now I will say
1:00:55 you to you that
1:00:56 when you have a student in crisis day in and day out and that’s
1:01:00 a student in
1:01:00 crisis what you just described to me and and our reaction is the
1:01:05 same day in day
1:01:06 out we have failed and so again we’re we need to get tools in
1:01:10 the hands of the
1:01:11 people that need them and once we can say remember I talked
1:01:15 about tier 1 tier
1:01:15 2 once we can establish yes this school has a tier 1 support
1:01:20 system for kids we
1:01:22 can then talk about tier 2 but what is ending up happening now
1:01:26 and the data I
1:01:27 didn’t share is the overwhelming number of behavior referrals
1:01:31 that we’re getting
1:01:32 to our behavior analysts and our behavior techs that all stem
1:01:36 from tier
1:01:37 1 problems the expectations aren’t in the classroom where they’re
1:01:41 needed or in
1:01:42 the school as they’re needed and it and it brings itself up to
1:01:46 the behavior
1:01:47 analysts and instead of working on the real tier 2 problems they’re
1:01:50 going in to
1:01:51 solve tier 1 issues so we really need to get this foundation in
1:01:55 place so that we
1:01:56 actually have the resources to support that kid in crisis who’s
1:01:59 who’s
1:02:00 tantruming all day every day requiring the attention of four
1:02:03 different adults
1:02:04 on campus I mean you know as simply as I can put it that’s a kid
1:02:07 in crisis thank
1:02:09 you I appreciate the approach I think I recently read look
1:02:12 someone gave me and
1:02:14 it was talking about how just as a system we’re constantly at
1:02:17 the end of
1:02:18 the problem putting band-aids and it’s costing us three times as
1:02:21 much and
1:02:22 people and money if we would just go in at the beginning and and
1:02:25 set the stage
1:02:26 maybe we wouldn’t be wouldn’t be so expensive to put the band-aids
1:02:29 on in the
1:02:30 end so I think that’s what this is doing and I appreciate it
1:02:32 yeah thank you this
1:02:35 more I just have mr. Susan did you have questions from us more
1:02:38 on this portion
1:02:39 you know I I might wait until the board meeting and just say
1:02:44 something I love
1:02:45 what this is it’s amazing and I think it’s a step in the right
1:02:49 direction I
1:02:49 truly do like I being you know in the classroom and seeing best
1:02:55 practices I do
1:02:56 but there’s one piece that I think that we’re missing that I
1:03:00 think that you know
1:03:01 I think it’s the one of the causes to each one of these kids
1:03:04 that are coming
1:03:05 into the schools the why they’re acting the way they are before
1:03:07 they get there
1:03:08 and that has to deal with community involvement along with clubs
1:03:12 and
1:03:13 activities and opportunities for our kids to excel in something
1:03:16 that makes
1:03:16 them want to come to school and it was something that I wanted
1:03:20 to speak to
1:03:20 about bringing in the community more often into our schools and
1:03:23 I was gonna
1:03:24 talk to that at the board meeting but this is amazing thank you
1:03:26 thank you thank
1:03:27 you miss more thank you miss more for the work that you’re doing
1:03:31 around this
1:03:31 I know you know these are our conversations that we’ve been
1:03:34 having for
1:03:34 some time and I know it’s been a significant area of frustration
1:03:37 for a
1:03:37 lot of our school based leaders and teachers and and staff at
1:03:41 the school
1:03:41 because we know they all want want to support their students to
1:03:46 success couple
1:03:47 of questions for you I love that you are going that that you are
1:03:50 rolling this out
1:03:51 in a manner that allows you to go in and check for fidelity of
1:03:55 implementation
1:03:57 because I feel like that’s really really important that fidelity
1:04:00 piece with all
1:04:01 of all of the programs that you put up there I feel like
1:04:04 fidelity is to make or
1:04:05 break on it but realistically your capacity to ensure fidelity
1:04:12 is limited
1:04:13 just because you and your team are phenomenal but we keep you
1:04:16 very very
1:04:17 busy on lots of different things so that makes me wonder are we
1:04:23 including
1:04:24 principals in principals guidance counselors lead teachers
1:04:27 resource like
1:04:28 what is it what are we putting in place to ensure that beyond
1:04:36 the class the
1:04:37 pre-k to two classroom teachers in the school who who else is
1:04:41 going to be on
1:04:42 the same page with us yeah each initiative is just a little bit
1:04:46 different we looked at the right roles to facilitate we looked
1:04:51 at maximizing
1:04:53 our resources outside the school system so for example part of
1:04:56 that contract
1:04:57 with Conscious Discipline is for them to send their people in
1:05:00 just because we
1:05:01 knew we wouldn’t have have all of those resources so we divided
1:05:06 up all of these
1:05:07 initiatives across our our group so like I said this one is
1:05:11 Melissa Braun is
1:05:12 heading up this one along with she has a team working behind her
1:05:15 with her I
1:05:16 should say and and they are figuring out who the right people
1:05:21 are to facilitate
1:05:22 it so that we are actually spreading out the responsibility and
1:05:27 as much as we can
1:05:28 and and I will be frank my team loves to train they love to
1:05:34 train and when I say
1:05:36 to them no pay for a trainer to come in because I need you guys
1:05:39 to do the
1:05:40 walkthroughs and the coaching and so they they begrudgingly they
1:05:45 and they
1:05:46 want to do the walkthroughs and the coaching they want to do it
1:05:48 all they
1:05:48 want to do it all but they begrudgingly give up some of it
1:05:51 because I just know
1:05:52 the resources aren’t there for us to do it all and so in this
1:05:55 particular case
1:05:56 we’re paying facilitators to come in to do the facilitation and
1:05:58 to help us with
1:05:59 the walkthroughs super thank you so much I will do a quick check-in
1:06:05 with you miss
1:06:06 more though the board meeting is scheduled to start at 930 what
1:06:10 time is
1:06:10 it it is 920 that ain’t gonna work so I will just make an
1:06:16 announcement now that
1:06:17 we will be starting the board meeting slightly late this morning
1:06:20 so that we
1:06:21 can can finish up miss more I’ll go quick I’ll try to I’ll try
1:06:25 to pick it up
1:06:26 well this is really important so I I don’t want to shortcut this
1:06:29 conversation
1:06:30 okay because I I mean I think this has the potential to have a
1:06:35 significant
1:06:35 impact on on our district as a whole so I don’t want to shortcut
1:06:38 you know okay
1:06:39 but rough idea of how much longer you think I’m gonna say 30
1:06:43 minutes okay very
1:06:45 good thank you unless unless you guys ask 30 minutes of
1:06:48 questions which we may
1:06:51 I’ll go through to the end and then we’ll save all questions for
1:06:54 the end so
1:06:55 the last one under positive classroom practices is actually
1:06:57 universal design
1:06:58 for learning this is the engagement piece and this has actually
1:07:02 been around
1:07:02 a long time it’s been in state statute it’s been in the state
1:07:05 reading plan it’s
1:07:06 been in the district reading plan but we really never embraced
1:07:09 it in Brevard
1:07:10 County we we offer individual trainings and it’s something that
1:07:14 we know needs to
1:07:15 be embraced across all of our classrooms as we looked at what
1:07:19 our plan was again
1:07:20 next year we said no school-wide expectation and in fact because
1:07:24 it’s
1:07:24 been around so long and misunderstood so long we decided we were
1:07:28 going to take
1:07:28 2021 to build the foundation at the district level all district
1:07:32 leaders are
1:07:33 going to participate in a book study dive into UDL or I guess I
1:07:37 should say
1:07:38 student services and leading and learning as well as anybody
1:07:41 else who
1:07:42 wants to participate we offered principals if they would like to
1:07:45 dive
1:07:45 into UDL with us and we probably had I think 10 or 11 principals
1:07:49 that want to
1:07:49 do the book study with us and as we go forward to 21 22 we’re
1:07:53 gonna build
1:07:54 understanding in into our principles um some of you guys may
1:07:58 have been around
1:07:59 for UBD which is a planning pro you know process this is totally
1:08:04 different so I
1:08:05 don’t want you to confuse confuse those two things and what we’re
1:08:10 trying to do
1:08:10 is not repeat some of our past mistakes and build a solid
1:08:14 foundation of
1:08:15 understanding in our leadership before we roll it out to our
1:08:18 teachers so that
1:08:19 isn’t even looked to be rolled out until 22 23
1:08:25 so moving into the social-emotional realm we have decided on two
1:08:32 curriculums
1:08:33 the first one is Sanford harmony for pre-k through 6 and the
1:08:36 second one is
1:08:36 Lions Quest 7 through 12 as you guys know many schools have
1:08:43 great programs
1:08:43 and this goes right to miss deskevich’s question we don’t want
1:08:47 to replace their
1:08:47 programs if they have a great SEO program and it’s working for
1:08:50 them we are
1:08:51 not asking them to replace it with Sanford harmony we are saying
1:08:54 you have
1:08:55 to have the Sanford harmony training because it’s a good
1:08:58 companion training
1:08:59 there are gonna be things in there that may not be in what you’re
1:09:01 currently
1:09:02 doing and you may want to bring it in on the other hand you know
1:09:05 you may look at
1:09:06 it and say I’m gonna shelve it but but you’re at least gonna
1:09:09 know that tool is
1:09:10 available to you for 2021 we do have a August September October
1:09:18 SEO plan as
1:09:19 kids come back into school and we are requiring eight SEO
1:09:24 lessons for
1:09:25 elementary and four for secondary as they come back into school
1:09:28 that all
1:09:29 revolve around giving kids the opportunity to talk about the
1:09:34 experiences that they had and and where we are in in the world
1:09:38 right now and so
1:09:40 and giving them a foundation for understanding they’re safe and
1:09:44 we’re
1:09:44 here for them and we’re gonna take care of them because you know
1:09:47 the last they
1:09:48 heard they were leaving for vacation and then they never came
1:09:51 back and we were in
1:09:52 a lot of cases the kids most stable stable place and even if we
1:09:58 weren’t that
1:09:58 for them we were at least part of their family you know parents
1:10:02 will say we talk
1:10:03 about the teacher more at the dinner table than we then we talk
1:10:06 about anybody
1:10:07 else in many cases so those are the two curriculums we’re
1:10:12 adopting what we’re
1:10:14 asking schools to do when they come back is to do a self-assessment
1:10:17 and we’re
1:10:18 doing this because we found a lot of schools were having
1:10:20 difficulty finding
1:10:21 time in their day for SEO for our purposes Jane Klein and
1:10:26 Stephanie
1:10:27 Sullivan close your ears it is just as important to find time
1:10:30 for SEO in your
1:10:31 day as it is for reading and so we want every school to really
1:10:35 do a self
1:10:35 assessment reflect on how they’re making time in their day and
1:10:38 to see if there’s
1:10:39 a way to fit in 30 minutes a week that’s what we’re asking for
1:10:42 30 minutes a week
1:10:43 for SEO and then of course we want them to follow the recovery
1:10:47 plan for August
1:10:48 and September and give their students an opportunity to process
1:10:51 through their
1:10:52 experiences these past four months
1:10:56 as we move out of the SEO we’re moving into the positive school
1:10:59 culture it’s
1:11:00 not going to surprise you to see PBIS on there for those of you
1:11:03 guys who don’t
1:11:04 know positive behavior interventions and supports it’s a way to
1:11:07 set up
1:11:08 expectations school-wide systems school-wide give students a way
1:11:12 to
1:11:12 practice what they’re what the expectations are and to know that
1:11:16 they
1:11:17 can meet that outcome every day it is it is it is the tier one
1:11:21 support that most
1:11:23 if you hear of a district that’s doing phenomenally well across
1:11:28 all behaviors I
1:11:29 mean across behavior and all discipline they are typically PBIS
1:11:33 districts we are
1:11:35 not looking at adding any new PBIS schools in 2021 except we
1:11:46 unfortunately
1:11:47 have been cited by the state for disproportionate discipline in
1:11:52 the area
1:11:53 of in-school suspension specifically with black students and
1:11:57 students with
1:11:58 disabilities and we have identified the target schools and our
1:12:03 and and and their
1:12:04 answer has been to us but our students are receiving services
1:12:07 and they’re
1:12:08 staying in school in school suspension is still a removal from
1:12:13 the regular
1:12:13 school program and it’s still part of what the state monitors
1:12:16 and so when we
1:12:18 went to each of those schools to look at what their tier one
1:12:21 behavior system was
1:12:22 we found that they were there were gaps and so we’re going to be
1:12:26 working with
1:12:27 those six schools right out of the gate to add PBIS in as a tier
1:12:32 one support for
1:12:34 them we will continue to support the rest of our PBIS schools
1:12:38 some of them
1:12:38 want tier two training some of them want
1:12:46 the booster there’s a booster class we’ll continue to support
1:12:49 that but our
1:12:50 main focus from Jason Lobley and Renee Roth and that team is
1:12:56 going to be CCEIS
1:12:58 schools and those six schools are all secondary I’m sorry that
1:13:06 all the six
1:13:07 schools are secondary schools that is correct and and I can’t
1:13:11 name them off
1:13:12 the top of my head but I can send them to you
1:13:18 Carol no I was just I was surprised okay so also under positive
1:13:31 school culture is
1:13:31 the concept of restorative practices restorative practices fits
1:13:35 in with PBIS
1:13:36 restorative practices fits in with conscious discipline restorative
1:13:40 practices about is about looking at your behavior owning your
1:13:44 behavior
1:13:44 understanding and making a choice of how to resolve the issue
1:13:49 with with a person
1:13:50 that you were in a conflict with and we actually started this
1:13:54 initiative last
1:13:55 year the way it was set up was we were going to have two days of
1:13:58 training in
1:13:59 the fall we were going to give them time to practice then we
1:14:03 were going to give
1:14:04 two more trainings in the spring and this is just with a
1:14:07 leadership cohort at
1:14:08 this at the ten schools we were working with and then we were
1:14:12 going to have them
1:14:13 write their implementation plan for 2020 2021 we thought oh we
1:14:17 could we could
1:14:17 really get this going and and have and give everybody an
1:14:20 opportunity to train
1:14:21 practice implement walkthrough that was our plan needless to say
1:14:26 the two days in
1:14:27 spring didn’t happen so we are actually following up with those
1:14:30 ten schools
1:14:31 right now and we’re going to complete last year’s cycle this
1:14:36 year before we
1:14:37 add any new schools to restorative practices we actually have a
1:14:40 waiting
1:14:41 list for restorative practices many schools want that training
1:14:44 we’re trying
1:14:45 to be really really consistent and and systematic about how we
1:14:51 how we do these
1:14:52 things so we’re going to finish up cohort one and we have
1:14:55 actually already
1:14:56 identified cohort two and they’ll be put in place 21 22
1:15:03 in the next bucket was mental health and this is the last of the
1:15:07 four buckets and
1:15:09 that was it shouldn’t surprise you to have youth mental health
1:15:11 first aid on
1:15:12 there we continue that initiative and this year the state added
1:15:16 an online
1:15:17 course right now I I’ll be frank I don’t I don’t know if we have
1:15:21 the first online
1:15:23 one scheduled the last I heard about two weeks ago we were
1:15:25 having some technical
1:15:26 difficulties with that course but it’s gonna be a way to get a
1:15:31 way more
1:15:32 teachers through that course than the face-to-face that we
1:15:35 currently offer so
1:15:36 that’s going to continue to be an initiative that’s going to
1:15:39 continue to
1:15:39 be initiative for we’re never going to be done because every
1:15:43 educator in the
1:15:44 state of Florida has to have that and we’re just never going to
1:15:46 be done
1:15:47 because once you are three years out you have to have a one-hour
1:15:51 booster and so
1:15:52 we will continue with that but the next one is the one I’m
1:15:56 probably most excited
1:15:59 about we have partnered with lifetime counseling for a lot of
1:16:04 things they
1:16:05 provide some of our mental health counseling in our schools they
1:16:08 contract
1:16:09 social workers with us when we can’t when we can’t hire them
1:16:14 ourselves they
1:16:15 contract we pay for half of a social worker and Medicaid
1:16:18 reimbursement pays
1:16:19 for the other half so it’s a great program for us it’s great for
1:16:23 lifetime
1:16:24 counseling and we went to them and said you know we have a
1:16:27 course on trauma
1:16:28 informed classes but it has a limited seat count and as our
1:16:32 teachers come back
1:16:33 in we’re gonna need two things we’re gonna number one need to
1:16:36 recognize that
1:16:37 our kids are coming back from trauma and I said this to dr. Mullins
1:16:44 and and the
1:16:44 rest of the cabinet and I don’t know if I’ve said it to you but
1:16:47 this is a crisis
1:16:48 like no crisis we have been through in our lifetime because this
1:16:52 is called a no
1:16:53 low point crisis when we have a hurricane we can watch it coming
1:16:58 toward
1:16:58 us we can live through it for 24 to 48 hours and we walk out and
1:17:03 it’s at that
1:17:04 point that we’ve hit our low point because we look at our house
1:17:08 we assess
1:17:09 the damage we call our friends we call the electric company and
1:17:13 we start making
1:17:15 a plan that’s in our human nature we’re gonna start fixing it
1:17:18 because now I have
1:17:19 power back because I’m fixing it in a no low point crisis we don’t
1:17:25 get that power
1:17:25 back we don’t get to fix anything because we don’t know where
1:17:30 the bottom
1:17:30 is
1:17:34 if you look at the research there are two things that fall under
1:17:36 load no low
1:17:37 point crises one is a nuclear disaster and the other is a pandemic
1:17:43 because the
1:17:44 impact is far-reaching so we wanted to make sure all of our
1:17:50 teachers were
1:17:50 trauma-informed as students came into school
1:17:56 but more importantly we wanted to point out what compassion
1:18:00 fatigue was and
1:18:01 compassion fatigue is just basically the cost of caring it is
1:18:05 the cost of day in
1:18:07 and day out putting other people in front of yourself and when I
1:18:11 worked with
1:18:12 the principals to show to go through this same presentation with
1:18:15 them I said
1:18:16 you know you’re in compassion fatigue when you end up yelling
1:18:21 about something
1:18:22 or at somebody who really isn’t the target of your anger of
1:18:25 getting
1:18:26 frustrated over something that normally wouldn’t frustrate you
1:18:29 at crying over
1:18:29 something that normally would make you cry it is because you
1:18:32 have put
1:18:33 everything out for other people and you have nothing left for
1:18:36 yourself and so we
1:18:39 want to make sure that that foundation of trauma-informed and
1:18:41 compassion
1:18:42 fatigue are at least shared with our our teachers in in July
1:18:48 August September we
1:18:49 want it done in those first couple of months
1:18:53 and the reason is oh I’ll get to the reason in a second these
1:18:58 are the six
1:18:59 these are the six webinars we’ve already trained our social
1:19:04 workers in our school
1:19:05 counselors we we probably have about 20 more that still need to
1:19:09 be trained they
1:19:11 are facilitating to your point miss Belford they’re facilitating
1:19:14 that
1:19:14 webinar so we took school-based people we put them through three
1:19:18 three days of
1:19:19 train the trainer so that they can go through these webinars
1:19:21 that were created
1:19:22 for us by lifetime counseling we have first thought oh well we’ll
1:19:26 train a core
1:19:27 group and they can train two or three schools after the very
1:19:30 first training I
1:19:31 got a number of emails that said that’s not going to work
1:19:35 because people are
1:19:36 going to want to talk about their experiences and they’re going
1:19:39 to want to
1:19:39 talk with family and we’re family you you strangers are not
1:19:44 family and so they
1:19:46 really felt strongly that they could only train their school so
1:19:49 we we put
1:19:50 another training in place and we were gonna try to put another
1:19:53 training in
1:19:53 place for July as well these are the six areas that we’re gonna
1:19:59 talk about and I
1:20:01 just wanted to show you this is a two-minute clip of the impact
1:20:05 that being
1:20:06 in a trauma-informed school with people that are aware of their
1:20:10 limitations and
1:20:11 and and the behaviors that build them can do for a kid so this
1:20:17 is just really
1:20:17 quick
1:20:23 resilience is the result of a highly interactive process between
1:20:27 individual
1:20:29 characteristics and the person and the environment in which that
1:20:33 individual has
1:20:34 developed it’s really the counter balancing of things that may
1:20:40 exist in
1:20:41 the child’s life with positive things that occur within the
1:20:46 family but even
1:20:46 positive things that may exist in the community an easy way of
1:20:50 thinking about
1:20:51 resilience is like a scale with a fulcrum in the middle of it
1:20:57 and there
1:20:58 are things on both sides of that scale experiences of both bad
1:21:03 things or good
1:21:05 things our genes shape where the fulcrum is all right there are
1:21:12 certain genes
1:21:12 that make a child more sensitive to the effects of maltreatment
1:21:16 or parental
1:21:17 neglect or witnessing violence the fulcrum may start out kind of
1:21:23 more
1:21:23 towards one side or more towards the other side and that’s gonna
1:21:28 make it how
1:21:29 much these subsequent events affect things positively or
1:21:33 negatively science
1:21:35 tells us that experience moves the fulcrum for better or for
1:21:39 worse even
1:21:41 though we are born with genes genes will respond differently to
1:21:47 certain
1:21:48 environmental situations as opposed to others what the genes are
1:21:52 actually doing
1:21:53 are turning up or turning down the expression of chemicals in
1:21:57 circuits in
1:21:58 the brain tree in the entire body that that govern our responses
1:22:04 to stress to
1:22:06 anxiety to depressive symptoms when positive experiences
1:22:11 accumulate and
1:22:12 children learn coping skills that help them to manage stress the
1:22:15 fulcrum can
1:22:17 slow tail tilts toward positive outcomes more easily that’s what
1:22:22 resilience is
1:22:23 all about there’s always an adult or more than one adult who is
1:22:29 key to
1:22:30 providing that relationship that helps to build resilience
1:22:43 so we know our kids are coming to us and that fulcrum is going
1:22:48 to be shifted in a
1:22:49 way that isn’t going to give us a learning brain it’s going to
1:22:53 give us a
1:22:53 surviving brain and so we need to make sure our teachers are
1:22:57 ready for that and
1:22:58 our schools are ready for that because everybody has said to me
1:23:03 you know I’m
1:23:04 concerned kids have been out of school for three months the
1:23:06 behaviors that
1:23:07 we’re gonna get back and the behaviors are just a reaction to
1:23:11 what is going on
1:23:12 insecurity anger frustration uncertainty all of those are going
1:23:19 to play into the
1:23:20 behaviors that our students bring to us so that’s why we front-loaded
1:23:24 conscious
1:23:25 discipline SEL that SEL plan when they come back those lessons
1:23:29 and then this
1:23:30 the trauma-informed and compassion fatigue training again that’s
1:23:35 six one
1:23:37 hour webinars we want them all in July August September each
1:23:43 school will have
1:23:44 their own trainer if they aren’t able to send us a social worker
1:23:47 or a school
1:23:48 counselor we have trained lifetime counselors to push out to
1:23:51 them as well
1:23:51 as district-based social workers to push out to them but the
1:23:55 information that
1:23:56 I’ve gotten is that schools are going to want their own their
1:24:00 own facilitator I
1:24:01 went ahead and had not I Kelly Saria is leading this initiative
1:24:07 along with Lori
1:24:08 Parsons over at lifetime counseling Kelly set up a training
1:24:12 yesterday and
1:24:13 today for the principals so they’re getting all six hours
1:24:15 yesterday morning
1:24:16 and this morning and I we had I want to say 78 either principals
1:24:22 and or
1:24:22 assistant principals on the training and I received probably
1:24:26 three or four
1:24:27 emails from principals saying I’m on vacation but I’m gonna log
1:24:31 in what do I
1:24:31 need to do so I think very strongly the message is getting out
1:24:37 from our school
1:24:38 counselors that this is important in our school social workers
1:24:41 and our principals
1:24:42 are going to be working with them on what the training plan is
1:24:45 again I can’t
1:24:46 one one size this to fit everybody so they’re gonna have to
1:24:50 decide what the
1:24:51 right thing for them is but I needed I needed the principles to
1:24:54 see it
1:24:54 themselves to see if its importance and they did they absolutely
1:24:59 100% did we’re
1:25:00 gonna try to do another one of those three hour and three hour
1:25:04 trainings for
1:25:05 any administrators that weren’t able I was gonna invite you guys
1:25:09 to the first
1:25:09 one but then I thought oh they’re not gonna have the background
1:25:11 so I waited
1:25:12 and if we have another one I’ll invite you if you’re interested
1:25:14 in in
1:25:15 participating and finally the last one under mental health is
1:25:19 sources of
1:25:20 strength I think you guys all know sources of strength is a peer-to-peer
1:25:23 suicide prevention program we are gonna complete all high school
1:25:28 and adult all
1:25:29 high school adult and student training in fact all of our high
1:25:32 school adult
1:25:32 training is done we have one student group left so we’re gonna
1:25:36 do that in 20
1:25:36 20 2021 and we’re gonna evaluate all of the existing high school
1:25:41 and middle
1:25:41 school programs you know you put a program out there and it may
1:25:44 get off
1:25:45 like gangbusters and two years later it has withered on the vine
1:25:48 so we’re gonna
1:25:49 go out and evaluate those programs with the tools from sources
1:25:52 of strength and
1:25:53 provide support to those programs that need a need a little help
1:25:57 but we’re also
1:25:58 going to create an implementation plan for our middle schools
1:26:00 because our next
1:26:01 step is to implement it at all middle schools and you will be
1:26:05 happy to know I
1:26:05 think you will be happy to know that right now sources of
1:26:08 strength has a
1:26:09 pilot program going on in elementary schools not here in Brevard
1:26:13 County but
1:26:14 across across the country so we’re looking at that with interest
1:26:18 but our
1:26:19 first goal is to get it implemented across all of the secondary
1:26:23 settings so
1:26:24 again this is the whole picture you saw it at the beginning so I
1:26:28 hope it makes
1:26:29 more sense now kind of what we’re doing but I want you to know
1:26:35 that this is
1:26:36 actually the small picture in the bigger picture
1:26:41 because it’s just that first row that tier one support because
1:26:47 we’ve been
1:26:48 doing a lot of tier two supports and we will continue to do that
1:26:52 and we’re gonna
1:26:53 do some training on that after we get a solid tier one
1:26:57 implemented so I want you
1:26:59 to know we do have a bigger picture in mind but we’re gonna
1:27:02 start with where it
1:27:03 needs to start and that’s what’s good for all kids okay I did
1:27:10 that in 15
1:27:11 minutes you did that was excellent questions for miss born board
1:27:15 members I
1:27:15 have a couple questions what did tier one look like before you
1:27:20 put that chart
1:27:20 together this plan together what did tier one look like before I
1:27:24 put the
1:27:24 chart together tier one looked a different in every building and
1:27:27 some
1:27:27 buildings didn’t have any tier one so their tier one was
1:27:31 reaction discipline
1:27:33 behavior discipline and if I said and I mean I’ve had some of
1:27:37 these
1:27:38 conversations what are your school-wide behavior expectations I’ve
1:27:42 gotten some
1:27:43 answers like well don’t be late that’s not really a school-wide
1:27:48 behavior
1:27:48 expectation that’s a rule and you know as you saw in the video
1:27:56 everybody knows
1:27:57 the rules it’s what is it going to take to follow them so some
1:28:01 schools on on the
1:28:02 other hand have great tier ones tier one supports and many of
1:28:05 them are the
1:28:06 supports that are in that presentation so what we’re really
1:28:09 looking at is what
1:28:10 are we consistently doing across all schools that we can say
1:28:16 yeah tier one
1:28:16 supports are in place in Brevard Public Schools and so if if the
1:28:22 question is
1:28:23 what are we consistently doing the answer is nothing that’s that’s
1:28:26 exactly
1:28:26 what I was trying to point out just the amount of work that you’ve
1:28:29 put into you
1:28:29 and your team and what you’ve done here and I think we’re gonna
1:28:33 see it’s gonna
1:28:34 be very impactful for us as an organization so just wanted to
1:28:37 thank you
1:28:38 for that I do have you kind of touched on it I wrote down the
1:28:41 question early on
1:28:42 or in this last little segment the 30 minutes a week that you’re
1:28:48 expecting to
1:28:49 be given to students for SEL for social-emotional learning yeah
1:28:54 right
1:28:55 schools that have social workers and a guidance counselor I
1:28:58 think they can pull
1:28:59 off probably 30 minutes a week my concern is most of my
1:29:03 elementary schools
1:29:04 don’t have social workers at all and then I’m also how is that
1:29:08 going to be
1:29:09 implemented in secondary schools I know like West Shore has
1:29:12 power they have the
1:29:13 the standard homeroom where they’ve been doing this for a long
1:29:16 time and it’s been
1:29:16 very effective some of my schools have power hour and I imagine
1:29:20 they can maybe
1:29:21 implement it somehow in that time period but who do you see the
1:29:25 guidance
1:29:26 counselors are overwhelmed with scheduling and college
1:29:29 applications and
1:29:30 things of that nature so who do you see in secondary making sure
1:29:34 this is getting
1:29:34 pushed in and at what time how are they how are they gonna
1:29:36 implement that yeah
1:29:38 and in elementary when there’s no social worker and the guidance
1:29:40 counselors knee
1:29:42 deep and it can’t hit all 700 students our teachers individually
1:29:46 expected to
1:29:46 push this in etc so the first question the first the first part
1:29:51 of it is I
1:29:51 don’t expect this to be a school counselor social worker job
1:29:56 could they
1:29:56 do it yes if they if I view them more as the tier 2 I view them
1:30:02 more as the I’m
1:30:03 pulling small group because remember tier 1 is for everybody so
1:30:07 I view this
1:30:08 in the teacher realm so in elementary when you talk about
1:30:11 morning circle I
1:30:12 think many of you guys have seen circle time that is where most
1:30:15 of our teachers
1:30:16 are doing social emotional learning they do more than 30 minutes
1:30:19 a week they do
1:30:20 it daily there are some schools that haven’t haven’t navigated
1:30:25 that so we
1:30:26 need to work with them to figure out how to navigate it but a
1:30:29 morning circle is I
1:30:31 I was I’m trying to remember which principle said it we were
1:30:36 going through
1:30:37 this and we were I just finished the SEL and she got on the
1:30:41 Skype and said I went
1:30:43 from having and she double digit number of referrals to having
1:30:47 single digit in a
1:30:48 week instead of double digit in a day when we started morning
1:30:52 circles so it
1:30:53 just sets the tone for the day secondary is always going to be a
1:30:56 challenge always
1:30:57 100% always going to be a challenge and so that’s part of what I
1:31:01 said to my team
1:31:01 we don’t go in and dictate we have to understand the challenge
1:31:05 each school is
1:31:06 facing and then problem-solve with them as partners because it’s
1:31:09 really easy for
1:31:10 us to sit up here and go well you’re gonna do that and this is
1:31:13 the way it’s
1:31:14 gonna look but I’ve made the commitment to the principal that
1:31:17 that’s that’s not
1:31:17 where we’re going so we’re gonna start with the assessment we’re
1:31:20 gonna look at
1:31:21 you know what they already do how they already spend their time
1:31:24 and then we’re
1:31:25 gonna push in teams a Catherine Kathleen Erdmann is our SEL
1:31:29 resource teacher we
1:31:31 paid for her out of mental health allocation and we and will
1:31:34 continue to
1:31:35 do so because she’s gonna start working with these secondary
1:31:39 schools to go in
1:31:40 and really understand their restrictions to problem-solve and
1:31:44 figure out how we
1:31:45 can ensure that our secondary schools are providing SEL to our
1:31:48 students I
1:31:49 don’t have the answer for you because the answer could be you
1:31:52 know 16
1:31:54 different ways at 16 different schools especially because I know
1:31:57 that going in
1:31:58 we’re probably not going to start out with power our first
1:32:01 semester in fact I
1:32:02 know we’re not so that’s that’s not an option that we can use
1:32:06 thank you
1:32:08 it’s Campbell any questions or comments um so the success for
1:32:14 this program the
1:32:16 metrics for it would be the original slide that we saw where our
1:32:20 levels are
1:32:21 comparative to the other districts to lower is that so like
1:32:24 asking how do we
1:32:26 know at the end of the day the success of this program of its
1:32:30 implementation
1:32:30 well there’s there are several metrics that we’re looking at one
1:32:33 is just our
1:32:34 overall suspension and it’s out of school suspension and in
1:32:36 school
1:32:36 suspension rate our attendance rate as well because when
1:32:40 students when students
1:32:42 get in trouble at school they avoid school point blank we’re
1:32:45 also looking at
1:32:46 our mental health referrals and the kind of mental health
1:32:49 referrals that we’re
1:32:50 getting there are absolutely a need for mental health referrals
1:32:54 for mental
1:32:55 health issues but we’re getting a lot that are discipline based
1:32:57 we’re also
1:32:58 looking at our behavior analyst referrals we’d like to see a
1:33:01 decrease in
1:33:01 tier one issues coming to them so that they can focus on tier
1:33:05 two issues we’re
1:33:06 also looking at disproportionality because it’s not going to
1:33:08 surprise you
1:33:09 to find out that those the statistics I showed are
1:33:12 disproportionately students
1:33:13 with disabilities and african-american students and we have been
1:33:17 working tier
1:33:17 two with a lot of schools that have had not a lot of schools
1:33:20 with the schools
1:33:21 that have had disproportionality warnings and so we’ve worked
1:33:27 with them
1:33:28 and will continue to work with them but we would like to see
1:33:31 that disappear so
1:33:34 we have a we have a lot of metrics and it’s gonna be different
1:33:38 for each group
1:33:38 so I know you know I’ve mentioned some names I don’t think there’s
1:33:44 a single
1:33:45 member in the student services department that doesn’t own a
1:33:48 piece of
1:33:49 this and then we and then we still keep bringing in people we’ve
1:33:53 siphoned off
1:33:54 some of Patricia Fontaine’s people we’ve siphoned off some of
1:33:56 Kim Bias’s people
1:33:57 and will continue to do so because the plan is I feel it’s kind
1:34:04 of I feel it’s
1:34:06 kind of audacious but I feel like it’s the right plan so is so
1:34:10 the end of the
1:34:11 day there’s a metric that says if we had a hundred expulsions in
1:34:16 kindergarten or
1:34:17 whatever the number was we’re trying to reduce that by ten
1:34:21 percent or are we
1:34:22 just saying we’re hoping to reduce that that’s all yeah oh we’re
1:34:25 hoping to
1:34:25 reduce we’re not we’re not setting I’m not setting right now I’m
1:34:29 not setting a
1:34:29 percentage standard first off I think it’s unfair to do that to
1:34:33 a program
1:34:34 that’s being implemented across five years I think you’re gonna
1:34:37 see some ups
1:34:37 and downs but I want to see a downward trend across all of the
1:34:41 behaviors and I
1:34:42 think it’s unfair to do that when our original plan we were
1:34:46 forming cohorts of
1:34:48 schools that were going through trainings together so a school
1:34:51 may have
1:34:52 gone through universal design for learning but not have gone
1:34:55 through
1:34:55 conscious discipline in the original plan and so we were really
1:35:00 just looking
1:35:01 at how can we implement this to show just a solid decrease in
1:35:05 all of those
1:35:06 numbers that cause us concern especially as it as it revolves
1:35:09 around
1:35:09 disproportionality I appreciate you taking this on it’s a
1:35:13 massive
1:35:13 undertaking and thank you yeah thank you miss McDougal any
1:35:17 questions or comments
1:35:18 from us more I don’t have any questions but I just again I want
1:35:22 to reiterate
1:35:23 what Susan said thank you very much miss more this is I’m
1:35:27 excited I’m looking
1:35:28 forward to this we’re on the right track so thank you thank you
1:35:34 I’m going to the
1:35:35 ceiling I would echo miss McDougal sentiments I think this
1:35:40 really is going
1:35:40 to be game-changing for our teachers for our staff members for
1:35:43 our students
1:35:44 obviously where it’s targeted and I am I could not be more
1:35:49 excited so thank you
1:35:50 to you and your team for all of the work that you’re putting in
1:35:52 please do invite
1:35:53 us to any of those opportunities for the webinars or feel free
1:35:57 to loop us in on
1:35:58 the book studies or I think you know this has been an issue that
1:36:03 has been
1:36:03 passionate for all of us I think so by all means put us to work
1:36:08 thank you thank
1:36:09 you all right all right if there are no further questions for
1:36:13 Miss Moore I am
1:36:14 going to adjourn this meeting and we will reconvene the board
1:36:17 meeting in
1:36:18 approximately five or we will convene the board meeting
1:36:20 approximately five
1:36:21 minutes
1:36:33 you