Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 (upbeat music)
0:31 (gavel bangs)
0:31 - Good morning.
0:32 I’m happy to welcome all of my fellow board members
0:34 and call the July 13th, 2021 school board meeting to order.
0:38 Pam, roll call, please.
0:42 Present.
0:47 - Mrs. Campbell.
0:51 - I think she may be muted and I can’t seem to unmute it.
0:55 - Oh, I’m here.
0:57 - We’ve got her.
0:57 Thank you.
0:59 - Mrs. Jenkins.
1:00 - Present.
1:01 - Ms. McDougall.
1:03 Mr. Susan.
1:04 - Present.
1:06 - We will now hold a moment of silent reflection
1:08 in memory of one of our BPS family members
1:10 who has recently passed away.
1:11 Andre Hutchins, a student from Melbourne High School.
1:26 Thank you.
1:27 Please stand for the Pledge of Allegiance.
1:29 - I pledge allegiance to the flag
1:31 of the United States of America
1:33 and to the republic for which it stands,
1:36 one nation, under God, indivisible,
1:40 with liberty and justice for all.
1:44 - At this time, I would like to offer my fellow board members
1:47 and Dr. Mullins the opportunity to recognize student staff
1:49 or members of the community.
1:51 Would just remind the team this morning
1:54 that we are on a bit of a time crunch
1:55 and I know that we have a little bit of time
1:57 in the team this morning that we are on a bit of a time crunch
1:59 for quorum so if we could keep our recognitions short,
2:03 that would be fabulous.
2:04 Who would like to get us started?
2:05 - I can start.
2:06 - Ms. Jenkins.
2:07 - Yeah, I just wanna give a shout out
2:08 to Ms. Barbara Wilcox and the students
2:11 of Tropical Elementary.
2:12 I know currently right now, Congressman Posey
2:15 has put a resolution in the house,
2:18 I believe it’s 509, for their kindness symbol
2:22 and so I’m just encouraging everyone in the community
2:24 to reach out to the Education and Labor Committee.
2:27 Let them know that you support our students
2:29 here in Brevard.
2:30 It’s a pretty amazing opportunity for them.
2:32 I have personally called a couple people
2:34 and left some voicemails.
2:35 It’s really simple, it’s super fast.
2:37 You just go straight to the website
2:39 and find their phone number so I’m encouraging anyone
2:41 who can to please do that as well, thanks.
2:44 - Thanks, Ms. Jenkins.
2:46 - I’m good.
2:48 - Ms. Campbell.
2:51 - I just wanna give a shout out to all the teachers
2:53 and students who are involved in the Summer Fine Arts
2:55 Theater Workshop, the musicals, Big Fish
2:58 and Singin’ in the Rain were fantastic.
3:00 The cast did such a great job and the orchestra,
3:03 everybody involved, so great job, everyone.
3:05 It was another stellar performance year.
3:09 - Thank you, Ms. Campbell.
3:10 Dr. Mullins.
3:12 - Thank you, Ms. Belford.
3:13 I’d like to echo Mrs. Campbell’s compliments
3:16 and kudos to our staff for the Summer Performing
3:19 Fine Arts Festival.
3:20 I have had the privilege of attending
3:22 both performances as well.
3:24 They were amazing, our kids in less than three weeks
3:27 put on a full musical production.
3:30 That’s only possible with amazing leadership.
3:32 There are several individuals across our schools
3:36 who give up their time to make us available for our kids.
3:40 I won’t go through the list of names,
3:42 but just a huge thank you to our staff
3:46 for bringing their skills and talents to inspire our kids.
3:50 And I’d be remiss if I didn’t do an acknowledgement
3:53 of the Phoenix Foundation, which ultimately funds
3:56 the Summer Performing Arts Program
3:59 in the tune of about $100,000 each summer
4:02 to put on both of those productions.
4:04 So we are so appreciative of the Phoenix Foundation
4:07 and their partnership to make it possible for our kids.
4:10 I also wanna highlight two first annual events
4:15 that are coming up.
4:16 You may be aware, if you went by the school bus out front,
4:20 tomorrow, or yes, tomorrow we have our first ever
4:23 bus driver career fair, that was hard to get out,
4:28 as well as on Thursday we’ll be hosting
4:31 a substitute career fair.
4:37 Struggling here today.
4:38 So very excited and appreciate our human resources team
4:42 and staff putting those opportunities available
4:44 to really showcase those opportunities across our community.
4:50 To become part of Team BPS.
4:52 So if you know someone who is looking
4:54 for a very flexible schedule, either as a bus driver
4:58 or a substitute, please encourage them to come
5:00 and be part of those employment opportunities
5:02 in the next two days.
5:04 - Thank you, Dr. Mullins.
5:06 I have just two quick ones this morning.
5:07 One, just wanna thank our team members
5:10 who were able to get our substitute recognition funds
5:16 out to our substitutes.
5:18 I saw in our LTP that that memo is going out
5:21 to our subs this week, so I’m sure Dr. Thady
5:23 and Ms. Lisinski and probably Russell Cheatham as well
5:27 all had a hand in that.
5:28 So thank you for getting that going, getting it in place.
5:31 And then the second one, I’m assuming it’s probably
5:34 gonna be some of the same team members,
5:36 but was so excited to see in our LTP this week
5:39 that we are resolving the confusing issue
5:41 of the way that pay is presented on the pay stubs
5:44 by putting all of those different categories together.
5:46 So I know, Mr. Susan, we’ve had conversation about that
5:49 for many years, but super excited.
5:51 I think that’s gonna eliminate a lot of confusion.
5:53 And so thank you to all who worked
5:55 on making that happen as well.
5:58 That is going to bring us to the adoption
6:00 of the agenda, Dr. Mullins.
6:02 - Ms. Belford and members of the board,
6:03 on this morning’s agenda, we have administrative staff
6:05 recommendations, one presentation, 23 consent items,
6:09 two action items, and six information items.
6:13 Changes made to the agenda since it was first released
6:15 to the public on July 6th are as follows.
6:17 Item A7 on administrative staff recommendations,
6:21 received revisions, and attachment was added
6:23 to item F11 on Brevard Schools Foundation agreement,
6:28 and a superintendent’s report on the 2021 FSA third grade
6:32 data update and other data to be monitored
6:35 has been added under presentations.
6:37 - What are the wishes of the board?
6:38 - Move to approve. - Second.
6:39 - Moved by Mr. Susan, seconded by Ms. Jenkins.
6:42 Is there any discussion?
6:44 Ms. Esquire, are we going to need voice vote
6:47 for Ms. Campbell?
6:54 Oh, okay.
6:55 - I hold up online if we can do that, you need to.
7:10 - Because there’s quorum in person right now.
7:12 - Yeah.
7:14 (faintly speaking)
7:19 - No, not for me.
7:21 - You need us to refresh maybe?
7:26 Okay, I just refreshed and it came up for me.
7:29 So please vote.
7:33 (faintly speaking)
7:36 It came up now.
7:42 You guys both have it?
7:44 (faintly speaking)
7:47 All right, so all in favor, please signify by saying aye.
7:49 - Aye. - Aye.
7:50 All opposed, same sign.
7:52 Motion passes for zero.
7:57 Mr. Gibbs, we have a request for some changes
7:59 in the order of the agenda.
8:01 Do we need to discuss that at this point in time
8:03 or just as they come up?
8:05 How would you like me to handle that?
8:08 - You would move to amend whoever’s amending it,
8:11 whatever your amendments you’re gonna make
8:13 to the agenda, move it.
8:14 - I’d like to make a motion to amend the agenda
8:17 to move the public comment for individuals
8:19 that don’t have a specific to the agenda
8:21 to the end along with Dr. Mullins’ to the end
8:24 along with employee use conversation
8:27 and board presentation to the end.
8:29 And for those individuals that are not aware,
8:33 the reason for this was is that we didn’t have a quorum
8:36 and I’d like to make that motion.
8:40 - So I have a motion on the floor for Mr. Susan.
8:42 Do I have a second?
8:44 - Second.
8:45 - Moved by Mr. Susan, seconded by Ms. Jenkins.
8:47 All in favor, please signify by saying aye.
8:49 - Aye. - Aye.
8:51 - We can do it in– - Any opposed, same sign.
8:53 What?
8:54 - We can do it in employee view, Dr. Mullins,
8:56 and then public.
8:57 - Okay.
8:59 - Thank you.
9:07 - All right, Dr. Mullins, will you please let us know
9:09 about our administrative staff recommendations.
9:12 - Yes, there are six persons under this category
9:14 for the board to consider.
9:15 - What are the wishes of the board?
9:16 - Move to approve. - Second.
9:17 - Moved by Mr. Susan, seconded by Ms. Jenkins.
9:19 Is there any discussion?
9:24 Hearing none, please vote.
9:36 All in favor, please signify by saying aye.
9:38 - Aye. - Aye.
9:39 - Any opposed, same sign. - Aye.
9:41 - Motion passes, four-zero.
9:57 All right, all in favor, please signify by saying aye.
10:01 - Aye. - Aye.
10:02 - Any opposed, same sign. - Aye.
10:04 - Motion passes, four-zero.
10:08 All right, so we are skipping over Dr. Mullins’
10:18 superintendent’s report for now, as well as public comment.
10:22 So that is going to bring us to the consent agenda.
10:26 Dr. Mullins?
10:27 - Ms. Belfort, just for a point of clarification,
10:29 do we have any speakers speaking specifically
10:33 to an agenda item?
10:34 I believe those have to be heard.
10:36 Yeah, that’s right.
10:42 - All right, thank you, Dr. Mullins, for that clarification.
10:44 So we do have one speaker that is speaking
10:48 to an agenda item, and we are required to hear that speaker
10:50 before we vote on that item.
10:53 So Jody Hand, if you would please approach.
11:04 - Good morning, thank you for your time this morning.
11:08 I’ll be jumping a little bit because I’ve noticed
11:10 two board members not physically present,
11:12 and one not present at all, which happens to be my district,
11:17 and I find that unacceptable.
11:19 These meetings have been announced for over a year.
11:22 I understand family emergencies.
11:25 However, two in one meeting does not seem appropriate.
11:29 My voice counts, and I’m not happy about that.
11:35 I object to agenda item F.21.
11:41 This is the $20 student technology fee.
11:43 That is a cost the school system should absorb.
11:46 If the school district has chosen to move toward
11:48 a majority of online teaching, requiring more computers,
11:51 that cost is not the responsibility of the taxpayer.
11:56 At $20 a student times roughly 73,000 students,
11:59 that feels more like a $1,460,000 money grab
12:03 as a way to recoup financial losses
12:05 due to a reduction in enrolling students.
12:07 The individual school PTOs can fundraise
12:10 should that be a way to choose to find additional funds.
12:13 I do not believe this should be a requirement
12:16 of the students to pay.
12:18 Additionally, as the parent of three elementary age children
12:21 I’m encouraged by the recent signing of HB 241
12:24 and SB 582 into law on July 1st.
12:27 This is the parent’s bill of rights,
12:29 which will allow for fair and accurate teaching
12:31 of our country and state’s history,
12:33 while providing parents their due rights
12:35 as to their minor children.
12:38 I would like to volunteer for any working groups
12:40 that are created by this board
12:42 and or any committee within the school district
12:45 to ensure it’s speedy and accurate implementation
12:48 into the Brevard County school system.
12:51 Moving on, I’d like to know when the board
12:53 will be deciding on the role of parent volunteers
12:55 for the upcoming school year.
12:56 I’ve been fingerprinted and I’m ready to volunteer
12:58 to help our teachers prepare for an open,
13:01 mask optional and inviting school year.
13:04 Additionally, why is quarantining even an issue
13:07 up for debate if there is no e-learning option
13:09 available for kids.
13:11 We are no longer in a pandemic
13:12 and the state of emergency has ended.
13:14 Please stop with the scare tactics.
13:17 Thank you for your time.
13:18 I look forward to hearing from you
13:19 regarding the working group for the parent’s bill of rights.
13:22 My contact information is in the signup sheet
13:24 and I’ll follow up with each of you personally.
13:26 Thank you.
13:27 - Thanks, Jody.
13:28 (audience applauding)
13:32 - Okay, that is going to move us
13:34 into the consent agenda.
13:35 Dr. Mullins.
13:41 - There are 23 agenda items under this category.
13:45 - Does any board member wish to pull any agenda item
13:48 from the consent agenda?
13:51 Hearing none, I’ll accept a motion to–
13:54 - Move to approve.
13:55 - I’ll accept a motion to approve
13:58 the consent agenda as presented
13:59 and I have a motion on the floor for Mr. Susan
14:01 and a second for Ms. Jenkins.
14:02 Is there any discussion?
14:05 Hearing none, please vote.
14:14 All right, looks like we’ll go voice vote.
14:15 All in favor, please signify by saying aye.
14:17 - Aye. - Aye.
14:21 - All opposed, same sign, motion passes for zero.
14:26 All right, moving on to the action agenda, Dr. Mullins.
14:28 - The first item on the action agenda is G34
14:31 on department school initiated agreements.
14:33 - What are the wishes of the board?
14:34 - Move to approve.
14:36 - Moved by Mr. Susan.
14:37 - Second.
14:38 - Seconded by Ms. Jenkins.
14:39 Any discussion?
14:42 All in favor, please signify by saying aye.
14:44 - Aye. - Aye.
14:45 Any opposed?
14:46 - Aye.
14:47 - Thank you.
14:48 Was that an aye for opposed or in favor, Ms. Campbell?
14:51 I think my timing was off there.
14:53 - Yeah, I guess there’s a delay.
14:55 That’s aye for approved.
14:56 - Thank you, I just wanted to clarify.
14:59 All right, Dr. Mullins.
15:01 - The next item on the action agenda is G35
15:05 on procurement solicitations.
15:06 - What are the wishes of the board?
15:07 - Move to approve. - Second.
15:09 - Moved by Mr. Susan.
15:10 Seconded by Ms. Jenkins.
15:11 Is there any discussion?
15:14 All in favor, please signify by saying aye.
15:16 - Aye. - Aye.
15:18 - Aye.
15:20 - The motion passes for zero.
15:22 We’re now at the information portion of our meeting.
15:24 No action will be taken this morning,
15:25 but these items may be brought back at a later time.
15:28 Does any board member wish to discuss
15:30 any of the information items?
15:34 Okay.
15:37 Hearing none, we will go back to,
15:40 I believe the motion is bringing employee you item.
15:45 So, Mr. Susan, I’ll turn the mic over to you on that.
15:48 - Ms. Linde, you have the floor at your,
15:51 either there or here, would that be appropriate?
15:53 - At this speed. - Right there.
16:02 - Can I take it real quick, second?
16:03 - Sure. - Employee you stepped up
16:06 over about four years ago over,
16:08 along with Brevard Achievement Center
16:10 and other bridges and other groups
16:12 to create what would become
16:13 the largest jobs program in America.
16:15 And the spinoff that occurred because of this
16:19 is why Linde came to this board.
16:20 Because Dr. Mullins, along with the school board,
16:23 have been nothing but proactive and helping
16:27 towards getting our students who are in
16:29 with disabilities and needs into the workforce.
16:33 We’ve done an excellent job,
16:34 and Ms. Linde wanted to come up here
16:35 and honor you guys for it.
16:36 So, with that, Ms. Linde, you have the floor.
16:39 - Thank you, Matt.
16:41 We’d like to say thank you.
16:42 My name is Linde Sinca.
16:43 I’m the program director for a statewide program,
16:46 and we work with funding through vocational rehabilitation
16:50 in a career exploration program
16:52 to help students that have IEPs and 504 plans
16:56 gain fundamental work experience in in-demand industries
17:01 to help them develop work ethic, work skills,
17:04 and help them figure out what career path
17:07 might be the best fit for them.
17:10 We’ve had a huge amount of success in Brevard County
17:13 in our construction, our manufacturing, hospitality,
17:17 and other career fields,
17:18 with the help of the Brevard County School District
17:21 and funding through vocational rehabilitation.
17:24 These programs have spread.
17:26 There are now specific industry work training programs
17:29 across the state in the Treasure Coast,
17:32 Jacksonville, Orlando,
17:34 and we hope to create additional programs
17:37 for students across the state.
17:39 Brevard has really been the birthplace
17:42 of some of these industry programs.
17:44 We started four years ago with our construction program,
17:48 and that turned into a manufacturing program.
17:51 Many students from the ages of 14 through 21
17:54 are participating in work training and work experiences,
17:58 and these connections for students are life-changing.
18:03 They are being hired in high-paying careers
18:06 right out of high school,
18:08 some of them even before they graduate.
18:11 Brevard County School District,
18:13 Dr. Mullins, Matt Susan, board members,
18:16 these opportunities wouldn’t happen without your support.
18:19 We appreciate everything you do
18:21 to promote these opportunities
18:23 for students with IEPs and 504s,
18:27 and we hope to continue growing these opportunities
18:30 for students in your county.
18:33 The program is growing every year.
18:35 We have more opportunities, more business partners,
18:38 and more students participating in these programs.
18:42 So we can’t thank you enough.
18:44 We appreciate everything you do for your students.
18:47 We’ve been honored to work so closely with you,
18:50 as well as Mr. Susan, in promoting this program
18:54 and making sure that students and parents
18:56 are aware of these opportunities.
18:58 These are free programs for students
19:00 funded through state and federal funding,
19:03 and we appreciate all of your support, your partnership,
19:07 and everything you do to make these programs
19:10 a success for your students.
19:12 We’d like to specifically honor Mr. Matt Susan
19:14 as one of our advocates of the year.
19:17 He’s really been working tirelessly
19:19 to bring businesses to the table
19:22 so that students have a variety of opportunities,
19:25 and that really started with the construction program
19:28 a few years ago.
19:29 So we appreciate you.
19:31 We appreciate Dr. Mullins and everyone
19:33 in the school district, parents, students, teachers,
19:36 and everyone that worked so tirelessly
19:39 to create these opportunities for students.
19:41 Thank you very much.
19:43 Thank you.
19:45 Can we all get a picture of each other?
19:47 Let’s get a picture of each other.
19:48 [APPLAUSE]
20:13 [SIDE CONVERSATION]
20:35 [APPLAUSE]
20:43 [SIDE CONVERSATION]
20:50 You guys, I want to say if there’s one thing that you
20:53 see in a kid’s life when they make that transition
20:55 into the workplace, where they get that job
20:57 and they realize that they can do it, especially
20:59 with students with disabilities, it’s
21:00 an entire group of individuals that we, as a school district,
21:04 have made one of our initiatives to work hard.
21:06 Dr. Mullins has attended the graduations.
21:09 This is a team event, and you should
21:11 be proud of your school district and your school board members
21:14 for what they’re doing, because Lindy will tell you,
21:17 we are number one in the nation.
21:19 And that doesn’t get out there too often.
21:21 That doesn’t get pushed out.
21:23 But there are literally other school districts
21:25 trying to figure out how we do what we do so that they can–
21:28 and they’re all nodding their heads back there–
21:30 so that they can replicate it.
21:31 Because across the nation, there are
21:33 kids that don’t have the opportunity
21:34 that they have in Brevard.
21:36 And that is an amazing thing.
21:37 And Lindy, you are amazing in your team,
21:39 and the other providers are also.
21:41 So I just want to say thank you.
21:42 That’s it.
21:44 Thanks, Dr. Zuber.
21:45 [APPLAUSE]
21:50 All right, Dr. Mullins, I think that is going to bring us
21:52 to your superintendent’s report.
22:00 Thank you, Ms. Belford, members of the board.
22:02 If you give me just a moment, get things loaded here.
22:08 All right, well, I’m pleased to share
22:10 with the board some student achievement data
22:14 that we’ve recently received.
22:15 As just for everyone’s viewing reminder,
22:21 the state of Florida suspended the Florida student assessment
22:26 for school year 2020 as we experienced
22:29 the closure of in-person attendance in our schools
22:32 for the last nine weeks of the school year.
22:35 So that provided an interruption, if you will,
22:38 to our ability to track and monitor our students’
22:40 performance and their achievement
22:43 like we’ve been doing not just for Brevard,
22:45 but across the entire state.
22:48 Nevertheless, we’re back on track and pace with the FSA.
22:53 Our third grade students’ ELA, or English Language Arts,
22:57 test results came in about two to three weeks ago
23:01 from the state.
23:02 Very preliminary data.
23:03 The state has not formally published it on their website
23:07 yet, but it’s been released to school districts.
23:10 So we’re in the process of disaggregating and breaking
23:13 down the results of our third grade scores.
23:15 And it’s presenting the anticipated challenge
23:19 of bridging that gap from the last year of 2019
23:22 when we had achievement data to 2021.
23:26 You’ll see in a moment that we did experience some achievement
23:30 decline, but not dissimilar to what the rest of the state
23:35 is experiencing.
23:36 Also want to use this opportunity
23:38 to let the board know how we are continuing
23:41 to monitor in preparation for the release of other student
23:44 achievement data.
23:46 All of our students participated in all
23:48 of the array of assessment this year from third grade
23:51 through eighth grade FSA, as well as end of course exams
23:56 for algebra, geometry, US history–
24:01 did I say biology?
24:04 But we haven’t received those results yet,
24:06 but I want to give the board and the community
24:08 an update on all of those test data points
24:12 and how we disaggregate our results in preparation
24:17 really right now as our schools anticipate
24:19 those results in beginning to work on their school improvement
24:23 plan for the 2022 school year.
24:27 Let me start by just outlining exactly who we are as Brevard.
24:33 We have approximately 61% of our students identified as white,
24:39 15% African-American, 12% Hispanic,
24:43 9% multiracial, and 3% Asian.
24:47 We have a very small American Indian, Hawaiian, Pacific
24:51 Islander population in Brevard, less than 1% cumulatively
24:55 for those groups of students.
24:58 So they’re not represented in the pie chart there,
25:00 but we do have some.
25:03 We also look closely at additional subgroup
25:06 or demographic breakdown data.
25:09 That is free and reduced lunch.
25:10 Those are our students who qualify for free and reduced
25:15 lunch services in our food service programs,
25:20 but also then for Title I funding
25:23 from the federal government.
25:24 51% of our students are identified as free and reduced
25:29 lunch qualifying.
25:31 4% of our students are English language learners or emerging
25:36 English language students.
25:39 And almost 20%, a little over 19% of our students
25:45 are identified with an IEP or for ESE, Exceptional Student
25:49 Education Services.
25:52 So let’s start with the ELA, English Language Arts,
25:56 grade three preliminary data.
25:58 Here you see trend data over several years
26:02 of how our students performed.
26:04 And you’ll see that we did experience
26:06 across the ethnic subgroup areas a decline in achievement
26:12 from 2019 to 2021, a decline of about 3.6% for white students,
26:21 6% for Hispanic students, and 6% for our African-American
26:28 students.
26:31 When you look at the additional subgroups of students
26:33 with disabilities, emerging English language learners,
26:38 and economically disadvantaged, the ED
26:42 stands for economically disadvantaged
26:43 or those students who qualify for free and reduced lunch.
26:46 We also saw a decline in achievement in those subgroups
26:52 with our emerging English language learners experiencing
26:56 the greatest decline in achievement
27:01 with approximately 9.4%, but also
27:06 our economically disadvantaged students, 6.2%.
27:13 When we look– we have not received
27:15 demographic or this breakdown data across the state yet.
27:19 We were able to do this on our own.
27:21 We get what’s called an INDV file from the state.
27:24 We’re able to sort and categorize all of our students
27:28 on how they are identified and able to produce
27:30 this report on our own.
27:32 This is not state-calculated.
27:35 So when the state calculates the subgroup data,
27:39 it may shift some just for full transparency
27:43 because they may have not included some students
27:46 that we would include.
27:48 But the state, the overall Brevard percent
27:51 of students scoring level 3 and above is 60% compared
27:58 to the state average of 54%.
28:01 So I’m pleased that Brevard continues
28:04 to excel above the state average.
28:07 But as most districts, I anticipate, will experience,
28:13 there will be a decline in achievement
28:16 because of the loss in learning through the closures.
28:21 So let’s take a look at some of the other data
28:23 that we will continue to monitor as we move towards receiving
28:29 data from the state.
28:31 And each of these slides, these next several sides you will see
28:35 are actually pulled directly from the DOE website.
28:38 So if the public would like to go to the Florida Department
28:42 of Education website, go to testing and accountability,
28:45 go to the achievement gap link, all of these slides
28:49 are taken directly from the DOE.
28:51 As they monitor and hold this accountable to not only
28:54 our overall performance, but also
28:57 all of our subgroup performance, the performance of our students
29:00 by subgroup across all of these areas.
29:03 The first that you see here, again,
29:05 is English language arts.
29:07 Keep in mind that this is in the aggregate now.
29:10 This is not just third grade.
29:11 This is English language arts across all grade levels, third
29:15 through 10th grade.
29:17 So you’ll see that our students who
29:21 are economically disadvantaged as a–
29:25 compared to the state are doing–
29:28 our non-economically disadvantaged students
29:30 are performing above the state at 72%,
29:33 where the state average is 69%.
29:36 And our economically disadvantaged students
29:39 are performing likewise above the state average of 45%
29:44 at 48%.
29:47 The bar graph, or the data you see at the bottom,
29:51 actually identifies what is the achievement gap
29:55 between the non-economically disadvantaged and economically
30:00 disadvantaged at the state level, as well as Brevard.
30:03 And you’ll see that our gap has pretty much remained
30:08 on pace with the state over time with some fluctuations
30:13 as you see.
30:16 When we look to our English language learners,
30:19 again, our non-ELL students perform above the state.
30:24 And our ELL students, particularly in 2019,
30:28 performed at the same percentage at the state.
30:32 But when we look or talk about closing the achievement gap,
30:36 where we want our ELL students to be performing
30:41 at the same pace as non-ELL students,
30:44 that’s why it is helpful to look at the gap data at the bottom.
30:49 So the state’s gap is a little narrower than Brevard’s gap.
30:54 And that’s the result of, ultimately,
30:56 you see that the ELL students are at 31%,
30:59 but our non-ELL students are performing above the state
31:02 average.
31:03 We are absolutely committed to–
31:06 there’s two ways to close an achievement gap,
31:09 if we’re honest about it.
31:10 One is to take your higher performance
31:11 and lower their performance to narrow that gap, which
31:14 is not what we want to do.
31:16 Or you raise the achievement of the students in the subgroup
31:20 so that they are performing with their peers.
31:22 And that is our goal, and that is our priority
31:27 as we develop our school improvement plans
31:29 and our district’s strategic plan.
31:33 When we look at students with disabilities,
31:36 we see, again, that our students with–
31:39 our non-students with disabilities,
31:42 students are performing above the state.
31:44 And also, in ELA, our students with disabilities
31:48 are performing above the state average of students
31:52 with disabilities average.
31:54 But again, the gap is a little larger in Brevard
31:57 by virtue of such a higher performance
32:00 of our non-students with disabilities.
32:07 When we take a look at our ethnicity breakdown compared
32:12 to the state, you’ll see that Brevard’s white students are
32:15 performing most recently in 2019 at 68% on grade level
32:21 or achieving grade level or above,
32:23 the state average being 67%.
32:26 But black students at the state average
32:29 performing at 38% in Brevard, 36% of our African-American
32:36 students performing on grade level.
32:38 And you’ll see that that is reflected in Brevard’s
32:42 achievement gap being wider than compared to the state.
32:50 When we look at our breakdown of Asian–
32:53 white versus Asian, Brevard remains on pace.
32:56 If you look at the state average,
32:59 79% compared to Brevard’s white students at 80%.
33:05 And then so we’re up 1%, but also students identified
33:11 as Asian are performing 1% better.
33:13 So our gap is on pace or consistent with the state’s
33:18 achievement gap with this subgroup.
33:24 Now we take a look at our white versus Hispanic students.
33:30 Again, white students are about 1% above the state average.
33:35 And our Hispanic students in ELA performing 1% above.
33:41 So the student achievement gap is consistent in Brevard
33:45 with the rest of the state.
33:49 And as we look at, finally, at multiracial,
33:54 we have the state’s multiracial students–
33:58 61% are on grade level or above.
34:02 In Brevard, 63% are on grade level and above.
34:06 So ultimately, our gap closing is on pace with the state
34:11 and a little ahead of the statewide peers
34:13 as we look at it.
34:17 Now when we move to math, again, this is in the aggregate.
34:21 Our students third through tested areas in high school.
34:28 The economically disadvantaged students
34:32 are performing just slightly better than the state
34:36 from 49% to 50% in comparison.
34:40 Our non-economically disadvantaged students
34:42 performing at 74% or 74% of those students
34:47 scoring on grade level or above compared
34:49 to the statewide average of 70%.
34:53 But you’ll see when you look at the gap at the bottom,
34:55 our gap is a little wider because our students
34:58 are non-identified students for economically disadvantaged
35:02 are performing better than economically disadvantaged.
35:06 So again, we’re focusing on raising
35:08 the achievement of our students who
35:10 are identified as economically disadvantaged.
35:15 Continuing in math, we look at our students,
35:18 our emerging English language learners.
35:23 Essentially on pace with the rest of the state,
35:27 the gap is a little bit wider in this area of math
35:31 for our ELL students.
35:33 But our ELL students’ percent of on grade level or above
35:39 is consistent with their statewide peers.
35:42 Non-ELL learners a little bit higher,
35:44 as we’ve seen in other categories.
35:49 For students with disabilities, we have–
35:57 again, in math, our students with disabilities
35:59 are performing a little bit better
36:00 than their statewide peers.
36:02 But so are the students with not identified
36:05 with a disability performing considerably
36:09 above their statewide peers, therefore
36:11 creating a larger gap for our students
36:15 between these subgroups than the state.
36:18 So focusing on continually looking
36:20 to raise that achievement for our students with disabilities.
36:26 When we look at our ethnicity breakdown,
36:30 white students compared to African-American students,
36:33 the trends for our white students from 2019
36:41 is statewide, 69% of students on grade level.
36:45 And in Brevard, 70% of students on grade level.
36:50 But when we look at the performance
36:51 of African-American students statewide,
36:54 40% of students performing on grade level statewide,
36:59 and Brevard’s African-American students, 36% of them
37:03 performing on grade level and above.
37:07 If you look at the trends over time across the state
37:10 from 2015 to 2019, you see a 6 percentage point increase
37:16 in achievement over time.
37:17 In Brevard, we’ve only experienced the 1% increase
37:22 in improvement over that time.
37:24 So our gap remains larger than the state average
37:28 because they are closing that achievement gap at a more
37:31 rapid pace than we are.
37:32 So certainly that has our attention
37:35 and is a priority for us to address,
37:38 not only as we serve our kids, but also we’re
37:40 held accountable to the state.
37:45 When we look at our students identified as Asian,
37:48 this is pretty much on pace with the state in this area
37:51 for our Asian students.
37:57 For our students, again, we’re still in the math,
38:00 looking at math performance.
38:02 When looking at white versus Hispanic,
38:08 again, want to bring the board’s attention, the committee’s
38:12 attention to what has captured our attention as district
38:16 leaders is the growth or the improvement
38:19 that the state has experienced in the performance
38:22 of their Hispanic students from 49% scoring on grade level
38:26 to 55% over the last five years.
38:30 And we have maintained the same performance
38:34 for the last five years.
38:35 Again, a priority area for us as a school district,
38:39 certainly as we’re held accountable to the state,
38:41 but also as each of our schools identify
38:44 their Hispanic students, serving them,
38:47 and developing strategic priorities in their school
38:50 improvement plan.
38:55 And then finally, when we look at an area of math,
38:58 our white versus multiracial, you
39:02 see that pretty much on pace currently
39:05 when you look at 2019 comparison from state to Brevard.
39:10 But again, the improvement at the state level over five years
39:16 is outpacing Brevard.
39:18 55% in 2015 to 62% in 2019 across the state, 7% increase.
39:28 And Brevard has experienced a 3% increase over those five years.
39:37 Now, as we move to science, we’ll
39:40 take a look at the same breakdown of data
39:43 in this area in the area of economically disadvantaged
39:50 versus noneconomically disadvantaged.
39:53 It’s pretty much on pace with the rest of the state
39:56 in terms of 2019 to 2019.
40:00 But to our concern, we’ve seen some decline in achievement
40:04 over the last five years of our students
40:06 who are identified as economically disadvantaged,
40:09 as we have seen with our noneconomically disadvantaged
40:13 from 74% to 72%.
40:15 So science is a priority for us, although we’re
40:20 above the state average, as we should be in science
40:24 as the leader on the Space Coast in science for the state.
40:28 We’re not satisfied with any kind of waning performance
40:31 over time.
40:36 For our English language learners or emerging English
40:39 language learners, pretty much on pace
40:42 with the rest of the state in the area of science.
40:45 Have had some improvement in our ELL students
40:48 in their science performance as of from 2018 to ‘19.
40:53 Certainly we’ll be very attentive to the data
40:58 that we received for 2021 because we’ve
41:01 seen some unfavorable data in ELA and math for our ELL
41:10 students.
41:11 So we are hopeful that we didn’t lose pace
41:15 or didn’t lose ground with our ELL students
41:19 in the area of science.
41:22 Students with disabilities versus non-disabilities,
41:27 again, well above the state average from 60% to 65%
41:31 and slightly above the state average.
41:33 And you’ll see over time across the state,
41:36 this has been an area that we, as a state but also
41:39 as a district, we have not made some
41:41 of the progress we’ve wanted to.
41:43 And therefore, the achievement gap
41:44 remains certainly bigger than we would want, both as a district
41:48 but also as a state.
41:51 Now, when we look at our ethnicity subgroups,
41:54 we start with our white versus African-American students.
41:58 You see that in the area of science, we as a district
42:01 have seen that decline that I mentioned earlier,
42:05 but also across our African-American students,
42:09 causing our achievement gap to get a little wider
42:13 than it was the year before.
42:16 And again, the performance of our black students
42:19 compared to the state is 5 percentage points
42:22 lower than their statewide peers in 2019.
42:29 We look at our Asian students’ performance,
42:34 and in this case, pretty much on pace.
42:37 But if you dig a little deeper, we
42:40 see that the state’s performance growth among Asian students
42:45 has been stronger than what we’ve experienced in Brevard.
42:50 But that would be reflective of the overall performance
42:54 in the area of science that I shared earlier.
43:00 We look at our Hispanic students’ performance.
43:04 Again, pretty much on pace.
43:08 What is concerning is that over time, the state
43:11 has improved over five years by 1%.
43:15 And you can see that our Hispanic students’ achievement
43:18 in the area of science has declined by 2 percentage
43:21 points, although it is still above the state average.
43:26 So we are carefully looking at that trend
43:29 and hopeful that we will be turning that trend data back
43:34 in the positive– or continue it in the positive direction.
43:37 I’ll take this opportunity to say we–
43:41 many may have said that they were pleased that the student–
43:44 the FSA was suspended last school year.
43:49 Given what I know is tremendous good work
43:53 on behalf of our schools and our leaders,
43:55 we were terribly disappointed that our students were not
43:58 going to be able to participate in the FSA
44:02 to bring validation to the hard work that was being done.
44:06 So now that we’ve also experienced so many interruptions
44:10 and disruptions to learning over the last 16 months,
44:15 we may not be able to celebrate some of the successes
44:19 that we experienced last year over then
44:21 the subsequent interruptions.
44:23 But nevertheless, we’re going to continue
44:25 to dig into the results.
44:27 And I’ll talk a little bit more toward the end of how
44:30 we translate data into action.
44:32 Because just knowing the numbers doesn’t bring about results,
44:37 it’s then what do we do with them.
44:39 So I will get to that in just a few minutes.
44:45 Finally, in the area of science with our multiracial students,
44:49 you’ll see that our non-multi or our white students
44:54 are performing on pace with the state, a little bit–
44:57 one percentage point below, 69% versus 68%.
45:01 But from 62% at the statewide for students
45:04 identified as multiracial, 56% for our Brevard’s kids,
45:10 resulting in a larger gap in achievement for Brevard’s kids.
45:19 Now we move on to social studies.
45:22 So I’ll go through these, then we’ll
45:24 take a look at graduation rate, and then I’ll
45:27 share with the board a little bit more other data
45:29 that we build into school improvement plans,
45:32 and then also show what does a school improvement plan look
45:35 like, and how we will utilize the data to then drive action.
45:39 So just to give you a sense of where we’re going here.
45:42 There are a few more slides to get through.
45:44 So our social studies assesses students in seventh grade,
45:50 civics, US history, and so on.
45:53 So you can see here on this first slide,
45:55 we are outpacing the state in civics and US history.
45:58 82% of our non-economically disadvantaged students
46:03 performing on grade level or above in social studies,
46:07 as well as our economically disadvantaged students
46:10 performing above.
46:11 And a pretty consistent increase in performance over time.
46:19 When we look at our ELL and non-ELL students,
46:23 you can see that pretty comparable across the state
46:28 in this area of social studies.
46:30 Gap widening a little bit, as we saw a dip in performance
46:34 with our ELL students, but increase
46:38 with for our non-ELL students.
46:41 But we’ll see what that performance
46:42 looks like this year.
46:45 Students with disabilities, again,
46:49 our non-students with disabilities
46:52 performing well above their statewide peers,
46:56 and our students with disabilities performing just
46:58 a little bit better than their statewide peers.
47:02 26% scoring on grade level versus 25%.
47:08 And essentially, the gap difference
47:11 you see there is a result of our non-students
47:14 with disabilities performance being considerably
47:16 higher than the state.
47:17 So again, wanting to focus on the performance of our students
47:20 with disabilities.
47:21 And we can’t become too focused on the end result
47:29 and not also acknowledge the gap.
47:32 I mean, we’re still talking about almost a 40% achievement
47:36 gap between our students with disabilities
47:39 and our students without a disability, which
47:42 is the same across all of these areas, which in and of itself
47:46 garners our great attention and our priority.
47:51 But also looking at the trends to understand
47:54 what is happening and how have we been
47:56 and how will we better serve our students.
48:01 Finally, as we look into the ethnicity categories,
48:05 we have our white students compared
48:08 to African-American students.
48:12 80% of our white students performing on grade level
48:15 in social studies, 51% for our African-American students
48:20 compared to their statewide peers at 56%.
48:24 That certainly makes our achievement gap
48:27 greater than the statewide average
48:29 and has our attention as a priority moving forward.
48:35 For our Asian students, pretty much
48:38 remains on pace with the state.
48:40 You see that the percentage of performance
48:42 is pretty close to both the state as well as
48:45 white versus Asian, as well as our gap
48:49 is consistent with the state.
48:52 For our Hispanic students, again,
48:56 white student performing consistent with the state
48:59 and our Hispanic students performance
49:02 just slightly below the state average.
49:04 But again, if we look at the trend data,
49:07 that has our attention and has our concern.
49:09 As the state has seen a 7% improvement in student
49:14 achievement over time with Hispanic students
49:17 in the area of social studies, we
49:19 have seen a 2% increase over time.
49:22 But the state seems to be outpacing us in that area.
49:30 For white versus multiracial, you’ll
49:33 see that our multiracial students are actually
49:36 performing a little bit better than their statewide peers.
49:40 And therefore, the achievement gap is pretty consistent
49:43 and, in some cases, a little better than the statewide gap.
49:54 Now we move on to graduation rate.
49:57 Here we take a look at graduation.
50:01 And I realize it may be difficult to read
50:03 the numbers on the screen.
50:05 So I’ll read them for you just to provide
50:09 clarification for everybody.
50:11 The statewide noneconomically disadvantaged is 93.5.
50:18 If you look on the screen, it actually gets flipped.
50:21 But that’s how it’s downloaded from the state.
50:23 The numbers are so close together
50:25 that I guess the little text boxes get flipped.
50:28 But then the Brevard’s noneconomically disadvantaged
50:34 graduation rate is 95%, a little bit better than the state.
50:40 For our economically disadvantaged students,
50:42 it is 84.3% when compared to their statewide peers of 86.9%,
50:50 so a little bit lower than their statewide peers,
50:54 thus widening the gap for us.
51:00 For ELL and non-ELL, it’s 90.5% for non-ELL students
51:05 at the state, 90.3 for Brevard.
51:10 And I’m pleased to say that for our ELL students,
51:15 we’re closing that achievement gap for our ELL students
51:20 by the time they graduate from high school.
51:22 The statewide average is 85.7% for emerging English language
51:29 learners and 89% in Brevard.
51:36 Students with disabilities versus non-student disabilities,
51:40 the non-student disability graduation rate
51:42 is 90.9% at the state and 91.6% for Brevard.
51:51 In Brevard, our students with disabilities graduation rate
51:54 is 80.6%, although you’ll see a pretty consistent positive
52:01 trend line there for our students in the graduation
52:04 rate compared to the state average of 82.6%.
52:09 So we are certainly in the right trajectory
52:14 with our students with disabilities
52:16 in helping them earn their graduation diploma on time.
52:22 But the state is also experiencing quite a bit
52:25 of improvement there.
52:29 When we look at graduation rate with our student subgroups
52:33 for ethnicity, the statewide graduation rate for white
52:38 is 91.7% compared to 90.5% in Brevard.
52:43 And again, I’m pleased to say that by the time
52:46 our African-American students are reaching graduation,
52:50 we’re helping close that gap.
52:53 In Brevard, that’s 88.1% graduation rate,
52:56 where their statewide peers is 86.6%.
53:02 So our achievement gap is smaller than the state.
53:06 So we’re outpacing the state a bit
53:09 for our African-American students by graduation.
53:14 For Asian, pretty much on pace, 98% white statewide
53:20 compared to 96.1% Brevard.
53:24 Asian students statewide at 91.7%.
53:28 And in Brevard, 90.5%.
53:37 For our Hispanic students, again,
53:39 statewide and in Brevard, non-Hispanic or white students
53:44 is 91.7% graduation rate, 89.5% for Hispanic students
53:53 across the state, and a little bit better in Brevard at 90.9%.
53:59 So again, our achievement gap narrowing
54:02 for our Hispanic students by graduation.
54:09 And finally, for our multiracial students,
54:13 91.7% statewide for white, 90.5% for Brevard,
54:19 and 90.5% for students identified
54:23 as multiracial across the state.
54:26 And in Brevard, it’s 88.1%.
54:29 So our achievement gap is wider than the state achievement gap.
54:35 So it certainly has our attention.
54:37 We’re focusing in on that.
54:39 I do want to provide just a slight disclaimer,
54:41 because you’ll notice that from one subgroup comparison,
54:45 another white graduation rate would be different.
54:48 You would think that they would remain constant
54:50 across all of those groups.
54:52 But we anticipate– we haven’t gotten a definitive answer
54:55 from the state.
54:56 But we anticipate that as students are identified
54:59 as white/Hispanic, they are counted
55:03 in the white subgroup in some comparisons,
55:06 and in the Hispanic group in other comparisons,
55:09 depending on what the subgroup comparison is.
55:11 So there is some fluctuation in the data
55:13 there, just to acknowledge that.
55:15 But that’s how the state calculates it.
55:21 Now I’d like to take the board on a little bit of a more
55:24 recent journey for Brevard Public Schools.
55:27 And as we continue to dive into our subgroup data,
55:30 we also wanted to understand how are we
55:33 performing as a district, but also by each
55:38 of those subgroup categories.
55:40 So for a couple of years now, we have
55:42 been looking at our district-wide student
55:44 achievement performance as an overall grade.
55:47 So we are very proud to be in a school district now for the–
55:52 or as of 2019, the third or fourth year in a row.
55:58 But when we look at the same criteria for calculating school
56:04 grade based solely on those different subgroups,
56:08 that we’ve already taken a look at,
56:10 we get a better picture of how we are serving
56:14 our different subgroup students.
56:16 You can see American Indian Alaskan,
56:19 their performance would earn a B, Asian, and A
56:24 over both years.
56:25 Our African-American students’ performance
56:29 would have earned a C district-wide.
56:31 Certainly has our attention, as that’s not acceptable,
56:36 that we need to help our African-American students
56:40 raise their academic achievement and performance
56:45 across our district.
56:48 And then you’ll see further down the performance
56:51 of our students with disabilities,
56:54 English language learners.
56:56 I’m pleased that our students with disabilities
56:58 improved from a D to a C. But if you think back
57:02 to that subgroup of performance and where the trends were
57:07 going, it continues to have our attention.
57:09 Because quite frankly, the C that was earned in 2019
57:13 was a C by the hair of our chinny chin chin.
57:17 So it’s a little misleading.
57:19 So that continues to be an area of focus and priority for us
57:22 as a district, as well as our homeless students
57:27 as we continue to experience more and more students who
57:31 have identified as homeless or in foster care.
57:36 So just to wrap up, some other data points
57:39 that we continue to monitor as we develop our strategic plan
57:46 and our school improvement plans for the coming year.
57:50 A couple of years ago, by direction of the board,
57:53 we went to universal screening for gifted services
57:56 by third grade.
57:58 Here we have a most recent breakdown
58:01 of our students who are identified
58:03 for gifted across the district.
58:06 Certainly under representation in our students
58:09 who are African-American and Hispanic.
58:13 When you look back at the first slide of a breakdown
58:15 across the district.
58:18 So continuing to look at that and evaluate
58:22 how we can better support our students,
58:23 ensure that we are giving them careful consideration
58:27 for gifted services.
58:30 And then we also know that GPA is
58:35 an ultimate determination of college access and college
58:39 opportunity.
58:40 So looking carefully and closely at our students
58:44 across different subgroups for their district-wide average GPA.
58:50 I will say that in all of these slides,
58:52 this is district aggregated data.
58:55 But you’ll see in a moment in our school improvement plans,
58:59 all of our schools do a similar data analysis
59:03 by subgroup broken down by their school
59:06 so they can better interpret where there are gaps,
59:12 but where there are also opportunities.
59:13 Capitalize on the opportunities and also prioritize
59:17 minimizing the gaps.
59:19 So each of our schools do this same type of exercise as well.
59:23 You can see that among our African-American students
59:26 holding the lowest average GPA across subgroups.
59:30 So certainly continues to be an area of focus and priority
59:34 for us as we know that GPA, again,
59:37 is a college access data point.
59:43 Attendance.
59:44 We’ve certainly re-prioritized attendance for our students.
59:49 If they’re not with us, they can’t learn
59:51 and they’re missing quality instruction.
59:53 So as we look at the attendance of our students,
59:58 raises some concerns.
1:00:00 It’s a little misleading there.
1:00:01 You notice the header is based on absences.
1:00:03 So what you see represented in the bar graphs
1:00:06 is the average number of absences
1:00:08 for those different types of students.
1:00:12 It does not represent actual attendance.
1:00:15 It represents the absences.
1:00:17 So the higher the bar, the higher the number of absences
1:00:22 for that student, whether excused or unexcused.
1:00:27 And again, seeing some of the largest rates of absentee
1:00:34 among our African-American and multiracial students.
1:00:39 As well as you can see there, the American Indian students.
1:00:44 But again, we have a very small population.
1:00:47 So that is a percentage or an average of that student group.
1:00:52 So we break down literally by student
1:00:55 who they are in our schools and develop attendance recovery
1:01:00 plans with our families and students in these situations.
1:01:06 And then I think we’re just about toward the end here.
1:01:09 Just want to provide the board and the community
1:01:12 a snapshot of we also look at access and opportunity
1:01:17 of our students by subgroup in all of the different programs
1:01:22 and services that we have across our schools,
1:01:24 whether it’s the performing arts, our JROTC, advanced
1:01:28 placement, IB.
1:01:30 I don’t have on the slider in the presentation
1:01:32 our Cambridge participation.
1:01:35 I will say that there is some representation concerns
1:01:40 in these areas across our subgroups
1:01:42 when we look at total population.
1:01:45 But in the area of Cambridge, quite frankly,
1:01:48 it is very representative of our district.
1:01:51 I should have included it, so I apologize.
1:01:54 Our Cambridge schools are Heritage High School, O’Gally
1:01:59 High School, Rockledge High School.
1:02:03 So.
1:02:04 doing a doing an admirable job of being inclusive of all
1:02:09 students in those
1:02:10 programs. So now I want to take you just through a brief tour of
1:02:16 our continuous
1:02:18 school improvement plan and process. We as a district three
1:02:22 years ago adopted
1:02:23 the state’s school improvement plan template or model for
1:02:28 continuous
1:02:29 improvement. So what you see here Thomas Jefferson middle school’s
1:02:34 school
1:02:34 improvement plan. Thank You principal Meira Trine for letting us
1:02:39 put your
1:02:40 school on the on the presentation today. I’m not sure she had
1:02:44 anything to say
1:02:45 about that but really this so this is the the school improvement
1:02:50 plan for 21 22.
1:02:51 It’s in development so you aren’t they haven’t finalized this
1:02:56 process they work
1:02:57 through that with their staff they work through it with their
1:02:59 community their
1:03:00 school advisory council and so on. But what I want the just the
1:03:04 board to be
1:03:05 aware of in our community to be aware of is all of the data you
1:03:08 saw is broken
1:03:10 down and populated actually by the state in the school
1:03:15 improvement plan. Beginning
1:03:17 with ELA math science biology civics history some of them aren’t
1:03:23 applicable
1:03:23 to some of the schools but you can see that the 2019 data has
1:03:29 already been
1:03:30 populated in the school improvement plan. We’re just awaiting
1:03:34 the 2021 data from
1:03:36 the state and then the school will move into their strategic
1:03:41 priorities like
1:03:42 also breaking down performance by
1:03:48 subgroups in each of the areas of students with disabilities ELA
1:03:54 ELL Asian
1:03:55 black Hispanic multiracial white free and reduced lunch that all
1:04:00 comes
1:04:00 pre-populated by the state and then they use this to drive as
1:04:07 you move down
1:04:11 developing their action steps working closely with Janet
1:04:17 Stevenson and each of
1:04:19 our secondary and elementary leading and learning directors in
1:04:25 developing the
1:04:25 school improvement plans to address how we move forward. So
1:04:31 certainly I know this
1:04:32 has been a little bit longer presentation than normally I
1:04:35 provide but
1:04:37 I think we’re all anticipating you know how are our kids how did
1:04:41 our kids
1:04:41 perform this year and I think this gets us a good opportunity to
1:04:45 get refocused
1:04:45 on where we’ve been where we will soon determine where we are
1:04:50 and then
1:04:51 ultimately where do we go and how do we begin tackling some of
1:04:54 the challenges
1:04:55 that we know are going to emerge from the last year and a half
1:04:58 that we’ve
1:04:59 experienced with our with our kids. We are I’ll close with we
1:05:06 are also allocating
1:05:08 additional dollars through ESSER the federal stimulus dollars to
1:05:12 some of our
1:05:13 priority schools to identify and target these these areas that
1:05:17 we know need to
1:05:18 be addressed most immediately and most significantly. So we’ve
1:05:24 already diverted
1:05:25 some of those resources and funding to our schools although all
1:05:29 of our schools
1:05:29 have received federal dollars for addressing academic gaps in
1:05:36 learning
1:05:37 with our kids both last year but also in this coming year. So
1:05:41 all of our schools
1:05:42 receive a portion of funding to address those and it gets built
1:05:45 into their
1:05:46 school improvement plan as well as some of our priority schools
1:05:49 receive some
1:05:50 additional resources namely in staffing additional staffing that
1:05:54 they’ll have
1:05:55 whether it’s a guidance counselor social worker instructional
1:05:59 coaches and that
1:06:00 type of thing. So those have more information or update for the
1:06:04 board as
1:06:05 we get closer to the start of the school year and schools
1:06:08 identify their specific
1:06:09 needs. So again thank you for the additional time to to walk
1:06:12 through that
1:06:13 and I’m happy to answer any questions. Thank you Dr. Mullen that
1:06:16 was great data
1:06:17 and certainly gives us a lot to focus on moving forward. Any
1:06:22 board member have any
1:06:23 questions or comments for Dr. Mullens? I do. Ms. Jenkins? Yeah.
1:06:29 Thanks Dr. Mullens. I
1:06:29 appreciate that very much.
1:06:34 I have to say I’m kind of a little bit a little nauseous when I
1:06:38 hear all of that
1:06:39 information all at once. It’s things that I’m obviously aware of
1:06:42 things I’ve
1:06:43 experienced working for BPS but I feel like you can’t look at
1:06:50 that information
1:06:50 and not have some kind of emotional response from it. I’ve kind
1:06:57 of said this
1:06:58 I think I said this to Dr. Mullens before but one of my issues
1:07:01 with this
1:07:01 quote behind us here on this dais is that the wrong words are
1:07:05 accentuated in
1:07:06 my opinion and we need to change it to accentuate the word every
1:07:11 and and I
1:07:12 really wholeheartedly mean that. I think we’re an amazing school
1:07:15 district we have
1:07:16 so much to be proud of we lead in the nation for so many amazing
1:07:20 programs and
1:07:21 opportunities but we also need to acknowledge the things that we’re
1:07:27 not
1:07:27 doing so well and I appreciate this presentation today because
1:07:31 it puts you
1:07:32 in a really vulnerable place to finally kind of put it all out
1:07:36 there and talk
1:07:37 about how not only does this data exist but it hasn’t changed
1:07:41 over the past five
1:07:43 years and or it’s gotten worse and so again I just appreciate
1:07:51 your your
1:07:51 transparency there. I think it’s important to kind of flip-flop
1:07:58 some of
1:07:58 that information you know 64% of our black students are reading
1:08:05 below grade
1:08:06 level. 64 of our black students are performing below grade level
1:08:12 in math. Those
1:08:13 numbers are just not okay. We’ve increased in some of those
1:08:18 areas by one
1:08:19 percent in five years and I I appreciate the data too where we’re
1:08:22 looking at how
1:08:23 we compare to the rest of the state when it comes to those subgroups
1:08:26 because I
1:08:26 think that’s really important information. I you know obviously
1:08:31 I
1:08:31 believe we should be leaders no matter what no matter what the
1:08:33 rest of the
1:08:34 state is doing if they’re not doing a great job that doesn’t
1:08:36 mean it’s okay
1:08:36 for us to not do a great job but also unfortunately most of
1:08:40 those areas we’re
1:08:41 doing worse than the rest of the state and that’s just not okay
1:08:45 because we are
1:08:45 an amazing school district and we should be serving every single
1:08:49 child at the
1:08:49 same level of excellence. You know lately there’s been a there’s
1:08:54 been a public
1:08:55 conversation about our diversity and equity our director of
1:09:01 equity and
1:09:01 diversity and you know why do we have somebody like that here
1:09:05 and I think this
1:09:06 presentation really supports that because that role is for all
1:09:10 of those
1:09:11 subgroups our students with disabilities our ELL students our
1:09:15 black students and
1:09:17 I feel like this presentation just wholeheartedly supports yeah
1:09:21 that’s why
1:09:22 that’s why we have somebody here in that role because we realize
1:09:25 there is a
1:09:25 problem and we’re ready to tackle it. There’s a couple of things
1:09:29 I do want to
1:09:29 say that aren’t on that presentation because it wasn’t the point
1:09:31 of that
1:09:32 presentation but just to kind of bring it to the awareness of
1:09:36 the public. So
1:09:40 when I meet with people in the community that are affected by
1:09:43 this information
1:09:44 the things that they care about and they they talk about being
1:09:48 priorities for
1:09:49 them are reading achievement gaps, math achievement gaps,
1:09:55 parental involvement,
1:09:57 workplace diversity. Those are the things that they really care
1:10:01 about and one of
1:10:04 the things that I want to kind of put out there is I was
1:10:08 reviewing some data
1:10:09 last night and you know within our workforce 15% of our students
1:10:13 are black
1:10:13 like you presented and 5% of our teachers are black and I think
1:10:17 when you
1:10:18 talk in percentages it doesn’t sound that alarming so 10,407
1:10:23 students are
1:10:24 black and 243 teachers are black and so when you think about how
1:10:30 many children
1:10:30 don’t see representation of themselves in a position of
1:10:34 authority and
1:10:35 leadership that should be alarming for for all of us and we can
1:10:38 do better we
1:10:39 can do better there. It doesn’t it doesn’t really matter why or
1:10:43 or who made
1:10:45 that happen it really just matters what are we gonna do about it.
1:10:49 Let’s
1:10:50 acknowledge it exists and let’s move forward. There’s some other
1:10:53 information
1:10:53 out there too that’s really important for us to look at you know
1:10:57 access to
1:10:58 dual enrollment. Those numbers are very very very different. The
1:11:03 amount of
1:11:03 students that we disproportionately label as a student with
1:11:09 disability. Our
1:11:10 black students are labeled with specific learning disabilities
1:11:13 and emotional
1:11:14 behavior disorders far more often than any other subgroup and
1:11:19 again that’s
1:11:20 that’s a data point that’s alarmingly different from the rest of
1:11:23 the state as
1:11:23 well. Access to technology and one of those slides that really
1:11:30 struck me too
1:11:31 was when you ranked our schools by by letter grade and so yeah
1:11:37 we’re in a
1:11:38 district that’s really really awesome and I’m glad we’re
1:11:41 acknowledging that
1:11:41 we’re not necessarily in a district for every single one of our
1:11:45 students and so
1:11:45 I am hopeful that we can continue to move forward towards
1:11:51 progress for
1:11:51 everyone because when ten thousand four hundred of our seven of
1:11:56 our students do
1:11:57 better we all do better. Our community does better. It doesn’t
1:12:02 mean that those
1:12:02 ten thousand students doing better is then going to conversely
1:12:06 make everyone
1:12:07 else do worse and I think as a community we need to kind of just
1:12:11 pump the brakes
1:12:12 and realize this isn’t about creating more divide and more
1:12:16 difference this is
1:12:17 about acknowledging we are amazing we are so amazing let’s be
1:12:22 amazing for
1:12:23 everyone so that our community can continue to grow. We’re the
1:12:27 largest for
1:12:28 aerospace and engineering and we have more and more major
1:12:31 companies coming
1:12:32 here and for in order for Brevard to continue to boom
1:12:35 economically we need
1:12:37 everyone to be successful and so again I just I appreciate this
1:12:45 presentation
1:12:46 I truly hope people don’t I hope people take take a minute to
1:12:52 just kind of
1:12:53 digest the information there’s always a spirited debate lately
1:13:00 and I think it’s
1:13:01 really important for us just to acknowledge what’s going on and
1:13:03 and for
1:13:04 what students and how it impacts them and their families.
1:13:08 Unfortunately we
1:13:09 don’t have as many people in person here today and I know you’re
1:13:11 there Katie but
1:13:13 I think it’s really important for us as a board to really
1:13:18 prioritize bringing
1:13:20 those communities to the table too and I know that there’s there’s
1:13:24 gatherings and
1:13:25 meetings and organizations and groups that come up here but I
1:13:28 think it’s
1:13:28 important that we make it a priority because the other thing
1:13:31 that we don’t
1:13:31 address and talk about enough is how much those communities work
1:13:36 just to
1:13:37 improve that information themselves without the support of BPS
1:13:43 and maybe not
1:13:44 by any wrongdoing but they just that connection hasn’t been made
1:13:48 and so
1:13:49 there’s amazing nonprofits out there there’s amazing faith-based
1:13:54 faith-based
1:13:54 organizations out there that are really taking those students
1:13:58 and producing such
1:13:59 amazing results with really unique opportunities and I think we
1:14:03 really need
1:14:04 to make an effort to bring it to the table everyone come
1:14:07 together have open
1:14:09 honest conversations and formulas about what’s going on and how
1:14:13 we can better
1:14:13 support each other but also learn from what they’re doing so
1:14:16 that maybe we can
1:14:17 replicate that from a public school standpoint as well so so
1:14:22 thank you I
1:14:23 appreciate you. Thank you Miss Jenkins. Miss Campbell did you
1:14:29 have anything did
1:14:32 you want to weigh in on the presentation? Yes I do thank you.
1:14:38 First of all you know
1:14:41 you guys know that I would be there if I could unfortunately the
1:14:44 Campbell family
1:14:44 is all in quarantine again but I Dr. Monza I want to start by
1:14:48 just
1:14:48 thanking you for for bringing this presentation at a board
1:14:52 meeting I know
1:14:52 the board has seen this data or data from years past at
1:14:58 workshops but it’s
1:14:59 not always at the more publicly attended publicly watched board
1:15:03 meetings and I
1:15:03 thank you for that and I know it’s not it’s not easy information
1:15:09 to share
1:15:10 because actually as Miss Jenkins said you know something that I
1:15:15 had written
1:15:15 down jotted down myself that that number of you know sixty four
1:15:19 percent of our
1:15:20 african-american students are reading below grade level that’s
1:15:22 something
1:15:23 community members have come to me before and said hey here’s
1:15:25 this number what are
1:15:26 you going to do about it? And so I am you know when we look at
1:15:31 that we look at you
1:15:33 know forty eight percent of our students reading below grade
1:15:35 level fifty
1:15:36 percent of our free and reduced lunch students below grade level
1:15:40 in math fifty
1:15:40 two percent below grade level in reading you know this this is a
1:15:45 huge part of our
1:15:46 work and you know we have committed to resources we’ve committed
1:15:53 time and
1:15:54 energy but one of the things that I’m real excited to hear as
1:15:58 you know as I’ve
1:16:00 gotten to hear our our district leadership as far as how are we
1:16:03 going to
1:16:04 tackle this project is we’re not going back to remediate I have
1:16:08 heard again
1:16:08 again especially in the last few months we’re going to put our
1:16:13 foot on the
1:16:14 accelerator and and you know and we’re going to put high quality
1:16:19 high standard
1:16:21 materials and teaching in front of our students we’re going to
1:16:24 give them all
1:16:25 the help and support that they’re going to need to be successful
1:16:27 but we’re going
1:16:27 to put more kids in algebra one we’re going to we’re going to
1:16:30 try to open more
1:16:31 doors to you know higher level classes like our AP classes on
1:16:36 our ace classes
1:16:37 on our IB classes on our CTE courses we’re going to we’re
1:16:40 pushing kids more
1:16:41 and more towards those advanced level courses and we’re going to
1:16:44 give them
1:16:45 support so they can be successful but we’re not we’re not backtracking
1:16:49 with
1:16:49 those students because the data has shown the research shows
1:16:52 that when we do
1:16:53 that not you know that every student succeeds in that and those
1:16:58 that are
1:16:59 farther behind have bigger learning gains and so I just
1:17:02 appreciate that
1:17:03 we’re doing and making decisions based on the data based on the
1:17:08 research you
1:17:09 know that we’re that we’re not when we’re wanting to see every
1:17:16 level every
1:17:17 demographic move forward and and I’m really my you know I what I
1:17:23 want to do
1:17:23 is I want to challenge the community okay here’s the data you’ve
1:17:26 heard it
1:17:26 what are you going to do to help us are you ready to step in and
1:17:29 I know I’m I’m
1:17:30 I love hearing that our volunteers are ready to come back in our
1:17:33 building I you
1:17:34 know always like to recruit mentors I’m so excited that we’ll be
1:17:38 able to step up
1:17:40 and just coming your back to our with our fingerprinting you
1:17:45 know things like
1:17:45 that I mean I’m just excited to get people in the building to
1:17:48 come and
1:17:48 because that’s really what it takes it’s going to be high
1:17:50 quality education the
1:17:51 classroom but also high supports from our community and we
1:17:54 really have a
1:17:55 wonderful community and and I’m just going to put the challenge
1:17:59 out there to
1:17:59 the people who might be listening today you know what can you do
1:18:03 to help to step
1:18:04 up and help us if we really want to see a difference in the
1:18:07 lives of all of our
1:18:08 students and it’s I really think it’s going to take the
1:18:11 community jumping in
1:18:12 to help us thank you thanks miss Campbell mr. Susan did you have
1:18:16 anything
1:18:16 you wanted to share absolutely thank you so much for those
1:18:22 comments miss Jenkins
1:18:23 and miss Campbell we’re both in the same direction one of the
1:18:27 ones that hit my
1:18:28 cord really is miss Jenkins when she’s talked about workforce
1:18:34 she talked about
1:18:35 moving our County to be able to respond to the workforce that’s
1:18:40 coming and I
1:18:42 really appreciated what miss Jenkins said when she said that we
1:18:45 have faith
1:18:46 based organizations not-for-profits and everybody else out there
1:18:50 that could be
1:18:51 willing to help us out and I think as board members that that’s
1:18:55 where miss
1:18:56 Belford was getting us when we put together all the
1:18:59 organizations was to
1:19:00 call them together and I do want to give dr. Mullen a lot of
1:19:04 credit for pulling
1:19:06 together those groups when he first became a superintendent and
1:19:09 he continues
1:19:10 to work with them a lot of the NAACP and other organizations
1:19:15 that are
1:19:16 specifically targeting those that we have the most needs for so
1:19:20 I think that
1:19:20 we have some of the pieces moving in the right direction I think
1:19:24 there is a call
1:19:25 to action I think miss Jenkins you’re a hundred percent correct
1:19:28 we need to pull
1:19:29 everybody together and that’s our missing piece as elected
1:19:32 school board
1:19:33 members we should be in the community pulling those groups
1:19:35 together so that
1:19:36 they’re not silos it shouldn’t fall on the backs of our district
1:19:39 to be that
1:19:40 that should be us that should be us to call together the
1:19:43 chambers the all of
1:19:45 the different organizations that are inside of our community to
1:19:48 start having
1:19:49 that for instance the O’Gally corridor I’ve called together
1:19:52 faith-based
1:19:53 organizations the dock I’ve called together the couple of the
1:19:57 housing
1:19:58 development and we’re getting ready in the next 30 days to put
1:20:01 together a group
1:20:01 that will address all of the needs for the individuals inside
1:20:04 that community
1:20:05 that’s where it starts and that’s our job as school board
1:20:08 members to put that
1:20:09 together so miss Jenkins I really appreciate your comments miss
1:20:13 Belford I
1:20:13 appreciate all the work that you’ve been doing to try to
1:20:15 facilitate us putting
1:20:16 those groups together dr. Mullen’s I really appreciate all of
1:20:19 your work and
1:20:20 pulling together the groups and communicating to them and I
1:20:22 think it’s
1:20:23 just time for us to step it up another notch and I truly
1:20:26 appreciate it all I’ve
1:20:27 got to say thank you for everybody let’s get to work thanks mr.
1:20:31 Susan and I will
1:20:33 will not go at length because I would certainly agree with
1:20:36 everything that’s
1:20:37 been said by my peers this morning the the one thing that I will
1:20:40 say is I am
1:20:41 just so appreciative of you and your team and the amount of
1:20:45 digging deep and
1:20:47 owning challenges that I have seen over the past few years
1:20:50 because I don’t I
1:20:51 think we’ve always looked at our data but we’ve always publicly
1:20:55 celebrated our
1:20:56 wins and not always publicly taking responsibility for those
1:21:00 areas where we
1:21:00 have room to grow and so I just very much appreciate the path
1:21:03 that we’re on
1:21:04 on that and look forward to supporting it as we go forward any
1:21:09 any other board
1:21:11 members before we move on to our public comment section thank
1:21:15 you dr. Mullen’s
1:21:17 alright we are going to now circle back to our public comments
1:21:25 we have looks
1:21:28 like 12 speakers left and since it’s already been moved to the
1:21:32 end of the
1:21:33 the meeting to meet our form requirement we’re just gonna jump
1:21:37 right into those
1:21:38 12 each speaker is limited to three minutes we have a clock in
1:21:42 front of me
1:21:42 to help you keep track of your time when your time is over you
1:21:44 will be asked to
1:21:45 stop and allow the next speaker his or her turn always keep in
1:21:49 mind that
1:21:49 reasonable decorum is expected at all times and your statement
1:21:52 should be
1:21:52 directed to the board chair as chair I may interrupt warn or
1:21:56 terminate a
1:21:56 participant statement when time is up it’s personally directed
1:22:00 abusive obscene
1:22:00 or irrelevant should an individual not observe proper etiquette
1:22:04 I may request
1:22:04 the individual leave the meeting let’s all encourage an
1:22:07 environment appropriate
1:22:08 for our children who may be present or watching from home please
1:22:11 note that in
1:22:12 order to proceed with the business portion of the meeting board
1:22:15 members
1:22:15 will not have the opportunity to respond to speakers during or
1:22:18 immediately
1:22:18 following public comments although we’ve done business we do
1:22:22 have a tiny bit of
1:22:23 business left in the board discussion which I I realized I may
1:22:27 however request
1:22:29 follow-up so we’re gonna start with our first three speakers
1:22:33 Scott LeBeouf
1:22:34 Bernard Brian and Thelma Brian Scott if you would approach the
1:22:38 microphone please
1:22:39 sir
1:22:45 sorry no problem so this is my first meeting so I just wanted to
1:22:50 thank you
1:22:51 guys for letting me come up here and talk I’ve had two kids
1:22:54 through the
1:22:54 public school system I’ve got one that’s still in one now that’s
1:22:57 in private
1:22:57 school I’ve had we’ve been really blessed to have really good
1:23:02 teachers
1:23:02 throughout the last 11 years primarily through elementary school
1:23:05 so our
1:23:06 teachers have all been very involved they’re communicating with
1:23:09 us as parents
1:23:10 so we’ve been very happy about that up until recently I haven’t
1:23:15 felt like I’ve
1:23:16 needed to really be too involved with the public school system
1:23:19 and the
1:23:20 administrative side and what’s going on like we are here today
1:23:23 so I’ve had some
1:23:24 pretty good faith in the teachers and what’s been going on so
1:23:27 everything
1:23:28 that’s been said lately and everything that’s going on has got
1:23:30 me pretty
1:23:31 concerned as a parent so I have to tell you you know as
1:23:36 educators and as parents
1:23:38 my job is apparent to make sure my kids are good you know law-abiding
1:23:42 citizens
1:23:43 they do what we teach them to do they’re respectful they do what
1:23:46 they’re supposed
1:23:46 to do is good human beings as educators it’s your job and the
1:23:51 school board’s job
1:23:52 to make sure that they have the tools that they need to succeed
1:23:55 in life and
1:23:56 that’s our job as parents as well so my big concern is that
1:24:00 there’s a lot of I
1:24:01 feel a lot of biases and a lot of personal beliefs we’re all
1:24:05 from
1:24:06 different backgrounds we all have different beliefs we all have
1:24:08 different
1:24:09 fears and concerns I just want to make sure that those aren’t
1:24:12 being brought
1:24:13 into the classroom and they aren’t being pushed from the top
1:24:16 from administration
1:24:18 from the unions down to the school boards down to the teachers
1:24:24 and the
1:24:25 principals and then down into the classrooms I want to make sure
1:24:28 that as a
1:24:28 parent it’s my job to teach my kids what I think is right so I
1:24:31 don’t think it’s
1:24:33 if you’re a history teacher it’s your job to teach my kids about
1:24:35 history teach
1:24:36 them the right what’s happened what we’ve done as a country that’s
1:24:41 been
1:24:41 great what we’ve where we’ve been where we’re going or what we’ve
1:24:45 done I don’t
1:24:46 think it’s right for any of those biases to be brought into the
1:24:48 classroom if
1:24:49 people have a personal belief that’s not fitting for the
1:24:54 classroom a few things
1:24:56 that I’ve noticed as well is me personally I mean it likes that
1:24:59 I’ve
1:25:00 been very happy with the school system up up through the
1:25:03 elementary levels when
1:25:04 my child got when my oldest daughter got to high school we took
1:25:07 her out of the
1:25:08 public school system put her in private school because I didn’t
1:25:11 agree with some
1:25:12 of the things that I was seeing from a social aspect and some
1:25:16 other things so
1:25:17 yeah you know everybody is a parent we all have to make that
1:25:21 decision I just
1:25:22 want to make sure that you guys are aware of the fact that now I
1:25:25 feel like
1:25:25 as a parent I’ve been very I’ve been very assumptive that my
1:25:32 child is in a
1:25:33 safe place or in a class in a classroom I don’t really feel that
1:25:36 way anymore so
1:25:37 I feel like I’m gonna have to kind of monitor every little thing
1:25:40 that’s going
1:25:40 on all the time and as a parent that doesn’t make me feel very
1:25:43 good so I
1:25:45 shouldn’t have to feel that way my kids should go to school they
1:25:47 should be in a
1:25:48 safe place they should be taught English how to read how to
1:25:52 write history not we
1:25:53 appreciate you joining us today unfortunately your time is up so
1:25:55 I’m
1:25:56 gonna go ahead and call the next speaker okay thank you Bernard
1:26:01 Bernard thank you
1:26:05 very much first I want to thank the school board for allowing me
1:26:08 to come and
1:26:09 share with you today my name is Bernard Brian and I’m a SAC
1:26:14 member from
1:26:15 University Park Stone Middle School as well as Palm Bay High
1:26:20 School and dr.
1:26:21 Miles thank you so much for working with our community thank you
1:26:27 for sharing the
1:26:28 data that you shared with us today and we do understand your
1:26:31 heart I would also
1:26:33 like to thank Miss Klein I’m a SAC member at University Park and
1:26:38 we have
1:26:39 our first stem lab study so I’m really excited about that that’s
1:26:44 a start but we
1:26:45 know there are some challenges there as well also would like to
1:26:49 thank mrs. hands
1:26:50 mrs. hands dealt with a safety issue at stone middle school and
1:26:54 she basically
1:26:55 got that solved but the reason why I’m here today I’m standing
1:27:00 before you
1:27:01 representing five thousand kids and I was really burdened back
1:27:06 in 2000 now I’m
1:27:08 listening to dr. Mullins data I’m even more burdened there are
1:27:13 five thousand
1:27:14 students that I’m standing before you that are behind in math
1:27:20 that are behind
1:27:21 in reading and we as a community we want to work with the with
1:27:26 the provide public
1:27:28 school system we want to walk hand-in-hand with you and we do
1:27:33 understand that a house divided does not stand and we want to be
1:27:38 part of this
1:27:39 actual solution but I challenge you though these problems would
1:27:44 will not be
1:27:45 solved without a strategy and I I challenge you to please ma’am
1:27:51 and please
1:27:52 sir have a good solid strategic plan and I challenge you today
1:27:57 school board
1:27:58 members to don’t get distracted please we know there are some
1:28:04 cultural issues
1:28:05 going on today but these 5,000 kids need your help and I beg you
1:28:10 to help them
1:28:11 please help them I was one of those kids that that basically
1:28:16 couldn’t read but
1:28:17 the school system helped me out I want to thank miss Klein I
1:28:22 want to thank miss
1:28:24 Bowman I want to thank you so much for your investment with with
1:28:29 dr. McKinnon
1:28:29 she is a tremendous value she understand what we’re going
1:28:35 through so that
1:28:37 investment I believe it’s going to give a tremendous return so
1:28:42 do everything you
1:28:43 can be detailed in your strategy and the community is ready to
1:28:48 help call me to
1:28:49 the table and I guarantee you we can work this together if we
1:28:54 work together
1:28:54 don’t let anybody distract you out of this need our children
1:29:00 need your support
1:29:02 our children do not need to be distracted by unnecessary issues
1:29:07 so
1:29:08 thank you so much call me if you need me I’m willing to sit down
1:29:12 Thank You mr.
1:29:13 Brian Thelma Brian
1:29:24 good morning thank you for allowing me a moment to talk with you
1:29:29 about an issue
1:29:30 that I’m very much concerned about my name is Thelma Brian I am
1:29:35 a retired
1:29:36 educator I spent 32 years teaching communications at Brevard
1:29:40 Community
1:29:41 College and now I have graduated to the position of mentor at
1:29:46 University Park
1:29:48 Elementary School and I also coordinate a program for students
1:29:53 in grades 9 to 12
1:29:55 it’s an academic and cultural enrichment program called act so I’m
1:30:01 here today
1:30:02 however to make an appeal on behalf of 5,000 of Brevard County
1:30:09 School students
1:30:10 I recently learned that about 5,000 of our students are reading
1:30:17 and doing math
1:30:19 below their grade level if this situation is not corrected these
1:30:25 students are going to be derailed in their education and their
1:30:31 careers we
1:30:32 don’t want that all of our students deserve a fair chance for a
1:30:38 bright
1:30:38 future my appeal to you then is to take a look at your district
1:30:45 wherever it is
1:30:46 and ensure that there is a solid plan in place for all of our
1:30:53 students to master
1:30:55 those skills that they need to be successful we this might be a
1:31:00 tough task
1:31:02 but if we parents teachers volunteers administrators etc if we
1:31:11 support our
1:31:12 students and work together we can help them to acquire the
1:31:17 skills that they
1:31:18 need it takes all of us working hard and working together our
1:31:25 students need and
1:31:27 deserve our help and support in closing I want to add that I’ve
1:31:34 had the
1:31:35 opportunity to meet and work with a few of Brevard’s very
1:31:39 capable leaders mrs.
1:31:41 Bowman a few members of the teaching staff dr. McKinnon dr. Mullins
1:31:48 and I’m
1:31:50 familiar with work that they do and I thank them for the
1:31:54 leadership that they
1:31:56 provide and I thank them for what they have done but what they
1:32:02 are doing and
1:32:03 will do to close to reduce that academic gap in math and science
1:32:12 especially we
1:32:14 thank them for enabling and helping every student in our
1:32:19 district in our
1:32:20 county to be the best that they can be and we can do it we can
1:32:27 do it if we work
1:32:28 together thank you and Brian all right next we have Catherine
1:32:37 Delaney Gary
1:32:38 Schifrin and then Peter
1:32:44 hi today I wrote a speech and after seeing those slides I am
1:32:52 kind of junking
1:32:53 it so I for once agree with you I think it’s every student
1:33:02 should be you know
1:33:04 recognized here the fact that 30 to 50 percent of our students
1:33:10 are below grade
1:33:11 level regardless of their race regardless of their trouble is a
1:33:16 problem
1:33:17 we need to work together stop talking about well you’re black
1:33:22 you’re white
1:33:23 you’re Hispanic you’re this you’re that we all have different
1:33:27 stories we all
1:33:27 come from a different place but we all need the opportunity to
1:33:31 succeed and if
1:33:33 some of us are failing all of us are failing and we need to work
1:33:38 together to
1:33:39 one close the gap but also in what universe is 70% even for
1:33:45 white people
1:33:45 what 70% is not succeeding you know that’s a hundred percent
1:33:51 that’s
1:33:51 succeeding we should all strive for a hundred percent not 70 not
1:33:57 50 you know
1:33:59 one of the things that I feel is a big problem for us is that we
1:34:05 are focusing
1:34:06 on things that don’t belong in the schools bathroom issues we
1:34:11 shouldn’t be
1:34:13 talking about these things you know the school board just
1:34:16 brought a man into to
1:34:23 talk to our administrators and our guidance counselors that
1:34:27 believes white
1:34:28 America has a deep and thick appetite for black death and
1:34:32 violence against
1:34:33 black people and I don’t know about anybody any of you or
1:34:37 anybody in this
1:34:37 room but I do not have an appetite for death or violence against
1:34:43 anybody
1:34:43 regardless of their anything and then another person from the BPS
1:34:51 Wellness
1:34:52 Conference they said there is no such thing as a non-racist
1:34:55 policy if there
1:34:57 are administrators or guidance counselors that decide on
1:35:00 disciplinary
1:35:01 actions for our students based on their race if that is a factor
1:35:06 that’s a
1:35:07 problem that is racist
1:35:11 and they should not be working in our schools
1:35:18 you know I I look for I going forward there needs to be more
1:35:23 honesty and
1:35:23 transparency between the board and parents the fact that we’ve
1:35:28 had to fight
1:35:29 tooth and nail to get curriculums from you guys is not okay we
1:35:33 deserve to see
1:35:34 those things we want to work with you we are the biggest
1:35:38 supporters of you our
1:35:39 schools our students we are here I’m begging you let us help you
1:35:44 please thank
1:35:45 you thanks
1:35:57 good morning I’m here this morning to read an op-ed that I wrote
1:36:01 for our local
1:36:02 newspaper the definition of fear-mongering is the action of
1:36:06 deliberately arousing public fear or alarm about a particular
1:36:11 issue last week
1:36:12 that is exactly what a state representative and a local moms up
1:36:17 organization did in asserting that the Brevard Public School
1:36:20 system had a
1:36:21 racist agenda I understand I understand people have different
1:36:31 perspectives when
1:36:32 it comes to interpreting reactions to different issues but I can
1:36:35 state
1:36:36 unequivocally based on personal knowledge and experience that
1:36:40 the
1:36:40 Brevard schools are far from racist in fact over many years our
1:36:44 schools have
1:36:45 taken great strides to ensure that all students are treated
1:36:48 equally and with
1:36:49 respect programs have been implemented to address any inequities
1:36:54 that may exist
1:36:55 and achievement gaps have been thoroughly studied to determine
1:36:58 how
1:36:58 these gaps can be closed let the record show that PBS is one of
1:37:03 the highest
1:37:03 rated school systems in Florida including a graduation rate of
1:37:07 over 90%
1:37:08 which includes students of all races our students also excel in
1:37:13 national
1:37:13 competitions for such activities as science research problem-solving
1:37:18 advanced placement international baccalaureate and so much more
1:37:22 so for
1:37:24 this state representative and the local moms organization put on
1:37:28 a show to make
1:37:29 outrageous assertions was shameful and wrong the sole purpose
1:37:33 was to bring
1:37:34 discredit to our outstanding schools and to possibly cause
1:37:37 parents to question
1:37:38 having their children attend our great public schools by the way
1:37:42 let it be
1:37:43 known that this representative sponsored a bill that provided
1:37:47 yet further options
1:37:48 for school attendance including vouchers from the public schools
1:37:51 and the fact
1:37:52 that he invoked the name of Hitler and how he brainwashed the
1:37:56 German population
1:37:57 and comparing that to what has taken place in our schools was as
1:38:00 insensitive
1:38:01 and misguided as one can be I certainly hope the parents of our
1:38:07 Brevard Public
1:38:08 Schools can see through this political stunt which is trying to
1:38:11 stir up
1:38:12 controversy I was honored to have served as a teacher and
1:38:15 administrator in our
1:38:16 schools for over four decades and what this representative and
1:38:20 the local mom
1:38:20 organization organization asserted does not exist in our schools
1:38:25 and should be
1:38:26 dismissed for what it is and finally as the exec current
1:38:29 executive director of
1:38:30 the Brevard associating school administrators I have the pulse
1:38:33 of our
1:38:33 administrators and I have not heard one concern that racism
1:38:37 exists in our
1:38:38 schools as was asserted parents you will not find a better place
1:38:43 to send your
1:38:43 students than to Brevard Public Schools thanks Gary Peter Foskis
1:38:49 and as Peter’s
1:38:50 approaching the next three after Peter will be Alex goins Lindy
1:38:56 Lindy already
1:38:58 spoke and Josephine hunter and then James -
1:39:04 thank you for your time can you hear me
1:39:09 I received this document from a young lady young mother with
1:39:16 children about to
1:39:18 enter school my daughter and she was concerned and it’s entitled
1:39:23 the divisive
1:39:24 ideology of critical race theory and I’m going to read from the
1:39:30 document I need
1:39:32 some clarification it is of concern to me I’m not let me read it
1:39:41 critical race
1:39:42 theory is a worldview rooted in Marxism it separates individuals
1:39:49 in groups based
1:39:50 on race and pits them against one another in order to overthrow
1:39:56 societies
1:39:57 with race as the excuse for revolution its fruit is not
1:40:02 redemption
1:40:03 reconciliation restoration and unity but rather division
1:40:08 intimidation harassment
1:40:09 and chaos CRT is a threat to Liberty community and democracy
1:40:15 racism is real
1:40:17 and it needs to be addressed the solution to ending racism is
1:40:24 not
1:40:24 another form of racism so the ideas which CRT is derived from is
1:40:34 a legal
1:40:34 scholarship called critical legal studies which is a branch of
1:40:39 the school
1:40:40 of philosophy called critical theory these ideas class war
1:40:46 warfare sewing
1:40:47 discord among neighbors is a classic Marxist tactic these
1:40:54 tactics used by
1:40:56 communists mark Stalin Mao Alinsky and others is similar to
1:41:03 critical race
1:41:04 theory and it goes on how does it work first CRT reports that
1:41:11 white supremacy
1:41:12 is rampant and its power is entrenched in our culture our
1:41:17 systems our language
1:41:18 our education and our nation secondly it purports that racial
1:41:24 emancipation and
1:41:25 anti subordination must occur in transformation of our culture
1:41:31 laws that
1:41:32 address racial power I’m not and you read the press I mean
1:41:44 training teachers
1:41:45 and critical race theory it is alleged that is occurring here in
1:41:50 Brevard I
1:41:51 don’t know I’d like your comments Florida is a pushback on the
1:41:58 CRT
1:41:58 curriculum in our state our governor governor DeSantis has
1:42:05 directed that
1:42:05 Florida Department of Education oh I’m running out of time
1:42:10 thanks Peter for
1:42:11 joining us today we appreciate it if you’d like to reach out we’ll
1:42:13 be happy
1:42:13 to answer any questions you have okay we just can’t do it right
1:42:16 now yeah I have I
1:42:17 have a ton of questions yeah reach out to us thank you answer
1:42:20 them Alex
1:42:29 good morning I like first I’d like to thank dr. Mullins all you
1:42:34 have done for
1:42:36 our County and everything out every time I call you always
1:42:39 answer and I
1:42:40 appreciate that also I’m on the Cocoa City Council so I
1:42:44 understand the
1:42:45 positions that sometimes the board is put in and it’s very
1:42:49 difficult one time
1:42:50 you get cheers when you get elected and you get yelled at when
1:42:54 you get on the
1:42:55 seat so I understand that that process the data that was shown
1:43:00 today is very
1:43:01 discouraging I think we’ve got a long ways to go
1:43:08 the disparities on academics and also economic it means
1:43:14 something
1:43:16 the data that you showed is facts numbers don’t lie people do so
1:43:22 we can go
1:43:23 back and forth about you know race and whatever the case may be
1:43:27 that we going
1:43:28 through in our country right now one thing I did not see on that
1:43:32 slide was
1:43:34 Democratic or Republican students so we get caught up at times
1:43:38 dealing with R
1:43:39 and the D’s and and strategies and different arguments but
1:43:43 because our
1:43:43 babies
1:43:46 it’s not about what party you are in and what it’s not about
1:43:51 that these are our
1:43:53 children these are the kids that we see every single day white
1:43:58 black Puerto
1:44:00 Rican whatever it is they have fun with each other at school
1:44:05 sometimes they
1:44:06 argue and fight and fuss and deliberate but they are children
1:44:11 and we got to
1:44:12 understand that we gotta be careful what we say to them at home
1:44:15 so that’s when
1:44:16 the wretched of I happens when you say things at home and now
1:44:20 they see that
1:44:21 black student because my mom said something at a dinner table
1:44:26 that’s what
1:44:26 arrested divide comes
1:44:31 the city of cocoa is also working on citywide internet for our
1:44:36 students
1:44:37 that’s one of the things that we’re talking about up economic
1:44:41 disparities a
1:44:42 lot of these kids are not eating at home a lot of these kids
1:44:47 mothers working two
1:44:48 jobs they don’t have internet like some other people but based
1:44:55 on economic
1:44:56 status
1:44:59 critical race theory is just simply a way to look at race it’s a
1:45:03 way to look
1:45:04 at how law contributed to the subordinate status that attempted
1:45:08 to
1:45:08 hold back blacks indigenous people and quite frankly anyone that
1:45:13 is not white
1:45:16 that is not CRT this is not about CRT this is a pushback
1:45:21 rhetoric on critical
1:45:22 race theory is an effort to reverse the racial reckoning unlike
1:45:26 anything we’ve
1:45:26 seen in our lifetime attacking attacking CRT is just an arrest
1:45:32 for much-needed
1:45:32 change so I appreciate you a school board for all the things you
1:45:36 have done
1:45:36 we have to do the things that you’re doing to deal with the
1:45:40 situations in our
1:45:41 school so I appreciate you thanks I like
1:45:46 Josephine hunter
1:45:58 I don’t know if it’s afternoon yet good morning first dr. Mullins
1:46:03 thank you for
1:46:04 your work your service the board and I am so encouraged by the
1:46:09 statements that
1:46:10 mr. Jenkins made you know I stand before you I’m so full after
1:46:14 seeing the numbers
1:46:15 I’m so discouraged and at the in the same instance I know we
1:46:19 have to move
1:46:20 forward and I am also a sack member with NAACP meaning we go
1:46:27 with a university
1:46:29 school elementary and so we go and try and make a difference and
1:46:34 try and help
1:46:34 but let’s be real if we keep doing what we’ve been doing and
1:46:37 expect different
1:46:37 results that’s the definition of insanity you have got to do
1:46:41 something
1:46:41 different to get something different so when we sit up and we
1:46:45 realize as miss
1:46:46 Jenkins said how many students you have that are of color and
1:46:49 the the deficit
1:46:51 and your teachers then we have to realize and the thing is I
1:46:54 have to
1:46:55 believe that it’s not intentional that you really don’t know
1:46:58 that it makes a
1:46:59 difference or we would be doing something different and so
1:47:03 sometimes as
1:47:04 you heard her mention they’re labeled as ours is a label that’s
1:47:08 disabled so quick
1:47:08 maybe they have they’re full of energy they say oh they’re hyperactive
1:47:12 put them
1:47:13 on a medication but others can play and it’s no problem so let
1:47:16 me point this out
1:47:17 to you we come from a culture that’s used to colors and
1:47:21 variations and music
1:47:22 and things like that so maybe ours learn different maybe instead
1:47:25 of just sitting
1:47:26 lecture style they need something to stimulate them so sometimes
1:47:31 we have to
1:47:31 look a little harder and what it’s going to take to teach them
1:47:34 not that they
1:47:35 can’t be taught so we have to do something different you can’t
1:47:38 keep doing
1:47:39 what you’ve been doing and expect better results so I think we
1:47:42 need to tailor
1:47:43 some things and not wanting to bring in CRT is not in the
1:47:47 schools and this is a
1:47:48 push but that’s to stop from teaching history history needs to
1:47:52 be taught if
1:47:53 some of these young kids knew that it was a and look how long it
1:47:56 took for it
1:47:57 to get out that it was a black female who did the calculations
1:48:00 to put the
1:48:01 first man on the moon some of them might think they could be
1:48:03 mathematicians that
1:48:04 they’re brilliant enough to do some things but if you only have
1:48:07 them in
1:48:08 history as being slaves and building a country and being whipped
1:48:11 then they
1:48:12 don’t aspire to anything there are some excellent things if they
1:48:16 knew that the
1:48:17 first brain surgery if they knew that you can’t operate a week
1:48:20 without deal
1:48:21 dealing with something created by black you can’t even drive
1:48:25 because the red
1:48:25 light just so many things Roman I put her on hooked on phonics
1:48:29 for those who
1:48:29 are having problems reading I have a teacher back here just said
1:48:32 that seventh
1:48:33 grade they have to show him pictures they can’t read take them
1:48:35 back to hook
1:48:35 don’t phonics the original let’s go back to basics because they
1:48:40 can’t move
1:48:40 forward until they get the foundation I’ll be back because I’m
1:48:43 on again to
1:48:44 discuss Thank You Josephine we appreciate it
1:48:48 James - and then after James we have Tammy Robinson and Alberta
1:48:55 Wilson
1:48:59 thank you doctor Mullins for your willingness to listen to the
1:49:15 need of our
1:49:16 community and for the courage to work alongside us and your
1:49:19 staff to make a
1:49:21 difference for all students we appreciate your resolve to make
1:49:25 changes
1:49:26 so that we no longer have an assistant superintendent of the
1:49:29 Office of Equity
1:49:30 and Justice which was a system created to provide choice for
1:49:35 those with an
1:49:35 advantage to access it you have chosen to change that and create
1:49:41 a director’s
1:49:42 job costing the dish for a lot less money and allowing dr. McKinnon
1:49:47 to truly
1:49:47 focus on equity through the lens of inclusion this would help of
1:49:53 our public
1:49:53 schools create new systems which will provide opportunities for
1:49:57 all children
1:49:58 not just children of color but students with disabilities and
1:50:01 those that do not
1:50:03 always have a choice advocating for them this is what equity is
1:50:08 it is to free
1:50:09 from bias dishonesty or injustice I want you to know that we
1:50:13 support any efforts
1:50:14 to keep this position and as that you continue to move forward
1:50:18 with a clear
1:50:19 focus on teaching the truth of our past to all students as a
1:50:24 nation we must
1:50:25 educate all of us we must all educate ourselves in the truth we
1:50:31 have a history
1:50:31 that is based on injustices to human beings and we have not
1:50:35 owned that
1:50:36 reality and transparency transparently addressed our wrongs our
1:50:41 responsibility
1:50:42 is to constantly improve and do right for all children lies
1:50:47 create a culture
1:50:48 of division and distrust truth will unite us don’t be afraid of
1:50:53 those loud
1:50:54 voices that speak from a place of fear and hate we must do
1:50:58 better for all our
1:50:59 children take courage in the words of James Baldwin who said not
1:51:04 everything
1:51:04 that is faced can be changed but nothing can be changed until it
1:51:08 is faced this
1:51:10 changes for the children because they deserve better thank you
1:51:14 for this thank
1:51:15 you James Tammy Robinson
1:51:30 good morning all thank you superintendent mowins and board
1:51:36 I will tell you I’m up here not I’m a member of many things I
1:51:41 end up ACP
1:51:42 neighbor of Brevard the dock other organizations but I will ask
1:51:48 you to see
1:51:48 me as part of the 20% willing to do 80% of the work I’m willing
1:51:55 to put my hands
1:51:56 to the plow I believe in solution-based efforts if I allowed
1:52:04 myself to be
1:52:05 distracted by extremists with CRT or who has infiltrated my
1:52:12 precious BPS that was
1:52:15 also a part of the invasion on my capital I will be in the lack
1:52:21 of faith
1:52:22 but all I could do is pray and including praying for all of you
1:52:27 because you make
1:52:27 decisions that impact the education of our babies the data made
1:52:34 me cry Alex’s
1:52:35 practice joke on me said don’t cry I served 23 years in Air
1:52:38 Force I’ve been
1:52:39 through some tough situations and I come from a disenfranchised
1:52:42 low-income
1:52:43 community myself so I know how to hold my own but that data made
1:52:47 me cry
1:52:48 because it’s a disservice to all I challenge you bored and you
1:52:58 actually
1:52:59 touch those check at the door in order to focus on the facts and
1:53:02 the numbers
1:53:03 don’t lie there are people that are willing to help if they’re
1:53:09 giving the
1:53:10 opportunity a stronger connection with the community as we like
1:53:15 to call it the
1:53:15 village the non-profits the youth services capitalizing on them
1:53:24 will help
1:53:25 you bridge that gap because no you can’t do everything I like to
1:53:29 say if you’re
1:53:31 committed like Les Brown you shoot for the moon and you miss
1:53:37 your these end up
1:53:37 amongst the stars I am here to put my hands to the effort any
1:53:43 day and I’ll
1:53:44 bring some community people all with me I don’t mind pounding
1:53:46 the concrete any
1:53:47 time God bless you all thank you
1:53:55 Alberta Wilson
1:54:04 it is forward this hard-working board dr. Mullins
1:54:12 your staff dr. Sullivan mrs. Klein and the like I just want to
1:54:19 say thank you
1:54:20 for all that you continue to do for our students here in Brevard
1:54:25 County you
1:54:27 continued was huge and problematic but today is very just
1:54:32 discomforting
1:54:35 I gotta say though that we cannot address one issue while others
1:54:42 linger
1:54:43 out there disparity in discipline do you not know that children
1:54:51 see this we heard
1:54:53 of this from the Department of Defense some five or six years
1:54:57 ago five or six
1:54:59 years ago the NAACP was contacted and said where’s this Brevard
1:55:05 County we got
1:55:06 some numbers here that is disturbing on how children of color
1:55:10 are disciplined
1:55:12 children can see I’m not gonna dwell on that but I gotta tell
1:55:18 you HB 245 the
1:55:22 country in states history
1:55:27 God help us is one in which it need to be addressed we better
1:55:32 pay strict
1:55:33 attention to that you guys it continues to be important much of
1:55:42 our history has
1:55:43 been diluted even false to some degree for too long our history
1:55:51 has been
1:55:52 covered up dismissed treated just as we’re unimportant no more
1:55:58 though not
1:56:00 enough we welcome this step and we promise to give the district
1:56:06 all of our
1:56:07 support all of the support that we can muster
1:56:12 HB 241 is long overdue hopefully bills addressing this history
1:56:20 deficiency will
1:56:21 be given more substantive teeth going forward I love that
1:56:27 mission every time I
1:56:28 come into this room I love that mission but like school board
1:56:32 members said every
1:56:34 need to be accentuated if you mean this and I do believe that
1:56:39 you do tell the
1:56:41 truth tell others are available as is is dr. Mullins the I’m
1:56:50 sorry you were
1:56:52 signed up twice is that we said I have you down only once
1:57:01 typically we don’t do
1:57:02 was there and was it under another name so yeah typically we
1:57:26 only allow each
1:57:27 person three minutes is there someone else that you would like
1:57:31 to speak on
1:57:32 behalf of the other organization he’s okay or if you if you
1:57:38 would like to
1:57:38 provide the information to the board we can certainly do that as
1:57:44 well
1:57:46 it’s beyond the timeline to sign up so okay so we
1:57:55 I’m sorry what’s your name sir okay
1:58:06 all right let me just look through the forms real quick I just
1:58:08 want to make
1:58:09 sure we’re not breaking protocol okay
1:58:25 you
1:58:30 okay I have only one form for Josephine hunter so unfortunately
1:58:36 I’m not going to
1:58:37 be able to take it but as I said if you would like to share the
1:58:40 information we
1:58:41 can certainly make is it is it a printed speech that you have if
1:58:44 you would like
1:58:45 we can get copies of it for the board if you would like to leave
1:58:48 it and we’ll
1:58:49 make sure that the board members get it okay okay so that brings
1:58:59 us to the board
1:59:02 discussion portion of our agenda and we have we have one issue
1:59:10 that we need to
1:59:11 address and I I don’t I think it’s pretty much already resolved
1:59:15 but we need
1:59:15 to address it publicly so FSBA is on a different timeline for
1:59:20 appointment than
1:59:20 the board is so in November when we did our organization of the
1:59:24 board miss
1:59:25 Campbell and miss Jenkins were going to be appointed to the FSBA
1:59:31 board of
1:59:31 directors and when we submitted the information to let me
1:59:35 clarify miss
1:59:36 Campbell was being appointed to the board of directors miss
1:59:39 Jenkins was
1:59:39 going to be her backup her secondary when we submitted that
1:59:43 information to
1:59:44 FSBA they indicated that mr. Susan had to finish his term on the
1:59:48 board of
1:59:48 directors prior to us appointing the new people but the board
1:59:54 voted in November
1:59:55 or agreed when we did our appointments to all of the committee
1:59:59 is that miss
1:59:59 Campbell and miss Jenkins would be appointed to the board of
2:00:02 directors so
2:00:02 Paul are you comfortable with that being our submission to FSBA
2:00:08 now I don’t think
2:00:10 there’s any opposition from any board member are you asking for
2:00:14 the board to
2:00:15 approve that now because without a quorum you can’t no no my
2:00:18 point is I
2:00:19 believe it’s already been approved but right originally that was
2:00:22 the board’s
2:00:23 decision yes right and so it was it’s just a timeline issue so
2:00:28 miss Campbell
2:00:29 and miss Jenkins were to be appointed when mr. Susan came off of
2:00:33 the board of
2:00:34 directors but because the FSBA changed their timeline to align
2:00:38 more with the
2:00:40 legislative I guess calendar than our reorganization calendar I
2:00:45 have no issue
2:00:46 if you want to go on the board’s original appointment okay and
2:00:51 then also
2:00:51 in November when we did the reorganization of the board I was
2:00:56 appointed to the FSBA advocacy committee on the advocacy I have
2:01:00 a telephone
2:01:01 conference with Andrea Messina tomorrow okay to go over all that
2:01:04 so if you want
2:01:05 to wait after until after that I’ll email the board what comes
2:01:08 out of that
2:01:09 conversation okay because I know mr. season had raised an issue
2:01:13 and he had
2:01:13 said that he got the word that it was okay I haven’t talked with
2:01:17 her yet so as
2:01:18 soon as I talk with her tomorrow at 9 I’ll let the board so if I
2:01:23 can if I can
2:01:24 chime in if it’s appropriate everybody I was I was selected to
2:01:30 be the advocacy
2:01:30 chair which overseas in the past by the FSBA organization so I
2:01:36 do know that it’s
2:01:37 perfectly fine and it actually shouldn’t even take a vote a
2:01:41 majority vote to do
2:01:43 it we just need to discuss that that’s what our direction was
2:01:45 going to be and
2:01:46 continue down the same road so if that helped I’d be willing to
2:01:51 offer that up
2:01:53 thanks mr. Susan so once you speak with Andrea tomorrow yeah I
2:02:00 just want to
2:02:00 understand everything that it entails so and so I was going to
2:02:05 talk with Andrea
2:02:05 about it and then if she says it’s okay I don’t care if the
2:02:08 board doesn’t so I
2:02:11 want to make sure it’s I just had concerns like if the Brevard’s
2:02:13 legislative priorities are the same as FSBA’s and you guys are
2:02:17 up there talking
2:02:18 together and unnoticed meetings and you guys start talking about
2:02:24 well in Brevard
2:02:25 we propose this for these reasons and there’s some discussion
2:02:28 between two
2:02:28 board members on issues that could still come back to the board
2:02:31 then that could
2:02:32 be a violation of sunshine so I just want to run that through
2:02:36 Andrea and what
2:02:37 was told to board members and get the full story okay so do we
2:02:41 need to then
2:02:42 have that discussion again publicly after you speak with Andrea
2:02:46 or are you
2:02:47 the board said you guys were good with it if it passed legal
2:02:51 muster so I mean
2:02:51 if I’m satisfied I’ll let the board know hey I’m good with you
2:02:54 guys going forward
2:02:55 that’s all I should take okay all right super so then I will
2:02:59 wait for you to
2:03:00 follow up are there any additional board member discussion
2:03:06 points mr. Susan I
2:03:08 know typically you wait but did you have anything since you’re
2:03:13 on the phone
2:03:16 no I’m good miss Campbell
2:03:22 no I’m good okay miss Jenkins did you have any additional
2:03:26 discussion all right
2:03:28 dr. Mullins do you have anything more all right there being no
2:03:32 further
2:03:32 business this meeting is now adjourned have a great rest of your
2:03:37 day
2:03:58 you