Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 (upbeat music)
0:30 (upbeat music continues)
8:32 - Good afternoon.
8:33 The September 19th, 2023 board work session is now in order.
8:36 Paul, roll call, please.
8:37 - Mr. Susan.
8:38 - Here.
8:39 - Ms. Wright.
8:39 - Here.
8:40 - Ms. Campbell.
8:41 - Here.
8:42 - Ms. Jenkins.
8:43 - Here.
8:44 - Mr. Trent.
8:45 - Here.
8:45 - Please stand for the Pledge of Allegiance.
8:50 - I pledge allegiance to the flag
8:52 of the United States of America
8:54 and to the Republic for which it stands,
8:56 one nation, under God, indivisible, with liberty
9:00 and justice for all.
9:03 - The first item on a public work and rule development
9:05 for board policy 3124 Drug Free Workplace.
9:09 Is there anyone here present
9:10 who wishes to address this item?
9:12 Is there anyone here present
9:14 who wishes to address this item?
9:18 Any board discussion on this item?
9:21 Hearing none, moving forward.
9:23 The next item is a public hearing and rule development
9:25 for policies 1001 through 1470.
9:35 Yeah, now I’m gonna move right to the 100.
9:37 The next item is a public hearing and rule development
9:39 for board policy 0100 definitions.
9:41 Is there anyone present who wishes to address this item?
9:48 Any board discussion?
9:50 Hearing none, moving on.
9:51 The next item is a public hearing and rule development
9:54 for board policy 0118, philosophy of the board.
9:58 Is there anyone present who wishes to address this item?
10:05 Does anybody wish to speak on this item?
10:08 Any board members have any discussion?
10:10 Hearing none, we’re moving on.
10:11 The next item is public hearing and rule development
10:13 for board policy 3232, political activities.
10:16 Is there anyone present who wishes to address this item?
10:24 There’s only one person in the whole room,
10:25 so I’m just gonna look directly at her and say.
10:28 All right, yeah, go.
10:30 - Mr. Gibbs, does he need to go through each one
10:32 of the policies through one?
10:36 Okay.
10:38 So he’s, but I don’t think that happened, did it?
10:41 I mean.
10:42 - Yeah, we did.
10:43 I had to do it the last time.
10:45 - What’s that?
10:47 I know, well, that’s what I’m just,
10:48 ‘cause I’m pulling up the attachment,
10:50 and I’m like, we lumped them all together on the agenda,
10:52 and so I’m like, mm.
10:53 - That’s the way we did it last time, too,
10:54 but you have to open it up, and then you open the tab
10:57 that has all of them listed.
10:58 - Okay, so.
11:00 - So if you remember, we tried to pass them all
11:01 as a lump that one time, and then Paul said,
11:04 hey, wait a minute, and then back up,
11:07 and we have to go individually.
11:08 - Right, right.
11:10 - Hearing no speakers coming forward,
11:12 does any board member wish to discuss this item?
11:14 Hearing none, the next item is a public hearing
11:17 and rule development for board policy 3126,
11:20 direct contact communicable diseases.
11:23 Is there anyone present who wishes to discuss this item?
11:29 Any board members wish to discuss this item?
11:32 Hearing none, moving on.
11:34 The next item is public hearing and rule development
11:36 for board policy 3575, candidates for public office.
11:40 Is there anyone present who wishes to address this item?
11:47 Hearing none, any board members wish to discuss this item?
11:51 Hearing none, moving on.
11:53 The next item is a public hearing
11:54 and rule development for policy 3580,
11:57 supporting political candidates.
11:59 Is there anyone present who wishes to address this item?
12:05 Any board members wish to address this item?
12:08 Hearing none, we’re moving on.
12:10 First topic is a presentation by facilities and planning.
12:13 - You gotta go back through those one time.
12:14 - Yeah, you gotta go back through those.
12:15 That’s what I’m trying to say.
12:16 - I thought he skipped it intentionally.
12:18 - No, it wasn’t that.
12:20 That’s what I was trying to say.
12:21 - What happened now?
12:22 - So the policies, ‘cause they’re all lumped together,
12:25 1001 through 1470.
12:27 - I’ll switch it.
12:28 - So you gotta read this for all the questions, it’s fun.
12:32 - And then go over here.
12:33 - And then yeah, there they are right there.
12:36 - But you’re gonna have to scroll through it,
12:37 so get ready, here you go.
12:38 - All right, here we go.
12:41 You guys ready for this?
12:42 You guys can go to the bathroom if you need to.
12:43 - Auctioneer voice, let’s hear you go quick, come on.
12:45 - Yeah, all right.
12:49 Okay.
12:53 Just give me a second.
12:55 - Yeah, the title of them isn’t on the side.
12:57 - That’s even better.
12:58 - Even better, so you have to scroll,
12:59 that’s what I’m saying.
13:00 It’s going to be a little.
13:02 - So I gotta scroll.
13:03 - Yeah, no, no, no, go back up.
13:06 Open that and just click right there.
13:08 And it’ll take you.
13:09 - But it goes current version and the next problem, yeah.
13:12 - Okay, but if that, but is that the,
13:14 that’s the current one.
13:16 There’s some of them we changed, right?
13:17 So I’d have to go down here to the bottom
13:19 just to make sure that.
13:20 - The clean version, yeah.
13:21 It’ll give you the clean version on there, too.
13:22 - See, now it’s records and reports.
13:24 - You’re gonna be scrolling and talking.
13:25 - Oh yeah.
13:26 - If you go to the clean, that’s current version,
13:28 records and reports.
13:29 That’s where you would see change.
13:30 So if you click on the clean version over there.
13:33 - Yes, sir.
13:34 - It’ll get you.
13:34 - Oh, is there a clean version?
13:35 - Yeah, there’s clean.
13:36 If you click right there.
13:37 - Here?
13:38 Oh, now what happened?
13:39 - Oh, look at that.
13:40 That’s something new today.
13:44 Sorry, Mr. Susan, I know you’re playing it like crazy.
13:51 - I just gotta kind of make sure
13:53 that they say the right things here.
13:55 Let me just do some practices here,
13:56 if you guys don’t mind for a second.
13:58 - Don’t worry, the cameras aren’t on or anything.
14:02 - I have no idea what I just did.
14:04 There we go.
14:05 - Do you want me to start writing a lot of how to talk?
14:06 - No, no, no, no, no, no, I got it.
14:07 All right, here we go.
14:10 All right.
14:14 (
14:31 - Sorry.
14:32 - No, no, no, good thing that you brought it up
14:33 or else we’d have to go through the whole thing again.
14:36 All right.
14:44 Next item is a public hearing and rule development
14:47 for policy 1001.
14:51 And that is district organization.
14:57 Is there anyone here present
14:58 who wishes to address this item?
15:00 Is there anyone present here
15:01 who wishes to address this item?
15:02 Is there any board discussion?
15:05 Hearing none, we’re moving on.
15:07 Next up is to have a public hearing
15:09 and rule development for policy 1010.
15:14 This is superintendent relationship.
15:19 Is there anyone here who wishes to address this item?
15:24 Hearing none, are any board members wish
15:26 to address this item?
15:29 Hearing none, next item is a public hearing
15:32 and rule development for policy 1020,
15:34 employment of the superintendent.
15:36 Is there anyone here who wishes to address this item?
15:42 Any board discussion?
15:45 Hearing none, moving on.
15:47 The next item is a public hearing and rule development
15:50 for policy 1030, superintendent of schools.
15:53 Is there anyone here who wishes to address this item?
16:00 Hearing none, is there any board member
16:02 that wishes to discuss this item?
16:05 Okay, hearing none, we move on.
16:07 The next item is a public hearing
16:08 and rule development for board policy 1030.01,
16:12 development of administrative procedures.
16:14 Is there anyone here who wishes to address this item?
16:20 Any board member that wishes to address this item?
16:24 Hearing none, we’re gonna move on.
16:25 The next item is to hold a public hearing
16:27 and rule development for policy 1040,
16:30 evaluation of the appointed superintendent.
16:32 Is there anyone here who wishes to address this item?
16:37 Any board member who wishes to address this item?
16:41 Hearing none, we’re gonna move on.
16:43 The next item is to hold a public hearing
16:45 and rule development for board policy 1040.01,
16:49 non-reemployment of the superintendent.
16:52 Is there anyone here who wishes to address this item?
16:58 Hearing none, are there any board members
17:01 that wish to discuss this item?
17:04 Hearing none, move on.
17:06 The next item is to hold a public hearing
17:07 and rule development workshop for policy 1060,
17:11 incapacity of the superintendent.
17:13 Is there anyone here who wishes to address this item?
17:19 Hearing none, are there any board members
17:21 who wish to address this item?
17:24 Hearing none, we’re moving on.
17:26 The next item is to hold a public hearing
17:28 and rule development workshop for board policy 1112,
17:31 board staff communications.
17:33 Is there anyone here who wishes to address this item?
17:41 Hearing none, are there any school board members
17:43 who wish to address this item?
17:46 Hearing none, we’re gonna move on.
17:48 And next item is to hold a public hearing
17:49 and rule development workshop for board policy 1113,
17:54 conflicting employment or contractual relationship.
17:57 Is there anyone here who wishes to address this item?
18:03 Hearing none.
18:06 Any board member who wishes to address this item?
18:10 Hearing none.
18:11 The next item is public hearing and rule development
18:14 for board policy 1120, employment of administrators.
18:18 Is there anyone here who wishes to address this item?
18:25 Hearing none, are there any school board members
18:27 who wish to address this item?
18:29 Hearing none, we’re gonna move on.
18:31 The next item is to hold a public hearing
18:33 and rule development for 1120.01,
18:37 employment of interim principals and supervisors.
18:40 Is there anyone here who wishes to address this item?
18:46 Seeing none, are there any school board members
18:48 who wish to address this item?
18:51 Hearing none, we will move on.
18:55 Next item is to hold a public hearing
18:57 and rule development for board policy 1121,
19:01 conditions for employment and re-employment
19:03 of the administrators.
19:04 Is there anyone here who wishes to address this item?
19:11 Hearing none, are there any school board members
19:12 who wish to address this item?
19:15 Hearing none, we’ll move on.
19:18 Next is a public hearing and rule development
19:24 for board policy 1180, records and reports.
19:27 Is there anyone here who wishes to address this item?
19:33 Are you wanting to address it?
19:35 - No, no, no, I’m sorry.
19:36 - I mean, I’m getting excited.
19:37 - No, no, no, you’re like, somebody say something.
19:38 No, all I was gonna say was our policy number
19:41 is changing, obviously, so I just saw it
19:42 ‘cause when I clicked on the little thing on the side,
19:44 it says policy 1170, but it will now be named policy 1180.
19:49 So it threw me for a loop for a half second,
19:50 but I got it figured out, thank you.
19:52 - No, not at all, no problem.
19:53 - Giving you a break so you don’t have to talk.
19:54 - Yeah, no, no, no, that’s good.
19:57 I didn’t remember where we were on that thing.
19:59 Are there any board members who wish to discuss this item?
20:02 Hearing none, moving on.
20:05 Next is to hold a public hearing
20:08 and rule development for policy.
20:11 Hang on just a second, kind of threw me off there.
20:14 I’m all excited that there’s gonna be a discussion on it.
20:17 12181, use of employees, personal property at school.
20:21 Are there anyone here who wishes to address this item?
20:23 Is there anyone here who wishes to address this item?
20:26 Hearing none, are there any board members
20:28 who wish to address this item?
20:30 Hearing none, we’re moving on.
20:31 The next is to hold a public hearing
20:33 and rule development for board policy 1470,
20:37 grievance procedure.
20:39 Is there anyone here who wishes to address this item?
20:44 Hearing none, are there any school board members
20:46 who wish to discuss?
20:48 Hearing none, the first topic is a presentation
20:50 by facilities and facilities planning,
20:52 school choice and data analysis.
20:55 Thank you, Ms. Hand.
20:57 I think we made the request
20:58 that Linda would talk the whole time.
21:02 (laughing)
21:12 - Hey, good afternoon.
21:15 Good afternoon, everyone.
21:19 So thank you for giving us some time
21:20 to talk about this issue today.
21:22 Just, is my mic?
21:30 Test, test.
21:32 Better?
21:33 Okay, thank you.
21:36 So thank you all for some time this afternoon
21:38 to brief you on what I believe has evolved
21:41 into a pretty significant subject.
21:43 Am I not?
21:44 - I don’t know, Jackie’s back there,
21:46 so I’m not sure if it’s.
21:48 - Am I good?
21:49 - Why not?
21:49 - I don’t have much.
21:50 That’s what we’re, that’s the question.
21:54 - Better?
21:57 Seeing a little bit?
22:01 Okay.
22:02 All right, so anyway, let’s see, where was I?
22:05 I was saying good afternoon,
22:07 and thank you for some time
22:09 to talk to you about this subject.
22:11 As you know, every year we do the student accommodation plan
22:15 and since Ms. Black has been with us in our planning group,
22:18 she’s been enhancing the data and analysis section
22:23 of the student accommodation plan.
22:25 And as we’ve started to look at that information,
22:29 we realize there’s a lot of questions around choices
22:31 that parents make as to how and where
22:34 they educate their children,
22:35 both internally within our district,
22:37 as well as through charter schools
22:40 and other educational options that they have.
22:42 And as you know, the legislature has been expanding choice.
22:44 So we feel like this is a really important question for us,
22:47 and it started to lead us
22:49 to some other important discussion questions
22:52 as we went through the analysis.
22:55 And we asked Dr. Mayer from Curriculum and Instruction,
22:58 who she’s our assistant director of choice,
23:01 to join us for this work.
23:03 And she and Karen have done really an incredible job
23:06 of putting together some really interesting data
23:08 that will help us drive facility planning decisions
23:11 into the future.
23:12 So for me, kind of the end game of this exercise
23:15 is to start to work towards a master plan, so to speak,
23:20 for facilities going into the future
23:22 and helping us guide our long-term decisions
23:26 regarding facilities.
23:27 And I think this work is really the foundation
23:29 of starting to make those decisions.
23:32 The process that I’ll be recommending to you going forward
23:35 after you hear the presentation
23:37 is something that was similar to what we used
23:39 for the board member district boundary discussions,
23:42 where we hired our,
23:44 that was our planning consultant that did that work,
23:46 and they interviewed each of our board members.
23:48 In this case, we would actually have them interview
23:51 a little bit broader scope of folks
23:53 who have particular expertise
23:56 in the subjects that we’ll be discussing,
23:57 and then bringing back something to the board
24:00 in a workshop session around the first of the year
24:02 that just talks about the different choices
24:05 that will come out of this conversation
24:08 and what direction the board may wish to go
24:11 with those choices.
24:12 And then from there, we’ll start to drill down
24:15 into some very specific choices
24:18 regarding long-term facility planning.
24:20 But as we do the presentation,
24:23 you’ll see that a lot of these data points are interrelated,
24:27 so if you’d like particular direction,
24:30 it has implications in other areas.
24:32 So I’m gonna be quiet now,
24:34 and I’ll introduce Karen Black and Dr. Meyer
24:36 to go through the presentation.
24:38 So thank you, guys, and thank you for your hard work.
24:41 - Okay, so we’re starting with an in-depth study
24:43 on parental choice and how that affects
24:45 our student enrollment.
24:46 The purpose of our study was to first look
24:48 at high school program offerings
24:50 and then go into from-to analysis
24:54 of charter and choice schools.
24:56 And then we’re gonna wrap it up with a comparative study
24:59 of all of our zone schools and our enrollment.
25:04 So this first map is showing you our six choice schools.
25:08 The radius of each circle is the average distance
25:11 students travel, and the percent in each circle
25:14 represents the percent that lives in that circle
25:17 of the students that attend those six choice schools.
25:20 There are four elementary choice schools
25:22 and two junior/senior high schools.
25:26 Our second map is our 13 charter schools.
25:30 Again, the radius of the circle is the average distance
25:33 the student travels to get to that school,
25:34 and the percent in there is the percentage
25:37 that lives within that circle
25:38 for all of our 13 charter schools.
25:42 Our last map, because we don’t have individual student data
25:45 for every private school, there are 97 private schools,
25:49 but we do have the number of enrollment
25:51 based on October FTE, and that’s what’s in each yellow box.
25:57 So that just gives you a background of our schools
26:00 that are in our district that are our choices.
26:04 We also have all our zone schools as choices as well.
26:08 So our next, we’re looking at high school program offerings.
26:12 The highest amount of program offerings
26:14 is located in the Palm Bay High School zone,
26:17 and our least amount is in Cocoa Beach junior/senior.
26:20 So they are the total of CTE and academic in each zone.
26:29 The next one is how many students choice out of that zone.
26:32 So Palm Bay zone has the highest amount
26:34 of students choosing out to go to other programs
26:36 in the district at 665, and Cocoa Beach junior/senior
26:40 has the least amount with 43.
26:45 We then look at students choosing into those school zones,
26:49 and Rockledge High School has the highest amount
26:52 of students choosing in, and Cocoa has the least amount
26:55 of students choosing in.
26:58 So overall, we’re gonna look at both
27:00 choosing in and choosing out, which gives us our net.
27:03 If the number is above zero, that means they have
27:06 more students choosing in than choosing out.
27:08 If the number is below zero, which is a negative number,
27:11 that means that they have more students
27:12 choosing out than choosing in.
27:14 So the lowest number is in the Palm Bay High School zone
27:17 at negative 492 students, and anything above zero,
27:21 which is Rockledge with the highest
27:23 and Cocoa Beach junior/senior very close in tow.
27:26 And we also wanna point out that Viera also has
27:29 a high number of students choosing out.
27:35 We’re now gonna move on to our choice schools.
27:37 Again, we have six of them.
27:38 Our first one that’s furthest north
27:41 is Southlake Elementary.
27:43 It pulls from 14 elementary school zones,
27:46 35.7% choice in from Oak Park, and again,
27:51 it’s the most north choice school of elementary.
27:56 Our next one is R.L. Stevenson,
27:59 which is located on Merritt Island.
28:01 It pulls from 31 elementary school zones,
28:03 21.3% choice in from Audubon, and another large number
28:09 on that map, which is the highest number,
28:10 choice in from Lewis Carroll, but Audubon is
28:13 the school district that surrounds the school.
28:16 Each choice school does not have a zone
28:19 that everyone has to lottery in.
28:21 So our next school up is Freedom 7.
28:23 They are beach side.
28:25 They pull from 33 elementary school zones
28:28 and 15.1 choice in from Roosevelt Elementary,
28:31 but the majority of their students at 55.1%
28:35 have to transport at least over one causeway
28:38 to get to that school.
28:41 And our last elementary choice school
28:43 is West Melbourne School of Science.
28:45 They’re the furthest south choice school for elementary.
28:48 They pull from 32 elementary school zones,
28:51 37.7% choice in from Meadow Lane.
28:56 Okay, moving on to junior/senior highs.
29:01 There are two of those, one located on Merritt Island,
29:04 which is Edgewood Junior/Senior High.
29:06 They pull from 12 middle school zones
29:09 and 11 high school zones.
29:10 So they’re going to have two maps.
29:12 This first one signifies the middle school
29:15 and the second one signifies the high school.
29:19 So 38.8% choice in from Jefferson
29:22 and 50% choice in from Merritt Island High.
29:28 Our other junior/senior high is West Shore.
29:30 They’re located in Melbourne.
29:32 They pull from 10 middle school zones
29:35 and 10 high school zones.
29:36 This first map is attributed to the middle school zones,
29:39 24.5% choice in from Hoover,
29:42 which is the zone that surrounds the school.
29:44 And at the high school level,
29:45 40.6% choice in from Mill High.
29:51 Now we’re gonna go to our charter schools.
29:54 Our first one up is Pinecrest.
29:55 They’re located in Vera.
29:57 They pull from 36 elementary school zones
29:59 and 10 middle school zones.
30:00 So there are two maps attributed to them.
30:03 25% choice in from Vera Elementary
30:06 and 47.8% choice in from Delora Middle.
30:11 So first is elementary and our second is our middle.
30:16 Our next one up is Pineapple Cove.
30:18 They do have three campuses,
30:19 Lockmore being their newest addition
30:21 that was open last year.
30:24 They are K-6 and they pull from 26 elementary schools
30:28 and four middle school zones
30:30 and 19.5% choice in from Lockmore, 33.3% choice in.
30:37 from Central and I apologize, they are K-8
30:39 ‘cause they’re pulling middle school as well.
30:42 K-7.
30:44 So there’s two maps for them.
30:47 Then our next one up is another Pineapple Cove,
30:50 but they’re located in West Melbourne
30:51 and all these schools are within five miles of each other,
30:54 all the Pineapple Coves.
30:55 They pull from 25 elementary school zones
30:57 and five middle school zones.
30:59 33.4% choice in from West Melbourne
31:03 and I mean, sorry, Meadow Lane and 58.7% choice in
31:07 from Central.
31:12 Our next Pineapple Cove is in Palm Bay.
31:15 They are one of two charter schools that offer high school.
31:19 So they will have three maps attributed to them.
31:21 They pull from 23 elementary, nine middle school
31:24 and seven high school zones.
31:26 9.3% choice in from McAuliffe Elementary,
31:28 52.4% choice in from Central
31:31 and 34.2 choice in from Heritage.
31:40 Next one up is Viera Charter.
31:42 They pull from 46 elementary school zones
31:44 and 11 middle school zones.
31:46 13.2% choice in from Manatee
31:49 and 42.9% choice in from Kennedy.
31:58 Our next one up is Sculptor Charter.
31:59 They’re the furthest north charter school.
32:01 They pull from 15 elementary school zones
32:03 and six middle school zones.
32:05 24.4% choice in from Imperial Estates
32:08 and 58.1% choice in from Jackson Middle.
32:17 Our next charter school up is Royal Palm.
32:18 They’re located in Palm Bay.
32:20 They pull from 19 elementary school zones,
32:22 six middle school zones.
32:24 11.5% choice in from Port Malabar Elementary
32:27 and 23.9% choice in from Stone Middle.
32:34 Our next one up is Palm Bay Academy,
32:36 also located in Palm Bay.
32:37 They pull from 18 elementary school zones,
32:39 three middle school zones.
32:41 11.3% choice in from Riviera Elementary
32:44 and 57.7% choice in from Stone Middle.
32:52 Our next one up is Odyssey.
32:53 Odyssey has two campuses.
32:55 Odyssey Prep is first.
32:57 They pull from 20 elementary school zones,
32:59 18% choice in from Columbia Elementary.
33:02 So they only have one map.
33:04 Our next one is Odyssey.
33:06 It’s the other charter school
33:08 that offers a high school level.
33:09 So they pull from 22 elementary,
33:11 seven middle and eight high school zones,
33:14 19.4% choice in from West Side Elementary,
33:17 62.1% choice in from Southwest
33:19 and 44.1% choice in from Bayside High School.
33:27 Okay, the next one up is Imagine Schools at West Melbourne.
33:33 They pull from 27 elementary school zones
33:35 and 21.2% of their students choice in
33:38 from Riviera Elementary.
33:42 Emma Jewel Charter is located in Cocoa.
33:44 They pull from 23 elementary school zones,
33:46 six middle school zones,
33:48 46.1% choice in from Endeavor Elementary
33:53 and 36.8% choice in from McNair Middle.
33:57 (paper rustling)
34:00 Educational Horizons is located in West Melbourne.
34:02 They pull from 20 elementary school zones
34:04 and 12.2% choice in from Roy Ellen Elementary.
34:11 Okay, page 38 of the binder goes over the capacity
34:15 for each charter and choice school.
34:17 It also goes over their waitlist numbers
34:20 and the students enrolled from the October FTE.
34:25 We wanna point out that on average for the Pineapple Coves,
34:29 they have about 1,000 on their waitlist
34:31 and we also have very high waitlists for our choice schools
34:36 with West Shore being the highest at 444.
34:43 Okay, the next two slides are gonna,
34:46 the first, there’s two maps for each grade level,
34:51 so elementary, middle and high school.
34:53 The first one is showing you how many students choice out
34:55 of each zone and the second map shows you the percentage
35:00 of students that choice out that choose charter.
35:03 So for this elementary school zone,
35:05 702 elementary school students choice out of Meadow Lane
35:08 and 603 choice out of Jupiter
35:11 and within West Side School Zone,
35:13 the highest percent that choose charter is 86%,
35:16 meaning there’s 14% that choose our programs at our schools.
35:23 For the middle school,
35:26 572 middle school students in Southwest
35:29 choose other opportunities in the district
35:31 and 471 in the Central School Zone choice out.
35:35 But within the 572 of Southwest, 90% choose charter.
35:45 Okay, looking at high school,
35:47 665 students choice out of the Palm Bay School Zone
35:50 and 528 choice out of the Viera School Zone.
35:54 Within Bayside Zone, 52.2% choose charter
36:00 of the students who choice out.
36:06 Our last map in this section is a heat map
36:08 to show you where all the charter schools are located
36:11 and the density of the students
36:12 that attend those choice schools.
36:14 So you can see by pointing out that the density
36:17 of the students is very high surrounding the school zone,
36:20 the schools themselves.
36:24 Okay, I’m now turning it over to Karen.
36:31 - Okay, we’ve included five maps showing the areas
36:37 in the county with the highest residential growth.
36:40 We have Titusville, Cocoa and Rockledge,
36:43 Viera, West Melbourne Palm Bay, and South Palm Bay.
36:50 The red hatched areas on the map
36:53 indicate areas to be developed.
36:57 We work closely with local governments
36:59 to monitor expected growth.
37:01 When large developments are under planning review,
37:04 a school capacity determination is calculated,
37:07 which is the process where we convert
37:09 the number of proposed homes
37:11 into the number of potential students
37:14 that we may expect the neighborhood to generate.
37:18 The number of students expected is then added
37:20 to the affected school’s capacity and projected enrollment
37:23 for the next five years to determine the effects
37:26 the proposed development will have on the schools.
37:29 This process is referred to as school concurrency.
37:33 On the maps, proposed and potential developments
37:36 are shown with the number and type of homes proposed.
37:40 SFD denotes single family or town home dwellings.
37:44 MFA denotes multi-family apartments.
37:48 The stage of development is also noted.
37:52 Some are under construction now,
37:54 while others are concept only
37:57 and have not been submitted to the local governments,
38:00 but we know they are possible and have included them
38:03 for long-range planning purposes.
38:07 A table on each map shows the total number of students
38:10 we could expect if all the developments shown on the map
38:14 were to be constructed.
38:18 For example, Titusville would have a projected number
38:23 of 773 elementary students, 211 middle, and 381 high
38:29 for a total of 1,365 expected students.
38:35 Cocoa Rockledge area would have a total
38:38 of 1,928 expected students.
38:41 Vieira, if everything was constructed immediately,
38:45 would it be 4,275 students?
38:48 West Melbourne could potentially be 4,220 students.
38:55 South Palm Bay area could potentially generate
38:58 10,259 students.
39:02 The maps do not illustrate timing.
39:05 Some developments are expected to be constructed sooner,
39:09 while others could be 10, 20 years before completed.
39:12 It’s important to note
39:14 that when student membership projections are calculated,
39:16 we do not include everything that you see on these maps.
39:19 We ask local governments to submit the number of permits
39:22 they have processed and review land records
39:25 to determine the rate of actual construction
39:27 to ensure our projections are based
39:29 on realistic expectations over the next five years.
39:33 Areas shown in green on the maps
39:35 are government-owned properties
39:37 that we don’t expect residential development,
39:40 and the maps do not represent a total build-out,
39:42 and these maps will be updated
39:44 as new applications are submitted.
39:48 Melinda’s going to talk more
39:50 about the permanent capacity maps.
39:52 Permanent capacity is the school’s capacity
39:54 without relocatable classrooms, brick and mortar,
39:58 and calculated by DOE based on space uses.
40:04 - Okay, so again, elementary school will have two maps.
40:07 The first one showing last year’s data of enrollment,
40:10 and the next map, if you take in the colors now
40:13 and what they signify, and then moving on,
40:16 you see that there’s a lot of growth
40:19 in the South Palm Bay and Palm Bay and West Melbourne area.
40:23 They go closer to red, which is 100% or more capacity.
40:27 The highest number of students utilizing CHOICE, though,
40:29 do some from schools located
40:30 in the South and West Palm Bay area.
40:34 Many of the elementary schools located
40:35 in the South and West Palm Bay area are currently operating
40:38 at 80% or higher and are projected
40:40 to be over 100% in five years.
40:43 But there is a section of four that are in the middle
40:47 of that sea of red that are actually not changing color,
40:52 which are Lochmar, Turner, MacCulluff, and Columbia,
40:55 and they’re operating at a lower capacity
40:57 than all the surrounding zones.
41:00 Roosevelt Elementary is operating
41:01 at 48% capacity, permanent capacity,
41:03 and is projected to decrease to 37% in five years.
41:07 Oak Park Elementary is operating at 52% permanent capacity
41:10 and is projected to decrease to 49% in five years.
41:15 Okay, moving on to middle school.
41:17 This is what the numbers looked like last year for ‘22-‘23,
41:22 and when we look at the map that’s projected in five years,
41:26 again, that South area gets a lot closer to red.
41:31 What we don’t see in this map, though,
41:33 is the new middle school zone that will take effect,
41:37 which is Viera, because when we did the projections,
41:40 they were not in existence.
41:43 So looking right now, Viera High School
41:45 is currently at 107% permanent capacity,
41:48 but with the addition, Viera High School
41:51 will drop to 93% for this upcoming year,
41:54 and then in five years, it’s projected to go back to 107%.
41:57 Those projections, though,
41:58 were not based on this new middle school zone,
42:01 and a lot of students, they follow the path,
42:04 or they’re friends to the school zone they are,
42:06 so if we’re pulling them back to the Viera zone,
42:09 they may stay within that zone and go to Viera High School,
42:12 so that 107% may be even more elevated.
42:16 So right now, there are currently
42:18 528 students utilizing choice leaving Viera School Zone
42:21 that may not be the same in years to come.
42:24 The new middle school may affect this
42:25 by increasing the number of students
42:27 who remain in the school zone.
42:32 Okay, so looking at the capacity last year
42:39 compared to in five years,
42:42 all the ones around Palm Bay School Zone,
42:44 they go closer to red, which is closer to 100% or more,
42:47 while Palm Bay stays the same or increases just a slight.
42:51 So Palm Bay High School
42:52 has the highest number of choice offerings,
42:55 but has the most students leaving the school zone
42:57 for other opportunities.
42:58 Also, the net between students utilizing choice
43:01 to enter the school zone
43:02 is lower than the students utilizing choice
43:03 to leave the school zone.
43:05 The permanent capacity in use of Palm Bay High School is 60%.
43:09 Within five years, all school zones surrounding Palm Bay
43:11 are projected to greatly increase in enrollment,
43:13 while Palm Bay High School Zone
43:15 is projected to slightly increase to 68% permanent capacity.
43:23 So the questions we’d like you to consider are,
43:25 should we establish one or more choice schools
43:27 in the south area?
43:29 Could the K-8 model work somewhere within the district?
43:33 What strategies can be used
43:34 to address underutilized facilities?
43:37 How should we plan for expected student population growth?
43:40 How will the new middle school impact enrollment?
43:46 - Thank you.
43:51 Okay, thank you guys, appreciate the good information.
43:54 So as I mentioned, what I’d like to propose
43:57 is that we bring in our planning consultant
44:00 to start to dive into some of those questions,
44:02 and there’s lots more.
44:03 There’s things like, how does transportation
44:05 fit into the picture?
44:07 How does debt financing fit into the picture?
44:10 Clearly, we’re going to need new school capacity
44:13 in several areas within the district.
44:15 What are our priorities?
44:16 Are we looking at engaging portables?
44:19 Should we look at rezoning?
44:21 What are the choices that we need to make
44:24 over the next several years
44:25 to set us up for success in the future?
44:27 And then also looking at what our charter schools are doing
44:30 and the impact of school choice in general
44:33 on our need for capacity.
44:35 So as we, for example, project
44:37 that we will have thousands of new students
44:39 in a particular area,
44:40 what percentage of those might be taken up by choice?
44:43 So there’s lots of work that we need to do
44:45 to get to where we’re in a place to make decisions,
44:47 but I wanted to start with
44:49 kind of the higher level policy overview
44:52 in terms of what the board is comfortable with
44:54 and what might be your priorities for us moving forward
44:57 so that we can start to drill down
44:59 into some of these questions.
45:00 I also like to mention that our facility data
45:03 plays into this as well.
45:05 We’ve done a very robust investment in our schools
45:08 in the past seven or eight years
45:10 based on the first and second surtax
45:12 that was based on facility assessment.
45:15 We’ll be coming to you for updating that assessment
45:19 probably next year,
45:21 but our decision-making is going to be around,
45:24 we have 60-year-old schools.
45:27 Do we continue to invest?
45:28 Should we be doing something?
45:31 What should we do with schools
45:33 that are in a poor condition,
45:35 especially after we’ve invested, in some cases,
45:38 seven to $10 million?
45:39 So all of those questions are in play,
45:42 and all of the answers interrelate to one another.
45:45 So that’s why I’d like to start
45:46 with kind of a high-level conversation with board members
45:49 and other experts on these types of questions
45:51 to get us to a starting point for those conversations.
45:56 - How would you like that to go?
45:59 You wanna discuss all those items right now?
46:01 Do you wanna bring them up singularly?
46:03 Because I think, like the K-8 model, say, for instance,
46:05 we could have an hour discussion
46:07 wrapped around that by itself, right?
46:10 So you’re thinking, how do you think this plays out?
46:13 - So my thinking on this is that I will bring back to you
46:16 a proposal from our consultant
46:18 in one of your October meetings,
46:21 and that proposal will include
46:23 starting to interview each board member individually,
46:25 as well as some of our subject matter experts,
46:27 to get us to a place where, yes, we wanna talk about K-8,
46:31 or no, we don’t wanna talk about K-8,
46:33 and will give us kind of a list of priorities
46:37 for us to drill down more,
46:40 versus those things that are kind of off the table.
46:43 So if we all like rezoning as an option to deal with this,
46:47 then terrific, we keep rezoning on the plate.
46:49 If we don’t, we take rezoning off the plate.
46:51 And there’s a whole host of other ways
46:53 to deal with enrollment capacity pressures,
46:56 but I really feel like we need to get a sense
46:59 of what everyone’s comfortable with
47:01 before we just start lobbing these topics out,
47:04 ‘cause there’s a lot of different ways to deal with this.
47:10 - I’ll wait until everybody else discusses,
47:11 and then I’ll come back.
47:13 Anybody wanna discuss, Ms. Han?
47:17 - So I’m not gonna dive deep on this,
47:19 because you’re basically asking us
47:21 if it’s okay to engage a consultant
47:23 in order for us to have these conversations
47:24 with the consultant first before we have them
47:27 in front of one another.
47:28 And we had an opportunity to go over this information
47:30 with you one-on-one.
47:31 So I’ve kind of shared with both Dr. Rendell and the team
47:35 how I feel about this, which might be unique
47:38 compared to the other board members.
47:40 So my only hesitation, though, is
47:45 I understand the importance of us having conversations
47:48 with a consultant.
47:49 But before we move forward with that consultant,
47:54 I think it would be important and healthy
47:56 for us to be able to discuss with one another
47:58 where we kind of come from,
47:59 ‘cause I think we’re all gonna have different opinions
48:01 that is gonna shape what we think and how it’s gonna go.
48:04 So if we do do that, will there be a point
48:07 where they come back to us to tell us the feedback,
48:10 but not necessarily give us a concrete direction,
48:12 but leave us room to discuss amongst ourselves
48:15 what we think we should be focusing on?
48:17 - Absolutely.
48:18 In fact, that is the exact intention
48:20 of having the consultant do the initial step
48:22 and then bring their research back to you
48:25 in a workshop format around the first of the year.
48:28 And then we will dive into those topics
48:30 that are of highest priority for the board.
48:33 - And I ask that because what we discussed
48:36 and the things that I care about
48:37 and what I would like to see,
48:39 I can’t present that to the board
48:41 because I don’t know what the impact of that looks like
48:43 and how they could come up with that.
48:44 And they might have a way better way
48:46 of presenting it to the board,
48:47 but I would like to know that the board will get
48:50 to kind of see that idea and that concept.
48:52 So you have my support and my approval
48:56 to just start the engagement at least
48:57 so we can start having conversations
48:59 about how to address these needs.
49:02 - Ms. Cameron.
49:05 - No, I would agree.
49:08 I would agree.
49:09 And first of all, thank you.
49:10 And I know we all got to go through this together,
49:12 but this is, it was important for the public
49:14 to be able to see this data too,
49:15 because even though like these last maps
49:18 with the colors are presented every single year
49:20 in a board agenda item when it comes to capacity,
49:25 it’s not, it’s in the,
49:27 somebody has to actually open it
49:28 and get to page 302 or whatever it is that they’re on.
49:31 And then all the maps with,
49:32 I love being, it’s from all the from two charts,
49:35 but again, people don’t always look at it,
49:37 but the way you did it with breaking it down
49:39 actually on the map with the numbers,
49:40 all that is really helpful visually
49:42 for our community, for us and our community
49:44 to see what’s going on in.
49:47 And even if for no other reason than for them to see,
49:49 look, you can go wherever you want, pretty much,
49:52 for right now until all these red schools get frozen
49:55 and then you can’t.
49:57 But no, I appreciate the work towards that.
49:59 I think there’s some things that we’re already good at.
50:03 And I think that as a district, I think in the short term,
50:07 maybe the quickest moves will be the things
50:08 that we already are experts in,
50:10 like our choice schools and things like that.
50:12 And then maybe if we look at branching out
50:14 into the unknown, for us at least,
50:18 maybe some of those that’s kind of more longterm.
50:21 But I just want to point out too,
50:22 that map where the city of Palm Bay board
50:25 is showing up to over 10,000 students
50:27 over the next however many years,
50:29 that I think we had that conversation does not include.
50:31 Down in the city of Palm Bay,
50:32 there are single lots all over the place
50:36 and they have sat for years and years and years
50:38 through the economic downturn.
50:40 And now that things are picking up,
50:42 people are starting to build on those single lots
50:44 and that 10,000 does not include that number, correct?
50:47 - Correct.
50:48 - Right, so those numbers are growing rapidly,
50:50 which is why we have sunrise, it’s got over 850 students
50:54 and Bayside, a couple hundred dollar, dollars.
50:57 Couple hundred kids over projection.
50:59 Massive growth already happening right now in the south
51:02 in addition to all the buildings.
51:03 So I think we need to have this conversation sooner
51:07 rather than later.
51:08 So I support your moving forward with that.
51:15 - Well, I’ll publicly thank you for doing
51:18 all the hard work here, just like I did privately.
51:20 And yeah, you absolutely have my support to move forward.
51:23 This is something that we can’t put off to the side at all.
51:29 Not anymore after all seeing this.
51:30 So thank you so much.
51:33 - Obviously you have my support as well.
51:35 I’m actually really excited about this.
51:36 I think this is going to open up the opportunity
51:38 for our district to look at some different possibilities
51:40 that we haven’t offered in the past.
51:43 So I think this will be a really good,
51:45 if we do this right, this should be a really good
51:46 selling point for why Brevard Public Schools
51:48 is the best choice for children.
51:50 So I’m excited, you have my support 100%.
51:52 Thank you for all the information.
51:54 - So Sue, thank you so much.
51:55 I think part of this not only is to try to figure out
51:59 what to do with all of, but the main thing
52:02 that we’re coming up with is competition.
52:04 And that’s what I love.
52:05 And so we’re developing not a plan based upon,
52:09 you know what I mean?
52:10 Like what we think or anything like that,
52:11 but actual statistics that show competitively
52:14 where we put ourselves in the marketplace.
52:16 So one of the things I wanted to run through
52:18 a couple of these is that our ultimate person
52:23 that makes that choice is the parent, correct?
52:26 So I think in part of the conversation,
52:29 I didn’t hear it inside of here.
52:30 If we could have an opportunity to where we survey
52:33 the parents for what they think,
52:36 and then we can base what we have around that as part of it.
52:40 So like when we bring up a K through eight,
52:43 how many of the parents actually think that?
52:45 Now we know that that’s just a statistic based upon parents,
52:48 but I think it carries a lot of weight, right?
52:52 I think another survey about from the parents
52:56 that went to the charter schools about what,
52:57 why they made their choices, you know, that would also help.
53:01 I think part of the conversation should be wrapped around
53:03 not only the K8 and the other things,
53:06 but about transportation.
53:08 I think you pointed it out terrifically up there
53:11 in that the many of the choice programs
53:14 and even the charters have a bubble
53:17 and that’s where they’re going.
53:18 But currently would we have more kids maybe participate
53:22 in programs if they could get to them,
53:24 like the Fire Academy at Palm Bay,
53:26 the aviation program at O’Gally.
53:28 Like we know that kids have difficulty traveling.
53:31 So I think transportation’s there.
53:33 As far as the K through eight,
53:35 one of the things I know is that we built
53:36 that Viera Elementary big enough to be a K8
53:39 because I think the rooms are 40 foot.
53:41 Is that correct?
53:42 - A little bigger for me.
53:43 - Yeah, so we also part of the conversation
53:45 when we talk about K8,
53:46 if we talk about building or converting,
53:49 if there’s a conversation wrapped around the sizes
53:51 and possibilities of those locations, you know,
53:53 ‘cause some of them have elementary school rooms,
53:56 there’s no way they could do it.
53:57 I also really am very strongly believe in junior seniors.
54:01 I taught at one for six years.
54:03 I think that that’s a possibility
54:05 that we would look at also.
54:06 You have many campuses like satellite and Delora
54:09 that could act as a junior senior
54:11 and could probably attract allowing the kids
54:13 to transfer back and forth for sports and stuff like that.
54:15 I think you would be able to be more competitive.
54:20 Dr. Rendell and I spoke a little bit about district charters
54:23 and we met with those aerospace companies
54:26 who were over the moon about developing some of those.
54:30 I think those should be part of the conversation.
54:32 And I know Sue, you and I have had these
54:33 and I just wanna put it on public record.
54:37 The other thing is that,
54:38 and in those what we were talking about
54:40 just for clarification is that Northrop Grumman,
54:43 L3Harris, even NASA, Northrop Grumman has in California,
54:48 a district charter school that is developed
54:51 for their employees.
54:53 And it has like a two and a half year waiting period
54:55 that they spoke about for their employees.
54:57 They love that for their HR for retention and recruitment
55:00 also, so some of those competition competitive things
55:04 that we could put together.
55:06 And then one of the things I wanted to talk about
55:08 was in that was the private public partnership agreement.
55:12 So whereas we have some of our smaller schools
55:14 where we don’t have the revenue sources
55:16 that we may want out of there,
55:18 maybe there’s a way that we can use
55:19 a private public partnership to offset the cost
55:22 so that those kids can still stay there.
55:24 I feel very strongly about, you know what I mean?
55:26 Your homeschool being your homeschool,
55:28 and if there’s a way we can find out how to mitigate that,
55:30 that would be great.
55:33 And then as far as the redistricting,
55:37 what I would like to see is when we build out,
55:39 like a lot of these,
55:41 ‘cause I know Viera very well with their build outs,
55:44 I know the years of progression.
55:46 Hearing that we have like 10,000 people down in Palm Bay,
55:50 ‘cause I know some of those areas,
55:51 I know the developers for those.
55:53 Maybe a schedule of, you know,
55:55 they say that this will be completed this time
55:57 so that we can see the aggregate,
55:59 because I think what people just saw was
56:01 they’re gonna be like, oh my gosh,
56:02 there’s like 50,000 kids coming to Brevard schools,
56:04 but it’s over the next 10 years, five years,
56:06 however that is.
56:07 So if I could give just some sort of clarification
56:10 upon those, that’s what I was gonna do, that’s all.
56:13 Anybody else have anything to say?
56:16 Paul, you got anything to say on this topic?
56:18 Okay. Mr. Chair I just want to thank Sue and her team echo Mr.
56:22 Trent and Mr.
56:22 Wright’s comments that you know this is a lot of work they put
56:25 together they’ve
56:26 presented individually to all five of you so they’ve done this
56:28 presentation
56:29 six times now and I want to commend Sue for this forward-thinking
56:33 this is
56:34 proactive you know we’re looking down the road trying to
56:36 identify solutions
56:37 before we actually have the problem so when you see the team
56:41 absolutely when do
56:42 you think this consultant will begin to work? So you will see a
56:46 proposal on one
56:47 of your October board meetings and then they’ll be interviewing
56:51 you probably
56:51 through November and working through their work and my guess
56:55 will be a
56:56 workshop format sometime in January. Is the plan the time period
57:01 plan to be
57:02 bringing the consultant work through next year and then maybe
57:06 start some of
57:07 these the following year or just are we hypothetically spitballing
57:11 to get a
57:12 direction. So I think the workshop will give us some guidance on
57:15 that Mr. Susan
57:16 in terms of what what’s the low-hanging fruit so for example I
57:19 think we have
57:20 been pretty clear that we think we need new elementary capacity
57:23 in South Brevard
57:24 I think that’s our next big project so for me I’d like to decide
57:28 where it’s
57:29 going and get design underway that’s in my mind like the tip of
57:32 the iceberg
57:33 project I think we’re gonna have general agreement that that’s
57:36 something we need
57:37 to do some of these other ideas will take a little bit longer if
57:42 for example
57:43 when you were talking about surveying that’s probably something
57:46 we can
57:47 implement quickly so I think we’ll get a range of options of
57:50 things you know this
57:51 is what we do now this is what we are doing in a year from now
57:54 this is where
57:55 we need to plan capital and plan investment I think there’s a
57:58 whole
57:58 another conversation around our debt service leveling off in
58:03 about six years
58:03 as well as the surtax renewal and how that if in fact we want to
58:09 do that
58:10 whether that goes partially towards new facilities or partially
58:14 towards renewal
58:15 or all like there’s a lot of choices around that and that that
58:19 choice is
58:19 about a year and a half away so I think I’ve got a little
58:23 timeline in my my
58:24 notes about those decisions that we need to make and trying to
58:28 marry up this
58:28 process with those key decision points over the next several
58:32 years thank you so
58:33 much for that I think the other thing that we may need to
58:36 understand is is
58:37 that I’ve asked some of my other board members when we were
58:39 working through
58:40 some of these things then none of the other school districts
58:43 that I know of
58:43 and I talked to a bunch have had any kind of movement in this
58:48 area so this is
58:48 kind of a one-of-a-kind thing for a board to take on with the
58:51 district and
58:52 everything else thank you so much so it goes very far what you’re
58:55 putting
58:55 together well thanks I have great great folks on my team and you
58:59 know really as
59:00 we we sort of tuck stuck our toe in the water on this and as you
59:04 know we got
59:05 into the ankle and the knee and just sort of kept going it’s
59:09 really there
59:10 there’s some great work around this entire topic and once we
59:14 start to put
59:14 some of the facilities data into the mix I think you’ll see even
59:18 even more good
59:19 stuff that’s good information for decision-making so I’m really
59:23 proud of
59:23 what they did so thank you guys love it anybody else appreciate
59:29 it thank you
59:30 thank you next topic is board policy 24 17 comprehensive health
59:35 education mr.
59:37 chair you want to take a five minute break while we change
59:40 personnel or just
59:41 keep moving yes all right we’re gonna be back in five minutes
1:00:00 you
1:07:41 the next topic is board policy 24 17 comprehensive health
1:07:44 education mr.
1:07:47 Harris you have the floor
1:08:00 looking forward to make sure we could encompass that into this
1:08:02 policy the big
1:08:04 changes I want to highlight are those items that were impacted
1:08:09 by 1069 so that
1:08:11 speaks to what instruction can look like k8 additionally in that
1:08:15 bill also is now
1:08:16 our instructional materials for this content must be state
1:08:20 approved before
1:08:21 being board approved so that’s new and we did just receive the
1:08:21 link from video
1:08:26 Lisa will be submitting all of our instructional materials for
1:08:29 state
1:08:30 approval prior to coming forward with you and that is mentioned
1:08:35 in this policy
1:08:36 as well you will also see that you wanted to make sure that we
1:08:40 were
1:08:40 reflecting the Neola language which we did but also embedding
1:08:44 the instruction
1:08:46 on the acquired immune deficiency syndrome as well as the CPR
1:08:51 pieces and
1:08:52 those are also have also been added to the policy any questions
1:08:59 yes just really
1:09:00 quickly so as far as understanding the process so I saw I don’t
1:09:06 remember
1:09:06 somewhere across my email that we had to have our health
1:09:13 curriculum whatever into
1:09:15 the state by September 30th so is that what you’re talking about
1:09:17 yes yes okay
1:09:18 so the district will submit that to the state and once it comes
1:09:21 back and they
1:09:21 give the seal of approval then it’ll come before for us because
1:09:24 the law also
1:09:24 says that we have to approve it ever ends right all right and so
1:09:27 that’s an
1:09:27 additional step we’ll be submitting it to the state and then
1:09:30 once we get it
1:09:31 back from them then we’ll bring it forward to the board for
1:09:33 approval and
1:09:34 that’s for this current school year yes now fortunately a lot of
1:09:38 the content and
1:09:39 of course you know I can speak very well to the elementary fifth
1:09:43 and sixth grade
1:09:43 that would not be done until April and May so the timing of all
1:09:47 of this and
1:09:48 then also working with Danielle O’Reilly she’s our k-12 PE
1:09:52 content specialist
1:09:53 she’s a pacing of when we hit these lessons is not going to be
1:09:58 we’re not
1:09:58 we’re gonna be in good shape even with sending it to the state
1:10:01 and bringing it
1:10:02 back for a board approval on when that pacing of that
1:10:04 instruction would occur
1:10:05 okay thank you I had one question just I’m in regards to think
1:10:10 it’s Roman
1:10:11 numeral eight on the the process to request an exemption so I
1:10:16 know with our
1:10:17 elementary students a lot of those forms go home with the
1:10:21 parents to have an
1:10:22 option to opt out but this policy almost looks like we’re just
1:10:25 gonna put it on
1:10:26 the website we’re not necessarily gonna send those forms out is
1:10:28 that something
1:10:29 that we could look at doing a little differently on hey saying
1:10:33 that’s even
1:10:34 part of our enrollment packet that they have the chance if they
1:10:36 want to to opt
1:10:37 out absolutely and in this I know we’re not speaking about two
1:10:42 other policies
1:10:42 that are coming before you soon which also speak to opt-out
1:10:45 options and so
1:10:47 we’re going to be overly clear in the parents right to opt out
1:10:50 of this
1:10:50 instruction so you are correct in elementary what we recommended
1:10:54 is it be
1:10:54 part of that registration packet so parents know when I’m
1:10:57 registering my
1:10:58 child for school this is content that I can opt out of if I so
1:11:02 choose so in the
1:11:03 secondary it has been put on the website but what we will be
1:11:06 doing just because
1:11:07 this will be brand new not necessarily brand new instructional
1:11:10 materials but
1:11:11 going through a brand new approval process we’ll make sure to
1:11:14 just go ahead
1:11:15 and send that home and push it out perhaps through focus we can
1:11:17 work with
1:11:18 mr. Cheatham to push that out so all parents don’t have to go
1:11:23 for 18 clicks
1:11:24 to try and find so they have the option I feel like it’s very
1:11:28 beneficial to I’m
1:11:29 very proud of what we’re going to put out and so I welcome
1:11:33 parents to review
1:11:34 it and make that choice for their child and so making that opt-out
1:11:38 process very
1:11:39 transparent will just be part of our way of work thank you I
1:11:42 appreciate that I
1:11:43 when my children were in those grades I was one of the only
1:11:46 parents that would
1:11:47 go and watch the videos and that’s an option that every parent
1:11:49 has available
1:11:49 to them and I don’t know if they know that or not but they have
1:11:52 the ability to
1:11:52 go and sit down I sat in the principal’s office and watch the
1:11:55 curriculum just to
1:11:56 see what was going on there and made my decision from there but
1:11:58 every parent has
1:11:59 the option to do that so exercise that right if there’s a
1:12:01 concern but if we
1:12:03 give them the option for the opt-out I just didn’t want it to be
1:12:05 like you said
1:12:05 15 clicks away on a website we can’t find it and it’s very
1:12:08 difficult for them
1:12:09 and with our you know review process for the elementary it is
1:12:12 video so you have
1:12:13 to make an appointment to come in and watch but for all of the
1:12:16 other
1:12:16 instructional materials we did pull them down now because we’re
1:12:19 going forward
1:12:20 with the state approval first but once we get the approval from
1:12:23 the state and
1:12:24 the board we’ll be posting that back on so they won’t you know
1:12:27 they’re welcome
1:12:28 to come into the school and look for the middle school content
1:12:30 in high school but
1:12:31 it will also be on that website that they can review but it’s
1:12:56 not approved in
1:12:57 perpetuity but you know unless you make a change because the
1:12:59 reason I say that
1:13:00 is if we’re going to ask parents at the beginning of the year to
1:13:03 make a decision
1:13:03 on opt-out which could be reversed we may not have the materials
1:13:08 obviously if
1:13:09 we had had that this year we don’t have the materials approved
1:13:12 by the state and
1:13:12 then by the board before it can go out so we were kind of asking
1:13:17 for them to
1:13:17 give their approval before we even know exactly what it’s gonna
1:13:20 look like so at
1:13:21 some point it would seem like it’d be better to kind of get that
1:13:25 cart you know
1:13:26 the horse back before the car so that there so that we can do
1:13:30 that at the
1:13:31 front of the year I don’t see what here’s my thinking on this
1:13:35 and I mean
1:13:35 this is my just an opinion but my opinion would be if the
1:13:41 statutory
1:13:42 language doesn’t change then what is approved this year should
1:13:48 still comply
1:13:49 with the statutory requirements next year and if it if it does
1:13:52 change we know
1:13:54 that in the summer and so then prior to going into that
1:13:57 enrollment process prior
1:13:59 to the first day of school we would be aware okay the statutory
1:14:02 language is
1:14:02 changing to whatever that changes and if it impacts our
1:14:07 instructional materials
1:14:08 we would be revising the instructional materials and then likely
1:14:11 have to send
1:14:11 it for approval so to your point a parent opting out with if we
1:14:17 know their
1:14:18 statutory changes I think we would modify our process if there
1:14:23 is no new
1:14:24 statutory language I would presume that what’s approved this
1:14:28 year we would
1:14:29 resubmit it or maybe they’ll come down and say if nothing has
1:14:32 changed you know
1:14:33 you’re good I don’t want to predict what that might be but I
1:14:36 would assume what is
1:14:37 approvable this year if there’s no change in statutory language
1:14:41 should be
1:14:42 approved for the second year too in future years well and we’ll
1:15:01 have the
1:15:02 opt-out coming before you very soon we’ll have some new opt-out
1:15:06 options too
1:15:07 that would encompass and those opt-out forms because if you
1:15:11 think of what we
1:15:12 currently have around instructional materials and our current if
1:15:15 I want to
1:15:16 contest something now it is in that window of 30 days after the
1:15:20 school board
1:15:21 has approved the adoption of materials we will soon have some
1:15:25 other opt-out
1:15:26 options that could really come at any time and so when we were
1:15:30 talking about
1:15:31 this new form that’s where we kind of got to in August I could
1:15:37 be okay but if
1:15:37 a teacher decides to read a book or something that I’m not you
1:15:43 know that I
1:15:43 would like my child to have limited access that form could be
1:15:47 implemented at
1:15:48 any time
1:15:54 I would argue the majority of people who don’t want their
1:15:58 children exposed this
1:16:00 kind of curricular traditionally the majority at least and so it’s
1:16:05 best for
1:16:06 them to be given that option that beginning and I would assume
1:16:10 that we
1:16:10 have messaging on there that this form could be rescinded at any
1:16:13 point as well
1:16:13 as it could be enacted at any point as well too so as long as we’re
1:16:17 doing our
1:16:17 due diligence to communicate that to parents that they have the
1:16:20 ability to do
1:16:21 it at any point it doesn’t have to be right there in that moment
1:16:23 I hear you’re
1:16:25 saying this Campbell but I just think it’s I think it’s safest
1:16:27 and best and
1:16:27 more transparent and we have had examples where they will opt
1:16:44 out then
1:16:45 they come in and see the curriculum and they’re like oh I’m okay
1:16:48 with that now
1:16:48 and so then they do modify that so with 5460 again I read your
1:17:10 notes of when you
1:17:13 were mentioning this and basically it was to reflect a lot of
1:17:16 the neola
1:17:17 language but also have the addition of the progression plan so
1:17:21 the student
1:17:21 progression plan link has been added I will say that that link
1:17:26 currently goes
1:17:27 to the previous one because we haven’t had the new one board
1:17:29 approved yet but
1:17:30 once that does this link will be modified so that it’s going to
1:17:33 the most
1:17:34 current plan so with this one some of the big language changes
1:17:38 and I know you
1:17:39 reviewed the Neola but this is also saying that you know if a
1:17:42 student
1:17:43 resides or attends our BPS schools that they have the option to
1:17:47 take that high
1:17:48 school equivalency exam right away so that’s the major change
1:17:52 that you will
1:17:53 see here you can see also about you know the uniforms and those
1:17:56 types of things
1:17:57 for graduation but the biggest change is that high school
1:18:00 equivalency diploma
1:18:02 test okay thank you Sarah said anybody else wish to discuss this
1:18:06 item you’re
1:18:08 done thank you miss Harris appreciate your time so the next
1:18:12 topic we have is
1:18:13 public policy one of their zero one six nine point one public
1:18:16 participation at
1:18:17 board meetings I think in discussing with staff and Paul’s email
1:18:21 there’s been
1:18:22 some discussion wrapped around that we have majority for some of
1:18:24 these items
1:18:25 I’ve kind of given you guys the idea of how to kind of move
1:18:29 forward with this
1:18:29 and one is do you or do you not believe in separating from the
1:18:39 other one is do
1:18:40 you wish to broadcast agenda and non agenda so to keep it
1:18:44 consistent if we
1:18:46 can move through and say give the majority and you can have
1:18:49 discussion
1:18:49 wrapped around that no big deal but if at the end of your
1:18:52 conversation if you
1:18:53 can say I support or do not support the moving from agenda to
1:18:56 separate to non
1:18:57 agenda or I don’t support that so with that I’ll go anybody else
1:19:02 want to go
1:19:03 first it’s just should be real quick we’re just kind of reiterating
1:19:05 what we
1:19:06 did before but I go first I hate to always turn down this
1:19:10 Jenkins with
1:19:10 Campbell yeah no I’m happy to go first and I I do I do want to
1:19:20 keep it short
1:19:21 because I you know we’ve had these conversations but I do have
1:19:24 to address a
1:19:24 couple things because I’m seeing so much out there in my inbox
1:19:27 and on social
1:19:28 media there’s a lot there’s been call to actions and some of it
1:19:31 has really
1:19:32 reflected not the truth of what we’ve said or what our intent
1:19:35 was certainly
1:19:36 and it’s it I the irony is not lost on me that we have one group
1:19:43 who is very
1:19:46 concerned that we’re cutting that we’re cutting off public
1:19:49 comment and people’s
1:19:50 ability to speak and then a group that really doesn’t like that
1:19:53 first group
1:19:54 saying we’re doing it to make the first group happy and so those
1:19:57 two things can
1:19:59 now possibly be true at the same time so you but bored each of
1:20:03 you should know me
1:20:05 by now that I don’t have a problem ticking off everybody for
1:20:08 what I
1:20:08 believe to be right and I I still feel the way that I feel for
1:20:14 no other
1:20:15 ulterior political motives then not just FCC and people try to
1:20:19 disprove Oh FCC
1:20:20 doesn’t apply or doesn’t fly all night a conversation and I know
1:20:24 about federal
1:20:25 guidelines Trump state guidelines and but whether it’s that way
1:20:29 or not it still
1:20:30 comes down to my personal concern and if it’s on the agenda then
1:20:34 we just people
1:20:35 will know because it’s on agenda if those books come to the
1:20:37 agenda will know
1:20:38 so I still feel like we need to separate we need to have some
1:20:43 something in place
1:20:45 to just protect the little ears at home from more than just
1:20:50 sexually explicit
1:20:51 content because maybe it’s just because of the kind of prude I
1:20:54 am I don’t want
1:20:55 to broadcast cuss words I don’t want to I don’t want I wouldn’t
1:20:58 want somebody to
1:20:58 stand up and read Hunger Games from the podium but that doesn’t
1:21:02 mean that we’re
1:21:02 about to I’m willing to pull all those kinds of books off the
1:21:05 shelf too so and
1:21:07 I go back to the plain reading people keep challenging me in
1:21:10 conversations I
1:21:11 have well those are those sexually sexually explicit books like
1:21:14 no but the
1:21:14 plain language of the bill doesn’t say it just says challenge
1:21:17 books on that
1:21:18 part my under my reading so I would be still for a separation
1:21:23 all right thank
1:21:24 you miss Campbell miss Jenkins yeah I I feel like I was pretty
1:21:31 clear on this
1:21:32 last time I said it multiple times I’m okay with leaving it as
1:21:39 it is with the
1:21:42 caveat of the fact that you know the second the public abuses it
1:21:45 for a
1:21:46 different purpose that I hope that the board is open to having a
1:21:49 conversation
1:21:50 about mitigation but at the same time I’m not I’m not against
1:21:57 separating
1:21:57 agenda and not agenda to at least curb it a little bit and quite
1:22:07 frankly for
1:22:07 people who are complaining about the separation you get more
1:22:10 time to speak so
1:22:12 I don’t understand that concept either you’re right like there’s
1:22:14 there’s
1:22:14 conflicting opinions on both of these things that are counterintuitive
1:22:17 to the
1:22:17 things that they argued for six months ago I don’t understand it
1:22:20 my gut is I
1:22:22 would love to leave it alone I said that last time I said it
1:22:24 multiple times last
1:22:25 time I would like to broadcast it but if someone’s abusing it
1:22:29 then that that’s on
1:22:30 them and then it’s on this board to do the right thing after
1:22:33 that my
1:22:34 understanding was the last time we were having this conversation
1:22:37 that the
1:22:37 majority of the board was moving towards separation and
1:22:40 recording that’s what I
1:22:42 heard which is why I made my statement at the end very clear
1:22:45 that that was my
1:22:46 second choice but I’m okay with moving there because ultimately
1:22:48 that would be
1:22:49 my resolution choice if this was to be abused if left alone and
1:22:54 unfortunately I
1:22:55 don’t have the most confidence that it won’t be so I think that’s
1:22:58 where we’re
1:22:58 gonna end up anyway so first choice leave it alone second choice
1:23:03 what I
1:23:04 believe we said last time separating agenda non-agenda but
1:23:07 absolutely
1:23:08 recording and posting the non-agenda so that there’s still the
1:23:12 appearance of
1:23:12 transparency and it being posted to the public so for the
1:23:15 purposes of this
1:23:15 meeting requesting that you are either in favor or not in favor
1:23:19 of separating
1:23:20 at this time you are not in favor of separating correct miss
1:23:23 Jenkins I don’t
1:23:25 have a concrete statement on that yet because mine has it
1:23:29 depends on the rest
1:23:31 of the conversation and what happens after that mr. Jenkins I’m
1:23:34 just looking
1:23:35 for direction mr. Susan I hear your question and it’s okay that
1:23:38 you don’t
1:23:38 like my answer but that’s my answer because it’ll change because
1:23:42 if it moves
1:23:43 towards leaving it alone and then the caveat is we’re still
1:23:48 recording it then
1:23:50 then I have post communication and conversation I want to have
1:23:53 about it so
1:23:54 I said my piece let the rest of the board say theirs so what you’re
1:23:57 saying
1:23:57 is is that you’re not willing to bring what I’m saying is what I
1:23:59 said mr. Susan
1:24:00 please move on to the next board member at the end of this yes
1:24:04 sir move on to
1:24:05 the next board member and I appreciate it if you didn’t speak
1:24:09 while I was
1:24:09 speaking mr. Jenkins appreciate the same thank you mr. Travis mr.
1:24:17 chair you
1:24:17 would ask for us to keep this short and so my first choice now
1:24:25 is to leave it
1:24:27 alone and continue the recording and hope I’m sure it’ll be
1:24:34 taken care of
1:24:35 the way it’s supposed to from from the chairs positions okay of
1:24:39 all the
1:24:40 confidence in that so mr. Trent you’ve said you know you’re not
1:24:42 in favor of
1:24:43 separating miss right multiple times and I don’t think we have a
1:25:02 consensus
1:25:02 because every one of us said something different on what we
1:25:05 wanted as it moved
1:25:05 down the line I never was in favor not one time of not recording
1:25:10 them live I’ve
1:25:12 always been a supporter of that I see the only compromise I
1:25:13 would make but for
1:25:14 right now my choice would be to leave it alone and see what
1:25:17 happens okay and I
1:25:18 feel the same way I do not favor separating so with that we have
1:25:23 four now
1:25:24 coming back to you miss Jenkins did you wish to say anything now
1:25:26 that we have
1:25:26 the three to one yeah so I I believe that this board needs to be
1:25:38 well aware
1:25:38 of the responsibility that they’re taking by leaving it alone
1:25:42 which I said
1:25:43 from the get-go I’m I’m fine with but you need to be very aware
1:25:48 of the
1:25:48 responsibility that you’re taking because you are now ahead of
1:25:52 time very
1:25:53 well aware of how it can be abused while also having a book
1:25:56 committee that is not
1:25:57 active and we are not actively utilizing the policy that we put
1:26:04 in place to
1:26:05 address the very issue that might come before us so don’t be
1:26:12 frustrated if
1:26:14 you’re criticized because I think you all know where this is
1:26:18 gonna go and mr.
1:26:20 Susan you have a responsibility for when that happens and as
1:26:25 addressed to mr.
1:26:27 kids you’re the only one who can make that decision you’re going
1:26:30 to be
1:26:30 criticized on the actions that you take so I just think if this
1:26:35 is the way we’re
1:26:36 gonna go that’s fine but I just I want everyone to be aware of
1:26:39 where this is
1:26:41 heading and it’s our responsibility to prevent it from being
1:26:45 chaotic so please
1:26:46 be responsive if it goes the wrong direction mr. Jenkins is that
1:26:53 a yes or a
1:26:54 no for mr. Susan please stop being condescending you have a poor
1:26:57 majority
1:26:57 I’ve said my piece last time I’ve been very clear about where I
1:27:02 stand
1:27:02 thank you okay then we have four to one miss Campbell yes I did
1:27:09 want it yeah I
1:27:10 do thank you I because we’ve been talking about it as if it was
1:27:14 so
1:27:14 hypothetical but the truth is and I went back and watched this
1:27:16 meeting after
1:27:17 having a conversation with mr. Gibbs on July the 27th if you’ll
1:27:23 go back when
1:27:24 this law was in effect but we weren’t really aware of the
1:27:30 consequences of this
1:27:32 clause we had three ladies stand up and read from books that
1:27:36 were on the
1:27:36 challenge list and they weren’t all stopped they read from some
1:27:42 of them a
1:27:42 couple of them read from multiple books but mr. Susan as the
1:27:45 chair and that
1:27:45 there’s no blame to you by the way because also being aware of
1:27:48 how this
1:27:48 that clause of this law affects I probably would have done the
1:27:51 same thing
1:27:52 in fact I heard myself in the video telling you you got to stop
1:27:54 and got to
1:27:54 stop them but as a result of the times the books that he did
1:27:58 stop we have now
1:27:59 had to remove those books from our shelves correct dr. enough so
1:28:03 this is
1:28:04 not a hypothetical we’ve already done it’s already happened I’m
1:28:07 not saying
1:28:07 that those are books that I would want remain on the shelf but I’m
1:28:09 saying
1:28:09 people have already gone around the process some of them very
1:28:14 aware of the
1:28:14 process because they were part of writing the process and been
1:28:17 active in
1:28:18 the product on the state level I’ve been a part of our process
1:28:21 you know so it’s
1:28:22 already happened so with this is not hypothetical and and dr.
1:28:26 Indell and Paul
1:28:28 made the right choice there because the chair did stop someone
1:28:31 from reading but
1:28:33 you know so I just I did the board majority has spoken and I
1:28:40 have a problem
1:28:40 with that but I just want to us to recognize this isn’t
1:28:42 something that’s
1:28:43 out there potentially it already happened and we were unaware so
1:28:48 and it
1:28:50 might happen again and I’m not gonna be happy about it but if
1:28:53 this is this is
1:28:55 this is where we are okay well I appreciate you bring that up
1:28:59 because I
1:28:59 wasn’t aware that there were consequences to that public comment
1:29:04 being stopped so going forward even though it might seem obvious
1:29:07 because
1:29:08 we’re having this conversation now and I honestly think for a
1:29:11 matter of public
1:29:12 record can we be emailed when those decisions are made or those
1:29:16 processes
1:29:17 are being taken and I’m not saying that in a shameful way I just
1:29:21 I just think
1:29:22 that that would be smart to do thanks on a side net as we work
1:29:27 through all this
1:29:28 with how we’re gonna do it in meetings so it replies to this
1:29:32 policy and this
1:29:33 discussion but also to 2521 as we adjust it I I want to know
1:29:38 what we’re going to
1:29:39 do as a board to assure because the House Bill 1069 only
1:29:47 guarantees if I’m
1:29:49 reading the language correctly and with the discussion that we’ve
1:29:51 had guarantees
1:29:52 that parents can come and read from challenged books how are we
1:29:55 going to
1:29:56 ensure before someone starts that the book they’re reading from
1:30:01 is one that’s
1:30:02 been challenged because I’ll give the example if the book genderqueer
1:30:08 which
1:30:08 was pulled immediately in an informal review by the principals
1:30:11 where it was
1:30:11 found in the schools when it was brought up by citizens and
1:30:14 parents if someone
1:30:15 were to stand up in our from our diets and start reading the
1:30:20 chair absolutely
1:30:20 could stop them and there was no reason we should allow that but
1:30:23 without us
1:30:23 knowing if there is somewhere on the form or they had to put the
1:30:27 book or
1:30:28 someone has to find is this even one of our books because quite
1:30:30 and I’m not
1:30:31 throwing this out as a crazy hypothetical because we have had
1:30:34 people
1:30:35 come to our meetings and they heard that something’s happened
1:30:37 somewhere else in
1:30:37 the state or even somewhere else in the country and I think it’s
1:30:40 happening here
1:30:40 and so they start if this becomes a fad I want to make sure that
1:30:45 if we’re gonna
1:30:45 have them read that it actually is something that we can verify
1:30:50 that that’s
1:30:50 you know I’m not gonna you know show me that it’s really in the
1:30:53 book you’re not
1:30:54 make us I’m just but at least we should know that it’s a
1:30:57 challenged book and
1:30:59 there’s you know there are a few staff members that have this
1:31:01 updated list
1:31:02 because I know they it’s a moving target they you know change
1:31:05 depending on who’s
1:31:06 submitted what formal process or formal challenge but at some
1:31:10 point I would like
1:31:11 to know what we’re going to do to just verify that that is a
1:31:16 challenged book
1:31:17 and it not something that’s not even in our schools I understand
1:31:21 they may not be
1:31:22 on the shelves that would still be considered a book that’s in
1:31:24 process but
1:31:25 but if it’s already been dealt with or if we don’t own it it
1:31:29 would not be
1:31:30 appropriate and we do not have to let someone read from our Cody
1:31:34 can I ask a
1:31:34 question on where we’re at on the policy revision because that’s
1:31:37 very important
1:31:37 to know where’s that out in the process mr. Gibbs that’s a
1:31:43 policy that she’s
1:31:44 working on revising I’m not sure so then I would need to ask she
1:31:54 we make as a
1:31:56 board did we make it clear revisions that we felt that was
1:32:00 necessary yes but
1:32:03 we’re also remember it’s been a while I’m gonna let miss Harris
1:32:07 talk and then
1:32:08 I’m gonna say something because we keep bouncing around because
1:32:10 I’d like to have
1:32:10 some interjection go ahead miss 25 20 and 25 21 are also have
1:32:18 forms attached
1:32:18 that we’re working on and that is the only thing that I’ve been
1:32:20 working with
1:32:21 Rona is this working okay so it will it will be on that I missed
1:32:28 the cutoff in
1:32:29 order because we didn’t have the forms done but you will be
1:32:32 getting both of
1:32:32 those together with the forms I Rona told me to cut off I’m
1:32:38 hoping that it’s
1:32:39 going to be on the 1st October but I’ll go back and check and I
1:32:45 can email all of
1:32:46 you that date because that was one that had both of those had a
1:32:50 lot of revisions
1:32:51 just due to statutory requirements but also the Brevard process
1:32:56 both of those
1:32:57 speak to selection adoption and the process for contesting as
1:33:02 well as the
1:33:02 new opt-out that would be at any time and then limiting access
1:33:07 so a parent can
1:33:08 not opt out of curriculum or something but they may want to
1:33:13 limit access of a
1:33:14 type of books per se for the classroom or the school library and
1:33:18 that’ll be the
1:33:19 workshop that it comes to yes thank you one of the things I
1:33:23 wanted to say is is
1:33:24 that there’s all this concern about the books being read and
1:33:28 everything else
1:33:30 so my commitment to this board is is that I’ll read all of the
1:33:33 books and the
1:33:34 challenged phrases that are currently in so I’ll know them
1:33:36 before they come up
1:33:37 and I would challenge the other board members to understand
1:33:40 those two because
1:33:40 one of the things that’s a disconnect between us and the public
1:33:44 and the news
1:33:46 organizations and everybody else is there seems to be not this
1:33:49 knowledge of
1:33:50 which books are being challenged so I’m gonna make a request to
1:33:53 receive those
1:33:54 books and I’ll start getting started and I would say that if
1:33:57 anybody else would
1:33:57 like to you can at least scan the areas that they may be
1:34:00 challenging and look at
1:34:01 them so that you’re aware of it also the other thing I wanted to
1:34:04 bring up Thank
1:34:05 You miss Harrison I’ll thank you you needed any further the
1:34:08 other thing is is
1:34:09 this if you go into the Lincoln Museum for the Presidential
1:34:13 Museum and you walk
1:34:14 through there’s a section where he was completely attacked by
1:34:18 the press by
1:34:20 individuals by everything and he kept moving forward right you
1:34:23 look throughout
1:34:24 our American history every time the right to address our elected
1:34:28 officials
1:34:29 our legislative assemblies our people in the public it has been
1:34:34 at times when
1:34:35 what people were saying were so negative or so bad but now that
1:34:39 we look back at
1:34:40 those items you look at what they were saying back then and you
1:34:44 have a record
1:34:45 of it being there and said at that location I think we do
1:34:49 ourselves a
1:34:50 disservice I’ve stood by the opportunity to allow people to come
1:34:54 address us at
1:34:55 one time during the agenda to the point where many of our
1:34:58 vendors have to sit
1:34:59 through the conversations and stuff because that’s what our
1:35:01 government is I
1:35:02 think that when we start to try to change that it hurts our
1:35:06 process a
1:35:07 little bit and I understand the fear of what this one new update
1:35:11 is but I would
1:35:12 say to everybody else if you look back at history whether that
1:35:15 was slavery
1:35:16 whether that was the many of the rights that came up there were
1:35:20 serious
1:35:21 conversations and debates and things that came up and we still
1:35:25 have it today
1:35:26 so I would say that what we want to do is is not separate not
1:35:31 have it not not
1:35:32 broadcast it but I wanted to say from my perspective because by
1:35:37 the time I get
1:35:37 here everybody else has talked like nine times and I’ve been
1:35:40 trying to be
1:35:40 respectful I would say that we are prepared for what they come
1:35:45 with and it
1:35:45 is their right to do so so we need to adjust if there’s
1:35:49 something but I do not
1:35:50 fear somebody getting up and speaking to something that is in
1:35:53 our schools or not
1:35:54 so with that miss Megan go ahead mr. Trump you good okay are the
1:36:03 challenge
1:36:04 books still listed on the website or were they ever posted in
1:36:07 the first place
1:36:08 I believe that they were I think it might take a little you know
1:36:13 navigating
1:36:14 to find them and we can make it easier for them but we can
1:36:17 certainly share the
1:36:18 list with everybody I think that’s important for transparency
1:36:22 for the
1:36:23 public but also just constantly being increased to the district
1:36:27 I think that
1:36:28 would save some of our staff sometimes have to keep responding
1:36:32 to that the one
1:36:34 piece about this that I guess is honestly the most important is
1:36:39 it’s kind
1:36:39 of pivoting off of something you said miss Campbell but I feel
1:36:43 like we’re
1:36:43 operating off of an assumption that we’re going to allow people
1:36:51 to read what
1:36:52 they’re reading and not interrupt them and I’m comfortable with
1:36:55 that that’s
1:36:56 what my feeling is that’s what I said I don’t want to change it
1:36:59 I don’t I don’t
1:37:00 care like let them read it you know that fine let them read it I
1:37:04 hear your
1:37:05 concern I’m not saying that you shouldn’t have a concern with
1:37:07 your
1:37:08 concerns but I believe we’re operating that assumption that we
1:37:12 all believe that
1:37:13 and personally I think the public needs to know if that’s the
1:37:17 intention and I’m
1:37:19 not gonna put words in your mouth I think I heard what you said
1:37:21 but I don’t
1:37:21 I don’t want to put words in your mouth but if the intention is
1:37:24 to truly let
1:37:25 them speak and not interrupt them based on what they’re saying I
1:37:27 think the
1:37:28 public needs to know that because then that will also curb some
1:37:33 fears of people
1:37:35 I think she’s asking you I’m asking I’m asking everyone on this
1:37:38 board the people
1:37:40 that I’ve communicated with who reached out over the last 24
1:37:44 hours or so since
1:37:45 all the articles and calls to action came out I’ve been
1:37:48 communicating some of
1:37:50 those very things our intention is for them to be read you know
1:37:54 but I they’re
1:37:56 going and obviously if it were on the agenda you wouldn’t when
1:37:59 if we go with
1:38:00 our policy the way we talked about was it’s gonna come back to
1:38:02 us that would
1:38:03 they would have to be read we’re not gonna break the law or we’re
1:38:06 going to
1:38:06 follow House Bill 1069 we’re going to follow the law my personal
1:38:11 taste is to
1:38:12 not broadcast that and so I but you know I buy also heard the
1:38:20 community loud and
1:38:22 clear every time we’ve had this conversation and that’s why my
1:38:24 my
1:38:25 alternative was to go ahead and record it and publish it so
1:38:27 there’s never any
1:38:28 silencing of anybody because we’ve heard that I’ve been on the
1:38:33 board now for five
1:38:34 years and hurt the public and and still play but I know that I
1:38:38 lost and I’m fine
1:38:39 with losing you know but I so but I I am going to bring up my
1:38:43 concern my other
1:38:44 concern is I don’t believe the chair has to have read all the
1:38:47 books because it’s
1:38:47 not just about a reading but memorizing I don’t think you need
1:38:50 to have a digital
1:38:50 catalog of everything but I think there needs to be a way for us
1:38:54 to follow the
1:38:55 law for us to verify whether it’s on the form if they put you
1:38:59 know for them to be
1:39:00 able to identify the book that they’re about to read from
1:39:05 because that out of
1:39:07 fairness to and remember it’s not just about you you’re only
1:39:09 gonna be the chair
1:39:10 for two more months potentially so you know it’s it’s we’ve got
1:39:13 to think about
1:39:14 what this looks like moving forward and I think there there
1:39:16 should be a way for
1:39:17 us to identify if someone’s gonna use that clause in the in the
1:39:20 law for this
1:39:21 identify what they’re what they’re reading from and is it even
1:39:23 in our
1:39:24 libraries so I think there’s a great question to Paul Paul can I
1:39:28 forcibly
1:39:28 request information from the individual that is actually
1:39:32 speaking to and I and
1:39:33 I didn’t mean to use that term may I request yeah yeah may I
1:39:36 request or a
1:39:38 chair request person to tell us what book they’re reading from
1:39:41 and if they
1:39:42 say no is there any recourse or should I right what can you give
1:39:46 us guidance on
1:39:47 you can ask but I mean it’s their public comment and you have it
1:39:50 open for them to
1:39:52 speak about whatever we don’t ask everybody to get up there and
1:39:54 say what
1:39:55 are you talking about tonight before they start speaking it’s on
1:39:59 the form but
1:40:00 he doesn’t he doesn’t ask them before right and it’s not a
1:40:05 requirement that
1:40:06 they fill that out a lot of forms are half filled out sometimes
1:40:10 you know I’ll
1:40:10 be honest miss Campbell I do plan on asking them if this starts
1:40:13 to go what
1:40:14 the book is but just so you know there’s no recourse that you
1:40:18 can say then you
1:40:19 can’t speak or whatever but I think it’s a good question to ask
1:40:21 I think moving
1:40:22 forward we should ask them hey can you please speak to you know
1:40:26 let me tell me
1:40:26 the book in title name so that the public knows because the
1:40:29 other thing is
1:40:30 is that sometimes there’s assumptions that this book status part
1:40:33 of this
1:40:33 entire cloud that’s happening right now is we’ve had people come
1:40:36 up and say this
1:40:37 book’s been banned and it wasn’t banned in ours it was banned in
1:40:40 like another
1:40:40 state so right right and so the so the issue is is that I think
1:40:44 that would be
1:40:45 appropriate I just wanted to set the tone for the rest of the
1:40:48 school business
1:40:48 school board that there’s no way that we can force them to do it
1:40:52 with that I
1:40:52 think I think you’re asking us and that was going to be the next
1:40:55 component was
1:40:55 is that if the board would move on actually not broadcasting any
1:41:03 of the
1:41:03 book I didn’t I didn’t know if you wanted that so if not then I
1:41:12 won’t bring
1:41:12 it up what I asked last time was for us to no longer live public
1:41:18 comment but
1:41:19 that’s been made very clear so no the only thing that was clear
1:41:22 in the vote
1:41:23 today was that we weren’t going to separate but if you do not
1:41:25 want to bring
1:41:25 that forward that’s fine but I don’t mind asking out there
1:41:29 willingness of the
1:41:29 board to not live stream public comments but to record them
1:41:32 separately and put up
1:41:33 a graphic and publish them later I’ll go to mr. Trent no I’m
1:41:40 okay miss right okay
1:41:42 miss Jenkins yeah I mean I think we got majority there I I need
1:41:46 to ask a
1:41:47 clarifying question though because I’m concerned she just needs
1:41:50 to say no no I
1:41:52 mr. Susan I get to say what I want to because I’m an equally
1:41:55 elected official
1:41:56 and this is an important conversation that we left with a
1:41:59 decision last time
1:42:01 and now we’re changing so yes I have the right to all the
1:42:04 constituents that I
1:42:06 represent to ask the questions that I would like to ask in a
1:42:09 workshop I’m so
1:42:10 sorry that that bothers you so my clarifying question mr. Gibbs
1:42:14 is if mr.
1:42:16 Susan asked a speaker in the middle of them speaking hey can you
1:42:23 please tell me
1:42:23 what you’re talking about and it’s not no intent but he stops
1:42:26 them to ask that
1:42:28 question or interrupt them about the book title or whatever if
1:42:32 the book is
1:42:32 challenged does that put us in a precarious situation because he
1:42:36 technically interrupted and stopped the speaker not if he’s
1:42:39 gonna let him go if
1:42:41 he pauses their time and says hey can I just learn what you’re
1:42:44 talking about
1:42:45 they still have a chance to speak because I guarantee that will
1:42:48 be
1:42:48 something we would have heard in public comment tonight if that
1:42:50 question wasn’t
1:42:50 asked so miss Campbell I I guess what I really need to be clear
1:42:59 about what I’m
1:42:59 trying to say here is if if the intention of the board chair is
1:43:04 to allow
1:43:04 people to read what they want to read and to protest what they
1:43:06 want to protest
1:43:07 and not interrupt them that we don’t need to really be concerned
1:43:10 about which
1:43:11 books are challenged or not if we’re not going to interrupt them
1:43:14 and that’s why I
1:43:15 asked the question that I asked because I think the public
1:43:18 deserves to know what
1:43:19 your intention is and if your intention is to potentially
1:43:23 interrupt a speaker as
1:43:24 they’re speaking the public needs to know that and I agree with
1:43:28 you that we
1:43:28 need to know about the challenge list because if it’s because
1:43:31 sorry because
1:43:34 because if the intention of the person who has the ability to
1:43:37 stop them is to
1:43:38 stop really if it’s just really bad then yes they should have a
1:43:42 list in front of
1:43:43 them so they can make a decision whether or not they’re going to
1:43:45 interrupt a
1:43:45 challenge book or not but if the intention is to just let them
1:43:48 read
1:43:48 because we believe it is their right to read it then I think we
1:43:51 need to make
1:43:51 that clear the public that that’s what we believe the law says
1:43:56 that the parents
1:43:57 have the right to read from challenged books in a meeting we are
1:44:02 we that we
1:44:02 can’t stop them from reading them and if we do whatever but our
1:44:06 but the law court
1:44:09 cases all of that allow school boards and other entities to
1:44:14 develop public
1:44:15 speaking rules which we do have to try to maintain orderly
1:44:20 contact on conduct
1:44:22 and therefore we have we can limit the amount of time people get
1:44:26 we can admit
1:44:26 limit like we have our policy you can’t use abusive profane
1:44:31 whatever language
1:44:32 public you can’t name people it looks ever the board members we
1:44:35 have and we
1:44:36 are allowed to have those kinds of rules what we’re not allowed
1:44:39 to we’re not
1:44:40 allowed to 1069 overrides us in that if we parents can read from
1:44:44 objectionable
1:44:45 conduct but if it’s not a challenge book like if it’s genderqueer
1:44:48 which already
1:44:49 art is already been pulled I don’t want there nobody has a right
1:44:52 to stand up in
1:44:52 there and read from genderqueer because it’s not in our school
1:44:55 libraries and I
1:44:55 don’t want to hear it and I don’t want to broadcast it so my
1:44:58 thought is no I
1:44:59 think the chairman should be able to stop someone from reading a
1:45:03 book that’s
1:45:04 that’s you know from our from our other rules are other in
1:45:09 dinner in our public
1:45:11 speaking policy they should be able to stop someone because that’s
1:45:15 not for one
1:45:16 it’s obscene and two it’s irrelevant because it’s not on our
1:45:19 shelves or in
1:45:20 our system so I think what that means is that there needs to be
1:45:29 a list up on the
1:45:30 diets then and the question has to be asked then because
1:45:35 otherwise it we’re
1:45:36 gonna just arbitrarily be stopping people and not understand the
1:45:39 consequences of stopping those people when they’re speaking okay
1:45:45 so miss
1:45:46 Lena do you have or do you have the enough direction from Miss
1:45:50 Jenkins’s
1:45:51 votes that you understand where she stood from both of those
1:45:53 okay and I
1:45:56 think I just wanted for point of clarification I never had any
1:46:00 issue with
1:46:00 you ever bringing up any questions miss Jenkins only that I just
1:46:04 needed to make
1:46:04 sure that what the vote was or was not that was it so if that
1:46:07 was an intention
1:46:08 that you thought I just wanted to clear that up my vote is no
1:46:11 also and then but
1:46:13 I did want to ask miss Campbell you’re saying yes to it because
1:46:18 you brought it
1:46:18 forward or did you want to make a vote based on that that’s all
1:46:21 because you had
1:46:22 brought it up as a topic consensus and the consensus has been
1:46:25 reached that
1:46:26 we’re not going to do that so I think that’s where Miss Jenkins
1:46:29 was trying to
1:46:29 go because we don’t we don’t vote in workshops well you kind of
1:46:32 give your
1:46:32 intention and I gave my attention and it’s just and I wasn’t the
1:46:38 thing is mr.
1:46:40 Susan I understand how to listen and to interpret people saying
1:46:43 and that’s why
1:46:44 when you say what you’re gonna bring it up well I mean if I have
1:46:46 to bring it up
1:46:47 I’ll bring it up so we can settle it make it clear for the
1:46:49 public that’s fine
1:46:50 you know I asked there’s not support let’s move on please miss
1:46:55 Campbell it’s
1:46:55 just that sometimes it’s not as clear as people think and it’s
1:46:58 just easier for
1:46:59 the board chair to say yes or no that’s all and that helps set
1:47:03 it either way so
1:47:05 with that I wanted to bring up is everybody okay with the public
1:47:09 participation at board meetings conversation all right good next
1:47:13 thing
1:47:13 is is that I would like to request to move the October 3rd
1:47:17 workshop to an off
1:47:19 site reason behind is we have dr. Rendell who needs some
1:47:25 direction on what
1:47:25 kind of an evaluation we should be giving him along with like
1:47:29 when his
1:47:29 dates and everything else would occur I think we also have Paul’s
1:47:33 evaluation
1:47:34 dates and follow-up and stuff like that that we have to do we
1:47:38 have to sort of
1:47:39 set strategic planning and those items that we would like to set
1:47:43 those
1:47:43 components to we also have to kind of discuss through follow-up
1:47:48 an unfinished
1:47:49 business that we had from January I think it was fifth I think
1:47:52 we as a group
1:47:53 just need kind of a reset because god willing I will not be
1:47:57 chair after
1:47:58 November and I would like to have it to where there’s a little
1:48:02 bit of direction
1:48:03 prior so that the person can kind of move through and I
1:48:06 understand that we
1:48:07 will have possibly two new board members but there is some needs
1:48:11 of the district
1:48:12 that we need to sort of start helping them along the way so I
1:48:15 would like to
1:48:16 move October 3rd to an off-site let staff develop that there’s a
1:48:20 ton of
1:48:21 other items that we need to kind of wrap our heads around but
1:48:23 that was my
1:48:24 thought process is everybody okay with that I’m confused because
1:48:29 I thought we
1:48:30 had I thought we had been asked to move the October 3rd meeting
1:48:36 from the morning
1:48:37 to afternoon because there was an event that was next we
1:48:42 actually have two
1:48:43 conflicts next week I’m committed to speak at a breakfast event
1:48:48 sponsored by
1:48:49 the Education Foundation it won’t conclude in time for us to
1:48:53 hold the work
1:48:54 session at 9 a.m. we could continue with the work session at 9 a.m.
1:48:58 and I could
1:48:58 have someone sit in for me his hand or somebody else the
1:49:02 following Tuesday
1:49:04 October 3rd there is the state of the city’s address or state of
1:49:08 the city’s
1:49:08 meaning being sponsored by one of the chambers and some board
1:49:12 members that
1:49:13 expressed interest in attending that that is in the morning on
1:49:18 the third what
1:49:19 time is that dr. Rindell it’s I believe it starts at 8 and it
1:49:23 should be over by
1:49:24 when it might be concluded by 9 but we wouldn’t be back here it’s
1:49:28 in Cocoa
1:49:28 Beach would you guys feel we may be able to do an off-site over
1:49:33 in Cocoa Beach
1:49:34 say at 10 o’clock that way if there’s an opportunity for us to
1:49:38 meet we could do
1:49:38 that right afterwards we could explore that you know if that’s
1:49:43 the only
1:49:43 conflict I’m sorry that is the only conflict yeah I’m fine
1:49:48 either day with
1:49:49 moving the meeting back a little bit if we need to and my
1:49:52 schedule I mean you
1:49:53 know because we’re what we’re scheduled to do what the eight
1:49:56 thousands next week
1:49:57 and the nine thousands the following week that was the the plan
1:50:01 for that so
1:50:02 you’re just trying to there’s a bunch of moving pieces here so
1:50:05 sorry so for me
1:50:07 like I’m okay with moving either one of those back on the third
1:50:11 what is the idea
1:50:12 that we would not do the nine thousands but we would do all
1:50:14 these things instead
1:50:16 and do the nine thousands later okay and do we have I mean
1:50:22 people are doing a lot
1:50:23 of stuff are we gonna have all of that wrapped around together
1:50:27 to do an off-site
1:50:28 at this on the third I’m I’m pretty confident we could put
1:50:32 something
1:50:33 together for the third okay to be to be quality what we want to
1:50:37 do that I get
1:50:37 that that’s my that’s my true question so I so if we’re talking
1:50:41 about the third
1:50:41 we’re talking about making off-site that’s usually a more of an
1:50:43 all-day
1:50:44 thing so then if you’re not talking about just moving it back
1:50:46 with me I and
1:50:47 I am also available for the whole day on the 30th if that’s what
1:50:52 we need to do
1:50:52 shoot for like 10 to 4 have the breakfast have lunch brought in
1:50:56 and that
1:50:57 should be a window with everybody’s okay with that I think I am
1:50:59 yeah I’m fine
1:51:00 with that okay and for the third but for the 26 I personally
1:51:05 would not like to
1:51:06 delay it because I have to be somewhere else in the evening time
1:51:10 and if someone
1:51:11 can just fill in for dr. Rondo I don’t think there’s anything
1:51:13 wrong with that
1:51:14 it’s just that’s just a three-hour one right yeah correct yep
1:51:18 all right so
1:51:18 we’re okay with that component and if there’s not anybody else I
1:51:22 kind of sent
1:51:22 a note around asked anybody else if they had anything but there
1:51:24 was no way let me
1:51:25 clarify so next week we’re still gonna meet nine to twelve and
1:51:28 we’re gonna have
1:51:29 somebody filling in for you correct and the third tba off-site
1:51:33 location tba okay
1:51:35 ten to four ten to four ten to four everybody good good for the
1:51:39 good order
1:51:40 thank you
1:51:59 you