Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 (upbeat music)
0:30 (upbeat music continues)
9:46 (gavel bangs)
9:46 - Good afternoon.
9:47 The October 24th, 2023 board work session is now in order.
9:50 Paul, roll call, please.
9:51 - Mr. Susan. - Here.
9:52 - Ms. Wright. - Here.
9:54 - Ms. Campbell. - Here.
9:55 - Ms. Jenkins. - Here.
9:55 - Mr. Trent. - Here.
9:57 - Please stand for the Pledge of Allegiance.
10:00 (gavel bangs)
10:03 - Kramer, here we go.
10:05 - I pledge allegiance to the flag
10:07 of the United States of America
10:09 and to the Republic for which it stands,
10:11 one nation under God, indivisible,
10:14 with liberty and justice for all.
10:17 - The first item in rule development is a public hearing
10:19 on proposed revisions to board policy 2520 selection
10:22 and adoption of instructional materials.
10:24 Is there anyone present who wishes to address this item?
10:27 Okay.
10:28 Come on down, Ms. Crispoli.
10:30 And yeah, you can, yeah, go ahead.
10:33 Just do it from up there.
10:35 Yes, sir, just, you can, you got three minutes.
10:38 You can go all of them.
10:39 Every one of them we bring up,
10:40 you got another three minutes.
10:42 I don’t, I don’t know, but you go ahead.
10:47 - Good afternoon, board.
10:48 Thank you for the opportunity to provide public comment.
10:52 Ms. Campbell, in discussion about book banning,
10:54 you have been talking about how the disagreement
10:56 between parties and what books to ban
10:57 is really about the line
11:00 of what is sexually explicit and what is not.
11:03 You are correct.
11:04 There is a disagreement on where the line is
11:07 in modern literature.
11:09 I respect your attempt to clarify this disagreement
11:12 and maybe move us all toward an area of possible agreement.
11:16 This is what we should expect of our elected officials,
11:18 an attempt to have reasonable discussion.
11:20 In light of your attempt,
11:21 I will now counter your attempt with my own.
11:25 The position of the line
11:26 is only part of our disagreement with book bans,
11:28 is not just the position of the line,
11:31 but what exactly is the line?
11:34 My own personal opinion
11:35 is that the line would be something like actual pornography
11:39 or books that actually promote rape or sexual assault,
11:43 none of which we have in Brevard schools.
11:48 Now, let me tell you what the line is not.
11:50 The line is not books that are sexually explicit
11:53 and available for teenagers.
11:55 The line is not books that describe an author’s rape
11:58 or sexual assault or sexual preference
12:00 and is available to teenagers.
12:03 The very same teenagers whom, according to CDC,
12:07 60% of will have actually had sex prior to turning 18.
12:13 And lastly, let’s be clear once again,
12:15 that pornography, which has a clear definition
12:18 as established by the highest court in this land,
12:20 is not and never has been in a single book
12:23 in Brevard schools.
12:25 So let me repeat.
12:26 It is not just the position of the line that we disagree on,
12:29 but what exactly is the line?
12:38 So we disagree on that.
12:40 There is another thing we disagree on.
12:43 And that’s something I have a serious issue with,
12:45 the process.
12:46 It is one thing to claim to be wanting
12:48 to keep sexually explicit books out of the hands of students
12:51 and allowing for a fair, reasoned process
12:54 to determine if a book should stay or be banned.
12:58 The reality is you’re using policy to manipulate, twist,
13:02 and deform the process to predetermine
13:04 the outcome of the process.
13:07 Removal of experts such as media specialists
13:09 is a manipulation of the policy.
13:12 The common excuse given by this board
13:14 is that media specialists have already reviewed the book
13:18 and were given their shot.
13:19 What rubbish.
13:22 Do the board members even run such rhetoric by others
13:24 outside of your biased bubble before saying such things?
13:28 And what bizarre reality is one media specialist
13:31 responsible for purchasing hundreds of books
13:33 through an expedited process each spring,
13:36 now suddenly equivalent to a comprehensive
13:39 and in-depth review of a single book
13:41 by a committee full of media specialists.
13:44 That twisting of policy wasn’t enough though, was it?
13:47 This board then selected the very parents
13:49 who submitted book challenges to stack the committee as well.
13:53 And not to be done, you are now going to remove
13:55 the requirement of reading the book
13:57 from those making the actual decision.
13:59 How convenient.
14:01 Now, Ms. Campbell, you don’t make all this policy
14:03 by yourself, so I’m not saying that to you.
14:06 I can appreciate your position.
14:08 Thank you.
14:09 - Have a good day.
14:14 Just so everybody knows, we don’t have a timer.
14:17 (muffled speaking)
14:22 - Shuffle up to Buffalo.
14:26 Thank you for your time.
14:27 I would like to make a recommendation
14:29 referring to a line in policy 2520,
14:32 the line that states the school board’s decision
14:34 is final for five years.
14:36 It needs to be extended.
14:37 I believe this limited time frame is an insult
14:40 to the many people that tirelessly volunteer their time.
14:43 I’m out of breath.
14:44 I have a daughter-in-law that’s about ready
14:45 to give birth to a baby, and I raced here today for this.
14:49 That tirelessly volunteer their time to make sure
14:52 that inappropriate material is taken off
14:54 of the library shelves.
14:55 I would imagine that library media specialists,
14:57 who I’m sure will be employed by BPS well beyond five years,
15:01 would quickly tire of this process,
15:03 knowing that every five years, a single book
15:05 or many books will come up for review again.
15:08 If a book is inappropriate for our students in 2023,
15:11 why would that change in five years?
15:13 Once a book is removed from a shelf,
15:15 it should be indefinite.
15:16 I actually cannot believe we are even having
15:18 these discussions.
15:19 It should be so simple.
15:21 Also, it is stated throughout the policy
15:22 that a parent or resident can file a petition,
15:25 a parent or resident can submit an objection form, et cetera,
15:28 but then a resident is excluded from the paragraph,
15:31 parent shall have the right to read passages
15:33 from any material that is subject to objection.
15:35 This needs to be included, residents need to be included.
15:39 We are tax paying citizens who deserve this right.
15:42 I stand here a proud parent of four awesome adult children
15:45 that went through the BPS system.
15:46 If people like me care about this issue, then my goodness,
15:49 let us have a little respect.
15:51 In closing, I recently viewed the Florida State
15:54 Board of Education’s October 18th meeting.
15:56 On the agenda was approval of amendment
15:58 to rule 6a, blah, blah, blah, library and instruction
16:01 materials.
16:01 This rule amendment is designed to implement House Bill 1069
16:05 from the legislative session prescribing the objection form
16:09 for schools districts to post on their website.
16:12 And updating the criteria for the basis of an objection.
16:14 The amendment to the rule was unanimously approved.
16:17 It is stated that the school districts
16:19 must report objections using the form entitled library
16:23 and instructional materials–
16:25 and I know you guys have all seen this, it’s a new form–
16:29 effective November 2023.
16:31 Are we here at BPS ready to align
16:33 with the Board of Education?
16:34 I found it interesting that during the BOE meeting,
16:37 much time was spent on how difficult it
16:39 is for parents or residents to navigate on their site
16:41 for proper forms.
16:43 Navigating on our site is a bit tricky too.
16:45 First we log in to brevardschools.org,
16:47 then you click Department and Programs,
16:50 then under the letter C we click Curriculum and Instruction,
16:53 then we click the K through 12 library media,
16:55 then we click Books Under Review.
16:57 And unfortunately, there are issues
16:58 with some of the current status of many of the books.
17:01 I’ve seen it.
17:02 There needs to be a simple tab–
17:03 OK, I’m going to say one thing that I’m leaving.
17:06 Oh, am I good?
17:07 There needs to be a simple tab on the home page
17:09 with easy clicks to all necessary information.
17:11 The Board of Education is currently
17:13 working on creating a simple tab on their website that will
17:15 easily be accessed for the 67 districts.
17:18 Ben Gibson with the Board of Education
17:20 said, “It seems there’s nothing that would prevent us
17:22 from just creating a central location where anybody can go.
17:26 Sometimes forms may be buried intentionally
17:28 or unintentionally.”
17:29 Anything we can do to make this better is good.
17:32 Thank you for your time.
17:33 We appreciate it.
17:34 Is there anybody else who wishes to speak to this item?
17:36 Anybody else who wishes to speak to this item?
17:39 OK, moving on to the next item.
17:41 The board wishes to speak to this item.
17:43 Hello, John.
17:51 Hey, there.
17:51 So if I could get everybody’s attention,
17:55 I’m going to call the letters out really quickly for you.
17:58 Letter at section M, then number three, a little letter
18:07 H, and number two.
18:11 It’s at the top of page 28 in the attachment,
18:15 in the red line draft.
18:17 I think we actually got the wording backward
18:19 from what our intent was.
18:21 It says in the parentheses, “A minimum
18:23 of one week per every 100 pages within the book,
18:26 or at an increased pace.”
18:27 I think what we meant, we intended
18:28 was a minimum of 100 pages per week.
18:32 That they could go faster, but if we do a minimum of one week
18:35 per every 100 pages, it’s saying we could go slower,
18:39 and I don’t think that was our intent.
18:41 So I don’t know.
18:44 Is that a change that we can make without having to–
18:48 sorry, OK.
18:50 So here’s my recommendation, because we
18:54 need to get this going.
18:57 I don’t think the way we have it right now,
18:59 we’ve got a committee who’s about to go slower,
19:03 but we want to fix this.
19:04 So my suggestion board would be for us
19:06 to move this along in the process,
19:08 because it’s on schedule for us to vote it into approval
19:10 on November the 14th.
19:12 That we then go back into rulemaking
19:15 and make that correction, but we don’t
19:16 have to stop the process.
19:20 So I want to ask a question real quick.
19:22 It’s all related to that.
19:24 If we make the change, we only bring this back in two weeks,
19:27 and then in two weeks, it stalls it.
19:29 So instead of it being November 14th.
19:31 No, it pushes back the whole process.
19:34 You have to start over, have to re-advertise.
19:35 So 14 days before the first public hearing,
19:37 and then 28 days before the final approval.
19:41 We don’t even have those dates scheduled yet,
19:43 so I can’t even schedule those meetings until after the November
19:46 14th board meeting where you approve the new calendar.
19:49 Right, so the suggestion would be
19:51 to move forward with the policy as it is written,
19:53 because it says or at an increased pace.
19:56 So we can move faster than that.
19:58 It’s just the way the language is written.
19:59 It makes it sound like we should only do 100 pages per week.
20:03 - Well, is it though?
20:04 I mean, I guess it’s subjective,
20:05 because it says a minimum of one week per every 100 pages.
20:09 So I think you could interpret that to say
20:13 the expectation is 100 pages per one week.
20:16 That’s the minimum standard, or faster.
20:18 - Right, but a minimum of one week per 100 pages
20:21 means it could be two weeks per 100 pages,
20:23 or three weeks for 100 pages.
20:24 So I think we just, it’s backwards.
20:27 - Yeah, I guess it’s one of those fun things
20:29 for subject to interpretation, so.
20:32 - Okay, I say move forward too,
20:33 and I guess put it on the docket to come back
20:35 to strike the minimum of, right?
20:40 - Just rewrite it.
20:42 But we can operate with it the way it is.
20:44 - Yeah, absolutely.
20:45 - With how it is, what we could do is the first week,
20:47 ‘cause we’re scheduling the meeting,
20:49 so the first week would be 100 pages.
20:51 Then at that first meeting, it’s increased pace
20:54 based on committee determination.
20:55 So at that point, immediately going into
20:58 the accelerated pages.
21:00 - Right, I don’t think anybody in the committee
21:01 is gonna want to slow it down.
21:02 I know they’re eager to get moving on this.
21:04 - No, but we do want the policy.
21:05 We do want to get it right.
21:06 So if we can approve it, hopefully,
21:08 at November 14th as is, and then come back
21:10 and rewrite this part.
21:12 And we may have new state board rules
21:13 by then that we have to change it anyway.
21:15 Who knows?
21:16 - Yeah, I don’t think we’re done touching this.
21:16 - I definitely don’t want to pause the process
21:18 once we get it up and rolling.
21:20 That was all I had on that one, Mr. Susan.
21:24 And then same thing in 25-21.
21:26 - Correct.
21:28 - Anybody else wish to speak to science?
21:30 - Yeah, so to our speaker,
21:34 she was talking about the five years.
21:37 I remember the conversation we had
21:39 when we brought this up before,
21:40 that it is five years, but it has to go
21:44 basically in reverse process.
21:46 It has to go through this process
21:47 to be put back into the school.
21:49 So it isn’t something where it can just be reordered
21:51 immediately.
21:53 - Correct, so media specialists,
21:55 their process for identifying text
21:57 and which to purchase to put into our media centers,
22:00 they have to look at the exact same four criteria
22:02 that gets a book out of use.
22:05 They would be looking at that same criteria
22:07 to get to repurchase.
22:09 - And I think that the thought process
22:11 behind the five year difference was that
22:13 we are representatives of the community
22:15 that elected us to be here.
22:16 And so if we were gonna make it an eight year term,
22:19 then in essence, there would be somebody
22:21 that sits on the board that possibly
22:23 wouldn’t ever get the chance to really touch this policy
22:25 because our terms are only for four years.
22:26 So we were trying to make it reflective
22:29 of what the community has elected.
22:31 - If we’re not here, they can change the policy
22:32 no matter what. - That is true.
22:34 - It actually works both ways too
22:35 because if the book gets removed for five years,
22:39 the decision’s permanent.
22:40 If a book gets left in, it’s also,
22:44 that decision is for five years also.
22:46 It works both ways.
22:47 I don’t think there’s gonna be a perfect time
22:49 except for not to do it shorter.
22:52 But yeah, I’m fine with leaving it at five.
22:55 - This policy is one we’ll probably have to revisit.
22:56 I anticipate several times just based on what’s happening.
22:59 So. - Sounds good.
23:01 Anybody else on this item?
23:03 Hearing none, we’ll move on.
23:03 The next item in rule development is a public hearing
23:05 for the proposed Middle East Board Policy 2521
23:08 Instructional Materials Program.
23:10 Is there anyone present who wishes to address this item?
23:13 Okay.
23:14 Is there anyone present who wishes to address this item?
23:17 Hearing none, open the floor to discussion.
23:20 Is there any board member who wishes to discuss this item?
23:23 - We, because our public commenter mentioned it,
23:28 there was that phrase in there about only parents can read.
23:30 That’s because that’s the language of the statute.
23:33 The only parents are allowed.
23:35 And I, you know, you guys have heard my position
23:38 on who can read.
23:39 I don’t have any desire to widen that.
23:41 But that’s literally the language
23:42 straight out of statutes for parents.
23:46 I did, because there was some question that came up,
23:49 I did think it would be a good idea for us
23:52 related to this policy to kind of nail down our consensus
23:55 on whether or not we’re gonna start a second committee.
23:57 So I, because I heard lots of consensus
24:02 on moving the process faster,
24:03 and that’s really the only way we can do that,
24:05 besides the committee’s choosing to do
24:08 more than 100 pages per week.
24:10 So I am in favor of getting a second committee started,
24:14 and I’ll get my name to you
24:16 if the board has consensus with that in the next week.
24:21 - That’s a great point.
24:22 I think that I, you know, we have 30 something books
24:26 that even if we did 100 pages a week,
24:29 we were looking at with 30 pages,
24:33 with doing 100 pages a week, even with two groups,
24:36 it still puts us like a year and a half behind doing it.
24:39 So we had spoken before about two,
24:42 which I think everybody here said they were good with.
24:45 - No, I did not.
24:47 - What’s that?
24:47 - Not two committees, I wasn’t for that.
24:49 - Oh, you weren’t for that.
24:50 - That’s okay.
24:51 - I was actually gonna push to put more on,
24:53 but if you guys are not interested in putting it there for–
24:56 - Smaller government.
24:57 - I would love to see the one we have get working
25:00 and get going and then see how well that goes,
25:01 because I do believe that they,
25:04 because they’re allowed to move at a faster pace now,
25:05 we might see them turn around books in a really quick time,
25:08 because I mean, I know my committee member
25:10 had already read several books,
25:12 and I anticipate probably a lot of the other people
25:14 on that committee have done the same.
25:16 So, you know, we discussed before
25:18 that our committee members have taken a lot of backlash
25:21 from the public attacking them.
25:24 So I’m a little hesitant to honestly right this moment
25:26 just to put another committee together.
25:27 Let’s get this one going and see how fast they get moving
25:29 and maybe evaluate that.
25:31 That would be my suggestion,
25:32 to look at it and see once they get rolling,
25:34 if we should do it again and put another committee in.
25:37 - At what time would we have the first type meeting?
25:39 Are we looking December, if this happens?
25:41 Are we looking January?
25:42 What are we looking at?
25:43 - Well, we need to put it out for public
25:45 so that they’re aware of it.
25:46 So I just need the two members to make the full committee.
25:50 And so once I have those two names,
25:52 then we’ll be able to go out, you know,
25:54 that number of days so that we can put it out.
25:56 I would, you know, with the holidays coming in
25:59 at the end of Thanksgiving week,
26:02 we may be able to look at that fourth week.
26:05 - This won’t be approved until mid December, so.
26:08 - That’s what I was wondering.
26:10 - Right, we only have one meeting in November,
26:12 and we only have one meeting in December.
26:14 - Oh yeah, that’s right.
26:15 November’s our final date.
26:15 - November 14th, we’ll have approval, right?
26:17 - So maybe the third week of,
26:19 ‘cause the Thanksgiving I think is 22nd, 23rd,
26:22 somewhere in there this year.
26:22 - Yes, like I think the 20th or something is that first day.
26:25 So as soon as we have the full committee,
26:28 we will call all of them and schedule
26:30 and then advertise that.
26:32 - Based upon this thing passing at the right time,
26:34 you could hit right there in the fourth week of November
26:36 is what you’re saying?
26:37 - Correct. - That’s possible.
26:37 - Okay.
26:38 - Well, it sounds like the only thing that’s inhibiting her
26:40 is you guys getting your new names.
26:41 - Well, I’ve already done that, so I don’t know.
26:43 - I don’t know where that went, so.
26:44 - Yeah. - It didn’t get to you,
26:46 but I know we submitted. - Correct.
26:47 - I did too, so I’m ready. - We’ll get it to you today.
26:49 - Yes, if you’ll send them to me,
26:51 then we’ll have a complete committee.
26:52 - I’ll give it to you.
26:53 - And Ms. Harris, can I just ask that you,
26:54 when you make these phone calls to talk to
26:56 our committee members, maybe just ask them,
26:58 because we now, once this has passed on November 14th,
27:01 we’ve opened it up to be able to expedite it
27:03 and move faster.
27:04 So if we weren’t able to give them the books now,
27:06 to just ask and say, hey, do you think you would possibly
27:08 have this book ready and read by whatever date
27:12 that we’re shooting for to try to get it going, you know?
27:14 - Yep. - And I agree,
27:15 since the titles are all on the website, you know,
27:18 for some of them that know they’re on this committee,
27:19 they may have been pre-reading.
27:22 - Okay. - Yeah, thank you.
27:23 - Sounds like a plan.
27:24 - I would recommend that we have a second committee going.
27:28 This has been paused for like far too long,
27:30 and I mean, it’s not rocket science, it’s simple math.
27:33 This is gonna take longer than necessary
27:35 if we only have one committee going.
27:37 We have plenty of people in this community
27:38 who are willing to do this volunteer position for us.
27:42 I think we owe it to them, and we owe it to our students
27:44 and our teachers who are waiting too.
27:46 There are some of those books that they’re using
27:47 in their curriculum regularly, they need an answer.
27:50 So if we have more than enough volunteers to do it,
27:52 I don’t see why we wouldn’t be doing it.
27:55 - So I think there’s good points on both sides.
27:57 I think right now we all have,
27:59 we all have of our committee members ready.
28:02 I do, you do.
28:04 Do you have your first round?
28:05 - My person is continued, yeah.
28:07 - And Ms. Jenkins, do you have your first round,
28:10 your first person for the committee?
28:11 - Yeah, there was only–
28:12 - So we have, so we have the first round.
28:14 What I would say is, is it’s going to take me
28:17 probably about 30 days to get another person in,
28:19 get them ready, talk to them about it, and prep ‘em.
28:22 So maybe the come together is,
28:24 is that Ms. Wright’s conversation is correct,
28:26 in that we come forward with the first committee,
28:28 and then for the first couple of weeks, see how that goes,
28:31 and then be ready to add the second committee and go.
28:34 ‘Cause it’s gonna take me that much time
28:35 to get to mine anyway.
28:36 So I think that that’s appropriate,
28:38 and if that’s the direction of the board,
28:39 we can wait and see.
28:40 And if they start moving pretty slow,
28:42 then we add another committee, that’s appropriate.
28:44 - I’m just, I’m just a little confused,
28:47 because there was names given out of people
28:50 who are gonna be in those positions already,
28:52 and time has gone by.
28:53 So I don’t know what’s gonna take so long to get to them.
28:56 I also believe it’s the obligation of the book committee
28:58 to put them in touch of what they’re gonna be doing,
29:02 and all of that stuff.
29:03 I don’t think that that’s our job and our role.
29:05 I also find it interesting that like,
29:07 literally five seconds ago,
29:08 you said you wanted to have more than two committees,
29:10 and now we’re having one.
29:11 I will say it again.
29:13 I think it is our obligation to stop stalling this process.
29:17 We are creating book removals, book pausing, book banning,
29:21 whatever label you wanna call it, through bureaucracy.
29:24 And it’s not right.
29:25 We have a committee getting started.
29:27 We should start them at the same time,
29:29 and get them moving, get them going, get it done.
29:31 ‘Cause quite frankly,
29:32 the faster we can get through these lists of books,
29:34 the faster we can stop talking about it
29:36 at our board meetings,
29:37 and it will stop consuming the progress
29:39 and the work that we can be doing here.
29:41 It is our obligation to do that.
29:43 Otherwise, we’re gonna be having this conversation
29:45 for another year and a half, two years,
29:46 talking about the same titles of books.
29:48 It’s crazy.
29:51 - Is anybody here, just out of point of reference,
29:53 stalling this thing?
29:54 Are we all–
29:55 - No, not intentionally stalling it whatsoever.
29:57 And Ms. Jenkins, in all fairness,
29:58 just to respond to what you’re saying,
29:59 I hear what you’re saying,
30:00 that we wanna have additional committees going
30:02 in these books process, but in all due respect,
30:05 the wife of your committee member
30:07 is the one who’s been actively attacking the other members
30:09 all over the internet.
30:10 And so with that being said,
30:12 I’m a little hesitant to put another one of my friends
30:14 on the chopping block to get up there
30:16 and be their business, their broker.
30:19 I mean, it’s been ridiculous, just last week even.
30:22 And so to me, let’s run with the committee we have.
30:24 Let’s see where it gets.
30:25 If they can move it faster, great.
30:28 But until we can have some people that are just,
30:32 hey, focus on what you’re doing here and get that done,
30:34 instead of attacking individuals and their livelihood,
30:36 I’m not in favor of putting somebody else
30:38 out there right now.
30:39 - That’s right.
30:40 I hear you, and no one is saying
30:43 that that’s an appropriate way to treat somebody.
30:46 And I’m pretty sure you know who you’re speaking to.
30:49 I know what it feels like to be attacked
30:52 by community members, so I don’t need to hear that.
30:54 Don’t even go there, Mr. Susan, don’t even go there.
30:58 It’s not a competition.
30:59 But my point is, to say that and to place that on me
31:05 is ridiculous.
31:07 And the committee member themselves are our responsibility.
31:13 I am not responsible for other people in the community,
31:16 as you are not responsible for other people
31:18 in the community.
31:19 And if a person doesn’t want to longer sit
31:21 on that committee, then they don’t have to.
31:23 It’s a voluntary position.
31:25 They don’t have to.
31:27 - Well, that’s the goal.
31:28 I know, so let’s just go with what we have.
31:30 - So if I can bring us back to make sure,
31:32 ‘cause I wanna make sure that where we’re communicating
31:33 to Dr. Rendell is clear.
31:36 So there’s, sounds like there’s two people
31:39 who definitely are ready to get the second committee going.
31:42 One who does not want a second committee at all,
31:44 one who wants to wait, and Mr. Susan,
31:46 you sound like you’re getting ready
31:47 for your second committee person.
31:49 - Ms. Campbell, I can explain.
31:50 - So can we get there too, ‘cause I wanna make sure
31:54 what we’re saying to Dr. Rendell is clear.
31:56 - I can sum it all up.
31:56 We were having a conversation earlier.
31:59 Are we good?
31:59 - Yep. - Yep.
32:00 - Establishing the fact that we’re not stalling, okay.
32:02 The bottom line is, is that we should move forward.
32:05 I’ll get a second person ready
32:06 in the event that they don’t end up moving,
32:08 but it’s gonna take like 30 days for me
32:10 to get that person, talk to them.
32:11 They’re gonna have to go back to their spouses.
32:13 It’s Thanksgiving, it’s a bunch of stuff,
32:14 so let’s move forward with one committee for now.
32:17 We’ll see how they look, and then try to schedule that
32:20 meeting for the end of November so that we can get moving,
32:23 and then hopefully, I like the idea of letting them know,
32:25 here’s the books, here’s where you can find them,
32:27 and stuff like that.
32:28 I think if we’re gonna host a meeting, a committee meeting,
32:30 to allow people to come to read and run through that,
32:33 that they should be as prepared as possible,
32:35 and I think that’s on us.
32:36 So if you can do that, so I think that that’s good,
32:38 and then in the event in December,
32:40 if we see that it’s taking extra time,
32:43 then we can open it up for a second committee,
32:45 and by then, we should all have an idea
32:46 of who we would like to move forward.
32:47 So I think that that sums it up.
32:49 - So we need to go ahead and have the second name prepared.
32:53 - In the event that we don’t,
32:53 but you don’t have to do it until the middle of December,
32:56 and then we have a whole other conversation
32:57 on whether they’re going fast or going slow
32:59 and everything like that, okay?
33:01 - So my next steps will be, I will communicate,
33:04 if I can get the two committee,
33:07 I think that I don’t have those names,
33:09 so if you’ll just send them to me, I will contact them,
33:12 get them ready for that first book,
33:14 we’ll schedule that first meeting,
33:16 and then we’ll await directive moving forward
33:19 on a second committee.
33:19 - And I’ll give it to you, right?
33:20 As soon as our meeting’s over, I’ll bring it over to you.
33:22 - Okay. - Right.
33:23 - Okay, does anybody else wish to speak to this item?
33:25 Anybody else wish to speak to this item?
33:27 All right, here we go.
33:29 Next is the proposed attendance boundary changes proposals
33:32 for school year 2024, 2025.
33:35 Here she comes.
33:37 - Yeah, so Karen Black is going to speak to this item.
33:40 - Thank you, Ms. Black.
33:41 - Hello.
33:43 Thank you for letting me have a few minutes on the agenda.
33:51 We just have one small attendance boundary proposal
33:56 for ‘24, ‘25 school year.
33:59 It’s Myla to Lewis Carroll Elementary.
34:03 The reason for the change is to be proactive
34:08 before any homes are built.
34:09 It’s a new subdivision that came in for preliminary review,
34:14 potential of 90 units.
34:17 It will generate approximately
34:19 10 elementary school students,
34:21 but the aim of the attendance boundary change
34:25 is to move the attendance boundary line
34:28 so that all of the units would be in the same school zone.
34:33 The boundary goes down the middle.
34:35 So we all spoke with transportation
34:39 and either school would require busing.
34:44 It’s two and a half miles to Myla.
34:48 So they’re outside the walking distance
34:50 and it’s a half a mile,
34:52 less than a half mile to Lewis Carroll.
34:56 But there’s a crossing hazard with Courtney Parkway.
34:59 So they would be riding a bus anyway.
35:02 So we believe that the best solution
35:05 would be the closest school, which is Lewis Carroll.
35:10 - And I just wanna just clarify this publicly
35:13 that there are currently no students there.
35:15 This is for a new subdivision.
35:16 So this will not impact anyone
35:18 who currently is enrolled in schools.
35:19 - No students will be affected.
35:21 - Okay, just wanna make that very clear
35:22 ‘cause anytime we say boundary change,
35:24 that’s what comes in is.
35:26 - We’re trying to be proactive
35:27 and change it before any homes are built.
35:29 - Perfect, thank you.
35:32 - Anybody else have any questions
35:33 on the boundary change?
35:34 All right.
35:35 Any other discussion that you wanna have on any other item?
35:37 You got the floor.
35:39 - No, I believe so.
35:40 I just would like your permission to move forward
35:44 with the attendance boundary change process.
35:46 - Everybody okay with that?
35:47 - Yes.
35:48 - So the next step will be,
35:49 we’ll bring it to the board in November for information.
35:52 - Thank you.
35:53 - Thank you very much for all of your service.
35:55 Next is a presentation on student achievement
35:57 and curriculum updated by Ms. Harris,
35:58 assistant superintendent of curriculum and instruction.
36:00 Ms. Harris.
36:23 - Thank you.
36:27 So thank you to our board chair and board members
36:31 for letting me give a little update
36:33 around our curriculum and instruction updates.
36:36 We will be going into some data,
36:38 but right now as you’re aware,
36:39 we have very limited data,
36:42 but we’re expecting to,
36:44 now that cut scores have been approved on October 18th,
36:46 that we’ll be moving forward
36:48 and the release of some data such as linking scores
36:50 will come out and we’ll be able to share more at that time.
36:53 What I do have to share with you,
36:56 I have our PM1 data and I want us to compare our PM1 data
37:01 for this school year 2023 with our PM1 data from last year.
37:07 So one thing I wanna draw your attention to is in the K2,
37:10 this is very adaptive
37:12 because it’s in those foundational skills.
37:14 So it is adaptive, but for the most part,
37:17 this is saying where are students with the 40th percentile
37:21 ranking because that has been the indicator
37:24 that shows if a student comes into that grade level
37:27 and scores at the 40th percentile ranking,
37:30 they are likely to be on grade level by the end of the year.
37:33 So if you see our incoming kindergarteners,
37:36 54% of them have hit that 40th percentile.
37:40 If you’re looking at our first graders, 52% of them.
37:44 And then again, looking at our second graders, 54.
37:47 So a trend you will see is our students are coming in lower
37:52 with less acquisition of the skills needed from day one
37:57 than they were last year.
38:03 This next slide, it goes to the FAST data for three on up.
38:07 And so something that is different from the K2 data
38:11 is what you will see here is again,
38:12 our comparison in both Brevard this year, again entry,
38:17 to entry last year.
38:18 But something that is different about this test
38:20 and that K2 test is this is on grade level.
38:24 So that’s important for our stakeholders to understand
38:27 because sometimes we’ll have parents call and say,
38:29 my child has always excelled in school,
38:32 but at PM1, their score was low.
38:35 And we affirm that yes,
38:38 that is a number they’re not used to seeing,
38:39 but with this new assessments,
38:41 being that it’s only in its second year,
38:43 that is saying what does your child already know
38:46 of the current grade level?
38:48 And so that’s very different
38:49 because you could be a high performing student,
38:52 but not yet know everything of the fifth grade yet.
38:55 And so just being able to communicate that
38:57 ‘cause it’s very different
38:58 than our old state assessment system.
39:01 - So Ms. Harris, if I could interrupt real quick.
39:03 To put that in layman’s terms, PM1,
39:06 you’re tested on the full year data.
39:08 So you’re taking a test at the beginning of the year
39:10 that is asking you if you have the knowledge and skills
39:13 for the whole year yet.
39:15 So a lot of times with this new method,
39:18 it’s only our second year
39:19 that the state has utilized this method.
39:22 A lot of our students were used to seeing
39:24 80, 90% proficient, they’re seeing 30, 40% proficient.
39:28 They’re like, oh my gosh.
39:29 That’s ‘cause they shouldn’t necessarily
39:31 know all the material for the whole year yet.
39:34 This is to see what they do know at the beginning of the year
39:36 so what teachers need to concentrate on
39:38 as they go through the rest of the year.
39:40 Also just to orient you into the graphs,
39:43 this is kind of the way the state does it
39:44 is the newest year is on the left.
39:48 So 23 is on the left and 22 is on the right
39:50 when you look at the bars.
39:52 Takes me a while to see that.
39:53 - Yeah, it’s the left.
39:54 - Yes, it is.
39:57 Any questions on those data points thus far?
40:04 So this is where, again,
40:05 now we’re going to look at our math data.
40:07 And so, again, you will see the incoming on the left
40:12 compared to the previous year.
40:13 And you will see, especially when we look
40:16 around our third grade, they are still coming in
40:19 with higher than last year but they still have
40:23 a lot of room to grow in the area of math.
40:26 What we want to have in our conversations now with teachers
40:29 is we’re looking at how much growth
40:31 did our students make last year.
40:33 And so we know if students are coming in
40:35 with greater deficits than they came in last year,
40:38 that we know if we want to change that outcome number
40:41 in the end, we need more growth than we did last year.
40:44 So we’re having discussions around
40:45 how do we get additional growth.
40:51 Another area of student achievement data
40:54 that I want to bring attention to,
40:56 because this is the first year that the state has identified
40:59 beyond comprehensive support.
41:01 So you’re very familiar with our schools
41:03 that have been involved with comprehensive support.
41:05 Typically those were schools earning a school grade
41:08 of D or F.
41:09 So we knew this was coming and this is the year
41:12 that it is here.
41:14 So in front of you, you have some documents
41:17 that identify the classification of where schools are.
41:20 So under CSI in our traditional schools,
41:23 you will see our two school grades
41:25 that earned school grades of D, Creole and Endeavor,
41:28 but you will also find Oak Park on that list.
41:31 And they fall into this category
41:33 because they had overall federal index below 41.
41:37 And so that is something new.
41:39 They did receive $75,000 of state funding
41:43 due to that classification.
41:44 So it’s not that we want the money,
41:46 we’d rather not earn the money
41:48 because we’re not having that overall federal index issue.
41:52 But those schools, you will also see Gardendale
41:55 is on that list.
41:56 And that is due to their overall federal index.
41:59 So those schools earn Unisig funding,
42:02 which is a school improvement grant from the DOE,
42:04 Endeavor and Creole, a more significant amount,
42:07 and those other two schools earn 75,000.
42:10 The next category you will see moving on up
42:13 is our targeted support.
42:15 And so you will see we have two traditional middle schools
42:19 on that list and one middle charter.
42:21 And this is for having one subgroup
42:24 that has been below 32% for three consecutive years.
42:29 So we’re working with those schools
42:30 through the school improvement process
42:32 because of course we know that if we can strengthen learning
42:35 for all students, all of our subgroups will come up.
42:38 But we know that a federal index of 32%,
42:42 that data point is built on the average
42:45 of all pieces of school grade.
42:48 So at the middle school,
42:49 all the cells in which earn a school grade,
42:51 they take the average for each subgroup
42:54 and that determines that federal index.
42:58 This third category,
43:00 you will see several of our schools on this list.
43:03 And this, so you will see a number
43:06 and that number that is under the subgroup,
43:09 that represents their federal index for that subgroup.
43:13 The number you will see in the parentheses,
43:15 that is the number of years
43:17 that that subgroup has been below 41.
43:21 So I can tell you from a school improvement lens,
43:24 we are looking at obviously getting that federal index up.
43:29 But more significantly, if this has been a two year,
43:32 three year issue for this subgroup,
43:36 we’re looking at how do we attack that?
43:38 How do we get around that?
43:39 Because the more years,
43:40 obviously you see you can get to TSI status
43:43 and we’re trying to get our schools off of this list.
43:46 But this is a new lens in which we’re looking.
43:49 Because you will see we do have schools
43:52 that if we look at just school grade,
43:55 they would not be on our radar.
43:57 But we wanna ensure that all students are learning
43:59 and the subgroup data points really point out this issue.
44:03 The website I have at the bottom,
44:05 if you are to click through that,
44:07 it you can look up by school,
44:10 you click on the school grade.
44:12 And once you do,
44:13 you can look at this data by every subgroup.
44:16 And it will show you what the school grade would be
44:18 based on just that subgroup.
44:19 So that website is very informational
44:22 when you’re starting to really dive into the subgroup data.
44:26 Any questions on that information?
44:34 - I think I know the answer to this.
44:36 The Prince’s numbers, three is the biggest
44:39 ‘cause that’s how many years they’ve been doing this, right?
44:42 So the most anything would be is three.
44:44 Okay, thank you.
44:46 - And something else I will tell you,
44:48 you will see some schools where they had
44:50 one subgroup for one year.
44:53 That is a school of course,
44:54 through their school improvement process we’re supporting.
44:57 But this is lagging data from 2022.
45:00 So we’re very hopeful when new subgroup data comes out
45:03 that some of those one year, one subgroup,
45:05 maybe it was the number of students.
45:08 Because remembering you need 10 students
45:10 to equate to a subgroup,
45:12 some of our schools have all the subgroups.
45:14 Some of them have very few subgroups,
45:16 but some of them have only, say you have 12 students
45:19 in a subgroup.
45:20 And so if two withdraw,
45:24 you could potentially not have that subgroup anymore.
45:26 So really diving into who are the students
45:28 within that subgroup.
45:33 So we’re getting ready to get informational school grades.
45:36 So these would be school grades for school year 22, 23.
45:41 Some things I wanna highlight.
45:43 First of all, the state has said
45:44 that we should expect them in winter,
45:46 but I’ve heard everything from November,
45:48 December or January.
45:49 So any day now we could get informational school grades.
45:53 But I wanna draw your attention
45:55 because when these are released,
45:57 they will not come with sanctions.
45:59 So regardless of the school grade,
46:01 people would not move into a turnaround status
46:03 or receive other state sanctions due to school grade.
46:07 And that is because there are not learning gains
46:10 calculated into this.
46:12 So what I want us to be very clear on is for schools
46:16 that have been underperforming in the past
46:19 without those learning gains,
46:21 because maybe the majority of their students
46:23 haven’t met with proficiency yet,
46:25 but they’re making that annual learning gain
46:27 so they’re getting points.
46:28 Once we take those away, all we have are the proficiency.
46:33 So I do expect that some of our schools
46:36 will receive school grades that we are not accustomed to.
46:40 The other news when we’re talking about school grades
46:43 is for 23-24, that would be our very first school grade
46:48 that we’ll get from our data in the spring,
46:50 that PM3 data in 24.
46:53 That will be our first school grade with the FAST data.
46:57 Something else I want to bring your attention to
47:00 that was written into statute this year
47:01 is for elementary schools, this will be the first year
47:05 that third grade ELA proficiency
47:08 is its own category in school grade.
47:11 So we’ve been talking a lot about the need to support
47:14 that early childhood education piece.
47:16 This year, we will be held accountable
47:17 for that third grade ELA performance for the first time.
47:22 Any questions on school grade?
47:26 - If we had a school in turnaround,
47:29 then they’re also not coming out, correct?
47:33 - Fortunately for Brevard right now,
47:35 our D schools are single Ds.
47:36 And so those are not considered turnaround.
47:39 - So we don’t have any?
47:40 - Correct, so we don’t have any.
47:42 What the state has done in the past
47:43 for if you are in true turnaround,
47:45 and say your informational grade comes out of C,
47:48 they have allowed you to come out of turnaround status
47:50 based on that, even though it’s an informational grade.
47:53 However, our D schools are single Ds,
47:55 so they’re not in turnaround.
47:57 We want to keep them out of that.
48:00 So now I’m sure you’re wondering,
48:02 based on all of that information and data,
48:04 what are we doing about this?
48:06 And so I can tell you,
48:07 we’ve had our district data teams meet.
48:08 We meet again, I believe November 6th,
48:11 where several departments were coming together.
48:14 We’re looking at that data
48:16 to really look at school supports.
48:18 So we get a lot of allocations.
48:21 We have programs that we push out to schools based on need,
48:25 and then actual district personnel
48:26 that go out and directly support those schools.
48:29 So we’re having conversation to make sure
48:31 that we’re sending those supports to the correct schools.
48:34 We’re really doing an audit of
48:36 where are we spending our time and our money
48:38 and our materials to make sure that they are supporting
48:41 and that we’re getting a return on investment
48:44 with all three of those pieces,
48:47 the allocations, the programs,
48:48 and where we’re spending our time with personnel.
48:51 We hope to be able to identify practices and name them
48:54 so that we can then replicate them at other schools,
48:57 because we have some schools really moving the needle
49:00 with not only subgroups, but overall achievement,
49:02 and we want to replicate that in other settings.
49:06 And I give the example of,
49:07 I’ve worked with some really rockstar teachers,
49:09 and I say, “Teacher, tell me,
49:12 “how are you getting this data?
49:13 “Your students are learning gains, it’s going great.”
49:16 I just do what I do.
49:18 So we want to analyze those practices
49:20 so that we can replicate them,
49:22 name them so that we can move them to other sites.
49:27 So this brings us to kind of the evaluation
49:30 that we’ve done in my division.
49:33 It’s really looking at,
49:34 if we’re trying to peel back the needle,
49:35 ‘cause some of the subgroup data is not new for Brevard.
49:39 We’ve talked about it year after year.
49:41 And so really looking at peeling that onion
49:44 to figure out the why.
49:45 So we use this problem solving to look at,
49:48 is it an instructional issue?
49:49 And that would be how we’re delivering instruction.
49:52 Is it a curriculum issue?
49:54 That would be the what.
49:54 What are the materials?
49:56 The environment,
49:57 what is that classroom setting look like for students?
50:01 And then that last one is the learner.
50:04 And what we really try to aim is to the top.
50:06 We look at the instruction, curriculum and environment.
50:09 When those are all ideal and as expected,
50:12 then we start diving into the learner.
50:14 So we don’t go to the learner until we make sure
50:17 that the top three are in alignment with best practices.
50:21 What I can tell you with the board support,
50:23 we have been able to purchase high quality aligned materials
50:27 so curriculum is not our issue.
50:29 All of our schools to include our non title one schools,
50:32 which don’t always have that funding
50:34 that we’re able to provide,
50:35 we’re able to purchase some materials through grants
50:38 so that everyone has some high quality
50:41 instructional intervention materials
50:43 in addition to those core materials.
50:45 So we really want to dive into that instruction piece.
50:49 We wanna make sure that our teachers are armed
50:51 with the strategies to deliver that high quality curriculum.
50:55 An aligned program in a box
50:57 that a teacher is not comfortable delivering
50:59 does us no good for students.
51:01 And so we want to invest in our teachers,
51:03 they come and serve us every single day.
51:05 We wanna make sure that they have the strategies
51:07 to deliver that curriculum as intended to get the outcome.
51:11 The link at the bottom of this page
51:13 is all of our curriculum.
51:15 So if you want to dive into the resources that we are using,
51:19 that you can find them on that link.
51:22 So our theory of action is if we engage
51:26 in intentional professional learning
51:27 to build our teaching force,
51:29 then we will have improved research based,
51:31 evidence based practices going on in our classrooms.
51:34 And then the outcome would be
51:35 we’re having increased outcomes for students.
51:39 So that leads us to some grants
51:41 that we’ve been able to write to support our teachers,
51:44 keeping in mind that many of our teachers
51:46 are new to the profession,
51:48 perhaps did not go through the College of Ed.
51:50 And so that science of reading instruction
51:54 that was written into statutory language this year,
51:56 we know that that is just good practice.
51:58 So statute or not,
52:00 that is good practice to teach reading instruction.
52:03 So we have this grant that was targeted
52:06 by the requirements of the grant for particular schools.
52:11 But we have these teachers coming in,
52:12 they’re coming in on Saturdays,
52:14 they’re coming in on the evenings,
52:15 and it’s the best feedback we’ve gotten since ever.
52:19 Like it’s the first time we’ve had principals call
52:21 and say I would have sent more people.
52:22 When’s the next meeting?
52:23 I’m sending more.
52:24 So we’re very pleased on this.
52:26 And I have to do a shout out to the elementary programs
52:29 and the early childhood resource teachers
52:31 ‘cause they are kicking this off for our teachers.
52:34 So like I said, it’s a two year program.
52:36 We wanna do a deep dive.
52:38 And so you see we have weekends,
52:40 we have evenings and we have online opportunities.
52:43 So this will go for the next two years.
52:47 One of the things you’ll note is we’re doing this
52:49 with the 20 schools identified
52:53 meeting the criteria of that grant.
52:55 Well, we have a lot more elementary schools than that.
52:57 And so we are currently writing
52:59 some other grant opportunities so that we can replicate this
53:02 so all students or all teachers have this opportunity.
53:06 I can tell you right now being submitted to the state
53:09 is some professional learning
53:11 for all third grade teachers in Brevard.
53:13 Because we know that that is the game changer,
53:15 that is the gatekeeper from moving
53:18 from learning to read to read to learn.
53:20 And so we know the importance of third grade.
53:24 We also are building in, we know teachers,
53:26 you know, they’re working hard all day long.
53:29 They don’t always have, you know,
53:30 we want them to go home and spend time with their families.
53:32 So we’re building other types of early childhood
53:36 around that science of reading 30 minutes,
53:38 I can log on, get my learning bite sized chunks,
53:41 I can implement it tomorrow.
53:43 So we build these modules that they can go on
53:46 at their leisure, some are live,
53:49 but then we record all of them.
53:50 And so we’re really trying to build our understanding
53:54 of the workload that teachers have,
53:56 but balancing it with the need to always
53:58 be continually improving in our practices
54:00 for an on-demand professional learning opportunity.
54:06 Again, we know it’s gonna take a village
54:09 to change the outcome of that K through three.
54:12 I think you remember Dr. Bias last week
54:14 looking at discipline data and really talking
54:16 about how once students are not meeting
54:19 with success with their academics,
54:21 sometimes they start to make distracter choices
54:23 to get them out of that learning setting.
54:26 So we know we have to have everybody
54:28 on our elementary campuses on board with this initiative.
54:31 We are working with our assistant principals,
54:33 so they’re very clear on that three queuing legislation,
54:37 what it is and what it’s not,
54:39 so that they can monitor instruction
54:42 and serve as that instructional leader
54:44 to emphasize this in their K through three classrooms.
54:48 Again, we are pushing in, providing support
54:51 with supporting teachers in the how
54:53 they’re delivering the content.
54:55 For the, you know, it wasn’t always a case
54:56 where I could say every school had high quality materials,
54:59 but we are there today, so we wanna focus on the how,
55:02 the instructional delivery.
55:05 This is just a summary, and I know you have it
55:07 in front of you, of things that we are trying to do
55:10 to emphasize the importance of literacy.
55:13 We need our third graders leaving third grade
55:15 on grade level readers.
55:17 We know that there is a lot of research that says
55:20 when they are not on grade level in third grade,
55:22 how that can impact the trajectory for their next steps.
55:26 So you will see these are things that we have in place.
55:28 The link at the bottom is our support for parents.
55:32 So when they click on there, there are supports
55:34 for assisting their children at home,
55:37 because we know that parents are the first teachers,
55:39 but they’re also there with the evening,
55:41 and they can guide us in this work.
55:46 I would be remiss if I didn’t talk about math,
55:49 because I just want you to know we have acknowledged
55:52 that we have focused on reading for several years,
55:55 but now with this new legislation around identifying students
55:59 with deficiencies in math, we have a clear issue
56:03 that we want to overcome when we think of elementary math.
56:07 We have, through the support of ESSER,
56:09 we had eight instructional coaches,
56:11 so they were out, they were not in this building,
56:14 they were out in school.
56:15 So they had a caseload of five or six schools.
56:17 They spent last year, and then this year
56:19 would be the final year with them,
56:21 really supporting teachers in that delivery,
56:23 because remember, we adopted new standards two years ago.
56:27 So for elementary teachers, they teach,
56:29 most of them teach all the content areas.
56:31 There’s been a whole lot of new for them.
56:35 On this site below, you will see we also designed
56:38 an at-home map, and that has been,
56:41 I will say every time I’m on there,
56:42 I’m looking at how many hits it’s getting.
56:44 We have videos so parents can see what it looks like.
56:47 So they can click on first grade,
56:48 they can go to the unit that their child is working in,
56:50 and they can see videos of how to practice at home.
56:55 In secondary, it looks a little different.
56:58 We have our content specialists working directly
57:00 with the principal supervisor directors,
57:03 doing those school walks.
57:05 Our principal directors call and say,
57:07 “Hey, I was at this school today,
57:09 “and the ELA team really needs your support.”
57:12 And so we have staff that can go out
57:14 and really do the planning in a PLC module
57:17 for those settings.
57:21 So exciting things for math,
57:22 because we’re really trying to tackle that
57:26 eighth grade math, and then also really looking
57:29 at our algebra, contacting other people
57:32 that are outperforming us, just being very transparent
57:34 of we want to learn of what are the best practices
57:38 that can move the needle for Brevard.
57:40 One of the things that we wanna put in place
57:42 is that second bullet, the Bridge to Success Initiative,
57:45 and this would really be a online, self-paced opportunity
57:51 for students that are in sixth grade.
57:53 If they’ve been identified as possible candidates
57:57 for seventh grade algebra, we want them to have
58:00 this Bridge to Success, and that is basically
58:03 the pre-algebra standards that they would work through
58:06 in order to sit into that class.
58:08 We wanna make sure that if students are being placed
58:10 in a seventh grade algebra, which is a high school course,
58:14 as a seventh grader, that they are armed with all the tools
58:17 to maximize their potential in that course.
58:20 So we’re very excited to roll that out for next summer.
58:26 And then these are just our next steps.
58:28 Early childhood, early childhood, early childhood.
58:32 That is the key to success.
58:33 Our kindergartners do not come in
58:35 five years below grade level.
58:37 We have, the gap is small in kindergarten.
58:41 I will tell you in Brevard, the gap begins to widen
58:44 at the end of first grade.
58:45 So our students come into first grade
58:48 with not a significant gap.
58:50 They are leaving first grade with a gap.
58:52 And so we are attacking that first grade
58:54 so that we can get that third grade up.
58:57 And so we know that this will take time,
58:59 but we know that if we do this well for K-3,
59:03 Brevard can stop talking about the subgroup issues.
59:06 We will have provided a quality instruction
59:09 for those students at the foundation.
59:11 So hopefully the behaviors are reducing,
59:13 they’re reading on grade level, and we meet with success.
59:17 The elementary math, that is that piece that I’ve shared.
59:20 We continue to wrap, and again,
59:22 it was statutorily driven a lot around reading
59:25 for all these years.
59:26 This is our first year having math, statutory language.
59:29 And so really trying to prioritize that
59:32 to close some of the gaps you see in our math data.
59:35 And then as I mentioned earlier, just our algebra.
59:38 We want to make sure that regardless
59:40 of when a child takes algebra, they are armed with success
59:43 and that they’re still getting
59:44 that high quality instruction around algebra.
59:49 Any questions?
59:51 - Any board members wish to have any questions?
59:53 - I have one.
59:56 - Ms. James.
59:57 - So I love all of this.
59:59 I just, I have one specific question.
1:00:00 So when you were talking about the grants
1:00:03 that we’re applying, or the grant, sorry,
1:00:04 that’s not an S at the end,
1:00:06 that we’re applying for to help supplement those schools
1:00:08 that are not identified as raised schools,
1:00:11 is there a reason why it’s specifically third grade?
1:00:14 It’s like, is that what the grant’s for,
1:00:16 or are we choosing third grade?
1:00:19 - We are choosing third grade, again, full transparency.
1:00:22 We’re hitting a lot of teachers through that K-2
1:00:25 and through the hits, it’s those 20 schools.
1:00:28 We’re also in the process of putting through an amendment
1:00:30 on that grant, ‘cause we wrote it for 400 teachers,
1:00:33 and 400 did not, have not yet come.
1:00:37 And so we have some additional funding,
1:00:39 so we’re going to expand beyond those 20 schools
1:00:42 for that K-2 piece.
1:00:44 So we’re gonna be able to expand that with this amendment.
1:00:46 And so we targeted third grade,
1:00:49 just knowing this is our first year
1:00:51 with that being a cell of school grade.
1:00:53 So that was kind of our thinking,
1:00:54 is we’re gonna expand some of the K-2 work
1:00:57 through that other grant’s amendment.
1:00:59 And so with this new grant, we thought,
1:01:01 well, this is our time to try and support
1:01:04 our third grade teachers as much as possible
1:01:06 in their very first year,
1:01:07 counting as their own cell for school grade.
1:01:10 - Awesome, thanks.
1:01:11 Yeah, that makes complete sense to me now.
1:01:14 I just know working, and I’m not an expert in this area,
1:01:16 ‘cause I wasn’t a classroom teacher,
1:01:17 but I obviously was in and out of our little ones
1:01:21 with speech and language difficulties.
1:01:22 But I always was told by the teachers
1:01:25 that second grade is almost like a repeat of first grade.
1:01:27 It gives them that time to catch up.
1:01:30 So to me, I’m like, you know,
1:01:32 I feel like that’s a really a priority year
1:01:34 for our teachers to get this.
1:01:34 So that makes complete sense to me now.
1:01:36 - And here’s what I can tell you is,
1:01:38 so often in second grade,
1:01:39 we start asking students to make meaning of text,
1:01:41 and we’re going right to that comprehension
1:01:43 when they cannot decode the words.
1:01:45 And there is not a comprehension strategy
1:01:47 that overcomes a child that cannot sound out the words.
1:01:51 So we’re really trying to have a focus on that area.
1:01:54 And I’ve spent a lot of my career working in turnaround,
1:01:57 and I just know that is your biggest bang for your buck.
1:02:00 - Yeah, thanks, appreciate it.
1:02:04 First of all, thank you for all the professional development
1:02:07 and the flexibility in the training,
1:02:09 because you were talking about the 30 minute mini modules.
1:02:11 I mean, that’s, you know, I know a lot of times
1:02:13 when I have to listen to something,
1:02:14 I’m cooking supper while it’s going,
1:02:16 and I stop and pause and rewind that, whatever,
1:02:19 because that’s the life that we live.
1:02:20 So I very much appreciate the flexibility
1:02:23 so that teachers can get that professional development
1:02:26 on demand, ‘cause that is also the life
1:02:28 that we live now, right, on demand.
1:02:31 These sites for the parents to access,
1:02:34 how is that information going out
1:02:36 so that parents know that resource is available to them?
1:02:38 - So we, when we met with principals
1:02:40 and assistant principals in July, we emphasized these sites.
1:02:44 And we were very clear on saying, you know,
1:02:46 our teachers that work back in pod three
1:02:48 work on the teacher contract schedule as well.
1:02:50 And so we were literally building them,
1:02:52 like each week was adding the next unit.
1:02:54 So we asked them to push them out on their social medias.
1:02:58 Where you can find them on our website
1:03:00 is if you go under parents and students on the main page,
1:03:03 you should see them there.
1:03:04 If you go under curriculum instruction,
1:03:06 you can find them there, but we want them to be,
1:03:10 we, not more than two clicks.
1:03:12 So we want them, what I can tell you is,
1:03:15 they’re not getting the exposure that we want yet.
1:03:19 And so we continue to bring them up
1:03:21 and we continue to share at parent nights
1:03:24 and put out on your social media,
1:03:25 because I think once parents see that they’re there,
1:03:28 they will be a tool.
1:03:29 But until they, you know, it’s just like everything else.
1:03:32 We put it out on a lot of ways,
1:03:33 but there is still, we’re still missing a population.
1:03:36 - Right, no, I appreciate it.
1:03:37 And let’s keep doing it, keep up the good work with that.
1:03:41 Obviously, with these instructional coaches,
1:03:45 funding through ESSER, I guess we,
1:03:47 into this school year, we’ll have to decide,
1:03:50 is that something then that if we’re gonna continue,
1:03:52 the board will have to find the funding
1:03:54 to continue to do that.
1:03:56 It’s probably a little early to make that recommendation,
1:03:59 but I mean, are we, that’s, you spoke right now
1:04:03 as if that’s going away with the end of the funding.
1:04:06 - Well, and I can tell you,
1:04:07 because it was a two-year funding,
1:04:09 we, some people have, did not come into the second year
1:04:14 and we did not replace those positions.
1:04:15 So we had eight allocations, but even already,
1:04:18 so that we can reallocate that funding.
1:04:20 So we are down to six, getting ready to be down to five.
1:04:24 Just, and to your point,
1:04:27 we do wanna look at return on investment.
1:04:28 So we are looking at the impact they’re having.
1:04:31 I can tell you right now they have five or six schools,
1:04:34 and talking with principals are like, I want them more.
1:04:36 Well, everybody wants their own, you know,
1:04:38 if money wasn’t an issue.
1:04:40 So we do want to look at return on investment
1:04:42 and some possible other funding sources,
1:04:45 but we want to make sure that this model is the best
1:04:49 before I could advocate for continuing.
1:04:52 - I appreciate that very much.
1:04:55 There was one other thing I was gonna ask you.
1:04:58 Oh, the Bridge to Success Initiative.
1:05:01 So this, you know, it’s funny because actually,
1:05:04 just in the last few years,
1:05:05 I’ve heard more and more parents who were upset
1:05:09 because their child was put in Algebra 1
1:05:12 and they felt maybe too early.
1:05:13 And I know, ‘cause I’ve been on the board,
1:05:15 we’ve had the initiative to push eighth graders, right?
1:05:19 We wanna get eighth graders, if at all possible,
1:05:21 everyone to take Algebra 1 in eighth grade
1:05:23 because the number, the success is just greater.
1:05:27 But that seventh grade in Algebra 1 is tricky for some.
1:05:30 And I actually just talked to a parent
1:05:33 sometime in the last week
1:05:35 who their child got out of Algebra 1 now.
1:05:39 Here we are, like, two months into the,
1:05:40 a full quarter into the semester and they’re moving back
1:05:44 into, like, a seventh grade math.
1:05:45 So this is crucial.
1:05:48 I don’t know if it’s just a new thing
1:05:49 or I just haven’t heard it before the last couple of years.
1:05:51 But is this, this is just for sixth graders?
1:05:55 I mean, how are we gonna communicate that?
1:05:58 Is it going to be any kind of requirement?
1:06:00 Like, hey, we’re gonna pitch in Algebra 1 next year
1:06:02 but you really need to do this over the summer.
1:06:05 - I’ve had a lot of conversation with Dr. Rendell
1:06:07 about this and the reason that we kind of looked
1:06:09 at those sixth grades rising to seventh grade
1:06:12 is our sixth grade math data is phenomenal.
1:06:14 Like, we have hung our hat on that sixth grade math data.
1:06:17 The issue is because we have sixth grade in the elementary,
1:06:21 we do the typical sixth grade MJ course.
1:06:24 We don’t offer the sixth grade MJ advance
1:06:26 because our sixth grade teachers
1:06:27 would then have to carry that math certification.
1:06:30 And so what we try to do as a work around
1:06:33 is embed those pre-algebra standards
1:06:36 from that MJ course into our pacing guide.
1:06:40 The issue is that sometimes teacher buy-in
1:06:43 is I’m being tested on these standards.
1:06:45 I need my students to master these standards.
1:06:48 They’re not being tested on these standards
1:06:50 and I don’t wanna take away the time
1:06:51 on these standards to address these.
1:06:54 So the nature of the beast is they really focus
1:06:56 and do really well on those sixth grade MJ,
1:06:59 but it doesn’t prep them for that seventh grade algebra
1:07:02 because those pre-algebra standards,
1:07:03 they’ve not had time to grapple with that content.
1:07:06 And so this would be initially, we’re gonna do two things.
1:07:10 Make sure we are tight with identifying students
1:07:13 that we’re saying for that seventh grade algebra.
1:07:15 That’s typically not a lot of students
1:07:18 and I wonder if sometimes we’re saying,
1:07:20 okay, you’ve scored level five since third grade in math.
1:07:23 You’re a perfect candidate for this.
1:07:25 That’s not the indicator because those level fives
1:07:28 have not been on pre-algebra.
1:07:30 And so using some screening tools,
1:07:32 working with John Carr on some possibilities
1:07:35 of looking at some screening.
1:07:37 And so then with bridging this,
1:07:39 right now it’s very early phases.
1:07:43 Like this is just very initial.
1:07:45 So I can’t say that it’s going to be like you must,
1:07:48 but what Dr. Wendell was proposing is that we say,
1:07:52 okay, we need you to complete this
1:07:54 in order to sit for that seventh grade.
1:07:56 Because we just want parents informed.
1:07:58 We want them to, if your child’s going to take this course,
1:08:01 you need to know it’s on content.
1:08:03 They’re going to be expected to come in
1:08:05 with some standard knowledge
1:08:07 that they have not yet been exposed to.
1:08:09 Other districts have been doing this,
1:08:11 so we’re working with them to figure out
1:08:13 what works best for Brevard.
1:08:15 But it’s just an innovative way not to say
1:08:18 we couldn’t use it later with seventh graders
1:08:21 going into that eighth grade.
1:08:22 So they’re taking that pre-algebra in seventh grade,
1:08:25 but for students that need additional support,
1:08:27 this could be an avenue that they could take
1:08:29 in order to become stronger students
1:08:31 for that eighth grade algebra.
1:08:33 - Well, I think it’s a fantastic idea
1:08:35 and really be helpful to support those,
1:08:38 the kids that are going into that and maybe aren’t ready.
1:08:40 ‘Cause I know a lot of times what happens is
1:08:42 they do the end of the year testing
1:08:43 and then okay, from now to the end of the year,
1:08:45 we’re going to do those pre-algebra standards
1:08:47 because now FAST or FSA, whatever, is over.
1:08:50 So I appreciate the thought put into that
1:08:53 and I hope that we can find some success.
1:08:55 - Well, just to kind of give some behind the scenes,
1:09:00 our job is to put our kids in a position to be successful.
1:09:05 And everybody wants to accelerate
1:09:06 and everybody thinks acceleration
1:09:08 is the way to go, like always.
1:09:10 And we have students who are exhibiting
1:09:12 some strong math skills in elementary school
1:09:14 and it’s like, oh, well, if they’re level five
1:09:16 in sixth grade, they must be ready for algebra.
1:09:19 But the sixth grade math content
1:09:21 doesn’t contain any pre-algebra work unless you add it in.
1:09:25 And so those kids, we’re actually doing them a disservice
1:09:28 by putting them in algebra if they’re not ready.
1:09:31 So we’re going to have to have a conversation
1:09:32 a lot of times with parents who are like,
1:09:34 well, I want my son or daughter accelerating
1:09:35 ‘cause I want them to be able to take
1:09:37 pre-calculus in 10th grade and, you know,
1:09:39 they want to get going.
1:09:41 And that may not be the best course for them.
1:09:44 You know, really, seventh grade algebra should be rare.
1:09:49 You should be really, really strong in math
1:09:51 and already have maybe been exposed
1:09:53 to some of those concepts.
1:09:54 And so this Bridge to Success course requirement
1:09:59 over the summer, participation in or whatever,
1:10:01 would be something that introduces them to algebra concepts.
1:10:04 They can see how they do over the summer.
1:10:06 If they don’t actually do very well on that,
1:10:09 then they might rethink taking algebra in seventh grade.
1:10:12 - And it’s online, it’s an online course, correct?
1:10:14 - Yes, correct.
1:10:15 - And it’s just one of the things
1:10:16 that we’ve been talking to other districts that they do,
1:10:18 you know, that if you put a kid in seventh grade math,
1:10:21 you want them to be successful.
1:10:23 And so if they do a screener or they do something
1:10:26 to either make sure they’re ready, you know, before they,
1:10:29 so we’re, you know, we’re going to do something like that.
1:10:32 - Yeah, and I know the middle schools
1:10:34 get acceleration points for having students,
1:10:36 but I mean, it’s just not at the, you know,
1:10:40 it’s not helpful if we have a student
1:10:42 who’s very frustrated and not finding success.
1:10:44 - Well, and again, it’s a high school credit,
1:10:46 so you’re gonna start your seventh grade career
1:10:49 off of a high school credit. - It’s gonna follow you.
1:10:50 - And if you’re looking to be an A/B student
1:10:53 and you get a C in that Algebra I class,
1:10:55 ‘cause you really weren’t ready,
1:10:57 that’s gonna hurt your GPA.
1:10:58 - Yeah, I appreciate that, that’s all.
1:11:04 - Well, I just want to reiterate what I’m hearing is,
1:11:07 I mean, this is some of the reason I’m sitting in this seat
1:11:09 is because I’ve taught the Pre-Algebra and the Algebra,
1:11:12 and I’ve seen the seventh graders who were just amazed
1:11:17 they were not successful is because they did see that,
1:11:20 they had that gap, you know, ‘cause my first question
1:11:22 from, you know, coming into the Brevard is,
1:11:23 well, when did you take Pre-Algebra?
1:11:26 And they said, I didn’t.
1:11:28 So that’s where I started looking into
1:11:29 and I saw we needed to do something.
1:11:31 So I’m very happy about what I’m hearing.
1:11:33 It’s nice to hear that we have a plan.
1:11:37 And it’s, I’ll go back even a little bit more.
1:11:41 It makes us, I’m sure it’s gonna make us feel
1:11:44 very comfortable up here to hear you say
1:11:47 that our schools have what they need
1:11:48 to be successful, Ms. Harris.
1:11:50 So that’s, you know, that job well done here at the board
1:11:55 and the district to get you that,
1:11:57 because I’ve heard for many years
1:11:59 that they just didn’t have it.
1:12:00 So that’s, I’m very excited to hear that.
1:12:03 And I’ve delayed enough that our chair is back.
1:12:05 So honestly, that was it.
1:12:07 I’m very happy that we’re gonna get those kids prepared
1:12:10 and, you know, put in the position of success
1:12:12 and that’s our job.
1:12:13 So I appreciate you addressing that.
1:12:15 - No, I’m excited about this.
1:12:17 I just wanna, for real fast, a couple of things.
1:12:20 I, you know, I’m a little nervous
1:12:22 and I kind of hear your hesitancy
1:12:23 on what it’s gonna look like
1:12:24 when these school grades come back.
1:12:25 So if you will do me a favor just to email us
1:12:29 and let us know right when it hits,
1:12:30 ‘cause I’m sure you’re gonna be informed
1:12:31 or necessarily we might be informed.
1:12:34 Just so we’re prepared there.
1:12:35 I’m excited about all of this, honestly,
1:12:36 the K through third grade, just really attacking there,
1:12:40 ‘cause I do believe, honestly, that gap, like you said,
1:12:41 just gets further and further and further as they go.
1:12:44 I’m gonna brag real fast on a best model teacher
1:12:46 to maybe look at when we’re talking
1:12:47 about this algebra component.
1:12:49 Mr. Muggy at Challenger 7, so he taught my daughter
1:12:52 and my daughter is now, she’s in seventh grade
1:12:55 and she’s in Algebra I honors with 100% in first quarter
1:12:58 and 110%, I don’t even know how you get that.
1:12:59 I’m like, okay, they’re given extra credit, obviously.
1:13:02 But so he’s a model teacher you might wanna look at
1:13:04 because he’s done a phenomenal job
1:13:06 and I’ve heard from many parents
1:13:08 that he sets those kids up for success
1:13:10 when they go into algebra in the middle school.
1:13:13 So that’s a teacher that I would just like
1:13:14 to give a shout out to and say, hey, look at him,
1:13:16 he’s doing a really good job.
1:13:17 - It’s interesting you say that,
1:13:18 ‘cause I just prior to here had a meeting with Heather,
1:13:20 our secondary content specialist for math
1:13:22 and I said, we need to identify the rock stars.
1:13:24 - Okay. - So we have one more–
1:13:25 - I got one.
1:13:26 All right, so yeah, good stuff.
1:13:27 So I’m looking forward to it.
1:13:28 It looks like you got the roadmap laid out pretty good here
1:13:31 on how we’re gonna attack some of these issues
1:13:33 that we’ve identified.
1:13:34 I’m excited to see the positive change
1:13:35 continue to keep on moving.
1:13:37 So good job, job well done.
1:13:39 - I wanna say thank you, Ms. Harris,
1:13:40 for putting this together.
1:13:42 One of the things that I wanted to bring up to the board
1:13:45 is that we went through COVID, right?
1:13:49 Which completely changed the way
1:13:50 that we were delivering our education to our students.
1:13:54 Then we come out of that and then after COVID,
1:13:56 we ended up with the mental health and the discipline issues
1:13:59 and all the other components that go along with that.
1:14:01 And I think for the first time,
1:14:02 we’re now in a year where a lot of that’s behind us.
1:14:05 We’ve course corrected.
1:14:06 Our teachers now can literally sit down
1:14:09 and start having those conversations
1:14:11 and really driving into the not having
1:14:13 some of those problems that have been carrying over.
1:14:15 So I’m just so excited to see this.
1:14:17 I’m excited to see a lot of the components
1:14:19 as far as focusing in on where we talked about
1:14:22 with the K through three education and pre-K
1:14:24 and stuff like that.
1:14:25 I just wanted to say thank you.
1:14:27 And I think we’re ready to roll.
1:14:28 - So I’m just gonna jump in real quick.
1:14:30 I wanna thank Mrs. Harris and her team
1:14:31 for not just the presentation,
1:14:33 but for all that they’re doing.
1:14:35 I had promised you guys that we were gonna look at PM1 data.
1:14:38 Like I had said a while back that,
1:14:39 hey, when we get to PM1 results,
1:14:41 we’re gonna look at PM1 this year versus PM1 last year
1:14:44 to see how we’re doing.
1:14:46 That’s really all I asked her to do today
1:14:48 was just give us a snapshot of PM1
1:14:50 and PM1 this year versus PM1 last year, how we were doing.
1:14:54 And she said, well, I gotta show them all this other stuff
1:14:56 that we’re doing to address any of our shortcomings
1:15:01 and all this stuff that everybody’s working hard on.
1:15:03 So you’ll notice like it was only three slides
1:15:06 were on the PM1 and data.
1:15:08 And then everything else was like,
1:15:09 all this stuff we’re doing,
1:15:10 ‘cause they wanted you guys to know
1:15:12 all this stuff we’re doing.
1:15:13 And so I appreciate all the hard work,
1:15:15 not just in the presentation, but that everybody’s doing.
1:15:18 - We have a great team and I would,
1:15:21 I couldn’t stand here if it weren’t for them.
1:15:22 So they deserve the credit.
1:15:24 - Thank you, Ms. Harris.
1:15:26 We’re good?
1:15:27 All right, moving on.
1:15:28 The next topic of discussion is the designate the dates,
1:15:30 times and locations of the school board meetings.
1:15:32 I noticed in there that we now have
1:15:34 and it’s almost an entire month between June and July
1:15:36 where we can take those vacations.
1:15:38 Is everybody okay with the current statute
1:15:40 or is there something else you guys would like to change?
1:15:43 Oh, here we go.
1:15:44 - I think it looks great considering that we-
1:15:47 - Microphone turned off.
1:15:49 Considering we removed that first meeting in July,
1:15:52 if we can just update at the bottom,
1:15:53 it talks about work sessions happening at two o’clock.
1:15:56 The second sentence says work sessions in June
1:15:58 and the first one in July will beginning at 1030.
1:16:00 Can we just scratch that part about July?
1:16:03 Yeah, yeah, just ‘cause we won’t have
1:16:05 that first one in July.
1:16:06 Thanks.
1:16:07 No, thank you for making the changes.
1:16:10 - I have one thing and I’m just throwing this out here
1:16:12 because this was kind of brought up to me
1:16:13 and I thought, I never thought about that.
1:16:16 So statutorily, we are required to have
1:16:17 one school board meeting a month.
1:16:19 I know a lot of districts around the state
1:16:20 that only have one school board meeting a month.
1:16:21 I’m not suggesting that we do that
1:16:22 ‘cause we have a lot to do.
1:16:24 But I had a couple more.
1:16:27 No, no, we did that.
1:16:28 Remember, I think in the month of December,
1:16:29 we had some kind of record setting amount
1:16:31 of school board meetings.
1:16:32 But one thing that was brought up to me was,
1:16:34 hey, some parents work during the night hours.
1:16:37 They don’t work a nine to five.
1:16:38 And so like we can’t come to an evening school board meeting
1:16:40 even though we wanna express to you guys what’s going on.
1:16:43 On the months that we have two meetings,
1:16:45 is there any, I guess I wanna hear the board’s consensus.
1:16:48 Would it be something that we would entertain
1:16:50 to maybe have one daytime meeting
1:16:52 and one nighttime meeting?
1:16:53 That way we kind of are able to appease both sides of this
1:16:57 for parents that don’t work a typical nine to five job.
1:17:01 I don’t know what the thoughts are on the board,
1:17:03 but that was something that was brought to me.
1:17:04 And I thought, well, I don’t know.
1:17:05 I’ll ask and see what they say, so.
1:17:09 - Anybody have discussion on that?
1:17:10 - Yeah, I would just say,
1:17:13 I feel like traditionally when we have morning meetings,
1:17:15 we typically have less participation
1:17:17 than we do at an evening one.
1:17:18 It’s kind of hard to appease everybody.
1:17:20 And the other downfall of that
1:17:22 is if we have morning meetings,
1:17:24 we’re taking staff away from their daytime jobs
1:17:26 to be here during those meetings.
1:17:29 So, I mean, really it would be,
1:17:31 what would be most functional
1:17:32 for Dr. Rendell and the staff too.
1:17:36 Not just us.
1:17:38 - Ms. Campbell.
1:17:39 - I thought we just did morning meetings
1:17:40 for the air conditioning.
1:17:42 Yeah, I’m just kidding.
1:17:45 I do love our summer morning meetings.
1:17:48 And actually, I think,
1:17:52 sorry, my brain just went,
1:17:54 and then it went right back out.
1:17:56 Oh, I appreciate that you bring up that
1:17:58 about people working,
1:17:59 because a lot of times we get every year
1:18:01 some flack from somebody who says,
1:18:03 why do you have meetings during the day
1:18:04 when everybody’s at work?
1:18:06 And I’m like, we’re not in the kind of,
1:18:08 we have not been for a long time
1:18:09 in the world where everybody works eight to five jobs.
1:18:12 So we have people who work shift work,
1:18:14 or they do two on one off,
1:18:16 or two on three off, or whatever schedule.
1:18:19 But generally we try to do the calendar
1:18:23 so that people who work for us can come.
1:18:26 That’s what we have in the contract
1:18:28 where the principals don’t schedule meetings.
1:18:29 So that would inhibit during the school year
1:18:32 people who work for us to come.
1:18:34 And we do have a lot of those who come.
1:18:37 I think I just right now,
1:18:41 I would rather leave it as is
1:18:42 and have those summer meetings
1:18:44 continue where the summer meetings,
1:18:45 those first ones are in the morning.
1:18:49 Yeah, that’s all I have for now.
1:18:54 - Mr. Trett.
1:18:57 - I think Ms. Campbell, it made a lot of sense there.
1:19:00 I mean, we have them what, in June at 9.30?
1:19:05 I mean, the July 25th, that’s back at 5.30,
1:19:08 but that’s the budget meeting.
1:19:12 I didn’t really think about inconveniencing the staff
1:19:15 as much as that.
1:19:15 It’s almost taking a day out of their workday.
1:19:18 But I’m all for, if it were the board’s consensus
1:19:23 or wishes to move that second meeting to a 9.30,
1:19:26 I think that would be allowing more participation,
1:19:31 even if it doesn’t happen.
1:19:32 And we can say we’ve allowed
1:19:34 and been flexible on our meeting time.
1:19:37 So again, I’m okay with leaving it,
1:19:40 but if it was the board’s wishes, I’d be for that as well.
1:19:44 So I kind of looked at it a little bit differently.
1:19:46 I’m in favor of putting it, half of them in the morning.
1:19:51 And the reason is, is that participation,
1:19:53 when you look at the people who come in and participate,
1:19:56 we have probably about 80% of the people
1:19:58 are the same people that just keep coming, right?
1:20:00 And they also communicate to us via email
1:20:02 and everything else.
1:20:03 So I’m not worried about the participation piece
1:20:05 because we would be adding more people.
1:20:08 You know what I mean?
1:20:08 I feel that that would be offset the right way.
1:20:11 Staff being home, to me, it means more for our staff
1:20:16 to be able to have that evening at home
1:20:18 because to be honest with you,
1:20:20 all they do is work in the back the whole time we’re there.
1:20:22 So all it is is that that’s it right now.
1:20:25 So they’re just typing on their computers
1:20:27 and this is just that they can’t have staff meetings,
1:20:29 but that’s okay.
1:20:31 If that takes away the fact
1:20:32 that they have to be away from their families
1:20:33 for two, three, four hours at night, I’m in favor of it.
1:20:37 And then also there’s a lot of parents
1:20:40 to the regard of what you were talking about
1:20:41 that can’t be here in the evening who have children.
1:20:44 And a lot of them can’t come.
1:20:45 So you have stay-at-home moms,
1:20:47 you have all of these individuals who work during the day
1:20:50 or don’t work during the day or work at night.
1:20:53 Their children, because they have the kids,
1:20:54 they’re not able to come in and speak at night.
1:20:56 So say a stay-at-home mom wants to come in at night,
1:20:59 but she can’t because she’s the one
1:21:00 that takes care of the children at night,
1:21:02 but she can find another stay-at-home mom during the day
1:21:04 to put those children with
1:21:06 and they could come in and speak.
1:21:07 So there are some positives towards the participation
1:21:09 in including groups that are not currently in.
1:21:12 So I’m in favor of it.
1:21:13 I mean, I feel like if you would like to, we could move.
1:21:17 The only issue would be
1:21:18 that you would have to have that workshop after, right?
1:21:21 If you moved it to nine, then you could have the workshop
1:21:23 at 12 and we could be out of here
1:21:25 by three, four o’clock and be done, so.
1:21:26 - Or 1030, so what is this?
1:21:28 Dr. Wendell, I guess maybe also your feedback on this.
1:21:30 I, again, just thought, okay, I will vote out there
1:21:32 and see, I don’t know, if we can appease,
1:21:34 I guess the reality is you’re never gonna appease everyone.
1:21:36 But I just thought that, hey, you’re right,
1:21:38 there are a group of people that cannot come
1:21:40 because of work schedules, or like you said,
1:21:42 they watch children and they can’t,
1:21:45 their children are at school,
1:21:46 so they could come during the day
1:21:47 and that would open that up.
1:21:47 And I mean, I hear what you’re saying, Ms. Jenkins,
1:21:49 about the staff too.
1:21:51 Yeah, I guess, again, you’re not gonna appease everyone.
1:21:54 But I just thought, hey, we try it.
1:21:55 We go through this every year, we approve this calendar.
1:21:56 If it doesn’t work or we don’t like it,
1:21:59 it’s not going well, we can always look at changing it back.
1:22:02 - Can I add one more factor before you go, Dr. Wendell?
1:22:04 We have also, the other things that we do
1:22:07 involve people coming from our schools,
1:22:09 recognitions, we’ve been having our student groups come.
1:22:12 That would be hard to do during the school day
1:22:14 because transportation and things comes.
1:22:16 And our administrative recommendations that come,
1:22:20 that would be, it would be probably challenging
1:22:23 to move those during the day.
1:22:24 - It would be more of a business meeting, I would bet.
1:22:27 - So my response, a couple different things.
1:22:29 First of all, I think staff are gonna work
1:22:33 whatever time they need to work.
1:22:37 Some of them would probably view it as a benefit
1:22:39 if the business meeting was during the day,
1:22:40 that way their night would be freed up
1:22:43 to be with their family.
1:22:45 The ones who aren’t presenting kind of do work anyway,
1:22:48 so I’m hoping they would be productive during that time.
1:22:53 Trade-offs, positives and negatives.
1:22:55 So some of the positives would be
1:22:57 we might see different people, might participate that don’t.
1:23:01 When we have the meetings in the summer
1:23:04 and during the daytime,
1:23:06 we’re one of the only businesses that’s not open.
1:23:09 You know, everybody else is still open.
1:23:12 So if people are able to come to our daytime meetings
1:23:14 in the summer, you would think that they’d be able
1:23:17 to come to daytime meetings during the school year
1:23:19 because they must not,
1:23:21 you know, they must be able to find a way to leave work
1:23:23 or maybe they work from home
1:23:24 or they’re self-employed or whatever.
1:23:27 So I don’t, you know, with that,
1:23:30 we don’t know till we try it, like we’ve never done it.
1:23:32 So I don’t know how, you know,
1:23:33 and the board can switch the calendar anytime they want.
1:23:35 I believe, right, Mr. Gibbs, we can just have a meeting
1:23:38 and say we’re gonna go back to nighttime
1:23:39 and change their calendar.
1:23:41 - They can amend the calendar.
1:23:42 My question is, is that piece about the teachers
1:23:46 coming in the contract, which would require bargaining?
1:23:50 So I don’t know that answer.
1:23:51 - I think the, with the language that I referred to
1:23:54 last time in the contract was that principals
1:23:57 don’t schedule open house on the second and third,
1:24:00 second and fourth Tuesdays of the month
1:24:02 to avoid having open house or required activities
1:24:07 on a school board meeting day.
1:24:08 So I don’t, it’s not in the contract
1:24:10 that we have our meetings any particular time,
1:24:12 but that’s for them to be able to participate.
1:24:15 - Right, and we do have plenty of ways
1:24:17 for people to get us information via email,
1:24:19 phone call, text or social media or whatever.
1:24:24 Student performances, we brought
1:24:25 the student performances back.
1:24:26 So on the one hand, it might be a hindrance,
1:24:28 but then again, you know, there might be some kids
1:24:31 who don’t get to participate if we do things in the evening
1:24:34 ‘cause they can’t get here.
1:24:35 So instead, you know, they would be on campus.
1:24:38 We would just get a school bus to bring them here
1:24:39 or something like that.
1:24:40 So, you know, it might not be an issue.
1:24:42 I think might save a few dollars on overtime
1:24:46 for our security staff because we would already have staff
1:24:49 on during the day.
1:24:50 So when we have security for board meetings,
1:24:53 we could eliminate that cost or reduce it.
1:24:58 I don’t want to say I’m ambivalent.
1:24:59 I’m not ambivalent.
1:25:00 I think it’s kind of a neat idea.
1:25:02 I wouldn’t be opposed to trying it,
1:25:04 especially because we haven’t done it this way,
1:25:06 you know, during the year.
1:25:07 And it seems to function during the summer.
1:25:10 So, you know, I don’t, you know, if we start to,
1:25:13 if you do make the change and we start to hear
1:25:16 from community members that they’re not able to attend
1:25:19 and this isn’t the right way to do it,
1:25:21 the board can react to that.
1:25:25 - Ms. Campbell, you basically almost had that verbatim.
1:25:28 It’s like you memorized it.
1:25:30 - So the contract line, it shouldn’t be an issue.
1:25:33 It says neither open houses nor parent-teacher conferences
1:25:35 will be scheduled on the second or fourth Tuesday
1:25:37 of any month to avoid regularly scheduled
1:25:39 school board meetings.
1:25:39 So it’s just stopping those open houses
1:25:42 and parent-teacher conferences.
1:25:43 - Right, right.
1:25:44 No, we’re good.
1:25:46 - So board, would you be in favor?
1:25:47 Then I guess my ask is if we looked at changing the calendar
1:25:50 and making our second meeting of the month
1:25:52 be a meeting that starts at 9 a.m.
1:25:54 as opposed to our 5.30 meeting,
1:25:56 would that be something that the board would approve?
1:25:58 - So the months that have two meetings.
1:26:01 - Right, there’s only seven meetings total
1:26:02 for the entire year that this would really impact.
1:26:05 - I’m not opposed to it.
1:26:08 I don’t have a feeling either way.
1:26:09 What I was saying from the beginning was just
1:26:11 to be a devil’s advocate
1:26:12 and to hear how that would affect staff.
1:26:15 I don’t care either way.
1:26:16 - They’d actually prefer it to be in the morning
1:26:17 because then they can go home.
1:26:19 - I feel the same way.
1:26:23 So I’m not opposed to it.
1:26:25 Just as long as we could be amenable
1:26:27 if we start to have our way from the community.
1:26:29 - So do we keep it at the 9.30 as the other ones are?
1:26:33 - Yeah, the two summers are 9.30.
1:26:35 - 9.30, okay, so I’m not gonna keep it.
1:26:36 ‘Cause to be fair, there’s plenty of other districts
1:26:39 that do their story in the daytime consistently.
1:26:43 But we do need to listen to the community
1:26:44 if they’re not okay with it.
1:26:46 - And then the 7 a.m. workshop, is that what we’re doing?
1:26:48 (laughing)
1:26:50 - You didn’t ask staff about that.
1:26:52 - I feel like, oh, plot twist.
1:26:57 - I mean, you guys, there’s times
1:27:01 that are being thrown out.
1:27:03 I’m in favor of 9, but Ms. Campbell had mentioned
1:27:05 that it was difficult to get kids possibly here
1:27:08 during the day.
1:27:09 - Yeah, I think 9.30 would be more appropriate.
1:27:12 We needed to bus kids here to perform or participate.
1:27:15 - Okay, all right, we’re good on that?
1:27:17 Everyone?
1:27:18 9.30 starts, half of them, put it through, bring it back.
1:27:22 Good, it’s good to know we started this now
1:27:24 rather than the last time we did it
1:27:25 when it had to happen that night.
1:27:27 - Yeah, just remind us all, we have to vote on this
1:27:30 at the November meeting.
1:27:31 We can’t move this because it’s written in statute.
1:27:33 We have to validate some times at the November meeting.
1:27:35 - We got it, all right, everybody okay?
1:27:37 All right, moving on, the next topic is the discussion
1:27:39 is the legislative agenda, just so everybody knows,
1:27:42 we’re at 3.18 as far as time goes,
1:27:45 just to give everybody a heads up.
1:27:47 Now, legislative agenda platform,
1:27:49 if we looked at it online, it was a little bit different
1:27:51 than the draft that was put here on our tables, so.
1:27:54 - Oh, no, that’s the FSBA one that I had.
1:27:57 - Oh.
1:27:57 - So, sorry, you wrote all over it.
1:28:01 - I was like, and I put here, I put specific to Brevard.
1:28:04 - No, no, no, I’m sorry.
1:28:05 - Where are you guys coming at with this?
1:28:07 Like, I was like, what in the world?
1:28:08 Like, we need specific to Brevard.
1:28:10 I was like, where’s all our CTE stuff?
1:28:12 - Come down, Mr. Susan.
1:28:13 So, you had asked me a couple times ago
1:28:16 to bring out the FSBA agenda
1:28:19 to see if there was anything that might affect.
1:28:22 So, I asked Lena to make a copy
1:28:23 and then I pulled them all out
1:28:25 so we would have it in front.
1:28:26 - Whew, okay, good deal, good deal.
1:28:29 - I was stressing you out, so it’s all good.
1:28:32 So, this is something, so I put it out for two reasons.
1:28:35 One, and you can get this back to me later.
1:28:37 I need to know what the thoughts of everybody are on this,
1:28:41 especially the three of us who are on FSBA,
1:28:42 so I can, you know, get that feedback back
1:28:45 to the advocacy committee meeting on Friday.
1:28:47 But also, there was some language here
1:28:49 that was similar to stuff that we had
1:28:50 and I just wanted you guys to take a look at it
1:28:52 if you hadn’t already looked at it.
1:28:53 I don’t think we need to add any of these
1:28:54 ‘cause we already have nine
1:28:55 and it sounds like, from what Russ said,
1:28:57 we need to cut something down.
1:28:58 So anyway, this is just for you guys to see.
1:29:02 - That’s all right, okay.
1:29:04 So, we have a couple of them and let me,
1:29:06 before we get into it,
1:29:07 let me just, from a perspective of conversation,
1:29:11 we usually only come up with three, maybe four.
1:29:16 So, as we’re going through these,
1:29:17 I have a feeling that some of them are more requests
1:29:21 to the Department of Education,
1:29:23 some of them are more fold into others,
1:29:25 and then some of them, you know what I mean,
1:29:27 we could, are more of a longer range.
1:29:30 So, I’ll be quiet because I’m supposed to go last,
1:29:33 but I did wanna just kinda lay it out
1:29:35 that there’s kind of a framework
1:29:36 that just by the proper sense of looking at it
1:29:39 from a perspective of how long does this normally take,
1:29:41 what is it that we can do,
1:29:43 I think we can, with those nine,
1:29:44 get ‘em down to about three.
1:29:45 So, I’ll be quiet.
1:29:47 There was some requests on there that we could go through,
1:29:50 but I have a feeling, once we kinda walk through
1:29:53 some of our feelings on these,
1:29:54 I think that we’ll come to a consensus,
1:29:56 and I’m pulling it up here because my laptop is dead.
1:29:59 So, go ahead though.
1:30:01 No, I got it, I got it right here.
1:30:02 I just found it, okay.
1:30:04 - I agree, this is too many,
1:30:05 and I think there were some things that we’d really like,
1:30:07 but one of the things that when we were going through
1:30:10 the FSBA platform development was there were some things
1:30:14 that our lobbyists were in the room
1:30:15 and we don’t have that benefit of having them in the room,
1:30:17 they’re saying, “That’s dead on arrival.”
1:30:19 You know, there’s no point in sending stuff up
1:30:21 that is not gonna make traction.
1:30:24 I have, just for me, just kinda went through
1:30:27 and just quickly prioritized some of them.
1:30:31 I think number one and two are very important.
1:30:34 I think number one is definitely doable.
1:30:35 I think they’ve been trying to work at the retirement.
1:30:37 They already made a move last year
1:30:38 by allowing retirees to come back and volunteer,
1:30:40 and that was new.
1:30:41 I think we’re moving there.
1:30:42 Obviously, the allocation for our adult ed CDL training,
1:30:46 that needs to be, that’s our only appropriation
1:30:48 we’re asking for, that’s gotta be on there.
1:30:51 To me, and then that number, I know pre-K is your baby,
1:30:54 but I’ve had some conversations with other districts
1:30:56 as to why that may not fly,
1:30:58 and that’s because they don’t use certified teachers
1:31:00 for their VPKs.
1:31:03 But that number four, to me, is the next.
1:31:10 The next, so to me, one, two, and four are my priorities,
1:31:14 and then I would say five and six would be the other ones.
1:31:18 If we want, I don’t think we have to get it
1:31:19 all the way down to three.
1:31:20 Here’s what it is.
1:31:21 So what I asked was if we could just kinda talk through
1:31:24 where your important ones are and everything else,
1:31:26 and then we’ll come back to it and maybe identify a couple.
1:31:30 Speaking to that pre-K, there’s a lot of combos,
1:31:34 there’s a lot of districts
1:31:35 that don’t actually have the pre-K.
1:31:38 The problem is is that our pre-K teachers
1:31:41 are not given the same rights as the normal teachers,
1:31:44 but they’re certified, and in many cases
1:31:46 inside of our school district,
1:31:48 they’re required to be certified.
1:31:49 So it’s like this, there’s like 20 things,
1:31:51 and there’s some good statistics about it.
1:31:54 But my argument was is that the pre-K teachers,
1:31:58 what we’re asking for is an OPAGA report
1:32:00 to kind of identify, because when I was in Tallahassee,
1:32:05 four years ago, we were trying to drive this thing,
1:32:07 and there were so many nuances that came with it
1:32:11 that it became this huge ball, and they said,
1:32:13 “Can we get an OPAGA report?”
1:32:14 And everybody said, “Yeah, we’ll do the OPAGA report.”
1:32:16 I said, “Okay, we’re good, that’s what’s gonna happen.”
1:32:18 And then literally, it didn’t happen.
1:32:20 Then we went into COVID, and now we’re here.
1:32:22 So what I would ask is is instead of making it
1:32:24 a legislative platform, let’s get ahold of DOE
1:32:27 and the appropriate people and drive it through
1:32:30 to have the OPAGA report, but you don’t need
1:32:31 the legislature to come together to make an OPAGA report.
1:32:34 The DOE and leadership can make that decision.
1:32:37 So if it’s okay with you guys,
1:32:39 I would like to advocate for it,
1:32:40 but I think it’s placed in the wrong position,
1:32:43 and I can advocate for it on the side.
1:32:45 I’ve already got the pre-K teachers around the state
1:32:47 all riled up, and we’re getting ready to go.
1:32:49 So I think we’re in a good spot,
1:32:50 if that’s okay with you guys.
1:32:53 Good?
1:32:53 - Yeah, I’m fine with it.
1:32:54 What does OPAGA stand for?
1:32:56 What’s the acronym stand for?
1:32:57 - Office of Policy, it’s like basically
1:33:00 the place that goes–
1:33:01 - The research study.
1:33:01 - Yes, like they do all the research studies
1:33:03 on the impacts and everything else.
1:33:05 So like if you read on one of the other items
1:33:08 that we have tonight, there was an OPAGA report
1:33:10 that came into it.
1:33:11 Actually–
1:33:12 - I just always ask about the acronyms,
1:33:13 because Brevard County speaks fluent acronym,
1:33:15 and I don’t always know what they are,
1:33:17 and so I like to always ask everyone,
1:33:18 what does that stand for?
1:33:19 And what I find more times than not is,
1:33:21 not everyone else knows what they are either,
1:33:22 they just say ‘em, so.
1:33:23 - Office of something, something, and something.
1:33:25 - Okay.
1:33:26 - So meaning, here’s what the proper process is there.
1:33:28 Have the pre-K, have the OPAGA report
1:33:30 requested by our legislator.
1:33:32 They don’t make a formal bill to do this.
1:33:34 - Okay.
1:33:35 - Just say, hey guys, we need you to go to
1:33:36 what you said you would do four years ago.
1:33:38 I’ll take that on, and I’ll go do that outside.
1:33:40 You know what I mean?
1:33:41 That’s good?
1:33:42 We’re good there.
1:33:43 - No, I love it.
1:33:43 - Okay, so Ms. Campbell put number one and number two
1:33:46 and number four, and gave good representation.
1:33:49 Is there anybody else that wants to tell me
1:33:50 who their favorites are,
1:33:51 and maybe we can get this thing knocked out?
1:33:53 - So, I advocated for the conversation about the 25%,
1:33:57 but I think, I don’t think we should remove it,
1:33:59 because it’s so simple, and it can be literally said
1:34:02 in one simple sentence.
1:34:05 I don’t love the way it’s written here,
1:34:06 ‘cause I feel like it’s overcomplicated,
1:34:09 and I really think it’s important to use verage
1:34:11 that explicitly states, it restricts school districts
1:34:14 from addressing wage compression
1:34:16 within their own discretionary funds and their own budget.
1:34:19 Like, I think that’s what needs to be focused on
1:34:21 when we’re talking about that piece there.
1:34:24 And again, I don’t think we should remove it,
1:34:26 ‘cause it’s literally a sentence.
1:34:27 I think we can make that still stick.
1:34:30 I have a question.
1:34:34 - Can I ask you a quick question on that?
1:34:36 Would you consider that part of deregulation,
1:34:39 considering that the fact that we are deregulating that
1:34:42 to not exist?
1:34:44 - No, ‘cause I mean, honestly, the way I look at it
1:34:48 is I don’t think our legislators,
1:34:51 and this is no offense to them,
1:34:52 like this is so in the weeds,
1:34:54 I don’t even think that they even understand
1:34:55 that that still exists, and how it handcuffs us
1:35:01 when it comes to that situation.
1:35:02 Like, I don’t think they understand the impacts of it.
1:35:05 So, I think if it was expressed to them,
1:35:06 this stops us from addressing wage compression
1:35:09 ever since we brought up our starting teacher salary.
1:35:12 I think it would be like, oh, okay,
1:35:14 because they removed it
1:35:15 from the teacher salary increase allocation.
1:35:17 My assumption here is because they realized
1:35:19 that it was a struggle and it was impacting.
1:35:22 I don’t think that they realized
1:35:24 that it was still lingering on in this statute.
1:35:27 But again, I think if it can be crafted
1:35:29 into a simple sentence into plain language,
1:35:33 it could be effective.
1:35:34 I’m curious, so, I don’t remember us talking about,
1:35:38 and I agree with the ones you highlighted,
1:35:40 Ms. Campbell, I’m not gonna repeat ‘em,
1:35:41 but the, I don’t, when did we get to number,
1:35:45 like, where did number nine come from?
1:35:48 I don’t remember us talking about that.
1:35:49 - I don’t know. - I think that one
1:35:50 must’ve come from staff. - I don’t know.
1:35:51 - Right, so I kinda wanna– - But that came from staff.
1:35:52 - I wanna know why. - It came from me and staff.
1:35:53 - It’s obviously important. - Because just recently,
1:35:55 the state awarded, you know,
1:35:57 has set aside $5 million to assist schools
1:36:01 with implementing the new start, you know,
1:36:04 meeting the new start time regulations.
1:36:06 And we had a chunk of that set aside, so to speak,
1:36:09 we could access, if we needed to,
1:36:12 to do things differently to meet the new start times.
1:36:15 Well, we already meet the new start time requirements,
1:36:18 so we’re not eligible for that money.
1:36:20 So it’s just kinda like, you know,
1:36:21 they set aside all this money for all the districts,
1:36:23 and the districts who’ve already done this
1:36:25 don’t get any of that money.
1:36:27 It was just kinda like, you know.
1:36:29 - We should get it for a prize for not making our–
1:36:31 - Well, we’re not, ‘cause you have to write,
1:36:33 like, what you’re gonna do to implement how you need to,
1:36:34 you know, we already do it.
1:36:37 - And is this every year?
1:36:39 - This happens every once in a while.
1:36:40 It doesn’t happen every year.
1:36:42 I actually would, if we’re gonna pare these down,
1:36:44 that was the first one I was gonna take off,
1:36:46 even though it was the one I put on.
1:36:47 - I just wanted to know if it was super, super important.
1:36:49 - Yeah, no, ‘cause it didn’t really amount
1:36:51 to a lot of money.
1:36:52 It’s just the premise that you’re gonna give out money
1:36:54 to have something happen.
1:36:55 We’re already doing that kind of thing, you know?
1:36:58 It’s like, because we did it right earlier,
1:37:02 we don’t get any of the money.
1:37:04 But, you know, I don’t–
1:37:05 - So what, I really deep dove that,
1:37:07 because I didn’t know what it was,
1:37:08 and I wanted to be a part of it.
1:37:09 It’s $5 million towards school districts
1:37:12 who are not in that scope, because it’s become law
1:37:16 that in, I think, 2026, if you read the bill, 2027,
1:37:19 every school district has to move to make this happen.
1:37:23 - Right, can’t start school before–
1:37:25 - They allocated the $5 million to, I think it was said,
1:37:28 to school board, like, if it’s a combination of people
1:37:33 that were supposed to come together to identify
1:37:35 all of the issues that they needed, and then utilize it,
1:37:38 and this was supposed to offset the costs
1:37:39 of having those evaluations and all that stuff.
1:37:42 So if you’re willing to pull it, after I was reading it,
1:37:45 and I looked at the fact that they’re going
1:37:47 to Opago and stuff, I mean, it was crazy.
1:37:49 - It was just– - Okay.
1:37:50 - Yeah, and they actually may adjust that.
1:37:53 When that bill came out and passed,
1:37:55 what I heard was that’s probably not gonna happen
1:37:58 exactly as it was written,
1:37:59 because that’s why they put it so far out,
1:38:00 so districts had some time,
1:38:01 and they may change the legislation.
1:38:02 So I think that’s probably good.
1:38:03 - Well, and not for nothing, but the core premise
1:38:07 behind moving the dates to having later opening spots
1:38:11 is based upon a 2010, partly, most part, a large part of it,
1:38:17 is a 2010 study that the American Pediatrics Association
1:38:21 has utilized, saying basically these are the factors
1:38:24 that have driven the kids to not be able
1:38:26 to get the sleep they need.
1:38:27 So it’s not some sort of bizarre thing
1:38:29 that the kids actually have this serotonin
1:38:32 and all this stuff, that is a part of it,
1:38:34 but the driving force behind it, according to that,
1:38:37 because I pulled the research and did it,
1:38:39 was the fact that there’s cell phone use,
1:38:41 kids are working, and all these other things,
1:38:42 and it was focused mainly on the high school.
1:38:44 So my thing was is in 2010,
1:38:47 if it was that they were using their cell phones too much,
1:38:49 in 2023, it’s gotta be a whole lot worse, right?
1:38:52 So there’s some validity behind it,
1:38:54 but when you sit down and look at the reasoning behind
1:38:56 the reason of us moving to it,
1:38:58 it’s almost like we’re catering to the individuals
1:39:00 to do that.
1:39:01 So I just kinda was like, you know what,
1:39:02 I don’t even wanna be near this thing
1:39:03 and start giving me real hard conversations and mad.
1:39:06 So I think that–
1:39:06 - So we’re down to seven.
1:39:08 - Well, so, hold on. (laughs)
1:39:11 ‘Cause I’m not finished here.
1:39:13 So I personally think we can,
1:39:16 how many minutes do you get?
1:39:17 Three, five, or seven?
1:39:18 I don’t remember.
1:39:19 It’s five?
1:39:20 - I think it’s five. - Five.
1:39:21 So I personally think we can do four or five
1:39:25 if they’re condensed.
1:39:28 I think it’s appropriate for us
1:39:30 to use all that time adequately.
1:39:32 I agree with you, Ms. Kimball.
1:39:33 I think one, two, and four are probably the top three.
1:39:38 I actually think that the pre-K should stay on there.
1:39:41 Totally shrink that and condense that though.
1:39:43 Again, clean it up and make it simple and plain for them.
1:39:45 And then to me, I would put the 25% in a sentence before it,
1:39:50 talk about the pre-K, and then talk about at the end,
1:39:53 hey, or you can consider a PACA study.
1:39:55 We can talk about that another time or something
1:39:57 and throw that out at the end,
1:39:58 just so that it’s on the forefront of their mind,
1:40:00 ‘cause there’s some things on here
1:40:03 that could be fixed quicker than other things
1:40:07 when it comes to pre-K teachers,
1:40:09 and I think it’s important to bring up.
1:40:12 Like the Teacher Authority Act, drop retirement,
1:40:15 you know what I mean?
1:40:16 There’s pieces of that that can be tackled
1:40:17 that don’t have to be tackled as a whole,
1:40:18 and I think it’s important to bring up.
1:40:20 - So when we looked at,
1:40:21 and I didn’t do a very good job of explaining it, I think,
1:40:24 but when we looked at it prior,
1:40:26 there were literally from retirement to certification
1:40:31 to like five different silos
1:40:35 that then were under five different certifications
1:40:38 that were then,
1:40:39 so when we brought it to the legislature and said,
1:40:42 you guys have to change this,
1:40:43 they said there’s no way we’ll touch that with a hot,
1:40:45 that’s a hot, you know what I mean, hot potato.
1:40:48 So we asked what’s the next process,
1:40:50 and they said the best thing was the OPAG.
1:40:52 And I’ll be honest with you,
1:40:53 like this is gonna become one of my biggest pushes
1:40:55 is to get this thing across the finish line
1:40:57 because I’ve just been dealing with it for so long.
1:40:59 So I wanted to say that, Ms. Jenkins,
1:41:00 you’re 100% right letting them know
1:41:02 this is very important to us.
1:41:05 But I think the path to getting it done
1:41:06 is that first OPAG report that says,
1:41:08 and then passing legislation based on it,
1:41:10 because we were afraid that we were gonna miss something
1:41:12 and then have to come back anyway.
1:41:13 So I just wanted to kind of clarify.
1:41:14 - Yeah, I hear you.
1:41:15 And what I’m trying to say is I agree with you,
1:41:17 and I think it’s an appropriate space to say it.
1:41:20 If you, you know, you don’t have to,
1:41:21 this whole giant section doesn’t have to be read aloud,
1:41:24 right, but I think it’s important for it to be wrapped up.
1:41:25 - Even if you just say what you said to us
1:41:27 is that you’re gonna pursue this another route,
1:41:30 but just that it’s coming.
1:41:31 But if we take– - And then quickly just,
1:41:33 sorry, I didn’t mean to cut you off,
1:41:33 but like just taking some of those simple bullet points there
1:41:36 and saying it, ‘cause on its face, just hearing that,
1:41:39 is like, oh, yeah, that doesn’t make any sense.
1:41:41 And then it kind of just makes them think,
1:41:42 all right, this has some juice behind it.
1:41:45 - But he can, you’re gonna give them a copy of all this,
1:41:47 even if you don’t read all of it, right,
1:41:49 whichever we decide.
1:41:52 - Well, Brun and I will work on it when we’re done.
1:41:55 - I know you said this, Ms. Wright,
1:41:56 you really wanted to do this, but I am gonna say
1:41:58 that number eight, I think, is dead on arrival.
1:42:00 - That’s fine. - Okay.
1:42:01 - That’s fine.
1:42:02 I mean, if I were gonna pick mine,
1:42:03 mine would be the first page, one, two, three, and four.
1:42:05 Those are the ones I would focus on, so.
1:42:10 - I will tell you number six, because we talked about,
1:42:12 it doesn’t say Cosper Student Station,
1:42:14 but number six is part of the, a big part of the D-Reg.
1:42:17 - Yeah, that’s what it is. - That was on here with,
1:42:20 so I think we’re gonna get there, another route.
1:42:25 - And I, and my thing is, is that like,
1:42:27 when we talk about the deregulation and stuff like that,
1:42:29 that is going to happen anyway, so there’s no sense
1:42:31 in even bringing, like, that fight inside
1:42:34 to that cap, the charter schools is something
1:42:37 that I’m gonna address, but anyways, okay.
1:42:40 So I have Ms. Jenkins and Ms. Campbell,
1:42:43 if I may review real quick.
1:42:45 One, two, and four for both of you.
1:42:47 Ms. Jenkins was concerned about seven,
1:42:50 is that correct, Ms. Jenkins?
1:42:51 - Yeah, I think seven can be said in a sentence,
1:42:54 so I don’t think we should leave it out.
1:42:56 - Okay, and then–
1:42:57 - And I agree with you, talking about three.
1:42:59 I think it’s important.
1:43:00 - Okay, and then Ms. Wright had said that one, two,
1:43:04 three, and four were her tops.
1:43:06 What about you?
1:43:09 - Yeah, so one, two, three, four, and seven,
1:43:11 I think can be talked about quickly, I agree.
1:43:17 - And if you have 10 seconds left,
1:43:18 say, “Oh, paga,” and run away.
1:43:20 (laughing)
1:43:24 - So one, two, three, four, and seven.
1:43:27 Seven is gonna be addressed, I think,
1:43:29 by FADs and stuff like that, those wage compressions.
1:43:33 Do they ever touch that stuff?
1:43:34 - I agree with Ms. Jenkins.
1:43:36 I think number seven needs to be stated kind of on its own,
1:43:39 ‘cause that’s a specific thing that really binds our hands
1:43:45 in all districts.
1:43:46 So I mean, I had one, two, four, and seven.
1:43:49 So I’m close.
1:43:51 - All right, got it.
1:43:53 So we’ll work with them on those items,
1:43:55 and then tomorrow’s gonna be fun.
1:43:57 - Can I ask the answer?
1:43:58 Well, okay, I think I know the answer.
1:44:01 So the public can come and say stuff, right?
1:44:04 - Yep.
1:44:06 - Do they still allow them to show it to the meeting
1:44:08 and fill out a card?
1:44:11 Or do they have to pre-register?
1:44:14 - People are already saying I’m speaking tomorrow.
1:44:17 So I don’t know if there’s some registration.
1:44:18 - Do you still have a list when you walk in?
1:44:20 - Yeah.
1:44:20 - And sometimes they’ve allowed
1:44:21 if they have time at the end for people to go.
1:44:23 - I’m just curious, ‘cause I had spoken
1:44:25 to some of those pre-K teachers,
1:44:27 and I would love to just follow up and say like,
1:44:30 “Hey, we may not get to it.”
1:44:32 And I know you’ve spoken to them too, Mr. Susan.
1:44:34 But like, “Hey, maybe you guys can go too and advocate.”
1:44:38 - Yeah, I asked the pre-K teachers to come.
1:44:42 - You had to pre-register?
1:44:44 Okay, then nevermind.
1:44:46 Just in case they asked you though,
1:44:47 I don’t wanna tell them the wrong thing.
1:44:48 - But I asked them to come so that they could be behind.
1:44:52 So when we bring it, yeah, when we bring it up,
1:44:54 they’ll be there to support.
1:44:56 And that’s the idea.
1:44:58 - So we are voting on this tonight.
1:44:59 So do we have a consensus then of what we’re going to,
1:45:03 ‘cause then we can edit it before we, okay.
1:45:05 - One, two, three, four, seven and various degrees
1:45:07 of how we’re gonna do it, but those are our thoughts.
1:45:09 - Okay.
1:45:10 - All right.
1:45:11 Okay, thank you very much.
1:45:12 The next topic is board policy 2120, school improvement.
1:45:17 - So with this one, we made the NEOLA recommendations.
1:45:21 Some things just to highlight as major differences
1:45:25 from the previous policy is the inclusion
1:45:28 of the early warning indicators.
1:45:30 Something I can tell you is yes,
1:45:32 it may be new to this red line version,
1:45:34 but we have been using the state template for years.
1:45:37 So that is not new to our practice.
1:45:39 - Got it.
1:45:40 Anybody else wish to speak to this item?
1:45:41 - That is what I was gonna say.
1:45:43 I think we’re already doing it, good job.
1:45:45 - All right, next topic is 2131, educational goals.
1:45:51 - Again, that goes with the NEOLA version.
1:45:54 We selected item six based on the notes
1:45:57 from when the board members reviewed the 2000s.
1:46:00 So there is nothing out of the norm.
1:46:03 This just overviews what we expect
1:46:05 and set as goals for our students
1:46:07 when they leave our system.
1:46:09 - Anybody wish to speak to this?
1:46:11 - I do, I have stuff written on this one.
1:46:12 - Well, look at that problem there, you gotta work.
1:46:14 (laughing)
1:46:15 Let’s go.
1:46:16 - Okay.
1:46:17 - All right, sorry, I was gonna find where I was at.
1:46:23 ‘Cause for some reason this looks a little bit different.
1:46:25 All right, page nine, section two, letter C.
1:46:32 I wrote, but I don’t like it, so.
1:46:34 Oh, understands and responds appropriately
1:46:36 to the communication of others.
1:46:39 I feel like that sentence should end there.
1:46:42 And to their feelings and attitudes
1:46:43 I think is a little subjective,
1:46:45 and that’s my personal opinion.
1:46:46 I don’t know where the board’s at on this one.
1:46:48 So when we’re talking about communication skills
1:46:51 that we want the student to be able to demonstrate.
1:46:53 So I think just they’re able to understand
1:46:56 and respond appropriately to the communication of others.
1:47:01 Anybody have any feelings one way or the other on that?
1:47:03 (laughing)
1:47:05 Yeah.
1:47:06 - ‘Cause we can fold one into the other.
1:47:09 - Well, it’s on page nine.
1:47:10 It’s letter–
1:47:11 - Yeah.
1:47:12 - Little letter C.
1:47:13 You gotta scroll down towards the bottom of the page.
1:47:16 So these are the, we want our students
1:47:18 to leave our schools with these skills.
1:47:24 - I don’t have a problem with it either way,
1:47:26 but I mean they’re responding to the feelings of others,
1:47:29 responding to the attitudes of others appropriately.
1:47:35 - You feel adamant about it?
1:47:36 I support it.
1:47:37 - I just feel like yeah, their feelings and attitudes is,
1:47:40 sometimes the appropriate response is not necessarily
1:47:43 the right response to somebody’s feelings or attitude.
1:47:46 We see that quite a bit here.
1:47:48 So I just, for them to understand what it is.
1:47:51 - So from a speech language pathologist perspective,
1:47:56 it’s saying that you understand how to respond
1:47:58 to the feelings of others.
1:47:59 It doesn’t mean that the other person’s feelings are,
1:48:02 or their attitude is appropriate.
1:48:05 And it’s called pragmatics and it is very often a goal
1:48:08 of many of our students in elementary school
1:48:12 in order to be able to adapt to
1:48:17 their communication partner adequately.
1:48:22 I think it’s really important.
1:48:24 - I do have a child who had,
1:48:27 this was part of his speech therapy that he got with,
1:48:31 he didn’t have a problem with the production of it,
1:48:33 but the, thank you for saying that word
1:48:35 ‘cause I was never remember that, the pragmatics of,
1:48:37 part of his work was to be put in situations
1:48:41 where he had to practice how to respond,
1:48:44 how to read other people’s,
1:48:46 because there are certain disabilities where
1:48:48 the disability is I can’t understand someone else’s motives
1:48:55 and so that was a lot of the work that they did.
1:48:57 So I don’t think it’s problematic the way that it’s worded.
1:49:01 I don’t think we’re asking people to do things, students
1:49:03 to do things that are beyond
1:49:08 what they should be doing.
1:49:12 ‘Cause I do, if someone comes at you with a bad attitude,
1:49:14 you need to respond appropriately.
1:49:17 You know, if someone comes at you with strong feelings,
1:49:19 you need to understand how to respond appropriately
1:49:22 and that’s not necessarily equal.
1:49:25 You know, you don’t, if they come at you,
1:49:26 you don’t necessarily come at them with equal
1:49:29 and opposite response, how do you respond appropriately,
1:49:32 even when the other people’s feelings
1:49:34 or attitudes are inappropriate.
1:49:39 - That’s not the right answer.
1:49:41 Okay, and if you guys wanna leave it, leave it.
1:49:43 I just, I thought the sentence could end at
1:49:46 responds appropriately to the communication of others.
1:49:49 - You wanna leave it in there, James?
1:49:50 - Yeah, yeah, I mean, I think the way it was explained,
1:49:53 ‘cause it isn’t the speaker’s feelings and attitudes,
1:49:57 it’s the communication partner as it was described.
1:50:01 I think that changes maybe what, that’s right,
1:50:04 I don’t wanna put it out there.
1:50:06 - It says it understands and responds appropriately
1:50:07 to the communication of others
1:50:09 and to their feelings and attitudes.
1:50:11 So that’s perfect, love you.
1:50:15 The next one I had, I, again, and this is, you know,
1:50:19 maybe, again, I feel like some of these things
1:50:21 are a little, they’re subjective.
1:50:24 Page 10, section four, letter B, societal standards.
1:50:27 I don’t know that that’s necessarily
1:50:31 the right phrase to use.
1:50:37 Hang on.
1:50:38 Displays responsible, no, where am I at?
1:50:40 That’s not the right one.
1:50:42 Why is this different now?
1:50:43 Sorry, give me.
1:50:45 - Four Bs.
1:50:46 - Okay.
1:50:52 - I think that a lot of the problems we have
1:50:54 are because people are not having behavior
1:50:56 consistent with societal standards.
1:50:58 - Well, I think societal standards
1:50:59 is subjective to changing all the time.
1:51:01 And so what societal standards are today
1:51:03 may not be what they are tomorrow.
1:51:04 So maybe upstanding citizenship would be a better word.
1:51:08 But again, it’s a personal–
1:51:10 - Which is also subjective.
1:51:12 - Yeah, I guess both of them are, you’re right.
1:51:14 So societal standards changing and evolving all the time.
1:51:19 So that was the only, I didn’t care for it so much,
1:51:22 but again, if that’s what the board wishes to keep,
1:51:25 then we’ll keep it there.
1:51:26 - Could we strike that part so that it would just say
1:51:30 displays responsible, ethical, and moral behavior
1:51:34 and then reflecting a commitment to his or her capabilities
1:51:38 to achieve and maintain a purposeful and productive life
1:51:41 and just strike consistent with societal standards and.
1:51:46 - I mean, I would argue that responsible, ethical,
1:51:48 and moral behavior is a societal standard.
1:51:50 So it doesn’t make sense to– - Right, don’t say that.
1:51:52 - So based off of striking consistent through and?
1:51:56 Is that? - Consistent.
1:51:57 Yeah, we’re striking the words consistent
1:51:59 with societal standards and. - So it goes straight
1:51:59 from behavior to reflection.
1:52:01 Your society is determining those things anyway.
1:52:07 - Sorry, I’m just reading my notes.
1:52:09 Oh, on page 10 under the arts and culture section,
1:52:13 I think Neola’s template was better.
1:52:15 Ours is much different than what Neola’s was.
1:52:18 So we’re on page 10 again.
1:52:20 And let me go back to what Neola’s was versus what ours.
1:52:24 I liked Neola’s version personally better than what’s there.
1:52:32 So Neola’s version is a student demonstrates
1:52:34 that he or she appreciates and supports artistic endeavors
1:52:37 and natural beauty is cultivating his or her own creative
1:52:39 self-expression and talents in one or more art forms, which.
1:52:45 - Oh, that almost looks like it’s not the right one.
1:52:48 - I know, well, that’s what I, when I read it,
1:52:49 I was like, ah.
1:52:52 - Yeah, that talks about functioning.
1:52:53 I’m thinking maybe that is not in the right place.
1:52:58 - Okay.
1:53:00 - I agree as an arts teacher that student demonstrates,
1:53:06 so the Neola says appreciates and supports
1:53:08 artistic endeavors and natural beauty.
1:53:10 - Or social change.
1:53:12 - Oh, yeah, you’re right.
1:53:13 That was a social change one.
1:53:15 It was G from Neola.
1:53:18 It’s cultivating his or her own creative self-support
1:53:20 and talents in one or more art forms.
1:53:21 - Current social conditions and events, yeah.
1:53:23 It seems very out of place.
1:53:25 So on the arts and culture, red line version,
1:53:29 make sure that we implement Neola’s
1:53:31 versus the one that we have there.
1:53:32 - Yes.
1:53:33 - So I think we, I think they accidentally got scaled.
1:53:38 - Or didn’t include the social change.
1:53:40 - It’s really hard for me when it’s awesome.
1:53:42 - We all okay with what you’re saying?
1:53:43 - Yes.
1:53:44 - And that’s all I have on that one, so.
1:53:45 - I think we still have the social change version.
1:53:49 - Right, like they just marked it by accident.
1:53:51 - Okay.
1:53:52 - So we didn’t–
1:53:53 - Ms. Harris, do you feel like you got
1:53:54 what they’re trying to say?
1:53:54 - I do.
1:53:55 - Okay.
1:53:56 (laughing)
1:53:58 - Was that all for that one?
1:53:59 - That’s all that I had wrote down for the Falsi.
1:54:04 - Anybody else?
1:54:06 - These pecans are walnuts.
1:54:06 - Oh, there’s a walnut in there, awesome.
1:54:08 There’s some pecans in there.
1:54:10 - I’m just not gonna pick up.
1:54:11 - All right, the next topic is, what are we on?
1:54:14 Educational goals, right?
1:54:16 No.
1:54:17 We’re on 2210, school improvement.
1:54:21 - So 2210 is curriculum development,
1:54:24 and looking at the NEOLA, the addition for this one,
1:54:29 it is the addition of language around our K-12 reading plan.
1:54:32 So you know that comes before the board every year,
1:54:35 and it just speaks to that that will come
1:54:37 for board approval, but we also send it
1:54:39 to the Just Read Florida office,
1:54:41 and include language around how we’re supporting students
1:54:44 with substantial deficiencies.
1:54:46 - Okay, and the only question I had in this one
1:54:48 was that the NEOLA template, and I see it’s not in ours,
1:54:50 but it references an innovative programs policy,
1:54:54 and that’s not something we currently have,
1:54:55 and so I didn’t know, do we need to look
1:54:57 at possibly implementing that within our district?
1:55:01 - I think it would be something to definitely explore.
1:55:03 - Okay, all right, and if it’s your–
1:55:05 - It has it in E, you have it in E.
1:55:07 - It has–
1:55:08 - Sorry, what?
1:55:09 - Right after the Just Read Florida,
1:55:11 it says E, innovative programs, and it just kind of turns
1:55:15 into a heading for the language
1:55:17 that was already in the policy.
1:55:19 - So right, but the NEOLA, yeah, where, the NEOLA template,
1:55:24 yeah, C policy 2250, innovative programs,
1:55:27 and I’m like, okay, well, when I go and look at,
1:55:30 it’s kind of like it’s talking about seeing this policy,
1:55:32 which is the one we’re talking about.
1:55:34 So you see what I’m saying, it’s kind of circling back,
1:55:36 and I’m like, do we need a separate policy?
1:55:36 - We don’t have a reference to 2250,
1:55:38 ‘cause we don’t have a 2250.
1:55:39 - Right, we don’t have one, but then I’m like,
1:55:40 we don’t have an innovative programs policy,
1:55:42 and I guess this is kind of implementing it in there, right?
1:55:46 - What I would wanna do is look at
1:55:48 what is the NEOLA recommendation for that innovative policy
1:55:51 to see if that would be something
1:55:52 that we would bring forward to discuss.
1:55:54 - Okay.
1:55:58 - Anybody else on anything on 2210, any improvement?
1:56:01 Hearing none, moving on, the next topic
1:56:03 is board policy 2216, gifted education.
1:56:09 - For this one, you’ll see the changes that we made
1:56:12 was more to streamline, we had in our policy before,
1:56:15 it spoke to elementary gifted, middle school gifted,
1:56:19 and basically it’s very streamlined,
1:56:22 and so we took that out because what we’re saying is,
1:56:25 for provider public schools gifted,
1:56:26 that this would be our expectations in that language.
1:56:29 So it was kind of some just technical corrections.
1:56:32 - Yes, no, thank you, I appreciate the condensed version,
1:56:35 ‘cause I was like going back between all three,
1:56:37 looking at them, going, wait a minute,
1:56:38 we have elementary, middle school, high school,
1:56:40 and I can say the exact same thing,
1:56:41 there’s nothing different at all,
1:56:42 so I wasn’t sure why we created them
1:56:44 into three different versions, but that looks good.
1:56:48 - All right.
1:56:51 Any other discussion on gifted?
1:56:53 Hearing none, the next topic is board policy 2260,
1:56:56 non-discrimination and access
1:56:58 to equal educational opportunity.
1:57:00 - That policy aligns to House Bill 7,
1:57:04 which was brought forward by legislation,
1:57:07 so to align that, there were certain trainings
1:57:11 and certain instruction that are prohibited,
1:57:15 and so that outlined that, and NEOLA gave us that language,
1:57:19 so we are reflecting that change, NEOLA recommended.
1:57:24 - Any discussion on this, Heidi?
1:57:26 - Yeah, just briefly, and I don’t know why
1:57:28 we didn’t catch it the last time we revised this policy,
1:57:30 because this is not new, but in our very first paragraph,
1:57:33 general statement, it refers to anti-Semitism,
1:57:36 and it says, as defined in by-law 0100,
1:57:39 we don’t actually have that, that’s our definitions by-law,
1:57:42 we don’t have anti-Semitism included
1:57:45 in our 100 definitions policy,
1:57:48 so we either need to do one of two things,
1:57:50 we either need to just strike that part,
1:57:53 or we need to add anti-Semitism to our definitions policy.
1:58:00 - We didn’t add that last time?
1:58:01 - I don’t wanna strike anything.
1:58:02 - 0100 was not, I went back and looked,
1:58:05 it wasn’t one of the ones that we did any updates on.
1:58:10 But I’m pretty sure there’s a statutory definition
1:58:13 for anti-Semitism, so probably what we need to do is
1:58:16 leave it in, but let’s also adapt 0100, I don’t know.
1:58:21 - I think it’d be better to just say as defined by,
1:58:23 and then reference the statute number.
1:58:26 - Yeah, that works too.
1:58:29 - Okay, Paul.
1:58:29 - Goodness, stand there.
1:58:31 - Okay.
1:58:32 - Okay, anybody else? Good job.
1:58:36 All right, next topic is board policy 2260.01,
1:58:40 changing policy number two, 2260.02,
1:58:44 anti-harassment and non-discrimination appeals process.
1:58:48 - This is basically a policy number change
1:58:51 from 2260.01 to 2260.02,
1:58:56 when we reference back to this that was discussed,
1:58:59 I guess it was too close to a previous policy that we had,
1:59:03 so we were asked to specifically change
1:59:06 the policy number for this.
1:59:07 - Oh, I think Neola had a different policy.
1:59:09 - Yes.
1:59:10 - Everybody okay with it?
1:59:11 - Mm-hmm.
1:59:11 - All right, moving on, the next topic is board policy 2410,
1:59:13 school health services.
1:59:15 Any board member wish to speak to it?
1:59:19 - No, when I was first going through, did this one first,
1:59:22 and I thought, why are you cutting all the stuff out
1:59:23 about the mental health?
1:59:24 But actually, because we’re creating the new policy
1:59:27 and moving it over, that makes so much more sense
1:59:29 to put it in a separate–
1:59:30 - Which aligns to the NITS policy, which is gonna–
1:59:32 - Yes, so, yes.
1:59:33 - I just wanna highlight that I think it’s very, very good
1:59:36 that the board’s taking the initiative
1:59:37 to have the availability of menstrual hygiene products
1:59:39 available to our students, some of our kids.
1:59:42 This is one of the things I’ve been hearing
1:59:43 from a lot of my middle school and high school staff
1:59:46 is that they don’t have these products,
1:59:48 so we’re trying to rally them up in the community
1:59:50 and find the hygiene products that these kids need,
1:59:52 especially when we’re talking about our homeless population.
1:59:54 So I’m like, this is a huge, huge jump in helping them
1:59:57 in an area that you wouldn’t think about
1:59:59 unless you had the issue going on, you know?
2:00:03 Good jump.
2:00:04 - All right, we’re good?
2:00:06 Anybody else wish to speak to the policy?
2:00:09 All right, next topic is board policy 2410.01,
2:00:12 mental health services.
2:00:13 Does anybody wish to speak to this?
2:00:15 - This was the new policy
2:00:16 that we’re incorporating in language.
2:00:20 And this one specifically has some content
2:00:24 related to mental health services,
2:00:26 so this is the new policy that we created
2:00:29 based on Neil Holder’s recommendation.
2:00:31 - I had some questions about that,
2:00:32 just only because it seems like the state’s moving more
2:00:34 towards a resiliency plan versus mental health.
2:00:38 And so I was just questioning, hey, should our policy align
2:00:41 with really what the state is doing there
2:00:43 versus mental health?
2:00:45 ‘Cause there’s some stuff in here
2:00:46 that makes me a little bit nervous, if I’m being honest,
2:00:50 on what we’re asking our staff to do,
2:00:52 or possibly identifying.
2:00:53 I know they’re gonna refer them out for services
2:00:55 and there’s timelines and things that have to be done.
2:00:58 So I just wasn’t clear on if we should be
2:01:02 moving the direction the state’s moving.
2:01:04 - I know we have these timelines that is in statute,
2:01:07 the 30 day, 15 days with referring and services
2:01:11 and following up on that.
2:01:12 So that is in statute.
2:01:15 As far as the resiliency curriculum,
2:01:17 that has been changed more to more of a life skills,
2:01:20 but we still have a focus on our mental health for students.
2:01:24 It’s not being taught per se in the classroom
2:01:26 like it previously, it was focused.
2:01:28 We had to have the five hours now is more the resiliency,
2:01:31 but we still have to focus on meeting the timeline
2:01:34 of the statute, referring for services, et cetera.
2:01:38 - And I think this is for along the lines
2:01:40 of students in crisis, students that we refer out.
2:01:45 What we had in this part that got pulled out of 2410
2:01:48 and put into this was what do we do if the Baker Act,
2:01:51 it doesn’t say Baker Act in here,
2:01:53 but this is the section and here is the part
2:01:55 that has to do with Baker Acts.
2:01:56 And we have a very specific order of things
2:02:00 that have to be done and who does them
2:02:04 to make sure that we don’t do that wrong.
2:02:07 - And by statute, we’re supposed to be monitoring
2:02:09 and making sure that we’ve met the deadline.
2:02:12 So we’re making sure that we’re in compliance with that.
2:02:15 - And some of the mental health funding allocations
2:02:19 that have been given ever since 2018,
2:02:22 they are specifically tied to things
2:02:25 that we will provide for students.
2:02:29 - Okay.
2:02:32 All right, anything on this one?
2:02:35 - Nope, everybody good on mental health services?
2:02:38 Next up is the next topic is board policy 5114,
2:02:41 foreign students.
2:02:42 Anybody wish to speak to that?
2:02:46 - So this one has a lot of language
2:02:49 that was pulled from NEOLA to speak specifically,
2:02:52 if you’ll see a lot of additions with J-1 and F-1 visas.
2:02:56 So I am open to your feedback on if there,
2:03:00 some of this is aligned to federal guidelines
2:03:03 around these visas.
2:03:05 - So the revisions to me,
2:03:09 the NEOLA’s options were either we’re gonna say
2:03:11 we’ll take F-1 visas or we’re gonna say we won’t.
2:03:13 So we’re saying here we will,
2:03:15 which we already do at one school.
2:03:16 We talked about expanding it,
2:03:17 but that as far as the policy goes,
2:03:18 I think this is good as it is.
2:03:20 ‘Cause we’re saying that we will take both kinds
2:03:23 of non-immigrant students.
2:03:31 - There was discussion before in regards
2:03:32 to the tuition fee that we’re collecting.
2:03:39 And it looks like it’s still in here that we’re,
2:03:42 well foreign exchange students.
2:03:44 - You’re correct, so under F-1,
2:03:46 it speaks to participants in this program
2:03:49 will be consistent with federal law
2:03:51 that require the following.
2:03:52 And then number three under there
2:03:54 is the student pays the board the full amount of tuition
2:03:58 prior to the commencement
2:04:00 of the academic term of attendance.
2:04:02 - So that’s all laid out specifically, right?
2:04:05 In federal law of how the program should go.
2:04:07 - Okay.
2:04:08 - But we don’t charge for the J-1s.
2:04:10 - Correct.
2:04:12 - And do you know what any of our surrounding districts
2:04:14 are doing, if that’s typical or?
2:04:18 - I would have to do something.
2:04:19 - Yeah, I’d have to check.
2:04:20 - Okay, I’m just curious kind of on if we’re different
2:04:24 than what they are doing as far as these types of students.
2:04:27 ‘Cause this is not a huge population of students
2:04:30 that we’re seeing on an annual basis.
2:04:31 - Not for us, I think, but other districts
2:04:35 probably have more experience with this.
2:04:37 And so we can check, but I mean,
2:04:39 we’re just lining up with statute and federal law.
2:04:43 - Okay.
2:04:44 - So if we wanna open opportunities up,
2:04:47 we don’t have to do that by changing policy,
2:04:48 but we have this policy, we can add–
2:04:50 - This would allow us to do that.
2:04:51 - Right, this allows us to.
2:04:52 - To offer more opportunities, yep.
2:04:54 - Mm-hmm.
2:04:55 - All good?
2:04:56 - Not a lot of talk on this topic,
2:04:57 ‘cause last time I did,
2:04:58 I made some assumptions that weren’t true,
2:05:00 if you guys remember.
2:05:02 - Did you say?
2:05:02 - I did, I made some assumptions that weren’t true there,
2:05:04 and I was like, oh no, I’m completely wrong on this one,
2:05:06 so we’re okay.
2:05:08 Next up is the next topic is board policy 5410,
2:05:10 student progression.
2:05:12 Any board member wish to, or, I’m sorry, Ms. Harris.
2:05:14 - The revision to this basically speaks to the language
2:05:17 now that we’re using the progress monitoring system
2:05:19 instead of NDV or state-wide assessments.
2:05:22 - Awesome, any board member wish to speak to this topic?
2:05:24 Hearing none, we’re gonna move on.
2:05:26 The next topic is board policy 5420,
2:05:27 reporting student progress.
2:05:31 - Again, this is all–
2:05:32 - Ms. Harris?
2:05:32 Sorry, you’re moving quick through that booklet.
2:05:33 - No, that’s good.
2:05:34 This one speaks to some of current practices in Brevard,
2:05:39 and this speaks to the communication and the tools
2:05:42 regarding progress monitoring plans
2:05:43 that we prepare for students
2:05:46 that are demonstrating any kind of deficiencies.
2:05:48 It does also add in some of the new statutory language
2:05:52 that requires that.
2:05:53 So some of that we were doing as Brevard practice,
2:05:55 but now there are certain requirements
2:05:56 as far as plans that are written for students,
2:06:00 but really aligning that to our student progression plan
2:06:03 and providing that link in here,
2:06:05 but you will see it speaks to report cards,
2:06:07 but the bulk of the language under number five
2:06:10 speaks to how will we create plans for students
2:06:14 in parent-friendly language with supports for those students.
2:06:18 - Okay, any board member wish to speak to this item?
2:06:20 - Just a formatting issue,
2:06:22 but Roman numeral 10 says report cards
2:06:25 and just report cards,
2:06:26 and I think that 11 through 15 are supposed to be under 10,
2:06:31 so if we can re-letter that.
2:06:37 Just looking through, I think, yeah,
2:06:39 Roman numeral 11 through 15 seem like they go
2:06:40 under report cards.
2:06:41 It was supposed to be a new heading,
2:06:42 and those were supposed to be subheadings,
2:06:43 so if we can fix that, that would be good.
2:06:46 - Is that all you have on it?
2:06:47 - That’s all I have.
2:06:48 Anything else that’s great? - All right, anybody else?
2:06:49 - And thank you for putting all the links
2:06:50 into the student progression plan.
2:06:52 - Yes, yeah, we like hot links.
2:06:55 - Thank you, Ms. Harris.
2:06:56 Next up, next topic is board policy 5421, grading.
2:07:00 What do we have here, Ms. Harris?
2:07:03 - This one, the only true revision,
2:07:06 if you’re looking at specifics,
2:07:07 is the addition of that student progression plan.
2:07:09 We’re just trying to have that into everywhere
2:07:11 that it can be referenced.
2:07:12 - Everybody good with that?
2:07:14 All right, seeing that approval, moving on,
2:07:16 the next topic is board policy 5421.01, grade forgiveness.
2:07:20 Ms. Harris?
2:07:21 - Same thing.
2:07:22 Just adding the link. - Yes, adding the link.
2:07:24 - All right, anybody else have anything to speak to?
2:07:26 - Oh, this is a brand new one.
2:07:27 - No, this is a new one, though.
2:07:29 - It’s a new one, but it wasn’t new to our practice,
2:07:32 so it’s just putting it in writing.
2:07:34 - Okay, all right.
2:07:35 All right, the next topic is board policy 5430, class rank.
2:07:40 Anybody wish to speak to this?
2:07:43 Okay, Ms. Harris, you wanna give us a little overview,
2:07:45 and then we’ll jump to the next one?
2:07:46 - So this one, it’s, again, adding the addition of the link.
2:07:49 - Okay, anybody else have anything?
2:07:52 - No, my agenda plus is not working right at the moment.
2:07:54 - Next up is the next topic is board policy 5451,
2:07:57 student recognition, Ms. Harris.
2:08:00 - So in this one, it was just basically a review of this.
2:08:05 I was not in my position when this,
2:08:07 when you did the reviews of the 2000,
2:08:09 so I was looking at the notes,
2:08:10 and I know one of the big pieces
2:08:12 is you wanted to allow principals the opportunity
2:08:15 to make those school-based decisions.
2:08:16 So just highlighting number two,
2:08:19 the board authorizes the principal
2:08:20 to develop that plan in speaking.
2:08:23 I just wanted to make sure that worked for the board.
2:08:25 - Everybody good with that?
2:08:27 All right, next board policy 5460.01,
2:08:31 graduation requirements for transfer students.
2:08:34 Ms. Harris. - Okay, sorry.
2:08:38 I have a system, but now I’m going slow.
2:08:40 - It’s okay. - Pretty sure this one
2:08:42 is just the link. - Just the addition
2:08:43 of the link of the student progression plan.
2:08:45 - Anybody else wish to speak to that?
2:08:46 Hearing none, the next board policy
2:08:48 is 5463, credits from other schools.
2:08:51 Ms. Harris. - Okay.
2:08:54 This one, again, is just the addition
2:08:56 of the student progression plan link.
2:08:57 - Everybody okay with that?
2:08:58 - All this work we’re making them do,
2:09:00 just add a link for you. - Moving forward,
2:09:02 the next topic is board policy 5464,
2:09:06 accelerated graduation options.
2:09:07 Ms. Harris. - Okay, for this one,
2:09:10 so we do have the student progression plan link,
2:09:12 but we also have just the language stating
2:09:15 that a student that meets all requirements
2:09:17 of the accelerated graduation option
2:09:20 just to align with the Florida statute.
2:09:22 - Okay, anybody wish to speak to this item?
2:09:25 Hearing none, the last topic is board policy 6320,
2:09:28 procurement and contracting.
2:09:29 Does anybody? - That is.
2:09:33 - She’s like, I’m out of the hot seat.
2:09:35 (laughing)
2:09:37 - Ms. Christie, you’ve been waiting there the whole time?
2:09:40 - No, she just came. - I just wanna make sure.
2:09:42 - She’s probably watching on TV, she knew.
2:09:45 - Yeah, it’s my time.
2:09:47 - So this has just very minor revisions
2:09:50 that we’re suggesting.
2:09:51 One of them is based on board comments at the last review.
2:09:56 One of them is adding the veteran’s preference,
2:09:58 and then the other major revision
2:10:01 is that all renewals will come back to the board.
2:10:03 - Love that.
2:10:05 - Yep, so both things that were mentioned
2:10:07 by the board and now in policy.
2:10:09 - Beautiful, it’s a big one for us.
2:10:11 - Yeah, looks great.
2:10:12 - Okay, anybody else wish to speak to anything?
2:10:14 All right, hearing none, does any board member
2:10:16 have any further to discuss?
2:10:18 All right. - Oh, if you would,
2:10:19 sorry, if you would. - Almost.
2:10:22 - This paper that gave Mr. Seusson a heart attack.
2:10:26 - It didn’t give me a heart attack, it just.
2:10:28 - If you do two things for me,
2:10:30 if you would give me any feedback
2:10:32 that you would like me to take to our meeting
2:10:34 where I represent us on Friday,
2:10:36 and then also the,
2:10:41 they had specifically asked for,
2:10:43 they wanna look at the part that talks
2:10:45 about a CTE workforce diploma.
2:10:49 - I like that when I saw that, C stars.
2:10:50 - We’re supposed to bring talking points.
2:10:52 So if you will give me some talking points
2:10:55 that they wanna add to that.
2:10:57 So talking points for developing,
2:10:59 asking them to develop a CTE workforce diploma, okay?
2:11:03 But you can do it offline.
2:11:05 - And you want us to give you talking points
2:11:06 to why we support that.
2:11:08 - Right, what do we need to be telling our legislators
2:11:11 of why that would work,
2:11:13 what we need to do to make that happen?
2:11:16 That’s what I’m supposed to show up at my meeting on Friday
2:11:18 with three to five talking points, okay?
2:11:22 So if you have some, tell them later.
2:11:25 - In the most advanced countries in the world
2:11:28 with the deal with career and technical proportions,
2:11:31 they already have that, so tell them that.
2:11:33 - Write it out.
2:11:34 - We’re all good, everybody?
2:11:35 There we go.
2:11:37 - All right, we’re–
2:11:38 (upbeat music)
2:12:28 (silence)