Updates on the Fight for Quality Public Education in Brevard County, FL
0:30 ♪♪
2:26 Good morning, welcome to the March 5th, 2024 special board
2:29 work session.
2:30 It is now in order.
2:31 Paul, roll call please.
2:32 Ms. Wright?
2:33 Here.
2:34 Mr. Trent?
2:35 Here.
2:36 Ms. Jenkins?
2:37 Here.
2:38 Ms. Campbell?
2:39 Here.
2:40 Wonderful.
2:41 Thanks.
2:42 If you can please stand for the Pledge of Allegiance.
2:47 I pledge allegiance to the flag of the United States of America
2:51 and to the republic for which it stands, one nation under God,
2:55 indivisible, with liberty and justice for all.
3:01 All right, board, we have quite an agenda in store for us today.
3:06 So we’re going to start.
3:07 Our first topic will be the student accommodation plan
3:10 briefing.
3:11 I believe Ms. Dampier, who is presenting this one?
3:14 Sue, sorry.
3:15 Oh, Ms. Black is presenting.
3:17 Okay, Karen.
3:19 Thank you, Madam Chair.
3:20 Karen Black is going to be presenting.
3:22 Sue is dealing with some facilities issues right now.
3:25 This is our annual student accommodation plan.
3:28 This is something we do every year.
3:30 She’s going to bring us up to date.
3:32 All right.
3:33 Ms. Black, the floor is yours.
3:34 Thank you.
3:35 All right.
3:36 Good morning.
3:38 So let me get started here.
3:41 So the student accommodation plan is an annual report approved
3:45 by the school
3:46 board, which is used as a guide in making planning decisions for
3:50 the following
3:50 school year.
3:51 It provides an overview of the status of the district using data
3:54 and maps to
3:55 illustrate current trends and provides community stakeholders a
3:59 transparent
3:59 look into the basis for school district planning and decision
4:04 making.
4:05 Helen Keller once said, “Alone, we can do so little.
4:08 Together, we can do so much.”
4:11 The plan is a result of a collaboration of departments within
4:13 the district and
4:15 15 local municipalities to ensure adequate school facilities are
4:18 available,
4:19 not only for a balancing enrollment,
4:21 but also to meet the facility needs for all student programs and
4:25 services.
4:28 This is a quick overview of who we are.
4:30 Brevard County’s population is about 640,773 people,
4:36 and 18% are between the ages of zero and 17.
4:40 The district serves 74,117 students in 103 facilities.
4:48 The following slides give a quicker review of each section of
4:52 the plan.
4:53 Section one outlines the reports required by the Florida
4:55 Department of
4:56 Education and defines various legislation the district must
5:00 adhere to in
5:01 planning school facilities.
5:06 Also in section one, you’ll find more information about the 24/25
5:10 plan
5:10 strategies in the student accommodation plan abstract.
5:14 For example, the new Viera middle school will open in August for
5:19 school year
5:20 24/25.
5:22 An eight-classroom addition at West Melbourne School for Science
5:26 will be under
5:26 construction and is scheduled for completion in 25.
5:30 An eight-classroom building addition at Myla Elementary will be
5:33 under
5:34 construction to replace building nine,
5:37 and this will be mainly focused on exceptional students,
5:42 exceptional education students, and that’s scheduled for
5:46 completion in 26.
5:48 A new transportation facility will be designed on the San Filippo
5:52 site that the
5:53 district already owns,
5:55 and you can learn more about our long-range planning initiative
5:58 and state
5:59 appropriations for the Edgewood robotics lab,
6:02 the adult education commercial driver’s license training
6:06 facility,
6:07 as well as the aquaculture lab at Cocoa Beach Junior/Senior High
6:12 School.
6:13 Section two outlines the district’s requirement to balance
6:16 student enrollment
6:17 and information about the board policy and procedures available
6:20 to balance
6:21 enrollment, such as using relocatable classrooms,
6:25 modifying existing program offerings, attendance boundary
6:28 changes,
6:29 freezing schools to incoming education location option students,
6:34 or constructing new capacity.
6:37 We’re also doing a pilot program for year-round school at
6:41 Challenger 7.
6:43 Section three of the plan contains a table of Brevard
6:47 traditional school
6:47 student membership, current capacity,
6:51 and current percent of use for each school.
6:54 Please note that when you’re reading these tables,
6:56 permanent capacity equals brick-and-mortar building capacity,
7:00 and when you see total capacity, that includes the relocatable
7:06 capacity.
7:08 The from-to analysis found in section four is used to illustrate
7:11 whether a
7:12 student attends his or her zoned school or another school by
7:17 choice.
7:18 Just a quick overview of how you read this table.
7:21 The rows on the left are the zoned school of the student,
7:27 where the student resides,
7:29 and the columns across the page are where the student attends.
7:33 So if you look at the highlighted diagonal section where the
7:38 rows
7:39 and the columns meet, that is the number of students that attend
7:43 their zoned
7:44 school for each of the schools.
7:46 So, for example, if we look at Central, Central has a total of 1,061
7:53 students,
7:54 and out of those where the row and the column intersect,
7:58 1,010 the central zone, and 32 are attending from stone zone.
8:06 If you look all the way over to the far right,
8:08 you’ll see a green column.
8:10 In the green column, you’ll see the number of students that are
8:13 from the zone
8:14 that are attending charter schools.
8:17 So you can see for Central, 351 students leave the zone
8:22 and attend charter school.
8:29 Section five of the plan lists the projected student enrollment
8:33 for the next
8:34 five years and the total capacity in use projected for five
8:38 years.
8:39 So in the center of the table, you’ll see current year.
8:42 That’s the current enrollment as of survey two in October,
8:46 the official fall count.
8:47 And then you’ll see five columns for each of the next five years
8:51 and then the current capacity in use and then the projected
8:58 capacity in use.
9:01 Facility needs reach outside the typical classroom.
9:04 Another purpose of the plan is to recognize facility needs
9:07 for all students and programs as well as the community.
9:10 Section six contains dedicated pages for specific programs
9:15 that have facility needs.
9:17 For example, PK, early childhood learning, BLAST,
9:20 career and technical education, adult and community education,
9:24 preferred virtual school, alternative learning centers,
9:27 the Gardendale Separate Day School, and athletic facilities.
9:36 In growing areas throughout the county,
9:38 it may be necessary to place relocatable classrooms on existing
9:41 school campuses
9:42 to accommodate the influx of new students.
9:45 On the other hand, in some schools where relocatable classrooms
9:48 are already in place, the school may no longer need them.
9:53 This section is devoted to the need to move or change the status
9:58 of relocatable units.
10:03 So for school year 2425, a few schools in the south part of the
10:07 county
10:07 are projected to be near or over 100% capacity.
10:11 So as part of the plan, relocatable classrooms will be added at
10:14 Sunrise
10:15 and Westside Elementary schools,
10:17 and existing surplus units that are already located on the
10:20 campus
10:20 of Bayside High School will be converted to classrooms.
10:24 Six units located at Meadow Lane Intermediate,
10:27 one at Roy Allen and one at Space Coast,
10:30 will be changed from classroom to surplus for possible use at
10:34 another location.
10:37 In 2324, many of the district’s relocatable units were found to
10:40 be in poor condition
10:41 and not suitable for continued classroom use.
10:46 These units will be presented to the board for DCR and
10:50 demolished as part of the plan.
10:56 So each year, the district reviews existing attendance
10:58 boundaries.
10:59 When changes are considered, the following process is followed
11:02 and documented in the annual student accommodation plan.
11:06 For this plan, we have one minor approved attendance boundary
11:09 change
11:10 and the new boundary for the new Viera Middle School.
11:18 Section 9 includes historic data and analysis.
11:21 I’ve included a few examples.
11:25 This graph shows student enrollment as compared to the timing of
11:28 the space programs
11:30 since 1960 and its rise and fall in student enrollment as
11:34 programs started and ended.
11:36 You can see as programs were instituted, population grew as
11:40 people moved to the county,
11:41 and as programs ended, population decreased.
11:45 However, when the space shuttle program ended, a new focus on
11:48 economic programs stabilized growth.
11:51 So since 2011, you can see the population has balanced out and
11:56 hasn’t taken a drastic drop.
12:00 I do want to point out that this decline that you see from ‘22-‘23
12:06 looks a little more drastic than it is.
12:09 Traditionally, since 2019 at least, the district enrollment
12:13 included family empowerment students,
12:16 and this year, the state no longer gives us that total number.
12:20 So this year, we appear to be much lower, but last year we had 4,200
12:25 family empowerment students,
12:27 and this year, those students aren’t counted in our number.
12:30 The district itself, in traditional schools, lost about 802
12:34 students.
12:35 Charters gained, I think, 416.
12:41 So the net difference is that the public schools, the Viera
12:44 Public Schools, is down about 425 students
12:48 if you don’t count the family empowerment students.
12:54 Since the 2009-2010 school year, the percentage of membership
12:58 attending charter schools has increased.
13:01 It’s now 13 percent of the district students are attending
13:04 charter school.
13:06 Remember, the total number of students does not include the
13:09 number using family empowerment scholarship funding,
13:12 which is why you see a slight increase on the bottom table for
13:17 our traditional school percentage membership,
13:22 when realistically the decrease is 425 students.
13:31 So this plan includes a series of maps showing the change in the
13:35 number of students by study area.
13:38 A study area is equal to a neighborhood, and it takes several
13:41 neighborhoods, several study areas to equal an attendance
13:45 boundary.
13:46 But what’s interesting about this is we can see the five-year
13:49 change in students.
13:51 We can see where the population is declining and where the
13:54 population is growing.
13:56 So Viera is a good example, and this is just one of the maps
13:59 that show this in the plan.
14:01 But Viera is a good example because Viera contains three of the
14:06 top five highest gains in the county,
14:09 but it also includes two of the highest losses in the county.
14:14 So some of the aging neighborhoods of Viera, it seems the
14:19 population has grown,
14:22 and the population has grown up, meaning aged, whereas the
14:27 students that had moved in or were born there have finished
14:32 school,
14:33 and the parents have kept the house, and it’s not generating
14:36 students at the high rate that it does when the house is new.
14:41 And you can see the newest neighborhoods, for example, Sordona
14:45 Cove along Pineda,
14:47 you can see 351 new students in the last five years, as opposed
14:52 to an area around Ralph Williams Elementary that lost 53
14:57 students.
14:59 So it suggests that as families move in, they’re young families,
15:04 they move in,
15:05 and it seems once the population graduates high school, maybe
15:09 the parents keep the home and stay,
15:13 and the neighborhood doesn’t generate kids at the same rate.
15:23 Okay, so there’s also five maps included in the plan that
15:26 include local government development data.
15:29 So the red-hatched areas that you see on these maps are
15:33 developments that we know are either under concept review or
15:38 future review.
15:39 We know they’re coming. Mainly, we just want you to know that
15:45 facilities continually monitor development throughout the county,
15:50 and we use this information in partnership with our local
15:54 municipalities when we’re doing the student projections.
15:59 What these maps don’t show you exactly is the timing. It could
16:02 be two years, it could be five years,
16:04 and some of the concepts could be even a little longer than that.
16:13 So Section 10 of the plan contains maps that are meant to be
16:18 viewed side by side, and they show current capacity for this
16:22 current school year, 23-24.
16:24 There’s a set of permanent maps and a set of total capacity maps.
16:28 Remember, the permanent is without the portables. Total is
16:31 permanent plus portables.
16:34 But what you see, like in this example here, is total capacity
16:39 of elementary schools,
16:41 and you can see in the south, schools are 90, reaching 100
16:46 percent, and projected five years from now,
16:49 this is that area of development that we saw in the previous
16:51 slide, you can see they’re projected to be at 100 percent or
16:59 more.
17:00 And then the last thing I wanted to share is how to find a copy
17:04 of the plan.
17:05 Each year, once the plan is approved, I put it on the district
17:08 website under planning report.
17:11 So if you go to brevardschools.org, departments and programs,
17:14 planning and project management,
17:16 on the left-hand side you’ll see a list and you’ll see planning
17:19 reports,
17:20 and then you’ll see student accommodation plan is the top report,
17:24 and the current one each year is found there.
17:28 And then if you click on the word here that’s at the end of the
17:31 paragraph there that you see,
17:33 it’ll take you to a file archive with multiple years’ worth of
17:38 the plan so you can look back historically.
17:43 Thank you. That’s a quick overview.
17:46 I have one question here, and if that’s okay.
17:48 Back on slide 20, I think you said it, but I just want to make
17:50 sure I understood it correctly.
17:52 On the two comparisons, so the 2023-2024 elementary school
17:56 student enrollment total capacity utilization,
17:59 those two you said the left is based on actual structures, built-in
18:04 structures that are not leaving like a portable, correct?
18:07 Is that right?
18:08 This map is total. This includes portables.
18:11 It includes portables, okay.
18:14 Both of these are total capacity, and total capacity is brick
18:17 and mortar plus portable.
18:19 Okay, all right. Thank you.
18:25 Thank you so much, Ms. Black, for presenting today.
18:28 I’ve got a couple of questions, and I’ll just work backwards.
18:33 The slide about the relocatables and where you’re anticipating
18:38 we’ll have to move them, the new locations are Sunrise and Westside.
18:44 That’s the plan to help accommodate for next year.
18:46 Will those be moved from some of those where we’re going to move
18:49 them from, or are we putting new ones there versus add to units,
18:52 add through units?
18:53 That’s under evaluation.
18:55 Okay, because I know sometimes they’re not in good enough shape
18:57 to move.
18:58 Correct, correct.
18:59 So right now we’re currently evaluating whether it’s financially
19:04 feasible to go new, to go lease, or to go move.
19:08 Okay, all right.
19:09 And then the from to – I think I’ve shared this with you – the
19:12 from to analysis charts are some of my favorite charts that we
19:14 have,
19:15 because it’s so informative of where people are going, and so I
19:20 encourage the board –
19:22 and I know this document, the full document is 137 pages.
19:27 But take some time over the next couple of weeks to really look
19:28 at that, because it gives you a good sense of what’s going on in
19:33 your community.
19:35 And then I’d like to have a question, one other question working
19:38 backwards about the completion of the site, the new building at
19:41 West Melbourne School for Science.
19:42 I know we’ve had some delays, but it says the site should be
19:44 completed in January of 2025.
19:47 Are we still moving forward – I know this may be your Dr. Rendell
19:51 question – with opening, like at the beginning of this coming
19:55 school year,
19:56 with the extra classroom for every grade level, and we’re going
19:58 to just squeeze them in somewhere?
20:00 I know that when we finalized projections, we were counting a
20:03 portion of that.
20:05 Okay.
20:06 So I’m not – I believe it’s still that way.
20:08 That would have to be –
20:09 Are we still planning – are we still good to go with the
20:12 expansion of the student enrollment?
20:15 Because I know they’ve already done their lotteries and
20:17 everything, so I didn’t know if they’d already done that.
20:20 Sue’s standing up.
20:29 She’s coming to testify before the Senate panel here.
20:33 I believe we’ve worked with the principal and chief of schools
20:37 to kind of do a hybrid plan.
20:39 So I’ll need to get that solidified for you all and get back to
20:41 you on it to be sure that we’re giving you the right information.
20:44 Right.
20:45 Because that has changed over time.
20:46 Okay.
20:47 Because I had a conversation with her, like, a few months ago,
20:49 like, what are we going to do if it’s not open?
20:51 But, I mean, if it’s not until January, that is a lot of
20:54 accommodating to do.
20:56 I think we have certain facility – like, there are pieces of
20:59 this that will be done earlier and then pieces that will be done
21:02 later.
21:03 And some of the new facilities are going to be used for current
21:08 students, so it’s a little bit of a work in progress.
21:11 But I know there’s a plan. I just can’t articulate exactly what
21:14 it is.
21:15 Here comes Mr. Ramer.
21:17 I know. I started up. I’m sorry.
21:20 I know that we have the plan. When I did the school visit, she
21:24 seemed very confident.
21:26 Yeah.
21:27 Yes. We will be opening up three classrooms at West Melbourne.
21:30 The projection has been adjusted to 606 from 552.
21:34 Principal is on board. She is going through the process of
21:37 admitting students.
21:39 So their enrollment next year should be 606 with three new
21:41 classrooms being open due to the expansion.
21:44 Okay. And then the following year we’ll have the extra classroom
21:47 at every grade level?
21:48 Because I thought that was the original plan, was to have five
21:50 – because right now they have four classes of every grade level.
21:54 So we’re only opening that up for a few next year and then
21:56 expanding it?
21:57 Yeah. So we could accommodate the three based on where we’re
22:00 going to be with the expansion being completed and what is open
22:03 in the school right now with regards to classrooms.
22:05 And then once the expansion is completely done, then we will
22:07 continue to adjust enrollment on the campus.
22:10 All right. Thank you so much.
22:12 You’re welcome.
22:13 Thank you. Jennifer, do you have any questions or comments?
22:17 No. I just – I appreciate you – you did it in the simplest and
22:26 fastest way to explain how the enrollment numbers look like a
22:29 significant decrease of students.
22:31 And we’ve said it time and time again that it’s not what you’re
22:33 seeing, that’s not an accurate portrayal.
22:36 So, you know, there was only a reduction of 400 students.
22:39 And when you take into consideration the fact that our charters
22:41 that have already been established in this county are adding
22:44 grade levels, adding new buildings, adding different facilities,
22:50 that’s something that we probably expect to see.
22:53 So thank you for that.
22:54 I know it’s confusing for people to consume all that information.
22:57 Thank you. Mr. Trent?
23:00 No, I’m good. Thanks.
23:02 All right. Mr. Susan, are you still with us?
23:04 Yeah, I’m still with you guys.
23:05 And I just wanted to take a second and say thank you to Suhan
23:08 and Ms. Black and others that have been along with some of these
23:12 projections.
23:14 You know, when we were dealing with a lot of deals with growth,
23:17 and I know that Ms. Campbell will agree, their projections are
23:20 pretty tight.
23:21 One of the things that many people that are here may not
23:24 understand is that we meet with on a consistent basis, a lot of
23:27 the city officials and everything about growth and where the new
23:30 developments are supposed to go in and when they’re breaking
23:33 ground.
23:34 That all goes into a lot of work from her team.
23:36 And I wanted to say thank you so much for all of your due
23:38 diligence and making it to where we can estimate the numbers to
23:42 the right because one of the worst things that happens is when
23:45 we over or underestimate some of the student projections that
23:48 our teachers get thrown into a whirlwind of not knowing if they
23:52 should or shouldn’t be there, if the principals have PAR and
23:54 everything else.
23:56 So everything that you guys do is great.
23:58 I just wanted to say thank you.
24:02 Thank you, Mr. Susan.
24:03 Thank you. We appreciate the presentation. It’s very informative,
24:07 and we are using our facilities, it looks like, at max capacity
24:09 on some of these.
24:10 So I appreciate you, Ms. Black.
24:12 All right.
24:15 Let me make sure I get the right script because I have two of
24:17 them running here.
24:18 All right. So our next topic that we are going to go over today
24:26 is the code of conduct and the proposal for changes, which I
24:34 believe Mr. Dampier will be presenting to us.
24:38 It looks like we have a team. All right, Ms. Dampier and team.
24:55 Yes, and team.
25:00 Not a clicker, no.
25:14 Good morning.
25:16 Thank you, Madam Chair, school board members, and Superintendent
25:20 Rendell.
25:21 Today, I bring forward the recommendation of changes to the 24-25
25:26 code of student conduct by the district’s discipline work group,
25:31 along with some other stakeholders.
25:33 I have Mr. Reed, the director of student services that will be
25:37 co-presenting with me today, as well as some other team members
25:43 that will be assisting us.
25:48 The district discipline work group consisted of representatives
25:52 from each board member, as well as from the following groups.
25:56 We had representatives from BFT, Brevard Association of School
25:59 Administrators, Brevard Federation of Teachers, the local union,
26:04 1010, school resource officers, student advisory council, and
26:09 community members.
26:11 Student voice was an integral part of this process. Therefore,
26:14 the team attended the Superintendent Student Advisory Council
26:18 meeting in November to gather input from students regarding
26:21 updates to the code of student conduct.
26:24 So we wanted to make sure all stakeholders were a part of this
26:32 process.
26:34 The discipline district work group met four times throughout the
26:38 past five months, and they really worked hard.
26:42 There was a lot of input, collaboration, as well as revising the
26:48 student conduct, and we had several board members attend those
26:51 sessions, so they actually had an opportunity to see work in
26:56 action.
26:57 They really felt strongly about some of the changes that are in
27:01 the code of conduct that we will present in a few minutes, as
27:05 well as just some changes that may be made for technical reasons
27:11 as well.
27:12 The protocol process for each session was that the district work
27:20 group provided feedback, as well as the PBS core team, which
27:27 consisted of student services staff.
27:29 We looked at the recommendations, and then we provided some
27:33 impact as to what those recommendations would look like, and
27:38 then we made revisions, and then we took it back to the work
27:42 group.
27:43 Then the work group looked at it again, and it was a continuous
27:49 cycle of feedback, which leads us to where we are today.
27:55 There are several topics that were unrelated to the code of
27:59 student conduct, and we wanted to remove those items and really
28:04 focus on student behavior and corrective strategies.
28:08 These topics are outlined for your preview, and we are
28:11 recommending that those items and topics be included in the
28:15 parent guide, which is up under the government community
28:19 relations division.
28:21 I’m going to turn it over to Mr. Reed, who will really outline
28:25 all of the recommendations, the impact to those recommendations,
28:30 and we’ll get feedback from the board members as well.
28:34 We’ll be making those changes in real time, whether or not we’re
28:37 going to accept those changes or if we’re not.
28:40 As well as there are some items you will see that were
28:43 recommendations that the team really felt that they were no’s,
28:46 and we’re going to bring those items to you as well for feedback.
28:51 Then following that, your recommendations, our next steps will
28:55 be to provide professional development, develop PD, as well as
29:00 really provide any documents that need to be updated for all of
29:04 our stakeholders.
29:06 I’m going to turn it over to Mr. Reed.
29:11 All right, good morning.
29:13 I want to give you just a quick orientation of the documents
29:16 that you were given, the one with the spreadsheet with the
29:19 really small font and lots of words.
29:22 Sorry, it was the biggest we could make that.
29:25 The first is I’m going to reference an item number just to help
29:28 us stay organized as we discuss.
29:30 As you can see highlighted on the slide, item number is in the
29:33 first column there, and that will be the language that we
29:36 universally will use to keep us on track.
29:39 As Ms. Dampier shared, the session number, we indicated when
29:42 that topic was brought forward with the district discipline work
29:45 group, although many of these topics overlapped over the course
29:49 of the different sessions that we held.
29:52 The code of conduct topic here, in this example here, it says SB
29:58 and assault.
30:00 That’s student behavior item number five in our code of conduct,
30:03 and it’s assault.
30:05 We provided you with a key here to some of our wording here.
30:08 SB stands for student behavior.
30:11 CS stands for corrective strategy.
30:14 Then we have the different levels that you all are familiar with
30:18 from levels one through five.
30:20 WCD is going to stand for wireless communication device, and
30:24 then WD chart is going to stand for a willful disobedience chart
30:28 that we created more for administrators to ensure that they saw
30:32 all the options on the table so they could consistently
30:35 implement the appropriate corrective strategy.
30:38 We find that there’s times that there’s some errors in that
30:41 domain, so we felt that this tool would help provide that
30:44 clarity.
30:45 The next column is going to be the recommendation that we’ve
30:48 come up with.
30:49 Again, as Ms. Stampier shared, we met with the work group.
30:52 We solicited their feedback.
30:54 They were given feedback on their feedback, and then a group
30:57 came back after each session and kind of tried to synthesize
31:00 what we heard that evening and to come up with a sound
31:03 recommendation.
31:05 Finally, we have the actual proposed change.
31:10 There’s two things that you need to be aware of.
31:12 When it’s underlined, italicized, and bolded, that’s new
31:15 language.
31:16 That is new items that we’ll be adding to that based on feedback
31:20 that we received or based on continued information seeking from
31:25 our principals and assistant principals or errors that we come
31:30 across.
31:31 We may have made some of those decisions on our own to provide
31:34 that clarity.
31:35 Strike-throughs will be language that we’re omitting. Again,
31:48 same thing to provide more clarity or because it had too many
31:48 words that led to confusion for some of our administrative teams.
31:48 Sometimes there will be an artifact that we reference.
31:50 As I’ve already shared, one of those is what we would refer to
31:53 as that Willful Disobedience Chart, and those will just be
31:57 numbered artifacts, and those were included in the handouts as
32:02 well.
32:03 Okay, we’re going to attempt to make some real edits if possible
32:08 here.
32:09 So I’m going to just start us off with the first one, and I’ll
32:12 spend a little more time on this one because there is some
32:15 background that I feel is important for you to be aware of.
32:18 But if there is changes we want to make in this last far-right
32:21 column H, we’re going to try and capture those changes today
32:24 live with you.
32:26 So this first one I think will take us a minute, and I think the
32:29 others will go much faster, okay?
32:32 But there’s a lot to this one, so sad to start with this one,
32:34 but it’s good to do a hard one first, right?
32:37 That’s right.
32:38 So the first one, item number one, the topic is assault.
32:42 And assault, our code of conduct, it was misleading to our
32:46 administrators of what it really meant.
32:49 So assault has a definition that is stricken out, and we’re
32:52 recommending that that be removed from the code of conduct.
32:56 The reason why is that that incident was, if you can see right
33:01 after the word assault, it says TR2.
33:04 That was being reported to the Department of Education as a
33:07 threat.
33:08 And so we already have a code called threat, and when we have
33:11 three or four other codes that are also subcategories of threat,
33:15 it leads to some confusion.
33:17 And it really leads to confusion as far as us completing the
33:20 threat assessment process.
33:22 So assault can be, its needs can be met in a variety of other
33:25 ways through threat or through physical aggression or through
33:29 simple battery.
33:31 So again, we’re proposing that assault be stricken from that,
33:34 and we lean on that threat intimidation number 76 primarily for
33:38 those types of incidents.
33:41 If you read the definition to assault, it isn’t that typical
33:44 definition that you think where you’ve finished physically hit
33:48 someone, okay?
33:50 So again, it truly is aligned with that definition of threat.
33:56 We also had another local code called threat to property 091,
34:01 and again, it was a very minimally used item,
34:05 and we felt that we could lean on the destruction to property
34:08 instead of threat to property, and again, providing clarity.
34:12 When we have two incident codes that are very close to one
34:15 another, it leads to confusion and inconsistencies.
34:18 So again, anywhere that we have two closely related codes, we
34:22 worked hard to try and limit the choices so that we could have
34:27 consistent and accurate reporting in our code of conduct.
34:31 Last one there is the threat to school staff and students, and
34:35 the group had asked for us to further define that,
34:40 and so we did that by saying some examples could be threats that
34:44 are coded low or medium when we go through our threat assessment
34:49 process.
34:50 So I’ll pause there and ask if there are any questions on that
34:53 very large starting.
34:55 Again, we’re proposing the removal of two items, assault and
34:58 threat to property, and adding language to threat to school
35:02 staff and students.
35:04 Ms. Jenkins?
35:06 No, I appreciate that, and I agree with it. I think sometimes
35:11 people don’t necessarily understand the extent of verbal,
35:16 so I feel like this just clarifies that and cleans it up, and
35:19 also I don’t like things being reported to the state as threats
35:23 that maybe necessarily shouldn’t be in there in the first place.
35:25 So thank you for cleaning that up.
35:28 Ms. Campbell?
35:29 No, I’m fine with it. I actually had to – because I never would
35:34 consider the idea of “salt” as –
35:36 because just the plain definition is it’s a physical – it’s an
35:39 actual attack.
35:40 So I actually had to look up the legal definition for the state
35:42 of Florida, but there was something that we had that they had
35:44 that we didn’t have,
35:46 which was it says in that last clause, “and doing some act which
35:49 creates a well-founded fear,” as NARS says,
35:51 “or doing some act which creates” – so I think this is clear,
35:55 because if there actually is a physical attack,
35:57 we have this whole – you’re going to get to it later – this
35:59 whole chart of how to delineate what is this,
36:03 and then if it’s not an actual physical attack, then the threats
36:06 need to be used.
36:07 So I very much appreciate simplifying and having fewer codes.
36:11 We have so many codes, so yay for fewer codes, so it’s clearer.
36:15 Thank you, Ms. Campbell.
36:17 Mr. Trent, I’m looking at you, Ms. Campbell.
36:19 Hey, Ellen.
36:20 Okay, you’re good?
36:21 Yes.
36:22 Okay, Mr. Susan?
36:23 No, all good. Thank you.
36:25 Okay, I am good as well and in agreement with cleaning this up.
36:30 Outstanding.
36:33 All right, on to the next one.
36:37 All right, I’m going to move on to number two.
36:40 I was just trying to test our live edits there, and I’m going
36:42 all over the place.
36:44 I did.
36:45 Sorry.
36:46 We’re laughing because we had to zoom in on this spreadsheet
36:49 when we’re looking at it on our laptop because it is –
36:51 This is an eye test for all of us.
36:52 Yeah, try spending the last four months working on it.
36:55 Yes, sorry.
36:56 I’m like, I’m not sure what font this is, but four maybe or
36:58 something?
36:59 I’m not sure.
37:00 I swear to you, it’s 16.
37:01 Okay.
37:02 Item number two is bus major and minor, and there was some
37:05 discussion with the group that they wanted us to add jumping out
37:09 of the back of a moving bus here.
37:12 And so we worked – we left the major violation as is, but we
37:16 added to the minor violation.
37:19 We added some clarification such as refusal to sit and see,
37:24 assignee, or moving while bus is in motion to provide that
37:27 further clarity.
37:29 We struggled with the major because it is a level four offense,
37:34 and to give great specific examples, you know, a kid jumping out
37:39 of the back of a parked bus for a level four, we just struggled
37:42 with that being a level four expelable offense.
37:45 So we chose not to add jumping out of the back of the bus under
37:48 major, that it would have to be a site-based decision based on
37:51 the investigation, but we did add clarity of some minor level
37:56 infractions to the minor.
37:59 All right.
38:00 Everyone, you want to do thumbs up, or if anybody wants to jump
38:03 in there with conversations that they have concerning this, are
38:06 you okay with this?
38:07 Thumbs up, thumbs up.
38:08 Mr. Susan, are you okay?
38:11 Yes, ma’am.
38:12 He’s taking his thumb up.
38:13 All right.
38:14 Very good.
38:15 Okay.
38:16 See, they’re getting easier now, right?
38:17 Yes.
38:18 Item number three was a new incident code.
38:19 Sorry for the addition, but the team felt that this would be
38:22 valid, and it’s a testing violation, and I have there the
38:26 language that we had created, testing security violation, any
38:30 behavior that disrupts the process of test taking during state
38:33 mandated tests.
38:35 This would be a level two offense.
38:38 I have a question on this one.
38:40 Go ahead.
38:41 Yeah, I just had a question of how do we code that before?
38:46 We didn’t necessarily have a code, to my knowledge, so you would
38:49 lean on possibly cheating.
38:51 You would possibly send a class resorption.
38:54 It would fit the bill somewhere else that wasn’t explicitly
38:58 saying that’s what this was.
39:00 Okay.
39:01 No, I appreciate this for clarity.
39:03 My question was more concerning around state mandated versus Brevard
39:07 mandated since we now have seen the data on those.
39:10 I know we’re cleaning that up, but is there any consensus or any
39:14 thoughts from the board on if this should be just for state
39:17 mandated tests, or what about the other assessments that we are
39:20 doing in the classroom?
39:22 So I’m making an assumption here, and Mr. Reed can clarify if I’m
39:26 wrong, but so when it’s a state mandated test, depending on the
39:30 disruption, there are many protocols in place for pausing that
39:33 test, having a proctor in the room, a monitor.
39:36 It’s a way major – much more major disruption than if it was a
39:39 county mandated, but I might be wrong there.
39:43 I don’t know if we have the same rules in place for that.
39:45 I think the invalidation part is an important piece of that
39:48 because if something – if somebody yells out or breaks protocol
39:51 during a district test, we don’t necessarily have to invalidate
39:55 other people’s, but that could happen with state testing, right?
39:59 So to me it’s specific to state because of the invalidation part.
40:03 All of those come with investigations that we do for those
40:06 invalidations.
40:07 Again, the team wanted to – that source, that cause of that
40:11 investigation to potentially have disciplinary action is what
40:16 the kind of consensus of the room was.
40:19 Okay.
40:20 All right.
40:21 Mr. Trent?
40:22 Just saying, as a former testing coordinator, yeah, it’s a much
40:26 bigger deal on the state test.
40:29 So if you went more than two, it would be fine with it, but yeah,
40:33 you’re good.
40:34 All right.
40:36 Mr. Susan?
40:37 Nope, I’m good.
40:40 All right.
40:41 Wonderful.
40:42 Okay.
40:43 Item number four has to do with student behavior 58, plagiarism.
40:49 The committee had asked us to include artificial intelligence
40:53 used to create original work.
40:56 We added the language you can see there.
40:58 We just really struggled with how are we going to know that that
41:01 happened, right?
41:02 So that was the discussion.
41:03 We did it because that’s what the committee wanted, but we’re
41:06 just not sure how to enforce that unless someone’s bragging and
41:09 posts it, right?
41:11 Right.
41:12 But in cases where it would be evident and, you know, it would
41:15 be like any other kind of investigation, I mean, I think it’s
41:18 good to have it in there because, you know, Russell’s team is
41:20 working quickly on how to deal with it at the district level.
41:23 I mean, we’re all going to have the tool in the toolbox for as
41:27 things move along, you know, because the detection software is
41:31 also growing, not as fast as the ability of AI to be used, but,
41:35 you know, we already have it in place.
41:38 I think that’s a good idea.
41:40 Yeah, and I think it’s important to add it because unfortunately
41:43 some people might try and argue that that’s not someone else’s
41:46 work.
41:47 That wasn’t already created.
41:49 It’s new, so it’s mine.
41:51 So just the clarification piece just for, you know, support for
41:54 our administrators and our teachers.
41:56 I’m in favor of keeping it as well.
41:58 Mr. Trent’s in favor.
41:59 Mr. Susan?
42:01 Yep, I’m in favor.
42:02 All right.
42:04 Very good.
42:05 Going to move on to number five here.
42:08 We spent a great deal of time on this one and went round and
42:12 round for many different reasons that kept changing, but this
42:17 has to do with student behavior 60 and 61.
42:22 It’s possession of dangerous object, minor and major.
42:26 Mr. Armstrong and I spent a great deal of time talking with
42:29 administrators on a regular basis.
42:31 We provided training at the beginning of the year because we
42:34 knew that this is problematic of defining where and where’s the
42:38 line of what’s what.
42:40 And we’ve come up with what we feel is a pretty good
42:43 recommendation.
42:45 What we’re asking to do here is to change the minor, potentially
42:50 dangerous object minor, and just have it stand alone as a
42:55 potentially dangerous object.
42:57 We’re adding new language to that that says intent may result in
43:01 it becoming a weapon or a threat or a simple or aggravated
43:06 battery.
43:07 We felt that our potentially dangerous major, which is being
43:12 omitted, really was very much so too close to the line of
43:15 actually being assessor incident.
43:18 And so we felt there were instances where we were possibly under
43:21 reporting when we weren’t engaged with the school because we had
43:25 no awareness that it was happening.
43:28 So we feel that adding a little bit to the minor provides
43:31 clarity that it could be taken to something bigger.
43:34 We’ll train early and often, but the potentially dangerous major
43:39 we felt strongly should go because it very closely mirrored the
43:43 weapons definition that was included.
43:47 All right, board, Ms. Jenkins.
43:53 What is the – losing my terminology here.
43:59 The consequence table for, you know, your menu options.
44:06 Yes.
44:07 So potentially just Mr. Armstrong, you may need to help me out
44:10 here, but potentially dangerous object.
44:13 Corrective strategy, sorry, corrective strategy.
44:15 Yeah, you’re wanting to know the levels for each of these?
44:17 Yeah.
44:18 Sure.
44:19 Those are not going to change, but we’re eliminating something,
44:20 so what’s left?
44:21 Correct.
44:22 So potentially dangerous object will be a level three incident.
44:26 Correct.
44:27 And then weapon is a four or five.
44:31 It’s a level five.
44:33 Okay, level five.
44:34 Threat is a level four.
44:35 Simple battery is a level four.
44:37 And aggravated battery is a level five.
44:41 So we have a continuum from three through five.
44:44 So was minor always a three?
44:48 Yes.
44:49 Yes, it was.
44:50 It was a three.
44:51 So we’re leaving that at a level three.
44:54 Correct.
44:55 Okay.
44:56 Right.
44:57 Okay.
44:58 Now, I’m good with this change.
44:59 I think that makes it clear.
45:00 And, you know, some of these changes – so many of these changes
45:03 that are in here are
45:04 just making, like, the CSR so much more obvious and clearly
45:09 delineated and usable, so I think
45:13 that’s good.
45:14 I’m good.
45:15 Okay.
45:16 I’m good as well.
45:17 I’m glad that the bold line is added there as far as the intent
45:21 of use or use may result.
45:23 I think that’s important because a lot of times it’s something
45:26 that you don’t think
45:27 could be a weapon, can be turned into a weapon.
45:29 So that covers that.
45:30 So I’m in favor.
45:31 Mr. Trent?
45:32 All good.
45:33 All right.
45:34 Mr. Susan.
45:35 You’re clear.
45:36 All right.
45:37 Okay, item number six is public display of affection, and we
45:44 were asked to define “not
45:47 suitable.”
45:48 Our best take at that was adding the following example,
45:50 affectionate acts that impact the
45:52 traditional school day, such as acts that include but are not
45:56 limited to being late
45:57 to class or impeding others from getting to class on time,
46:01 drawing unnecessary attention.
46:04 In the other column, we added examples of what sexual harassment
46:08 could be if it went
46:09 beyond that, but through conversations with principals, this was
46:14 giving more information
46:16 but not being so simple to force – give them some options
46:21 within that corrective action.
46:24 So making out in the hallway is still –
46:28 You can’t put that in there.
46:30 Simply said.
46:31 There you go, yes.
46:32 Yeah, I know.
46:33 That would impede others from getting to class on time, so, yes,
46:37 and potentially –
46:38 And that’s engaging in an intimate display of affection, so that’s
46:41 – yeah, I think it
46:43 clearly defines that.
46:45 I’m in favor.
46:46 Mr. Susan?
46:47 Yes, ma’am.
46:48 I am in favor.
46:49 All right.
46:50 Thank you.
46:51 Okay.
46:52 On line seven, we wanted to – student conflict, we were asked
46:58 to remove starting rumors.
47:01 That was a simple omission in the definition there that really
47:05 kind of an innocent victim
47:07 there could have been impacted.
47:08 So we removed starting rumors, just being rumors.
47:11 Thumb up, thumb up, you good?
47:16 All right.
47:17 Mr. Susan, you good?
47:19 Yes, ma’am, I am.
47:22 All right.
47:24 Okay.
47:25 Line eight is an important one that we, again, have lots of
47:28 dealings with on a regular basis.
47:30 When I say we, Mr. Armstrong and I, physical aggression, we
47:36 wanted to add for both the
47:38 pre-K through two and the three through six, we wanted to add
47:43 resulting in no injury.
47:45 And when I say no injury, we’ll have to have a training piece to
47:48 that.
47:49 Anyone that’s worked in an elementary school knows the ice pack
47:52 is magical for all things,
47:54 right?
47:55 So that doesn’t constitute necessarily an injury, but requiring
47:58 first aid, requiring
48:00 to be picked up by your parent, those would be examples of
48:03 injury.
48:04 So we tried to clarify by saying no injury for those two pieces.
48:08 If we had a threat to a school staff, we added some examples
48:12 that we could use this threat
48:14 to school staff of low or medium threats that were done through
48:19 the threat assessment process.
48:22 There were some instances where we felt there was possibly – we
48:25 possibly were sometimes
48:27 not reporting all instances of simple battery due to the
48:31 definition being so wordy.
48:34 That definition is good, but it sometimes takes our staff too
48:39 deep into its analyzing
48:42 of it.
48:43 So we wanted to go with the exact definition from the Office of
48:46 Safe Schools.
48:46 And so we admitted all the wording that are related to that.
48:52 So the Office of Safe Schools gives a definition, and then there’s
48:55 related definitions.
48:57 So for example, simple battery is blank.
49:00 Minor and major injury is a related definition.
49:03 And we had kind of mashed it all into one definition.
49:07 We’re now bringing them back apart.
49:09 And again, it brings simplicity to it, so it’s very clear that
49:13 it’s this.
49:13 And then we also have designed that table to help – we’ve
49:17 refined our table of physical
49:19 aggression, simple battery, fighting, that we’ll review in a few
49:24 minutes.
49:25 So we’re looking to add a little language there and to remove
49:28 some language that provided
49:29 confusion.
49:30 » I’m fine with this one, board.
49:34 Good.
49:35 And Mr. Susan.
49:37 » I’m good.
49:39 » All right.
49:41 » Very good.
49:44 Nine is pretty simple.
49:46 Skateboard privileges, they wanted to add walker privileges as
49:49 well.
49:49 This one’s used sometimes if students are having conflict, we’d
49:52 stagger their dismissal,
49:54 so they wanted to add walkers.
49:58 » Good.
49:59 Mr. Susan, are you okay with this one?
50:04 » Yes, ma’am, I am.
50:06 » All right.
50:07 Next one.
50:08 » All right.
50:09 Line 10, we were – we tweaked the definition of classroom reassignment.
50:14 They wanted to have definitions for elementary and definitions
50:17 for secondary.
50:18 We find that that can be difficult.
50:20 So we tried to add to one of the definitions.
50:24 So we added to classroom reassignment longer than one class
50:28 period due to an investigation
50:30 or an incident going beyond 60 minutes.
50:34 The other alternative classroom placement is just one period.
50:38 And so that is defined by what that – that means that they’re
50:41 school, elementary, middle,
50:43 or high.
50:44 » Board.
50:45 We’re good.
50:46 I want to make a comment on this one, and this is just more so
50:51 for retraining I think
50:53 at school sites.
50:54 So one of the common things I get calls on is my child is being
50:57 bullied, and I think
50:58 most of us probably get those same similar phone calls.
51:01 But the bully packet gets filled out.
51:02 And this doesn’t – it kind of goes with this, but kind of doesn’t.
51:05 But talking about the assigning of different classrooms.
51:07 So once the bully packet is investigated, making sure that the
51:09 child that is committing
51:10 the offense is the one that is moved into a different class, not
51:12 the one that is the
51:13 victim of the offense, that seems to come up quite frequently,
51:16 that my child loves their
51:18 class.
51:19 They don’t want to be moved, but they’re being bullied by XYZ
51:21 student.
51:21 And now they’re going to have to be moved because we reported it.
51:23 So that’s just something I think we need to go ahead and make
51:25 sure that all the staff
51:26 is aware of so that it doesn’t continue to happen.
51:29 Ms. Dampier.
51:30 » Yes.
51:31 We are doing an overhaul of our bullying processes to make it
51:35 streamlined as well as more specific.
51:37 And we plan to do a lot more training on that for students,
51:41 parents, teachers, and school-based
51:43 administrators.
51:44 So we have a plan in place for that.
51:46 » Thank you.
51:47 I appreciate that tremendously.
51:48 » And on this one, the classroom reassignment part, that can –
51:53 that’s on the menu – on
51:55 the corrective strategy menu for – I think it’s probably most
51:59 used in elementary as like
52:00 an alternative to an ISS or even an OSS of, okay, you’re going
52:04 to come to school tomorrow,
52:06 but you’re going to be in Ms. Smith’s classroom all day.
52:09 It could be used for a total day, right?
52:11 Not just an investigation?
52:14 » So again, the alternative class placement is for one class
52:17 period.
52:18 So again, in an elementary school, that could be for reading,
52:20 the reading block, which is
52:22 90 to 120 minutes, right?
52:24 So again, that’s the piece that’s different across placement,
52:29 right?
52:30 So middle school would be one period, one bell, right?
52:33 So this is designed to be a shorter amount of time.
52:36 » I mean the second one, the classroom reassignment, could it
52:39 be used as –
52:40 » It could be used for a longer amount of time, yes.
52:43 » – as an all-day thing as an alternative to –
52:45 » Yeah.
52:46 We would prefer if someone’s going to do an all-day thing that
52:49 they would use in-school
52:50 suspension.
52:51 » Okay.
52:52 » Again, not all places have a specific area for that.
52:56 So sometimes, again, back to confusion, it’s not in-school
52:58 suspension because I don’t have
52:59 that.
53:00 » Right.
53:01 » It’s classroom reassignment instead, and so that’s a training
53:04 piece we need to discuss
53:06 –
53:07 » Okay.
53:08 Well, and then the levels are different, right, because a
53:11 classroom reassignment would be
53:13 is a level one, whereas ISS, I think the earliest it is, is –
53:19 » Mr. Armstrong.
53:20 » – it’s a level two.
53:21 But there’s – it’s not – so it would – that would really be
53:22 different, right, if you were
53:23 going to do –
53:24 » I believe they’re tiered, but let me verify with Mr.
53:25 Armstrong.
53:26 He’s got them right in front of him there.
53:28 » I’m not seeing classroom reassignment at level two, so –
53:35 » The classroom reassignment is just in level one of elementary,
53:38 so he would be proposing
53:40 that we move it into level two.
53:42 » Oh, no, I’m not proposing anything.
53:43 I’m just clarifying.
53:44 » Yeah.
53:45 » I just want to make sure – I’ve seen that used, and so maybe
53:49 sometimes when I’m seeing
53:51 it used is it’s actually an in-school suspension at a school
53:54 that doesn’t have an ISS spot.
53:56 » Mr. Armstrong, the question is what level is alternative
53:59 placement and what level is
54:01 classroom reassignment?
54:03 » alternative classroom placement is on –
54:05 » It’s actually not listed in there.
54:15 » So initially when this was created back in, I believe it was
54:18 2020 or 2021, the recommendation
54:22 of the group had made it just for our secondary schools.
54:27 So currently it does not exist in the realm of elementary.
54:31 » They’re both set for level one?
54:33 » Yes, so it was a response to our CCIS when we had our in-school
54:38 suspension to make sure
54:39 that we’re actually identifying, but differentiating between ISS
54:44 and classroom reassignment.
54:47 So it was created for our secondary, so we would need to add
54:51 that to our elementary.
54:53 » Yes.
54:54 So what I – oh, sorry.
54:56 So if we – right, if we want to give elementarys the
55:00 opportunity to do that alternative – except
55:03 that alternative classroom placement is a level two in secondary,
55:08 and there’s no classroom
55:10 reassignment – actually, no, it’s in level one and level two.
55:16 Okay, so in level one it says one period, level one, and in
55:21 level two it says also one
55:23 period.
55:24 It’s time for them to have that option for both, but it just
55:27 needs to be clarified, I
55:28 guess, down in the charts what was changed here.
55:32 So let me make sure I’m understanding what you’re asking, what
55:34 you’re adding.
55:35 You’re adding to the definitions here, the clarifying language,
55:39 longer than one class
55:40 period.
55:41 So we just need to make sure when it gets into these charts that
55:45 it’s in the right places,
55:46 because it’s not in both places that I’m seeing.
55:49 » It would be a level one for the first one alternative
55:51 placement, and it will be a level
55:52 two for the second one classroom reassignment.
55:56 In-school suspension for secondary is also a level two.
55:59 » Okay.
56:00 I think I’m with you.
56:03 » All right, are you okay with how it’s in here right now, or
56:09 any suggestions as far
56:11 as changes?
56:12 » Yeah, I’m fine.
56:13 I’m just – there’s not – there’s – I guess what I’m getting
56:17 to is there’s not – alternative
56:18 classroom placement isn’t in the elementary.
56:23 » So we can make sure that that gets added.
56:26 I don’t know if that was a mistake or where that was, but we can
56:29 absolutely add that.
56:31 As much consistency between the two, I’m a fan of.
56:34 I mean, it allows us to not have to remember two sets of playbooks.
56:40 Granted, the people in the seats at the schools, they only need
56:43 to know one, but for Mr. Armstrong
56:45 and I, we get confused sometimes with the slight differences.
56:50 » I think it provides clarity for the student, too, because the
56:52 elementary student will be
56:53 a middle school student and a high school student, and so if we
56:55 keep the same across
56:56 the board, it will help the transition a little more.
56:57 » And if it never gets used, you know.
57:01 » So I hear we would add alternative classroom placement to
57:04 level one for both elementary
57:06 and secondary, and we will accept the revisions for classroom
57:10 reassignment at level two for
57:12 both elementary and secondary.
57:14 » Ms. Campbell, are you good with that?
57:19 » Well, you’re putting classroom reassignment at level two, and
57:23 I’m seeing it at level one
57:24 in elementary.
57:25 » And again, they’re very – one’s for longer, so we again can
57:30 leave them both as ones, and
57:32 one’s longer than the other, or we can stretch them over level
57:36 one and level two and make
57:37 that adjustment.
57:39 I’m a fan of progression, right?
57:42 You can really see this is a level one in fraction, and it’s for
57:45 this amount of time.
57:46 You’ve done it twice now.
57:48 This is a level two in fraction, and it’s longer, and you’re not
57:51 going to do it with
57:52 your co-teacher that’s through the other door.
57:55 It’s going to be a placement somewhere else that’s different.
57:59 » Right.
58:00 I guess, yeah, as long as we – the final product is consistent,
58:03 I’m good and fair.
58:04 Yeah.
58:05 With the leveling up, I’m good with that.
58:08 Sorry to take so long on this item.
58:10 » It’s okay.
58:11 Ms. Jenkins?
58:12 » No, I just was going to say that I’m for Mr. Reed’s
58:14 suggestion, and I don’t like that
58:16 they’re going to overlap, then why do we have two different ones
58:18 that doesn’t make any sense?
58:20 » Right.
58:21 » So let’s just separate them.
58:22 » All right.
58:23 You have good, clear guidance?
58:24 » We have clear.
58:25 We’ve got it right up there.
58:26 It’s on the board already.
58:27 We’ve got notes.
58:28 Yes.
58:29 » Perfect.
58:30 » All right.
58:32 Row 11 was the increase of supervision.
58:34 They had asked us to just define what that meant, so we said
58:37 that we would increase supervision
58:39 to decrease problematic incidents around the school limited –
58:45 to include but not limited
58:47 to hallways, bathrooms, and other areas, and so the only caveat
58:51 to this is when we say
58:52 that, we also need to have the supervision to do that, and then
58:55 there comes a time where
58:57 we decide that I no longer need that, so just it will come and
59:00 go as it’s needed when that
59:02 is used.
59:03 » Good.
59:04 Ms. Jenkins, you’re good.
59:11 Mr. Susan, you’re good.
59:15 » Number 12, we had asked us to define what co-curricular was.
59:20 That was not the easiest of jobs to really do, to be honest with
59:24 you, because really
59:25 a debate of what’s extra and what’s co was hard, so we added and
59:30 we reached a consensus
59:32 of activities that could result in your grade being impacted as
59:36 co-curricular.
59:37 You know, marching band, something that’s after school, along
59:45 those lines, the debate.
59:48 » Right.
59:49 So I think that’s great.
59:50 That’s a great definition for –
59:51 » Okay.
59:52 Good.
59:53 » Yeah.
59:54 I love it, honestly.
59:55 » Funny enough, actually when I sat on my – you know, I sat on
59:56 the Florida School Music
59:57 Association Board of Directors, and we had that very
59:59 conversation that co-curricular
1:00:00 is not defined, so – but this is about as good as you can get.
1:00:04 I mean, if you miss a choir concert, that’s a test grade in most
1:00:07 classes, so – or going
1:00:09 to MPA, you know, that’s – it’s required, and you say at the
1:00:11 beginning there, you understand,
1:00:12 this is part of your grade, so we’re excluding those – that
1:00:18 loss of – that would not be
1:00:20 part of the loss of privilege.
1:00:22 » Correct.
1:00:23 » Okay.
1:00:24 » Good time to plug MPAs this week, and you can go attend it.
1:00:28 » That’s right.
1:00:29 Yesterday and today.
1:00:31 I’m going tonight.
1:00:32 » All right.
1:00:34 I’m going to move on to number 13, which is deleting from the
1:00:37 code of conduct reporting
1:00:39 to law enforcement.
1:00:41 We already within the referral, 22 of the 26 successor codes,
1:00:47 they’re required to report
1:00:49 to law enforcement and code that in the referral.
1:00:53 We found that this was causing confusion that they were doing it
1:00:56 there and then not doing
1:00:57 it there or not doing it where they should and recording it as a
1:01:01 student incident, and
1:01:02 so again, this was competing with accuracy most of the time of
1:01:06 completing the referral,
1:01:08 and so removing it is actually going to make us more compliant.
1:01:11 » You got a thumbs up from me.
1:01:15 Everybody else?
1:01:16 You good?
1:01:17 Good.
1:01:18 All right.
1:01:19 » All right.
1:01:20 14 is new, violation of a stay away contract, and that’s new
1:01:23 language that we wrote there.
1:01:25 Any violation of the stipulations outlined in a stay away
1:01:28 contract, and it would be considered
1:01:30 a level two incident in both elementary and secondary.
1:01:37 Repeated acts would multiply that.
1:01:39 » And again, I think just clearly defining who is the victim
1:01:42 and who is the aggressor,
1:01:43 because I think a lot of times families are hesitant to sign a
1:01:46 stay away contract, because
1:01:47 it appears to be, hey, if my child was being attacked and now I
1:01:50 signed a stay away contract
1:01:52 and this kid comes up to my child, the contract reads in a way
1:01:55 that sounds like you could
1:01:56 possibly use it against my child, and they’re not the ones
1:01:59 committing the offense, so just
1:02:01 clearly explaining that to staff.
1:02:03 I’ve had families call me multiple of saying, I don’t want to
1:02:05 sign that, and I’m like, well,
1:02:07 your child’s being attacked, and so this is something, a tool
1:02:09 that we’re supposed to be
1:02:10 using and trying to explain it to them, but it’s not being
1:02:13 accurately explained to the
1:02:14 families when it’s being used.
1:02:15 » We can absolutely add that to training.
1:02:19 » Yes.
1:02:20 » So just throwing this out there, so the reason why sometimes
1:02:25 language is in there
1:02:26 is also there is personal responsibility sometimes, I’m not
1:02:32 blaming a victim here, but when there
1:02:35 is a stay away contract in place, you also can’t intentionally
1:02:39 put yourself in spaces
1:02:40 to make that person leave, that’s the same thing for injunctions.
1:02:44 You can’t have an injunction against someone and then
1:02:46 intentionally show up somewhere so
1:02:48 that they now have to be removed from that setting, so it might
1:02:50 be a little tricky, they
1:02:51 might be able to refine it a little bit, but it can’t get
1:02:55 completely removed because of
1:02:57 that.
1:02:58 » I think it would be wise to at least explain that part of it
1:03:01 or put it somewhere in that
1:03:02 contract so that families understand that.
1:03:04 » We’ll take a look at that contract for sure.
1:03:09 Speaking of that contract, line 15, it was recommended that we
1:03:14 add to a stay away contract
1:03:16 with parent notification and consent for the initiation of one.
1:03:21 So we added parent contact is required, so not necessarily a
1:03:28 signature is what we were
1:03:31 interpreting that as, but contact is required.
1:03:35 So we heard that and the committee wanted that and that was the
1:03:38 best we could do to
1:03:39 kind of hit middle ground to be able to put an important tool in
1:03:43 place as quickly as possible
1:03:45 when we feel it’s necessary.
1:03:46 » Right.
1:03:47 Because then the parents can’t hold it up, the process, if they
1:03:47 are – especially if
1:03:47 they’re the parent or the aggressor, I would imagine, would be
1:03:50 more likely to come.
1:03:51 » Correct.
1:03:52 » Yeah.
1:03:53 No, I’m in favor.
1:03:58 » Okay.
1:04:02 Next is number 16, and this will be the first one that we need
1:04:05 to refer to some of our handouts.
1:04:06 It’s going to be the creation of a hate-related incident code.
1:04:11 Real – so, again, the handout there is a two-page doc that you
1:04:18 should have received.
1:04:20 Just a little history of how this happened.
1:04:23 We drafted at our first district discipline workgroup session
1:04:27 what we felt would be a
1:04:29 good hate-related incident code or definition, and we provided
1:04:34 them with other districts’
1:04:37 examples, and then after that, we provided – the next session,
1:04:41 we provided them with
1:04:42 policy 2260, and they further refined that, and that’s kind of
1:04:48 that middle draft there.
1:04:50 And then at the bottom was feedback and questions that some of
1:04:53 the committee members still wanted
1:04:55 to have added but potentially could have some conflict with the
1:05:01 policy.
1:05:02 What we are recommending there on the second page of that
1:05:06 document is we would like to
1:05:08 use that draft language in the code of conduct, make that be an
1:05:13 addition from the second workgroup
1:05:16 – or the second session of the workgroup, and we also have the
1:05:22 ability in focus that
1:05:24 we could activate to ask if a disciplinary incident was hate-related
1:05:30 or not, and right
1:05:32 now it’s yes, no, and blank, and blank allows you to move
1:05:36 forward.
1:05:37 So we could, again, add this to our – this definition to our
1:05:41 code of conduct, and we
1:05:43 could turn on that it must be a yes or a no instead of allowing
1:05:48 a blank as well, and so
1:05:50 that would allow us to filter through this definition for any of
1:05:54 our incidents, or we
1:05:56 could choose, you know, level three and higher incidents, we
1:06:00 could turn that on for versus
1:06:02 all instead of all, but we have options within that to meet that
1:06:09 request.
1:06:10 On the – sorry, my brain, there it went.
1:06:22 Come back to me.
1:06:23 I’m for the prompted question popping up.
1:06:30 I think it’s necessary.
1:06:32 I think that this is an uncomfortable question for people
1:06:37 sometimes or may not be the first
1:06:39 thing that you think about, especially when you’re dealing with
1:06:42 all sorts of things every
1:06:43 single day, but there were numerous incidents last year in which
1:06:47 this would have really
1:06:49 helped.
1:06:50 It also would have notified the district that we have a problem
1:06:53 in certain areas, certain
1:06:55 schools that really need support from the district in those
1:06:59 areas, so I think it’s necessary
1:07:01 for that prompt to be there.
1:07:02 I don’t think there should be a blank.
1:07:05 If you say yes and you’re wrong, that’s okay.
1:07:07 I mean, it’s going to be inquired and it’s going to be
1:07:09 investigated.
1:07:10 It’s not going to be an automatic application, but having no
1:07:14 answer doesn’t really make any
1:07:16 sense because that tells me you don’t know either way, and if
1:07:18 you’re confused and you
1:07:19 don’t know either way, then you need to ask someone, right?
1:07:23 So I don’t like the blank.
1:07:26 » That was my question, was can the code be changed?
1:07:30 So if you go in to code it the first time and, you know, let’s
1:07:35 say it was a fight and
1:07:37 the question pops up and you say no, but then as the
1:07:40 investigation goes, you realize that
1:07:43 there was some, you know, racially based name calling or
1:07:47 whatever going on or whatever goes
1:07:49 along with the definition, that it’s, you know, about that, can
1:07:53 the administrator go
1:07:54 back in after upon that discovery and recode it?
1:07:57 Or maybe originally the kid came, and I say this because this
1:07:59 has happened, walk into
1:08:01 the dean’s office, I’ve been hate-crimed, I’ve been hate-crimed,
1:08:03 you know, and maybe
1:08:04 they initially – and then they go in and find no, it wasn’t,
1:08:07 can that code be changed?
1:08:08 » Absolutely.
1:08:09 They – we make revisions as we learn new information every day.
1:08:12 » Okay.
1:08:13 All right.
1:08:14 No, I think it makes sense to have a yes or no.
1:08:16 I don’t know that it makes sense to put it on level – I’d have
1:08:18 – I was just skimming
1:08:20 through the level one and level twos.
1:08:21 I don’t know that, you know, a dress code violation and a hate
1:08:25 crime go hand-in-hand.
1:08:27 So – but it would probably be – for whatever – to start at
1:08:31 whichever level is appropriate.
1:08:33 » Mr. Tran?
1:08:36 » I think we chatted already.
1:08:40 Right.
1:08:41 That’s level three.
1:08:42 » I would say level three and above.
1:08:43 » Yeah.
1:08:44 Yeah.
1:08:45 It needs to be a level three.
1:08:46 And this information is for data only, correct?
1:08:50 It’s not for escalation.
1:08:53 » This will give us specific data.
1:08:55 For example, we used the example if someone spray-painted the
1:09:01 campus.
1:09:02 But then we found out there was racist words or et cetera, then
1:09:06 yes or no would be selected
1:09:09 for a hate crime.
1:09:10 So it would give us specific data instead of like Mrs. Jenkins
1:09:13 said, when people say,
1:09:15 oh, I’m being bullied, okay, when we find out, we do more
1:09:18 investigation and find out
1:09:19 it’s really not bullying, it’s something else.
1:09:21 So we wanted to make sure that –
1:09:23 » Which would be a reason to have a blank there as well.
1:09:26 » Yes.
1:09:27 Yes.
1:09:28 » While you’re investigating.
1:09:29 So you don’t have to go back and change it or if you’re –
1:09:31 » But they wouldn’t have to necessarily.
1:09:34 » But now we wouldn’t have to unless it’s level three.
1:09:36 » Yes.
1:09:37 » Right.
1:09:38 » Yeah.
1:09:39 I’m in favor of level three and having a forced yes or no answer.
1:09:42 » And when you say the data, is this something we have to
1:09:45 report to the state, right?
1:09:46 » No.
1:09:47 » So this data, so when you have a Cessar incident, it always
1:09:53 asks you these related
1:09:54 questions.
1:09:55 Was there a weapon involved, drugs, alcohol, was it hate related?
1:09:59 It always asks that.
1:10:01 Again, blanks do suffice.
1:10:03 We would be removing that option for that for three and above.
1:10:07 » So for the instances when we do have to report that, this
1:10:11 will automatically create
1:10:12 that –
1:10:13 » Correct.
1:10:14 » – reporting mechanism for the Cessars.
1:10:15 Okay.
1:10:16 Good.
1:10:17 Thanks.
1:10:18 » And we know that extensive training, this will be a part of
1:10:22 our back to school training
1:10:23 for all stakeholders.
1:10:24 » Good deal.
1:10:25 Mr. Susan, do you have anything to add to this?
1:10:28 » No.
1:10:29 I agree with the comments of the rest of the board members.
1:10:32 Thank you.
1:10:33 » All right.
1:10:34 You clear?
1:10:35 » Just to clarify, so we’re going to go forward with the
1:10:37 definition that was on the doc that’s
1:10:39 displayed right now in the code of conduct and then it’s going
1:10:42 to be yes, no for three
1:10:43 and above, correct?
1:10:45 » Yes.
1:10:46 » Okay.
1:10:47 Thank you.
1:10:48 All right.
1:10:49 Line 17, we were asked to add larceny less than $100.
1:10:54 So we did that for less than $100.
1:10:57 So we now have less than $100, $750, and then we have greater
1:11:01 than $1,000 to give it – to
1:11:04 have it continue there.
1:11:10 That will span between a level one, two, and I’m not sure, and a
1:11:15 level four incident.
1:11:16 » I’m good with this board?
1:11:20 Anything?
1:11:21 » Yes.
1:11:22 I’m good.
1:11:23 » You’re good?
1:11:24 All right.
1:11:25 » Okay.
1:11:26 We were asked to revise the leaving school campus without
1:11:29 permission from a level two
1:11:30 to level three.
1:11:32 The increasing of that, the biggest – the impact would be that
1:11:37 the potential for OSS
1:11:39 at days one through five would now be in the board versus one
1:11:43 through three.
1:11:44 » Do you have the options of the punishments right there?
1:11:49 I’m sorry.
1:11:50 » Oh.
1:11:51 » I just want to look at something really fast on this one.
1:11:54 » You want to get to the student – » It’s not attached.
1:11:58 » It’s not attached.
1:11:59 » Okay.
1:12:00 Got it.
1:12:01 » Here.
1:12:02 Here, here.
1:12:03 » Mike, you got it up real fast.
1:12:04 I just want to look at something like – » Yeah, and if you
1:12:06 want to start talking.
1:12:08 » We had this conversation last year, and I think it’s in one
1:12:10 of the artifacts – which
1:12:11 artifact is it that has the – » Yes, it is one of the
1:12:15 artifacts, and it’s
1:12:17 five.
1:12:18 » Oh.
1:12:19 Number five.
1:12:20 Right.
1:12:21 Okay.
1:12:22 So we still have – and you’re moving left to right.
1:12:23 So out of assigned area is – I’m just trying to see where we
1:12:27 are then with the options
1:12:29 as far as level.
1:12:30 So out of assigned area is what level then?
1:12:35 Is that a one?
1:12:36 » I’m going to have Justin give me – I believe we have one,
1:12:39 two, and three, but I’m going
1:12:40 to let him tell us for sure.
1:12:43 » This is for elementary.
1:12:45 » Yes, it’s a level two for elementary out of assigned area,
1:12:48 and then your out of assigned
1:12:50 area major is a level – should be a level three.
1:12:59 » It’s a level two on seven through 12.
1:13:04 The out of assigned area major, the one on the far right, the
1:13:06 120 code, that’s for elementaries
1:13:08 only.
1:13:09 » Right.
1:13:10 So – » When we had done this last year.
1:13:12 » Right.
1:13:13 And I’m just trying to remember our conversation we had around
1:13:17 this.
1:13:18 So currently, and just in elementary, because this is just for
1:13:20 elementary consideration,
1:13:22 out of assigned area is a level two, remove leaving campus
1:13:26 without permission to level
1:13:28 three, and then out of assigned area major is also level three.
1:13:34 Is that right?
1:13:36 » Correct.
1:13:37 » Okay.
1:13:38 I’m fine.
1:13:39 That’s fine.
1:13:40 You know, this – the work group is our people who are having to
1:13:47 deal with this on a regular
1:13:49 basis, so, you know, I’m good.
1:13:53 » Yeah, I’m fine with it.
1:13:56 » Okay.
1:13:57 » Hang on a second.
1:13:58 I just want to say that – I mean, I’m sorry I jumped in, you
1:14:01 guys.
1:14:01 This was a huge component of what we went through last year.
1:14:06 We had – there was a directive that was given down apparently
1:14:09 to the principals that said
1:14:10 that they could not hit certain kids that were out of area
1:14:12 during certain times, and
1:14:14 it was frustrating them.
1:14:15 So I just wanted to say thank you, Mr. Reed, for putting this
1:14:17 together, and thank you for
1:14:18 moving forward.
1:14:19 » All right.
1:14:20 I’m going to move on to number 19, pantsing, the committee
1:14:25 wanted us to move that to a
1:14:27 level three.
1:14:28 If there was something more serious that needed – a serious
1:14:32 consequence, we could also consider
1:14:34 a sexual offense, which would be a level four.
1:14:36 But we – they had requested us to move pantsing from a level
1:14:41 two to a level three.
1:14:43 » This is still only elementary?
1:14:45 » Elementary, yeah.
1:14:46 » I’m in favor of that.
1:14:53 I don’t think any student should ever remove another article of
1:14:55 clothing from another student,
1:14:56 so I think that that is fine.
1:14:58 » I didn’t see this on the secondary, but on secondary it’s
1:15:02 also a level two, so –
1:15:03 » So we would make this change, again, for consistency, it
1:15:07 would be a level three at
1:15:08 both elementary and at secondary.
1:15:12 » Right, right.
1:15:15 » Okay.
1:15:16 » Sir, do you have those?
1:15:19 » Yeah, I just want to make sure we do the same thing for
1:15:22 secondary.
1:15:23 » Yes, I’m a huge fan of that consistency.
1:15:26 Okay, I’m going to move on to number 20, which was pornographic
1:15:30 materials.
1:15:31 Again, the request was to move that from a level two infraction
1:15:34 to a level three.
1:15:35 That would, again, stand for both elementary and secondary.
1:15:39 » Yep, I’m in favor of that.
1:15:45 Mr. Susan?
1:15:48 » I’m good, yes.
1:15:51 » Okay.
1:15:52 » Okay, we’re getting there, guys.
1:15:55 Number 21 there, we are requesting – it was first requested
1:15:59 that we make cyberbullying
1:16:01 a level four incident by the committee.
1:16:05 Basically, bullying is a level three incident.
1:16:10 Same as with that assault scenario I gave you, when we log an
1:16:14 incident as cyberbullying,
1:16:17 it means bullying, okay?
1:16:19 So when it gets sent off to the state, it means bullying.
1:16:22 So in working with the director that oversees bullying and cyberbullying,
1:16:26 she had requested
1:16:27 that we actually remove cyberbullying and just call it bullying,
1:16:30 because that’s what
1:16:31 it is, right?
1:16:33 Whether we investigate and it’s cyber, it’s still bullying, and
1:16:35 we still have the same
1:16:36 investigation procedure and the same process.
1:16:41 We weren’t able to honor the request of making the suggestion to
1:16:44 move it to a level four,
1:16:46 because we felt we were in closer alignment with what the Office
1:16:49 of Safe Schools’ recommendation
1:16:50 is for bullying at a three.
1:16:52 It’s right in the middle of their range, so we felt that we
1:16:56 shouldn’t move that to a level
1:16:57 four, because we would also need to be moving bullying to a
1:17:01 level four, which would then
1:17:03 be an expellable offense.
1:17:05 We currently also have harassment that can be a level four
1:17:08 offense that would be expellable.
1:17:10 So we felt leaving it at a three and removing cyberbullying to,
1:17:14 again, treat it as bullying,
1:17:16 and we have procedures for bullying where sometimes we thought
1:17:18 we don’t have the same
1:17:19 procedures for cyberbullying.
1:17:21 Okay.
1:17:22 Yep.
1:17:23 I’m fine.
1:17:24 Yep.
1:17:25 All right, 22 was – they wanted some clarification there for
1:17:31 profane language.
1:17:33 And so under the major, we added sharing of inappropriate texts
1:17:38 versus just having receiving
1:17:40 them.
1:17:41 We were like, wow, that’s a really good idea.
1:17:43 We should have done that a long time ago.
1:17:45 And then under the minor, we said not necessarily towards others
1:17:49 was what was asked.
1:17:50 So, again, it just helps us get clarity.
1:17:57 Okay.
1:18:00 We had a request in number 23 to move trespassing from a level
1:18:04 two to a level three.
1:18:06 Again, we agreed with that because it was in closer alignment
1:18:09 with the Office of Safe
1:18:10 Schools.
1:18:11 Yep.
1:18:13 Good.
1:18:14 Okay.
1:18:15 Same with arson.
1:18:16 We wanted to move it from a four to a five.
1:18:18 Yeah.
1:18:19 Same thing.
1:18:21 Okay.
1:18:22 And then explosives, this is another one of those, if you look
1:18:25 at that definition, it’s
1:18:26 a WPO.
1:18:27 So if you have explosives, it means that you have a weapon.
1:18:29 Yeah.
1:18:30 We left it, but they wanted us to remove fireworks.
1:18:32 And so fireworks, if someone had fireworks used as a weapon, we
1:18:35 would just call it a
1:18:36 weapon versus explosives.
1:18:38 And then they wanted that to be a level five infraction, which
1:18:41 it should be in alignment
1:18:43 with WPO.
1:18:44 Yep.
1:18:45 Mm-hmm.
1:18:46 All right, so this is the one that later in the day we may have
1:18:50 some revisions to with
1:18:52 regard to the wireless communication devices, okay?
1:18:56 I will tell you that the district discipline group does wish,
1:19:01 the majority wanted for if
1:19:03 a phone is confiscated, to have the student have the ability to
1:19:07 pick that phone up later
1:19:09 in the day.
1:19:10 Because policy stated otherwise, we fell back on policy, unless
1:19:14 later today policy is revised
1:19:15 to say that, we can easily change this.
1:19:19 So we can put a pin in this one.
1:19:21 But the idea was to provide clarity that when a referral is
1:19:25 written for a wireless misuse,
1:19:27 you are to confiscate the device and the student, the way it’s
1:19:30 written now is the student’s
1:19:32 parent would pick it up.
1:19:33 The second time a referral is written, the device would be
1:19:36 confiscated and the parent
1:19:37 would need to pick it up.
1:19:39 The third time, you would have a loss of potential privileges.
1:19:42 Again, these are all when a referral is written.
1:19:47 So students are given warnings and that’s where the language and
1:19:50 policy says the word
1:19:52 may.
1:19:53 When a referral is written, these are the steps that we would
1:19:57 follow.
1:19:58 » So I’ll, since I’m the one who brought the, I’ll jump in here.
1:20:02 I, the committee, it’s my understanding that the committee was
1:20:06 pretty strong in asking
1:20:08 for this.
1:20:09 But any time we, any of these revisions, when we made some
1:20:11 revisions we made last year,
1:20:12 we were also thinking about, we don’t want to have stuff in
1:20:14 there that people are just
1:20:15 not enforcing because it’s too, it’s difficult to enforce.
1:20:19 And whether we like it or not, in today’s day and age, a student
1:20:23 whose parent can’t
1:20:24 come to get their phone, there’s, if they go home without it,
1:20:27 there’s no phone at the
1:20:28 house.
1:20:29 So sometimes that’s what parents are relying upon to know where
1:20:33 their kid is, be able to
1:20:34 get ahold of him.
1:20:35 You need to pick up a little brother or sister or whatever.
1:20:36 So I, I am in favor of what the committee rec, the work group
1:20:40 recommended, which is
1:20:42 that first offense.
1:20:43 Because we want, we don’t want schools to not confiscate because
1:20:46 they know they can’t
1:20:47 give it back to kids in the day.
1:20:49 I also want to point out, we’ll talk about this more later, but
1:20:52 we’ll, some of the inconsistencies
1:20:53 in our policy as it stands, there is a place where it says if
1:20:57 you violate this part of
1:20:59 the policy, it may include confiscation where your parents can’t
1:21:04 come get it.
1:21:05 But it was, but then later on it says if you violate this policy,
1:21:09 it will.
1:21:10 So it, but they, I understand that the work group couldn’t
1:21:13 change, we can’t change a code
1:21:14 of conduct without, without the WCD policy being changed, but I’m
1:21:17 going to recommend
1:21:18 this change.
1:21:19 I, I think that we need to make that first offense be confiscation
1:21:23 and the kid can’t
1:21:24 get it back till the end of the day, and then we can leave as
1:21:26 they recommended the second
1:21:28 offense the parent has to pick it up and then, and then so forth.
1:21:31 But that, because I think then it’ll be easier for the schools
1:21:34 to enforce and we don’t have
1:21:35 to worry about that safety issue.
1:21:39 And parental notification will still be a part of this even if
1:21:41 the child’s phone is,
1:21:42 is able to be picked up by the child?
1:21:44 Yes, that should be in every, any, every disciplinary infraction.
1:21:49 Okay.
1:21:50 Yeah.
1:21:51 I just, I don’t really understand the point of having a parent
1:21:55 pick it up, if I’m being
1:21:57 honest.
1:21:58 If a parent’s getting notified anyway, the parent’s aware that
1:22:02 the student is not complying
1:22:03 in class, in school, and getting in trouble.
1:22:08 I think the levels, like you ramp it up, right?
1:22:13 Progression.
1:22:14 I understand that, but, but for this kind of an, for this kind
1:22:18 of an infraction, I think
1:22:20 it’s, I do think it is, I just think it’s risky and dangerous
1:22:25 for us to be holding onto
1:22:27 children’s phones when they’re heading home after, after school.
1:22:31 I mean, take it away from them and then they get it when they
1:22:36 leave our campus.
1:22:38 I just, I’m just, I’m not comfortable with that one.
1:22:41 I’m sorry.
1:22:42 Like there’s just too many, like Ms. Campbell had said, there’s
1:22:44 just, there’s too many students
1:22:45 that are home all day by themselves, there’s too many students
1:22:48 that are walking in dangerous
1:22:49 areas by themselves or going to work and coming home late.
1:22:54 I just think that that, God forbid something happened because we
1:22:58 required the parent to
1:22:59 come get it and the parent is not coming to get it.
1:23:02 I’m just not comfortable with that.
1:23:04 The consequences in school, that kid gets it taken away.
1:23:07 Again, if the parent’s being notified, there’s accountability,
1:23:10 the parent knows about it.
1:23:11 They don’t need to drive and get it.
1:23:14 I don’t know.
1:23:15 It just, it makes me uncomfortable.
1:23:16 I don’t like it.
1:23:17 Also, it’s a way for parents to see where their kids are after
1:23:20 school too if we’re talking
1:23:21 about a secondary student.
1:23:23 I just feel like we’re putting kids at risk for no reason.
1:23:31 I don’t know.
1:23:32 That’s just my opinion.
1:23:37 All right.
1:23:41 I know.
1:23:42 I hear what you’re saying, Ms. Jenkins.
1:23:43 I think progression with discipline is very important and a lot
1:23:47 of times notifying a parent
1:23:48 and a parent becoming uncomfortable and having to step out and
1:23:51 do something tends to trigger
1:23:53 a different type of discipline in the home, right?
1:23:56 So if you just get a phone call versus now I have to stop what I’m
1:23:58 doing and I need to
1:23:59 go get something from the school because you disobeyed what the
1:24:01 rules were, I think there’s
1:24:02 a different conversation that happens in that household.
1:24:06 I hear what you’re saying, though, and so I don’t know where the
1:24:09 happy medium lands
1:24:10 on this one.
1:24:11 Oh, boy.
1:24:12 Okay.
1:24:13 I’m going to let somebody else chime in.
1:24:14 Well, can I just say, I hear you on that, but you have to
1:24:15 remember we serve students
1:24:16 who don’t necessarily have parents and guardians with the
1:24:19 capacity to do that and not even
1:24:21 just functionally to get there and get it, but also just they
1:24:27 just won’t.
1:24:29 And we’re not here to parent the parents.
1:24:30 I hear what you’re saying, but if we’re notifying the parent, I
1:24:33 believe that’s enough of our
1:24:34 responsibility to say, “Hey, your kid’s not doing this.
1:24:39 Step it up.”
1:24:40 I mean, it makes me uncomfortable.
1:24:42 I mean, I’ve gone on home visits and stuff and sometimes it’s
1:24:47 not good and it makes me
1:24:49 uncomfortable.
1:24:50 I don’t know if the kid’s doing the right thing, that they’re
1:24:52 continuously disobeying,
1:24:53 but if they’re continuously having a consequence, I think that’s
1:24:58 our job and we’re already doing
1:25:00 it.
1:25:01 I don’t know.
1:25:02 It just makes me really nervous to leave kids without a way to
1:25:05 communicate, God forbid something
1:25:07 happens.
1:25:08 All right, Mr. Trent, would you like to weigh in on this?
1:25:14 I don’t know if I want to have to.
1:25:15 Like you said, there’s most likely plenty of warnings before
1:25:19 even that first offense
1:25:20 gets a referral.
1:25:21 There just is, as a classroom teacher.
1:25:24 I would think at most instances.
1:25:25 You do not want to write a referral for a phone.
1:25:28 Correct.
1:25:29 And those kids know that.
1:25:31 Correct.
1:25:32 And then between the first referral and the second referral, as
1:25:35 much as I’d like to say
1:25:36 a teacher’s going to say, “You already had one referral, no
1:25:38 warnings here, second referral.”
1:25:39 It’s probably going to be another series of warnings after that
1:25:43 first referral.
1:25:45 It just adds another thing because you know you don’t want to
1:25:49 write a second referral
1:25:51 for obvious reasons.
1:25:53 You have to have an escalation of consequences and those
1:25:58 students know if the consequences
1:26:00 that they’re going to get at home is a lot probably a lot worse
1:26:03 than what they’re going
1:26:04 to get at school on that and they’re not going to want that
1:26:07 second referral.
1:26:09 So I’m for keeping it the way it is but you know I agree with on
1:26:13 the first one, absolutely.
1:26:15 I’m almost in an agreeance and if it’s on a Friday, if we don’t
1:26:18 have a next school day
1:26:20 that they can pick it up too because that’s sometimes in the
1:26:22 classroom setting, not that
1:26:24 I’m expecting you to change it on this, but we’ve had it where
1:26:27 we’ve got six phones sitting
1:26:29 here on a Friday and we know the parents are not coming tonight
1:26:33 and you know it’s going
1:26:34 to be Monday.
1:26:37 That also leads to sometimes teachers not confiscating phones on
1:26:43 a Friday because they
1:26:45 just know that problems that could happen and they neglect the
1:26:49 policy on that as well.
1:26:51 So that probably didn’t even need to be out there but that’s
1:26:54 reality, that happens on
1:26:55 a Friday.
1:26:56 Which is why I wanted to give them the most opportunity for
1:26:59 consistency as possible but
1:27:01 Mr. Reed, I mean you’ve been administrator, are you confident
1:27:05 that if an administrator
1:27:06 recognizes knows about a hardship in a family that they would be
1:27:11 in contact with the parent
1:27:13 and make an exception?
1:27:14 I mean I don’t like exceptions to the rules when we’ve set these
1:27:16 policies in place but
1:27:17 I also like to understand that our administrators are human
1:27:21 beings who understand their students.
1:27:23 All day they have to exercise their professional judgment, right?
1:27:26 And so there’s some are very black and white and will want to
1:27:29 follow every rule but also
1:27:30 still exercise professional judgment or will seek input, right?
1:27:36 There’s, you know, I have a saying where sometimes common sense
1:27:39 has to prevail in a situation
1:27:41 where you know more than in most instances you’re going to make
1:27:45 the right decision instead
1:27:47 of maybe one that puts someone in harm.
1:27:49 And I feel like we’re also, we’re thinking oh somebody had their
1:27:52 phone out in class but
1:27:53 a violation of our WCD policy could be videotaping another
1:27:57 student, it could be some of these
1:28:00 other things that are listed in the policy, it can be a bigger
1:28:03 deal.
1:28:04 You know my mind, my mind also automatically goes to oh you had
1:28:07 it out when you weren’t
1:28:08 supposed to have it out but there’s some pretty serious things
1:28:10 in there that would consider
1:28:12 these first and second offense, yeah.
1:28:17 Currently what we have in our artifact if you look at number
1:28:20 four, artifact number four,
1:28:21 the only offense that we’re taking away the phone currently that
1:28:26 we have as an artifact
1:28:28 is offense one.
1:28:29 There is a progressive discipline with second offense, third
1:28:33 offense where there’s one to
1:28:35 three days of out of school suspension for the second offense,
1:28:39 in third offense there
1:28:41 is four to five out of school suspension and if you look on the
1:28:45 back, if they’re used for
1:28:47 you know fighting, they’re using it to videotape then that would
1:28:51 be where they would confiscate
1:28:52 the phone, et cetera, where it would be much more progressive
1:28:56 discipline for that, cyber
1:28:58 bullying, et cetera, all of that.
1:29:01 So that’s what’s listed in the artifact.
1:29:03 So –
1:29:04 »Wait, I’m confused because it’s –
1:29:07 »You said four and that’s the vaping one.
1:29:09 »That’s vaping.
1:29:10 »No, it’s the last attachment on the –
1:29:12 »Artifact three.
1:29:13 »That’s what I’m on.
1:29:14 »Well, I guess –
1:29:15 »I’m sorry.
1:29:16 »I think she said the fourth attachment, I’m sorry I went to a
1:29:25 full –
1:29:26 »So right now, yeah, so right now the first offense and the
1:29:33 second offense are identical.
1:29:36 So what the work group was asking for, what I think I’m hearing
1:29:39 us have consensus of,
1:29:40 we want the first offense to be where the student can pick it up
1:29:44 at the end of the day.
1:29:45 »Am I wrong to – I would assume the first offense is a verbal
1:29:48 warning to put your wireless
1:29:49 device away.
1:29:50 »We’re talking about the first referral.
1:29:52 »Referal.
1:29:54 Okay, so they’ve already maybe passed that.
1:29:55 Okay, great.
1:29:56 All right.
1:29:57 Again, I know it’s not going to be very popular, but I do
1:30:01 believe in the discipline needing
1:30:04 to progress.
1:30:05 I am in favor of first offense student picks up their phone,
1:30:09 second offense now requires
1:30:11 parent involvement, obviously site discretion is applied, so if
1:30:14 a principal knows their
1:30:15 circumstances at the school or with the family, they can use
1:30:19 that, and then the third offense
1:30:21 they lose the ability to have.
1:30:24 »So we will draft this language and putting a pin until later
1:30:28 today as well for policy
1:30:30 review, but we’re going to say first offense is confiscation and
1:30:33 student may receive at
1:30:34 end of day, school day, second offense will stand as drafted
1:30:38 language, and third offense
1:30:39 as drafted language currently provided to you.
1:30:43 »I’m in favor of that.
1:30:45 Yes?
1:30:46 »And I think, and if I may speak real quick, if an individual
1:30:50 actually gets to the point
1:30:52 where we’re taking the phone away and there’s some concerns
1:30:56 about a parent not being involved
1:30:59 or anything like that, and that student should have taken the
1:31:01 responsibility of not getting
1:31:03 in trouble with the cell phone multiple times prior to it, so I’m
1:31:06 in favor of this.
1:31:07 Thank you so much for bringing it forward.
1:31:10 »I just want to just reiterate, though, the concern that we’re
1:31:15 all comfortably saying
1:31:17 that we’re going to allow our administrators to use discretion
1:31:20 if they know about these
1:31:21 instances and we’re going to assume that they know about these
1:31:24 instances.
1:31:25 I just want you to think about that for a minute, because some
1:31:27 of our schools have 1,500
1:31:29 kids in them, so they’re not going to always know about these
1:31:32 instances.
1:31:33 So just, I mean, just take a minute to think about that, because
1:31:35 this might become an issue
1:31:36 going forward.
1:31:38 You also don’t want to leave room for people to feel
1:31:41 uncomfortable with the choice and
1:31:43 the decision that they’re making either.
1:31:45 That’s not the point of drafting these, so I don’t know how to
1:31:49 separate them, though,
1:31:51 so I understand that there has to be a progression.
1:31:53 I don’t know what the alternative would be.
1:31:56 It’s, yeah, I just, I don’t know.
1:32:02 And then what do we, I guess, just explain to me what happens
1:32:08 when a student loses the
1:32:11 privilege of a cell phone on campus.
1:32:14 What happens?
1:32:15 I think that’s what people need to hear, too.
1:32:17 So what’s happening every day for that student?
1:32:21 So if I were the building level administrator and I had someone
1:32:25 that had this as an ongoing
1:32:27 problematic piece, I would say, you know, you’ve lost that
1:32:30 privilege to have it on your
1:32:32 person or in your backpack, and you’re going to meet me in the
1:32:35 morning and give it to me.
1:32:36 And I know that, you know, your family needs this device to know
1:32:39 where you are, so every
1:32:41 morning you have to check in with me and you have to give me
1:32:43 your device.
1:32:43 It will be safe right here in my drawer, and myself and the
1:32:46 secretary know where it is,
1:32:48 and at the end of the day, if I’m not available, my secretary
1:32:50 will return that phone to you
1:32:52 every day at whatever time.
1:32:54 So I guess what’s odd is like, so they, sorry, is they lose the
1:33:01 privilege, and forgive me,
1:33:04 I’m just thinking out loud here, but they lose the privilege and
1:33:06 they have to turn it
1:33:07 in every morning, but they get to pick it up every single day
1:33:10 and they get to go home
1:33:11 with it.
1:33:13 What happens if they do it again?
1:33:15 » So in the bottom of artifact three, it says any violation
1:33:18 beyond a third offense
1:33:19 may result in out of school suspension, potentially even a 10-day
1:33:23 suspension pending possible
1:33:25 placement at an alternative center if it was continuously
1:33:28 causing a disruption to the learning
1:33:30 environment.
1:33:31 » Okay.
1:33:32 So that’s not being changed?
1:33:33 » Correct.
1:33:34 » Great.
1:33:35 » That would stay.
1:33:36 » Okay.
1:33:37 And it would be the same as if a kid was caught videotaping or,
1:33:42 you know, videotaping a teacher.
1:33:45 We would confiscate that phone and the parents would have a
1:33:48 parent conference, et cetera,
1:33:50 that’s outlined here.
1:33:51 So there are some progressive discipline expectations.
1:33:57 » Can I just also clarify in here, do we have to have a first,
1:34:03 second, third, or can
1:34:05 it legitimately be up to, you know, until the third offense, do
1:34:10 you know what I mean?
1:34:12 Like, because the issue is that they were matching, right?
1:34:16 » There is nothing that says we need to have these tiers.
1:34:19 » Right.
1:34:20 » There is a violation or there’s not a violation.
1:34:22 And so we provide these tiers to try and help remedy the problem
1:34:29 through a stricter consequence.
1:34:33 » Right.
1:34:34 » But, no, there is nothing that says there has to be.
1:34:36 » I think the tiers we put in place last year, I think that’s
1:34:38 helpful for administrators.
1:34:39 » Absolutely.
1:34:40 » We have so many new administrators to just make it on this
1:34:43 one that can be, can lack
1:34:45 clarity, just a very specific one, two, three, and beyond.
1:34:50 » So the reason I’m asking, though, is, like, I understand
1:34:53 there needs to be delineations,
1:34:54 but, like, to me, you know, you could always have a one and two
1:34:57 are together, three strikes
1:34:59 you’re out.
1:35:00 I just, I don’t actually believe that a parent picking up the
1:35:02 phone is going to stop a kid
1:35:03 from using it in class.
1:35:04 If the first referral wasn’t enough, the second referral wasn’t
1:35:07 enough, you’re going to do
1:35:08 it again the third time.
1:35:09 And, again, I’m just concerned about student safety, so I just
1:35:12 wanted to clarify.
1:35:13 Thank you.
1:35:14 » I think you have clear consensus from – I hear you, Ms.
1:35:17 Jenkins, and I wish there was
1:35:19 a way to – honestly, I’m just going to tell you, if you have to
1:35:22 pick up a phone as a parent,
1:35:24 I believe that’s a different conversation.
1:35:26 My child will probably lose their phone altogether, they won’t
1:35:28 have one any longer.
1:35:29 And I think that that’s a conversation that will be had in the
1:35:31 household.
1:35:31 So, hopefully, hopefully we don’t ever have to exercise that.
1:35:34 Hopefully students know, don’t bring your phones out during
1:35:37 instructional time.
1:35:38 That’s really the underlying message that we’re trying to get to,
1:35:39 so that teachers have
1:35:40 the ability to teach.
1:35:41 All right, we are on to the next one.
1:35:43 » Very good.
1:35:44 Thank you.
1:35:45 Moving on.
1:35:46 » Oops, sorry, Mr. Susan.
1:35:47 » No, I just wanted to say, one of the things that we deal with
1:35:50 is, this is a monetary item,
1:35:52 right?
1:35:53 So, we talk about some of the things about parent involvement
1:35:55 and things like that and
1:35:57 not being able to contact the students and not being able to get
1:35:59 in there, and I totally
1:36:00 agree with that.
1:36:01 But somebody’s paying the darn bill.
1:36:03 Somebody’s paying for that child to have that cell phone.
1:36:05 It’s a little bit different than trying to get parental
1:36:08 involvement on other issues.
1:36:10 So if there’s an issue with the cell phone, it’s coming from
1:36:12 somebody else most of the
1:36:13 time, unless the student’s actually making it themselves and
1:36:16 paying for it themselves.
1:36:17 So having a parent who is not going to be able to be notified or
1:36:22 caught or anything
1:36:24 like that or called, they paid for that bill.
1:36:27 So there’s got to be some – there is more involvement when they’re
1:36:30 getting that cell
1:36:31 phone from somebody, and there is more ability to catch that
1:36:35 individual, that parent to come
1:36:37 back to.
1:36:38 That’s all.
1:36:39 I just wanted to say that.
1:36:40 » Thank you.
1:36:41 All right.
1:36:42 We are on to vaping, it looks like.
1:36:43 » Okay.
1:36:44 We made a slight revision to vaping, just really just saying
1:36:47 versus change from civil
1:36:48 citation to tobacco citation, and that was the law enforcement
1:36:52 being involved in our
1:36:54 committee.
1:36:55 So they know that language, right?
1:36:56 We didn’t speak that.
1:36:57 It’s pretty easy, and it’s just in one of our artifacts that
1:36:59 provide clarity.
1:37:00 So that seems to be a very easy fix.
1:37:04 We also, though, did need to add to 28 actual adding vaping to
1:37:08 the tobacco definition.
1:37:10 There’s not – everything is vaping related.
1:37:12 So we added, after electronic cigarettes, vaping devices to just
1:37:16 make sure that we weren’t
1:37:18 splitting hairs on what it was or what it wasn’t.
1:37:21 So does that – do you feel that satisfies that?
1:37:24 » Yes.
1:37:25 » Okay.
1:37:26 So on page 129, so this is where we’re going to take a look at
1:37:28 that willful disobedience
1:37:30 chart, and that is that continuum to help our schools choose the
1:37:38 best behavioral incident,
1:37:41 and families, as mentioned.
1:37:42 But what we want to look at with this is originally we had, when
1:37:47 we gave this to the committee,
1:37:49 student conflict was in the level one category, and we removed
1:37:52 it, because student conflict
1:37:54 and willful disobedience don’t go hand in hand.
1:37:57 So we kind of had just dropped everything in there.
1:38:00 Item 30 says add concrete examples of behaviors in each step of
1:38:05 the draft.
1:38:06 And so we attempted to add some behaviors.
1:38:09 We found that as – if we were adding them for all of them, the
1:38:11 definitions actually
1:38:13 got more blurry.
1:38:14 So we only added definitions to some of them.
1:38:18 Those definitions are under willful disobedience.
1:38:21 We had provided four.
1:38:23 And under level three, we provided definitions under the new
1:38:27 level that we’ll address in
1:38:29 a second, gross insubordination.
1:38:31 And we provided definitions in level four.
1:38:33 We felt the definitions in level one were quite clear.
1:38:37 » Yes.
1:38:39 » Okay.
1:38:40 » We’re good.
1:38:41 We’re good.
1:38:42 » All right.
1:38:43 31, there was a new addition of an incident where you can best
1:38:55 see is that if you have
1:38:56 the level three, that willful disobedience chart, we’ve created
1:39:00 a new level three, gross
1:39:02 insubordination.
1:39:04 And that’s that step above the willful disobedience, and it’s
1:39:08 the willful refusal to comply with
1:39:11 authority, exhibiting contempt or open resistance to a direct
1:39:15 order challenging authority of
1:39:18 any BPS employer, any adult, and authority at the school in the
1:39:22 presence of others which
1:39:24 causes this disruption.
1:39:26 We felt that this just gives us a further continuum and provides
1:39:30 clarity of that absolute
1:39:31 willful disobedience or that repeated willful disobedience, that
1:39:36 this was a good addition.
1:39:38 And then the visual, the infographic will help our admin teams
1:39:42 really see the options
1:39:44 like they did with simple battery and physical aggression and
1:39:48 fighting.
1:39:49 » I like it.
1:39:53 » I think that will be a very good addition.
1:39:57 » I do too.
1:39:58 » On this chart as well, we did some cleanup.
1:40:03 So this is where the big difference was between elementary and
1:40:08 secondary.
1:40:09 Elementary – so secondary willful disobedience was a level two
1:40:13 and elementary was a level
1:40:15 three.
1:40:16 And I might have had those flipped.
1:40:17 » Yeah.
1:40:18 » I had them flipped?
1:40:19 Okay.
1:40:20 So I had them flipped, right?
1:40:21 » Yeah.
1:40:22 » And so there was a gap and there was differences of what
1:40:24 could happen with regard to consequences.
1:40:25 By adding this gross insubordination in the number three
1:40:29 position, we decrease to the
1:40:31 number two position in both elementary and secondary willful
1:40:34 disobedience.
1:40:35 And we have a clear continuum across all grades of what being
1:40:39 willfully disobedient or just
1:40:42 being disobedient is from a basic classroom infraction to a
1:40:46 major classroom disruption
1:40:49 on our campus.
1:40:50 And it’s just a much cleaner way to say what we’ve always said,
1:40:53 but it was a little bit
1:40:54 of a squiggly line with the difference in levels.
1:40:59 » I like it.
1:41:02 » All right.
1:41:03 Number 33 is what I just also covered there.
1:41:07 So I will move on to number 34.
1:41:13 It says – number 34 says leave entering bathroom of wrong sex
1:41:17 at level two, however repeated
1:41:19 offenses would amount to a higher level such as gross insubordination.
1:41:25 In a minute it’s going to say in one of these it also said
1:41:28 remove that language of going
1:41:30 into the bathroom out of your birth sex out of the definition
1:41:35 and they asked us to move
1:41:37 it – the district work group asked us to move it into the
1:41:40 example.
1:41:41 So we’ve moved it out of the example – or out of the definition
1:41:45 and placed it in an
1:41:47 example.
1:41:51 And the group wanted us to leave it at that level too, but again
1:41:54 repeated would be able
1:41:56 to level that out.
1:41:57 » Can I ask why you would remove it out of the – can it not be
1:42:00 both?
1:42:01 I’m just curious.
1:42:02 » It was just a request and we thought that was easy enough to
1:42:05 honor.
1:42:05 We are required to have that in our code of conduct.
1:42:08 So it does state that as a standalone, but we don’t have a – we
1:42:14 have to guide our staff
1:42:16 what to code that as.
1:42:18 And so we don’t have bathroom violation, restroom violation.
1:42:21 We chose to say that’s an act of willful disobedience, so we
1:42:25 have to help them connect to that.
1:42:28 So again, the district team just asked simply move it out of the
1:42:32 definition and plop it
1:42:33 down there with the examples.
1:42:35 So we said okay for that slight change.
1:42:41 » So will the examples only be in the chart, like the artifact
1:42:44 too, or will it also be
1:42:46 up in the definition?
1:42:47 » We would also add those to the definitions for clarity.
1:42:50 So if it’s clarity here, just again, I hope that every
1:42:53 administrator has our beautiful
1:42:55 little infographic in front of them, but I know they might not.
1:42:58 So I want them to have all the right words in both places.
1:43:02 » Thank you.
1:43:06 » Okay.
1:43:07 Number 35 was again revising willful disobedience definition.
1:43:16 That’s what I just covered that as well with you guys.
1:43:18 Okay.
1:43:19 So as we move to 36, again, it was about keeping the examples
1:43:25 for them.
1:43:26 So again, that is the same thing.
1:43:28 So I’m going to move on to the aggravated battery chart artifact
1:43:32 number one.
1:43:33 All they asked for us to do is flip the script before we had
1:43:37 most aggressive to least aggressive.
1:43:40 Now it’s least aggressive to most, so that’s a pretty easy
1:43:46 change there.
1:43:47 We have a new student behavior here on number 38 and that is
1:43:51 refusal to follow classroom
1:43:53 rules.
1:43:54 Again, looking at the willful disobedience chart, you’ll see
1:43:57 that falls in the level
1:43:57 one category and that is refusal to follow classroom rules,
1:44:01 repeated instances of a student’s
1:44:04 refusal to follow basic classroom rules established by teacher.
1:44:09 So again, it’s just that idea, I’ve been working my classroom
1:44:11 management and it’s not working
1:44:13 and you’re not following those directions.
1:44:14 It’s a low level infraction.
1:44:17 Looking for someone to have a conversation other than the person
1:44:19 that’s been trying to
1:44:20 have the person do that.
1:44:23 And it’s not a super impactful one.
1:44:26 It could be handled quickly.
1:44:28 And again, we felt it was a good idea to add to the continuum of
1:44:31 having choices along levels
1:44:33 one through four.
1:44:34 » I like it.
1:44:35 » Good.
1:44:36 Good to move forward with that new one.
1:44:39 » I’m good.
1:44:40 We got–are you good?
1:44:41 » Yeah.
1:44:42 » All right.
1:44:43 We’re getting really close, you all.
1:44:45 39, gambling, and doing a deep dive into the–with the Office of
1:44:50 Safe Schools, we’ve decided
1:44:53 that we need to change the way we code gambling.
1:44:55 We had a standalone gambling, correct our student behavior, and
1:44:59 we need to call that
1:45:01 other major infraction to report to the Office of Safe Schools.
1:45:05 So we need to report incidents–take away is we should be
1:45:09 reporting instances of gambling
1:45:11 to the Office of Safe Schools, and this will allow us to start
1:45:14 doing that.
1:45:15 » Okay.
1:45:17 » We’re good.
1:45:18 You’re good?
1:45:19 » Yeah.
1:45:20 » Good?
1:45:21 » Yeah.
1:45:22 » All right.
1:45:23 Forty is a very easy one as well.
1:45:24 Again, just aligning with the Office of Safe Schools and being
1:45:27 more accurate, that other
1:45:28 major offense, the one that I just spoke of with gambling, with–fits
1:45:33 within Cessar definitions.
1:45:35 That other major is designed for all Cessars.
1:45:37 It’s very close to Cessars.
1:45:40 It’s just our–it’s in our pocket Cessar definition that is kind
1:45:43 of a catch-all when it’s needed.
1:45:45 And so we just provide clarity.
1:45:47 » Thumbs up?
1:45:48 » Okay.
1:45:49 Forty-one, arson, it was asked that we clarify what it is, so we
1:45:54 add it at the bottom there.
1:45:56 If there’s no damage to any structure–there is no damage to any
1:46:01 structure, trash can,
1:46:03 toilet paper, fire, et cetera, it does not meet the criteria for
1:46:06 Cessar, so there must
1:46:07 be damage.
1:46:10 Again that’s straight from the Office of Safe Schools.
1:46:12 We really just use their guidance instead of having our opinion
1:46:17 beyond that.
1:46:18 » Got it.
1:46:19 » All right.
1:46:20 Chronic misconduct is an item that’s in our code of conduct that
1:46:23 is something that we
1:46:24 have several steps that you must run through before you can use
1:46:27 and execute that corrective
1:46:29 strategy or student behavior with a corrective strategy.
1:46:34 And we have multiple questions of staff asking us, “How can I–what
1:46:38 do I have to do?”
1:46:39 And so we just gave them some notes of what they have to do so
1:46:42 that they may not have
1:46:43 to call or would be informed on their own.
1:46:49 Just as we did cyberbullying we removed earlier, we would also
1:46:53 like to remove that cyberstalking.
1:46:55 Again, cyberstalking could fall in that bullying realm but it
1:46:59 also more likely falls in that
1:47:01 threat realm.
1:47:02 So again, there’s confusion, we have multiple ways to call a
1:47:05 threat a threat and we have
1:47:06 clear procedures when it’s a threat, you should be doing a
1:47:09 threat assessment.
1:47:10 And so we actually by having this we’re not following some of
1:47:13 our procedures just by simple
1:47:16 misconfusion of what was what.
1:47:18 So we recommend we remove cyberstalking and if we had an
1:47:22 incident like that it would be
1:47:24 considered a threat.
1:47:26 » Can I ask for just for clarification, say–so when–I mean I’ve
1:47:31 never had to report things
1:47:33 and do referrals so forgive me.
1:47:36 But when we have an administrator that’s documenting the threat,
1:47:41 do like do they have this listed
1:47:44 as an example for them to reference?
1:47:47 I mean it’s not, you know, it’s just–it’s different, right?
1:47:50 I mean is this there for them to think about?
1:47:54 Just in the world that we’re living in right now, I don’t–I
1:47:56 just feel like there needs
1:47:57 to be there for them to reference and recognize that this action
1:48:01 and these behaviors is constituted
1:48:03 as a threat because I don’t–I actually don’t think people would
1:48:06 immediately make that correlation.
1:48:08 » Sure.
1:48:09 So what we could do is we could add to our definition of threat.
1:48:15 So just off the top of my head here, we’ve removed assault, we’ve
1:48:19 removed cyberstalking
1:48:21 which were subsets of threat so we could add, for example, cyberbully–cyberstalking
1:48:29 and
1:48:29 incidents of potential assault, a weird definition though.
1:48:33 So that’s tough but we could try and–we could try and clean up
1:48:35 that definition.
1:48:36 » I don’t think we need to add the assault part because that’s
1:48:38 confusing, essentially.
1:48:40 But I think under threat to include cyberstalking.
1:48:45 Under bullying to include cyberbullying.
1:48:47 If we’re going to take cyberbullying out, we’re going to take
1:48:49 cyberstalking out.
1:48:50 Let’s make sure that bullying and threat include those two words
1:48:54 so that it’s clear.
1:48:55 » Yeah.
1:48:56 And I appreciate that because like cyberstalking is different
1:48:59 than cyberbullying.
1:49:00 » Correct.
1:49:01 » And this is something where a student may feel fearful and
1:49:04 not articulate it in a way
1:49:06 of bullying.
1:49:07 I just–I don’t think people are going to necessarily
1:49:09 automatically think about that.
1:49:10 So I just want a little reminder for them.
1:49:12 » So we will ensure bullying’s definition has that cyber piece
1:49:16 which I’m confident it
1:49:17 does and we will assure threat has cyberstalking, okay?
1:49:21 Sir, Ben, do you feel good about that?
1:49:23 Okay.
1:49:24 » Yeah.
1:49:25 » All right.
1:49:27 This is another touchy one here maybe potentially.
1:49:34 In policy 5500, it states–I’m looking at 45.
1:49:38 It states the following consequences for dress code violations.
1:49:43 First offense, a student will be given a verbal warning and the
1:49:46 parent will be called.
1:49:48 Second offense, ineligible to participate in extracurricular
1:49:52 activities for a period
1:49:53 of time not to exceed five days and third offense shall receive
1:49:57 in-school suspension
1:49:58 not to exceed three days.
1:50:01 We felt that because that was in policy and because it was a
1:50:04 talking point that came up,
1:50:07 we should define what that means.
1:50:09 And so we wanted to add a new code called dress code major.
1:50:15 And that would be when exposure to underwear or a body part in
1:50:20 an indecent or vulgar manner,
1:50:23 okay?
1:50:24 So that’s kind of the line.
1:50:26 Undergarments or indecent event in vulgar could follow those
1:50:31 consequences.
1:50:32 The minor would stay the same which would be a level one infraction
1:50:37 that we would enforce.
1:50:38 But again, it would be less than exposing underwear or body
1:50:42 parts in an indecent way.
1:50:44 If we had the major, we would follow what’s written in policy
1:50:47 that comes straight out
1:50:48 of statute, okay?
1:50:50 If we have the minor, it’s going to be a level one infraction
1:50:53 and it’s going to be the administrative
1:50:55 team’s decision based on how many times it’s repeatedly that low
1:50:59 level infraction has happened,
1:51:01 okay?
1:51:02 So again, on the third time, any incident happens, our
1:51:06 administrative teams have the
1:51:08 ability to level up into the next category, okay?
1:51:11 It focuses its smart and doesn’t know that, like it just looks
1:51:14 like an error but they
1:51:15 still have the ability to override that.
1:51:18 So again, we’re proposing to follow that– have that statutory
1:51:22 language more so part
1:51:23 of our code of conduct where it really was just tucked in in
1:51:28 policy 5500 and to– but
1:51:30 delineate between what’s major and what’s minor and that comes
1:51:34 down to that exposure
1:51:35 of underwear and body parts versus a shirt that you shouldn’t be
1:51:39 wearing or a hat on
1:51:40 at the wrong time.
1:51:41 » Are we sure that that statute reference is correct?
1:51:45 Because I’m not–
1:51:47 » Yeah, I didn’t– so the statute I have in my office that
1:51:51 pointed us to that–
1:51:53 » It’s not 1003.01.
1:51:58 » It is not that statute.
1:51:59 » If it is, it’s not number 5.
1:52:00 I just want to make sure if we’re going to add it in there that
1:52:05 I know–
1:52:06 » It’s– I’m 90% positive it is but I’m going to try and find
1:52:09 it real quick and– but 100%
1:52:12 is in policy 5500.
1:52:13 » Okay.
1:52:14 Okay.
1:52:15 » Those exact words for those consequences, A, B, and C is in
1:52:18 policy 5500.
1:52:20 » Gotcha.
1:52:21 Thank you.
1:52:22 » Can I make a suggestion?
1:52:23 So you’re saying the whole thing in major is statute?
1:52:26 » Correct.
1:52:27 » And not that I’m shocked that our statutory language is vague
1:52:31 or broad or ill-defined.
1:52:33 But can I make a suggestion that we just remove the first part
1:52:39 of it because it’s, in my opinion,
1:52:42 it’s subjective and it’s broad and it’s actually the exact
1:52:46 opposite of what we were intending
1:52:48 to do when we revised the dress code policy and just leave it–
1:52:54 » But there has to be some kind of language that delineates in
1:53:00 major.
1:53:00 I think–
1:53:01 » So can we just have– like can we– I don’t– can we just
1:53:05 have a dress code violation and
1:53:06 then progressions for multiple offenses like it’s listed in
1:53:11 major.
1:53:12 So the reality is even if they did– even if they did the verbiage
1:53:17 in the first sentence,
1:53:19 that’s still a failure to comply with established dress code
1:53:21 policy.
1:53:22 So why don’t we just have the– again, just being a devil’s
1:53:27 advocate here, it’s a very
1:53:29 broad statement that could be interpreted very differently
1:53:32 depending on who’s interpreting
1:53:34 it and it’s mostly going to infect females.
1:53:37 So–
1:53:38 » You’re saying–
1:53:39 » Well, I mean I’m not assuming.
1:53:40 It is going to.
1:53:41 The majority are going to be females.
1:53:44 So really what we care about here is the first offense, second
1:53:47 offense, third offense.
1:53:48 That’s really the important part of this language is that there’s
1:53:50 an escalation–
1:53:51 » Correct.
1:53:52 It was living in policy but not in code of conduct.
1:53:54 » Right.
1:53:55 » So that’s where we’re bringing all under one house.
1:53:57 But we felt it was important to delineate between the two.
1:54:03 That statute is 1006.07 and it’s 2D.
1:54:12 » So I guess I just need help understanding why we need to have
1:54:19 two.
1:54:19 So we– with the district discipline group, I gave them just
1:54:23 these A, B and C and said
1:54:25 let’s build up a tiering kind of like wireless communication
1:54:29 device.
1:54:30 And it was hard to– because just low level infractions were
1:54:34 going to get almost leveled
1:54:37 up pretty fast.
1:54:38 Let’s just say I wear an inappropriate shirt three times.
1:54:42 That’s I’m already at level C of this– these infractions.
1:54:46 So we really felt that we were handcuffing them into potentially
1:54:50 over-consequencing.
1:54:52 The committee even started having discussion like every 15 days
1:54:56 it would reset.
1:54:58 And we’re like how do you track that?
1:54:59 That’s not possible.
1:55:00 So we spent two sessions on this and really went round and round
1:55:05 in the– when we came
1:55:06 down to it, we said we’ve got to divide these out or don’t
1:55:10 include the statute that’s in
1:55:12 our policy that we’ve left off of our code of conduct as in the
1:55:16 past.
1:55:16 So we were torn and felt that this was the simplest way to
1:55:22 provide words for action when
1:55:25 you’re not necessarily in the room giving guidance.
1:55:29 » I support this.
1:55:30 I think this– you know, I’m– thank you for getting the correct
1:55:32 side because that language
1:55:33 that exposes under a body parts an indecent vote, that’s
1:55:35 straight out of statute.
1:55:36 So we’re always safe, you know, I’m going to say always.
1:55:39 We’re usually safe just going straight with the language.
1:55:41 I think this is clear and this gives a difference for– between,
1:55:45 you know, a kid who’s walking
1:55:47 around with his, you know, boxers showing above his belt line to
1:55:50 a kid who’s walking
1:55:51 around with his– intentionally with his crack showing, sorry,
1:55:56 to be vulgar.
1:55:57 But there’s– it gives another tool in the toolbox and obviously
1:56:00 the committee thought
1:56:02 there needed to be something besides just, OK, your shirt’s not
1:56:05 touching your pants.
1:56:06 This is something more egregious and we’re all– we’re coding
1:56:09 them all exactly the same
1:56:10 way.
1:56:11 So I think this– I think this leaves minor as a level one and
1:56:16 it gives them the option
1:56:17 for something else.
1:56:18 What– you didn’t put a level on this one, what would the major
1:56:22 be, level two?
1:56:23 » So we didn’t– yeah, we didn’t– but you cannot put a level
1:56:26 on it ‘cause it follows
1:56:26 consequences that aren’t necessarily in our code of conduct,
1:56:30 that, you know, the five
1:56:31 days of extracurricular activities, that’s not– that is not, I
1:56:36 believe, in our code
1:56:37 of conduct.
1:56:38 » Is it like the WCD policy, there was– it’s kind of its own
1:56:41 beast.
1:56:41 » It’s going to be– yes, it would be unique living on one of
1:56:44 the artifacts to help guide
1:56:46 them.
1:56:47 » Yeah, I’m in support.
1:56:48 » I’m in support too.
1:56:49 I’m going to go on a bit of a soapbox on this one though because
1:56:52 dress code violations are
1:56:54 one of those things.
1:56:55 I grew up in a day where we had a wonderful administrator at
1:56:58 Titusville High.
1:56:59 I think Dr. Rendell will remember this gentleman and dress code
1:57:02 was enforced.
1:57:03 It was enforced.
1:57:05 If he saw you a mile and a half away, he’d yell young lady and
1:57:07 you knew you’re in trouble,
1:57:08 you violated it and you are now going to the dean’s office.
1:57:11 And you know what happened when he held the line?
1:57:13 No one violated the dress code as– oh, I shouldn’t say no one.
1:57:16 It wasn’t violated nearly like it is right now.
1:57:19 It is so frustrating to walk school campuses and to see, I mean,
1:57:23 all over the place, violation,
1:57:25 violation, violation, violation.
1:57:26 And I’m like that is site admin not enforcing the dress code.
1:57:30 It is important to enforce the dress code.
1:57:32 This may be an unpopular opinion but I think we should have some
1:57:36 type of closet so to speak
1:57:37 where hey, if you violate the dress code, you’re going to go get
1:57:39 something in that closet
1:57:40 that’s not going to violate the dress code and put it on in
1:57:43 order for the students to
1:57:44 maintain.
1:57:45 Because it’s inappropriate.
1:57:46 It’s highly inappropriate.
1:57:47 And so anyways, that’s my soapbox.
1:57:49 I’m going to get off my soapbox.
1:57:51 Yes, I’m in favor of this.
1:57:55 This change will be good to add progression in order to enforce
1:57:59 the dress code.
1:58:00 Admins, we wholeheartedly support enforcing the dress code.
1:58:03 All right, sorry.
1:58:04 That’s it.
1:58:05 I’m off my soapbox.
1:58:06 All right, so not quite as big of a soapbox but in many schools
1:58:10 out there, that’s exactly
1:58:13 what they have by the dean’s office.
1:58:14 They have a box of donated shirts and it’s sir, young lady,
1:58:19 whoever, go get a shirt.
1:58:21 You know, go pick one out and that’s what I expect you to have
1:58:24 in there.
1:58:25 So on the minor, we do know what you’re telling me is repeated
1:58:32 offense moves right into a
1:58:35 major.
1:58:36 Yes.
1:58:37 It would not move into a major, it would– Well, I’m talking
1:58:40 about–
1:58:41 So that is a common– that’s a common understanding.
1:58:43 So repeated minors are a level one.
1:58:47 So in the third level one infraction, you can go to level two
1:58:51 choices of your corrective
1:58:52 actions.
1:58:53 But it doesn’t become a major.
1:58:54 So you could pick an in-school suspension from there for
1:58:57 repeated minor.
1:58:58 Yeah.
1:58:59 Well, I’m going to say the code violation minor, I mean the
1:59:02 students and the staff’s
1:59:03 going to know hopefully that I’m just not going to talk to the
1:59:07 same students 12 days
1:59:09 in a row when it’s a minor level one, right?
1:59:12 You’re saying third one.
1:59:14 Third one, you can go– it’s still coded as a minor infraction
1:59:17 but you can give it a level
1:59:18 two consequence.
1:59:19 So we want to be careful.
1:59:21 We felt it was very important to be careful that major is undergarments
1:59:27 or above.
1:59:28 Yeah.
1:59:29 Everything else is still a minor but when you’re repeating, you
1:59:32 can eventually get a
1:59:32 level four consequence for a minor infraction.
1:59:35 OK.
1:59:36 Because you know that’s the conversation– Yes.
1:59:38 –that I’m going to have with a parent that says, hey, in August,
1:59:42 you know, that was just
1:59:43 say, don’t wear that shirt again and now they can’t go to a
1:59:48 dance or something like that.
1:59:51 What’s– and then Sally, her friend, had the same shirt on and
1:59:55 she just got go– don’t
1:59:57 wear that shirt again.
1:59:58 So we have to go through that conversation and then they’re
2:00:00 going to say where is that
2:00:01 in your dress code or policy.
2:00:04 Those are the conversations and I’m going to have to say I don’t
2:00:07 know how many times
2:00:08 your daughter or your son was talked to and your friend and– so
2:00:11 we’re going to have those
2:00:12 conversations, right?
2:00:13 Yeah.
2:00:14 Yes.
2:00:15 And so we would– how I would guide administrative teams is I
2:00:18 see for Chris, Chris has had three
2:00:20 minor infractions and this time was given a more stringent
2:00:25 consequence and that’s notated
2:00:27 that our administrators can do that and we explicitly train them.
2:00:30 Yes.
2:00:31 Please take very good notes on that.
2:00:34 OK.
2:00:35 Yeah.
2:00:36 We did add that last year.
2:00:37 Last year.
2:00:38 It seems like it wasn’t that long ago but on the bottom of every
2:00:42 level, it says the school
2:00:44 principal reserves the ability to move the student behavior up a
2:00:47 level for repeated acts
2:00:48 of misconduct.
2:00:49 Repeated can be defined as behavior occurring more than twice.
2:00:51 It says it on under– at the bottom of every single one.
2:00:54 So maybe we can add more errors, you know, make it more
2:00:57 prominent and not give it a footnote
2:01:00 but actually add it to a piece of the code of conduct, would
2:01:03 that be helpful that repeated
2:01:04 offenses will be leveled up?
2:01:06 OK.
2:01:07 I would prefer that.
2:01:08 OK.
2:01:09 So we’ll add a standalone statement that just clarifies that
2:01:13 just before these charts that
2:01:15 give the level 1, 2, 3, 4, 5.
2:01:17 That will be an easy fix.
2:01:18 OK.
2:01:19 I just– one clarifying question.
2:01:21 Oh, sorry, Mr. Susan.
2:01:23 You’re delayed.
2:01:24 You can go.
2:01:25 Yeah, no, I just wanted to say thank you to Ms. Wright’s
2:01:29 comments.
2:01:30 Thank you for the clarification from Mr. Trent.
2:01:33 And Ms. Campbell, anytime you want to use the verbiage that you
2:01:38 used to describe things,
2:01:39 I greatly appreciate it because I got a chuckle from that.
2:01:42 Thank you so much for that.
2:01:44 I wholeheartedly agree with the direction of the board and thank
2:01:48 you so much.
2:01:49 Can I just– you already answered this question, I think.
2:01:53 I’m sorry.
2:01:54 It’s fine.
2:01:55 It’s OK.
2:01:56 It’s fine.
2:01:57 Again, the major violation, is there a level 1 or is that just a
2:02:00 fence?
2:02:00 It is just an offense.
2:02:02 So again, that first sentence, it’s exposure of underwear or
2:02:07 body parts in an incidental
2:02:09 or vulgar manner that disrupts orderly learning environment is
2:02:12 subject to the following disciplinary
2:02:14 actions.
2:02:15 So if we have exposure of underwear or body parts, we would be
2:02:19 in a major consequence
2:02:21 and we would be coming from A, B, and C. No, I understand that.
2:02:29 OK.
2:02:30 I mean, this is going to be like just situationally based.
2:02:36 I mean, I’m just being honest.
2:02:39 I’m thinking about young girls that, you know, sometimes it’s
2:02:42 not intentional.
2:02:44 And I mean, hopefully our administrators– That wouldn’t qualify
2:02:47 though because if you’re
2:02:48 wearing a zip-up jacket over your strappy top that shows your
2:02:53 undergarments and it just,
2:02:55 you know, whatever, that wouldn’t qualify as in an indecent or
2:02:58 vulgar manner.
2:02:59 I’m just saying it’s subjective.
2:03:00 That’s all I’m saying.
2:03:01 Yes, it is.
2:03:02 But I don’t think this leaves– I don’t think this is like for a
2:03:05 slight offense.
2:03:06 I mean, this is going to be– I understand.
2:03:08 I wanted clarification about that.
2:03:10 So I appreciate it.
2:03:11 Thank you.
2:03:12 Yeah, so we’re going to leave the language as it is and we are
2:03:17 going to increase training
2:03:20 but we also are going to add a standalone statement about
2:03:25 multiple same level infractions.
2:03:28 OK.
2:03:29 So I see that 1003.01, it’s actually 13, not 5 in the
2:03:36 parentheses so it’s 1003.01 parentheses
2:03:41 13 is what it says in the statute so I think it probably just
2:03:46 got moved around.
2:03:47 But the statute that you listed is the one that I’m looking at
2:03:50 or I’m finding that which
2:03:51 is 1006.07 parentheses D, parentheses 2– I mean, parentheses 2,
2:03:56 parentheses D. So we
2:03:58 know where that’s coming from.
2:03:59 I think it would be good to include that somewhere.
2:04:04 I’m good otherwise.
2:04:05 Ms. Erdemann, did you hear that for the statute it’s going to be–
2:04:13 And then parentheses 13 instead of parentheses 5.
2:04:19 That’s the– yeah, that’s the statute– the part that defines in-school
2:04:24 suspension and
2:04:25 suspension so I think that’s– it was supposed to be 13, not 5.
2:04:30 It may have been 5 once upon a time.
2:04:36 OK.
2:04:37 We’re almost there.
2:04:38 46 has to do with the electronic communication major.
2:04:46 They had asked us to clarify and add to the definition to
2:04:50 prevent coding errors.
2:04:52 And so we’ve added here– and this is frequently happening so we’re
2:04:57 planning for 2425 but we’ve
2:05:00 added that the misuse major is not to be used for repeated
2:05:05 incidents of minor violations.
2:05:08 This major, if you refer to the artifact, you can see major is
2:05:12 when you’re recording
2:05:13 somebody, right?
2:05:14 And without their knowledge or with their knowledge and using it
2:05:18 in some way that’s
2:05:19 not appropriate.
2:05:21 So we’ve had some instances where two minors– people are having
2:05:24 equal a major.
2:05:25 Again, two minors should equal a stricter consequence following
2:05:29 our procedure and that’s
2:05:31 what– again, what we just said, we will make sure it has more
2:05:35 space in the code of conduct
2:05:37 and we’ll continue to train upon that in all of our trainings
2:05:41 with deans, assistant principals
2:05:43 and principals.
2:05:44 » Perfect.
2:05:45 » This is what we felt would help prevent that.
2:05:47 » OK.
2:05:48 » All right.
2:05:49 In fighting, we needed to make a slight addition there again for
2:05:53 clarification so we added
2:05:54 that this definition does not meet the definition of FIT.
2:05:59 So again, there’s a local base code of fighting and then there’s
2:06:02 the assessor code and so
2:06:03 we’re making sure that they understand that this does not meet
2:06:07 that.
2:06:07 And this is– we’ve had enough for us to want to do that, enough
2:06:10 problems for us to want
2:06:12 to do that.
2:06:13 » Yeah.
2:06:14 We’re good.
2:06:15 » All right.
2:06:16 48 was meant to be stricken so that should be on there, I’m
2:06:21 going to go to 49.
2:06:24 Corrective strategy number 33, recommendation for expulsion, we
2:06:27 want to remove that.
2:06:28 You all make the decision on when to expel and we make a coding
2:06:32 in the remulment file.
2:06:34 So having that as a possible corrective strategy is not– it
2:06:38 leads– it opens up for problems
2:06:40 for coding and then we just need to make it go away.
2:06:43 It doesn’t mean we’re going to get rid of expulsion, it means we’re
2:06:46 going to wait until
2:06:47 you formally vote on it and then we tell them what to do as a
2:06:50 result the next morning.
2:06:52 » OK.
2:06:54 Yeah.
2:06:55 » OK.
2:06:56 That is the end of the line of what I– my must do is there was
2:06:59 a long list of items
2:07:00 that again–
2:07:01 [ Inaudible Remark ]
2:07:02 Oh, did I skip?
2:07:03 Oh, I assumed.
2:07:04 I’m so looking forward to getting done here.
2:07:05 50, thank you.
2:07:07 This also provided some confusion or is providing some confusion.
2:07:12 Suspension pending parent– suspension pending a parent guardian
2:07:15 conference.
2:07:16 This year, we had to do away, we used to have individual codes,
2:07:20 suspension one day, suspension
2:07:21 one to three days was a different code, suspension five days,
2:07:25 suspension 10 days.
2:07:27 Those were four different codes and it was resulting in
2:07:31 misrepresenting data for us.
2:07:34 A suspension needs to be one code and it can be X number of days
2:07:38 but we now have clean
2:07:40 data but we didn’t catch this one at the beginning of last year
2:07:43 that it was sneaking in there.
2:07:44 So when I’m reporting suspension data, I have to also pull how
2:07:49 many days were coded as pending
2:07:51 parent investigation.
2:07:52 » Makes sense.
2:07:53 » Again, we’d like to get rid of that mandatory piece and add.
2:07:56 So if I was to give a suspension, I’m going to say you’re going
2:07:59 to have a two-day suspension
2:08:01 and we’re going to add in that a parent conference is needed.
2:08:06 And when I make that phone call, I’m going to make that clear
2:08:08 that we need to meet to
2:08:09 discuss this problem.
2:08:10 And again, that will– is an effort to give us clean data.
2:08:15 That parent conference might be one of the most powerful tools
2:08:18 that we have in our belt
2:08:19 to use and can really make change but it is giving–
2:08:24 us not the greatest of data and making it more difficult, so we
2:08:27 would like to remove
2:08:28 it and train how to do that same thing but do it in a different
2:08:33 way that gives us good
2:08:35 data.
2:08:36 » Makes sense.
2:08:37 » All right, the other items that are here were items that,
2:08:40 again, were recommendations
2:08:42 that may have came forward, and as we debriefed at the end of
2:08:45 each of our sessions, we determined
2:08:47 that we weren’t able to honor that request or that it wasn’t in
2:08:51 alignment with the Office
2:08:53 of Safe Schools or for some reason we couldn’t do that or
2:08:57 something existed that we already
2:09:00 had that.
2:09:01 So we did the same thing, but I didn’t have plans to go through
2:09:05 each individual one.
2:09:06 If there are any items that you want to have me pull and discuss
2:09:10 with you, I’m happy to
2:09:12 do that, but these are the items that, again, the committee did
2:09:16 bring forward as recommendations.
2:09:18 Some could have been one individual, some it could have been a
2:09:22 few individuals, but
2:09:23 for most of these, they were not the majority, and they were all
2:09:27 things that the team, when
2:09:29 we debriefed the next day, we spent many hours reviewing what we
2:09:33 had heard that night before,
2:09:35 making sound decisions on current policy and procedures.
2:09:38 » All right, Board, do you have any of these items that you
2:09:42 need to pull for discussion?
2:09:44 No?
2:09:47 Mr. Susan?
2:09:48 No, I’m good.
2:09:49 All right, so I think we are good.
2:09:50 Thank you so much for the presentation.
2:09:51 I’m looking forward to this being cleaned up.
2:09:52 It will result in more accurately reporting, so thank you for
2:09:52 all your hard work from your
2:09:53 team there.
2:09:54 Thank you.
2:09:55 All right, we are now on to our next topic on the agenda, which
2:10:04 will be the opportunity
2:10:08 for debt refinancing.
2:10:09 I think we have Mr. Ford present with us today and Ms. Lisinski
2:10:13 that are going to come present.
2:10:15 Before you guys wander off, I meant to do this, first of all, I
2:10:18 wanted to thank all
2:10:19 of you and Ms. Dampier and Ms. Reed for heading this process.
2:10:23 It’s been very different, but it’s been very helpful.
2:10:25 I think because you included so many members of the community,
2:10:29 it really – sometimes we
2:10:31 get accused of, oh, the Board’s hand-picked people, whatever,
2:10:34 but you included – it was
2:10:35 a y’all come moment, right?
2:10:37 And you definitely listened to the y’all that came.
2:10:41 So I just thank you so much for going through this process that
2:10:45 was very clear, and when
2:10:47 I talked to my committee representative, she felt like they were
2:10:49 heard and really did have
2:10:50 a part.
2:10:51 It wasn’t just them getting to say things and you guys make all
2:10:54 the decisions.
2:10:55 So thank you for doing that.
2:10:56 And we didn’t talk about this, but I’m absolutely supportive of
2:11:00 removing all the extraneous
2:11:01 handbook-type material so that we can get the Code of Conduct to
2:11:05 be just what that is,
2:11:06 the Code of Conduct.
2:11:07 So thank you guys for all that work.
2:11:08 » Thank you.
2:11:11 All right.
2:11:15 Is Ms. Blasinski presenting, or is this going to be Mr. Ford?
2:11:18 Mr. Ford’s going to present?
2:11:20 Okay.
2:11:21 All right.
2:11:22 Yes, you’re welcome.
2:11:23 » So, Madam Chair, if I could just set the stage.
2:11:26 » Absolutely.
2:11:27 » You know, basically one of the things that we want to do is
2:11:29 be responsible with the taxpayers’
2:11:31 money, good stewards of the taxpayers’ money, and Mr. Ford’s
2:11:34 going to show us a way to reduce
2:11:36 our debt, and that is a good thing to do.
2:11:39 And so he’s going to make a presentation, and we’ll be looking
2:11:42 for direction from the
2:11:43 board.
2:11:44 Mr. Ford.
2:11:45 » Thank you.
2:11:46 » Very good.
2:11:49 » Thank you for letting us be here with you this morning.
2:11:51 It’s a pleasure.
2:11:52 John would be here, but he’s in Dallas right now, along with
2:11:55 Will on the desk at RBC Capital
2:11:57 Markets, and they have just put into the market about $170
2:12:01 million for St. John’s Schools
2:12:03 on a new money in a refunding transaction.
2:12:05 They’re about 30 million – about 30 minutes into that order
2:12:08 period, and they look like
2:12:10 they have about a half a billion dollars in orders for that $170
2:12:14 million, so the transaction’s
2:12:15 going very well.
2:12:17 But it gives us some up-to-date information on where the market
2:12:20 is right now.
2:12:21 So we’re going to talk to you about refinancing.
2:12:25 But before I do that, I want to make a disclaimer.
2:12:28 I’m sorry.
2:12:29 Do we have a question?
2:12:30 » Can – the podium raises so where the microphone will be in
2:12:35 front of you so that we can hear
2:12:37 it.
2:12:38 That way it gets picked up for – it should – we’ll take a –
2:12:49 board, if it’s okay, we’ll
2:12:49 just go through this, and then we’ll take a lunch break, is that
2:12:55 okay?
2:12:55 » It goes down, but not up, so –
2:12:57 » It doesn’t go up?
2:12:58 » He’s as high as he goes right now.
2:12:59 » Okay, well, Mr. Ford, you must be a very tall gentleman, so.
2:13:03 » Or I can do this.
2:13:04 » Okay.
2:13:05 » No, no, no, no, no.
2:13:06 » I apologize.
2:13:07 It’s just – it’s hard to hear you.
2:13:08 It’s like it’s being picked up through the speakers.
2:13:09 » I think we can just angle it closer to him, that’s better.
2:13:10 » So I apologize for interrupting you.
2:13:11 I just want to make sure we get here.
2:13:12 » All the way down, huh?
2:13:13 » Okay, go all the way down, then come back up again.
2:13:14 » Oh, really?
2:13:15 You’re going to go all the way down to come back up?
2:13:19 » If it doesn’t come back up, then –
2:13:21 » Then you’re going to have to pull a chair up.
2:13:25 » I will yell.
2:13:29 » Oh, Jackie, okay.
2:13:33 » Sometimes when people lower it, they have stuff stuck
2:13:39 underneath, and it jams.
2:13:42 » Okay.
2:13:43 » Oh, there we go.
2:13:44 Okay.
2:13:45 » That’ll do it.
2:13:46 » Perfect.
2:13:47 » Great.
2:13:48 So the first thing I want to do is point out our disclaimer page
2:13:49 that basically says, this
2:13:50 is not intended to be spot on the market today.
2:13:55 These things are subject to change.
2:13:57 This is an overview of what’s going on.
2:13:59 It is not comprehensive.
2:14:01 We don’t provide legal advice to the Board.
2:14:03 The Board should rely upon its legal counsel to make any legal
2:14:07 decisions, so thank you.
2:14:09 So as we get started, we want to talk to you about potentially
2:14:13 refinancing some of your
2:14:15 debt.
2:14:16 There are seven issues outstanding right now, and there are two
2:14:19 that are prime candidates
2:14:21 for refinancing, and there is one that is a lesser candidate for
2:14:25 refinancing, and those
2:14:26 two are the 13(a) and 14 certificates of participation, followed
2:14:32 by the 2017(a)s.
2:14:34 A little word about refinancing in the municipal bond market, it
2:14:38 is a lot like refinancing
2:14:39 your house in many ways, but it’s got a couple of key
2:14:43 differences.
2:14:44 When you refinance your house, you do that because current
2:14:46 interest rates are lower than
2:14:48 the interest rate at which you borrowed, so you can save money
2:14:51 on a monthly basis.
2:14:52 But almost always, when you refinance a 30-year home mortgage,
2:14:56 say it’s got 20 years left
2:14:58 on it, you refinance it, you go back out 30 years.
2:15:02 We don’t do that here, and that’s not what we’re recommending.
2:15:05 We go to the final current maturity date of those bonds.
2:15:09 So for example, on the 13(a)s, their final maturity is in 2030.
2:15:14 We would only refinance those out to 2030.
2:15:17 There would be no extension of maturities.
2:15:20 So the goal here is to achieve cash flow savings each year
2:15:24 during that period, but not extend
2:15:27 the debt beyond that.
2:15:29 So it’s not an extension of your debt, and I think that’s
2:15:31 important.
2:15:32 So on this chart showing the 7 series you have outstanding, as I
2:15:37 said, it’s the 13(a)s,
2:15:39 the 14s, and then to a far lesser extent, two maturities of the
2:15:45 2017(a)s.
2:15:47 All of those are currently callable or will be shortly callable
2:15:52 at this point in time,
2:15:53 meaning that we have the ability to take them away from the
2:15:56 current investors without paying
2:15:58 a penalty.
2:16:01 So what does your debt look like on that outstanding 7 series of
2:16:06 certificates?
2:16:07 The gray bars at the top are the combined interest, the colored
2:16:12 bars along the bottom
2:16:14 is the principal for each one of those series.
2:16:21 The 2013(a)s go out between July of ‘24 and July 1 of 2030, they
2:16:29 have about 57 million
2:16:31 outstanding.
2:16:32 The 2024 maturity will mature before we go into the market, so
2:16:37 it won’t be refinanced,
2:16:38 it will mature on its own, and the rest would be candidates for
2:16:42 refinancing.
2:16:44 Their current principal interest is as shown here on the blue
2:16:49 bars.
2:16:50 The 2014(s) go out to 2030 as well, they don’t start until 2027,
2:16:58 and you can see their principal
2:16:59 and interest schedule here.
2:17:03 As we talked the other day individually, the yield curve right
2:17:07 now, or the interest rates
2:17:09 ranging from one year in this case out to 2034, is a little odd
2:17:14 at this point in time.
2:17:15 Yields in that first year are higher than they are in the
2:17:19 subsequent years.
2:17:20 In the St. John’s transaction this morning, the yield on the
2:17:24 first year was higher than
2:17:26 they are until you got to 2032 or 2033.
2:17:30 So they’re out that far.
2:17:34 So that creates a bit of interest when you go to restructure the
2:17:37 refunding, sometimes
2:17:39 that really short maturity doesn’t have as much savings as it
2:17:42 would otherwise, but as
2:17:43 it all blends in together, you achieve some efficiencies.
2:17:48 So how are we estimating the refunding here?
2:17:51 Well, we’re assuming that we’d have a closing date of around
2:17:55 July 6th right now, and that
2:17:58 the call date would be on or prior to September 4th.
2:18:04 On the 2013(a)s, we would refund almost $46 million of those
2:18:09 outstanding bonds, and on
2:18:11 the 2014(s) we would refund a little over $55 million, about $55
2:18:16 million, so the total
2:18:17 aggregate amount that we would be retiring and replacing with
2:18:21 new bonds would be about
2:18:22 $101,475,000.
2:18:28 What would we do with that new money we borrow?
2:18:31 Because in a tax-exempt refunding, what you do is issue new
2:18:34 bonds, and with those new
2:18:35 bonds, you place an amount in an escrow account necessary to pay
2:18:40 off the old bonds, and then
2:18:42 you pay the cost of issuance.
2:18:44 So that’s what would happen.
2:18:46 The all-in true interest cost is about a 323 on the 13(a)s and
2:18:53 about a 303 on the 14(s).
2:18:56 Combine those together, and you’re all in cost, that includes
2:18:59 all cost of issuance,
2:19:00 is about a 310, and that’s where we are today.
2:19:05 But that may not be where we are at the time we go to market.
2:19:08 So that’s the date that the interest rates are set.
2:19:10 It could be slightly higher, hopefully it would be lower.
2:19:15 And our prior cash flow, you can see on there, we have the
2:19:20 numbers there, we have savings
2:19:23 along the way of – on the 2013(a)s, about $1.1 million a year,
2:19:28 and on the 2014(s) we
2:19:30 have savings of about $5.1 million per year.
2:19:34 So that aggregates out to about $6 million 140 in savings, or
2:19:39 about 2.28% on those 2013(s)
2:19:43 and almost 8%, about 7.55%, of the prior debt service on the
2:19:49 2014(s).
2:19:51 And then we say, okay, on a present value basis, what does that
2:19:55 look like?
2:19:55 In today’s dollars, what does that look like?
2:19:58 Well, on the 2013(a)s, it’s a little over a million dollars, or
2:20:02 2.33% of the amount,
2:20:05 the principal amount of certificates that we have refinanced.
2:20:08 On the 2014(s), it’s over $4.5 million, or a little over 8% of
2:20:13 the principal that we’ve
2:20:15 refinanced, and that is about 5.5% on the aggregate basis.
2:20:19 Let me make a comment here.
2:20:22 Almost every governmental issuer that we know of has a policy
2:20:26 that says, here’s the minimum
2:20:29 level of savings that we will accept in order to refinance,
2:20:32 because you have cost in there.
2:20:34 And even though these savings are net of those costs, it’s
2:20:37 important that you don’t go out
2:20:39 and do a transaction that benefits your financing team more than
2:20:43 it benefits you and the public.
2:20:45 That’s pretty simple in there.
2:20:47 So normally, that minimal level, depending upon where you were,
2:20:51 would be around 3%.
2:20:52 Others have a 5%, some have a 2%, but 3% is sort of that
2:20:57 benchmark.
2:20:58 But if you’re already in a situation where you’re paying the
2:21:02 core expenses to go in and
2:21:04 issue bonds, that’s when you go back in and pick up some bonds
2:21:07 that may fall back below
2:21:08 that 3% level.
2:21:10 And that’s why we’ve included the 2013-As in here.
2:21:17 This is what your cash flow savings look like.
2:21:20 As you can see in ‘25 and ‘26, there are very little savings
2:21:23 there.
2:21:24 It’s very nominal.
2:21:25 It really doesn’t pick up until you get to ‘27, from ‘27 to ‘30.
2:21:30 And then those savings are about $1.3 million a year.
2:21:35 Who’s involved and whose expenses do you have to pay?
2:21:39 Well, first of all, you all are involved, everybody on the dais,
2:21:42 including Superintendent
2:21:44 Rendell.
2:21:45 Cynthia and her team are involved, your legal counsel, we as
2:21:51 your financial advisors, and
2:21:53 then you have your bond/disclosure counsel, who’s Bryant, Miller,
2:21:57 and Olive.
2:21:58 They may or may not act as disclosure counsel here.
2:22:01 That hasn’t been determined yet, but they will be your bond
2:22:04 counsel.
2:22:04 There’s a trustee that holds the money, your payments that you
2:22:07 make, and makes payments
2:22:09 to the certificate holders, and they have an attorney as well.
2:22:12 And then you have the underwriters and their attorney.
2:22:16 And the underwriters are the ones who will actually place the
2:22:18 bonds in the market for
2:22:19 you and sell those bonds to investors.
2:22:24 There are rating agencies.
2:22:26 Right now, you are rated by both Moody’s and Fitch.
2:22:29 And we’re looking at whether or not we want to keep both of
2:22:32 those ratings for this transaction
2:22:34 or just one of them to save a little bit of money.
2:22:37 And we will talk to staff about that, we’ll look at the numbers,
2:22:40 we’ll talk to the underwriters,
2:22:42 and then when we come back to you with documents, we’ll make a
2:22:45 recommendation to you on whether
2:22:47 or not it’s one or two ratings.
2:22:50 And then there are some transaction-specific roles.
2:22:53 There’s a verification agent who looks at all of the refunding
2:22:56 numbers and says, yes,
2:22:58 the amount that you have in your escrow to pay off your old
2:23:00 bonds is sufficient.
2:23:02 And there are firms that help you with your disclosure that you’re
2:23:06 required to make each
2:23:08 year on the bonds.
2:23:09 So that is the team that will be before you.
2:23:12 It’s really a fairly simple process, and with that, I’d be happy
2:23:16 to take any questions that
2:23:17 you have.
2:23:18 All right.
2:23:19 Four members.
2:23:20 Ms. Jenkins, do you have any questions?
2:23:23 I do not have any questions because you and the rest of the team
2:23:29 took an ample amount
2:23:31 of time answering my questions when we had our 101 about this,
2:23:34 so I just want to say
2:23:35 thank you for taking the time to explain all that and answer
2:23:38 some really kind of in-the-weeds
2:23:40 questions that may not have been necessarily applicable to this,
2:23:42 but just to get a better
2:23:43 understanding of how it works.
2:23:44 Actually, we thought all the questions were really good, and the
2:23:47 only time we really get
2:23:48 worried is when nobody has any questions during those one-on-one
2:23:51 sessions.
2:23:51 All right.
2:23:52 Ms. Campbell.
2:23:53 No, I appreciate this breakdown, and if this is, you know, $5
2:23:58 million to $6 million that
2:24:00 we get back over the next several years, that’s – even when we’re
2:24:03 getting to the point where
2:24:05 it’s just a million a year, that is that much more we can put
2:24:08 into the work of the district,
2:24:10 into our capital needs, into our, you know, other things.
2:24:13 So this is good work, and I look forward to you guys making the
2:24:18 market behave so it’s
2:24:19 even better when you come to – I’m just kidding, I don’t even
2:24:22 have that control, but I think
2:24:23 – thank you for walking us through this process individually
2:24:26 and together.
2:24:27 I am in support.
2:24:28 You’re most welcome.
2:24:29 Thank you.
2:24:30 Mr. Trent.
2:24:31 Yeah.
2:24:32 Not always when you don’t ask questions in those sessions.
2:24:37 You have to be worried.
2:24:38 You guys did such a good job.
2:24:40 It made complete sense.
2:24:42 From what I understand, you’re kind of testing the waters on one
2:24:46 school district that’s chosen
2:24:47 to be rated by one company, and you’re seeing how that works out.
2:24:51 So definitely interested in seeing how that comes out, but where
2:24:55 you can save money, you
2:24:56 do it, and that’s your job.
2:24:57 Thank you.
2:24:58 Yes, sir.
2:24:59 Thank you.
2:25:00 Mr. Susan.
2:25:01 Yeah.
2:25:02 I just wanted to say thank you to everybody for the presentation.
2:25:05 I appreciate you guys.
2:25:06 We’ve had discussions about a lot of other topics, too, just
2:25:09 like Mr. Jenkins said, you
2:25:11 guys are professional, you guys have done a great job.
2:25:13 I also did want to make note that this is continuing to be the
2:25:19 end of our debt that
2:25:21 we incurred in 2008.
2:25:22 So thank you very much, and that’s all I’ve got to say.
2:25:24 Thank you.
2:25:25 Mr. Ford, I just have a couple questions I’m going to ask just
2:25:28 for transparency to the
2:25:30 public.
2:25:31 And so more so pertaining to page 8 on this slide show that we
2:25:34 have here, where it gives
2:25:36 us the cost breakdowns.
2:25:37 So when I did my one-on-one presentation, I was very thorough,
2:25:41 and I appreciated them.
2:25:42 The 2014 series makes a lot of sense to me to refinance, because
2:25:46 when you look at the
2:25:47 total refunding debt amount, right, that number there, that 57,
2:25:53 2 and some change, we’re
2:25:55 increasing our total amount of debt there by $2 million.
2:25:57 But we’re going to save $4.5 million, so obviously we’re coming
2:26:00 out in the positive.
2:26:01 Is that correct?
2:26:02 That’s correct.
2:26:03 Okay.
2:26:04 When we look at the other, the 2013 series, I have a concern
2:26:08 there, because the total
2:26:10 amount that we’re going to end up refinancing ends up not being
2:26:14 cash flow positive.
2:26:15 Is that – am I understanding that correctly?
2:26:18 So we’re taking on, again, another roughly – it kind of cancels
2:26:22 each other out.
2:26:23 Is that fair?
2:26:24 No.
2:26:25 That’s not actually fair.
2:26:26 I can see how you would get to that point.
2:26:28 But it actually is cash flow positive.
2:26:31 There are certain maturities that have far more savings than
2:26:35 other maturities, but at
2:26:36 the end of the day, you’re still generating over a million
2:26:40 dollars with those 2013As to
2:26:42 the good.
2:26:43 Okay.
2:26:44 All right.
2:26:45 And maybe I’m misunderstanding something, because I guess the
2:26:47 cash flow savings is maybe
2:26:48 where?
2:26:49 Because we can reinvest?
2:26:50 Nominal cash flow savings is to the good about $1,165,000.
2:26:53 Okay.
2:26:54 All right.
2:26:55 Now, I mean, honestly, anything we can do to reduce debt, I
2:26:57 would love our district
2:26:58 to have zero debt.
2:26:59 That’s kind of where I’m focused, is, hey, get out of debt.
2:27:02 But, yeah, if we can reduce the debt, let’s reduce the debt.
2:27:05 Very good.
2:27:06 Yes.
2:27:07 Thank you.
2:27:08 Any other questions?
2:27:09 Do you have anything that you want to add, Dr. Rendell?
2:27:12 No.
2:27:13 I think it’s good that we have a partner that can show us an
2:27:15 opportunity to reduce our debt.
2:27:17 Again, I think it might have been Mrs. Campbell that mentioned
2:27:21 when we start yielding these
2:27:23 savings in our debt payments, those funds will then be able to
2:27:27 be put into other things
2:27:29 for our district, so, you know, not only saving money, but being
2:27:32 able to then reinvest that
2:27:33 savings in other things for the good of our district.
2:27:39 All right.
2:27:40 Awesome.
2:27:41 All right.
2:27:42 Do you have clear board consensus?
2:27:43 I think everyone has said yes, go forward, do good work, and let’s
2:27:46 reduce the debt, so.
2:27:47 Thank you.
2:27:49 All right, board, we are at 1155 right now, and I am assuming
2:27:52 everyone probably needs
2:27:54 a restroom break and would like to grab some lunch.
2:27:57 What time would you guys like to be back?
2:28:01 1230?
2:28:02 1245-ish?
2:28:03 I’m okay with whatever.
2:28:04 I’m in through the long haul, so you tell me what works for
2:28:09 everyone.
2:28:10 What’s up to you guys?
2:28:12 Can you split the difference at 1245?
2:28:15 Let’s go 1245.
2:28:16 All right.
2:28:17 We will resume the meeting.
2:28:18 We’ll be on recess until 1245.
2:28:48 All right.
2:29:10 Thank you.
3:18:23 All right.
3:18:24 Welcome back from our recess.
3:18:25 We are now on to the last topic of our agenda, which is the
3:18:27 board-reviewed policy revisions
3:18:28 for all divisions.
3:18:30 So I will be going through and reading the policy number and
3:18:32 asking if anybody would
3:18:33 like to speak to this policy, which will then turn it over to
3:18:36 the board for any discussions.
3:18:37 Paul, we don’t need to make a vote on this, correct?
3:18:40 That’s correct.
3:18:41 That is correct.
3:18:42 Okay.
3:18:43 All right.
3:18:44 So first policy up is board policy 2111.
3:18:46 Would anybody like to speak to this or is anyone present who
3:18:49 wishes to address this
3:18:50 item?
3:18:51 Is there anyone present who wishes to address this item?
3:18:54 Hearing none, any discussion?
3:18:56 No.
3:18:57 All right.
3:18:58 We are on to board policy 2125.
3:19:01 Is there anyone present who wishes to address this item?
3:19:06 Hearing none, board, any discussion?
3:19:07 No.
3:19:08 All right.
3:19:09 We’re on to the next one.
3:19:10 Board policy 2205.
3:19:12 Is there anyone present who wishes to address this item?
3:19:17 Hearing none, board, any discussion?
3:19:21 All right.
3:19:22 We are on to board policy 2210.
3:19:25 Is there anyone present who wishes to address this item?
3:19:31 Hearing none, board, any discussion?
3:19:32 I thought we pulled this one because there weren’t really any
3:19:36 changes.
3:19:37 And the changes that are listed are ones that we already did in
3:19:43 October because it is as
3:19:46 our current policy stands except for like they added Roman numerals.
3:19:50 Yeah.
3:19:51 We pulled it.
3:19:52 You pulled this one?
3:19:53 Yeah.
3:19:54 We had Roman numerals, but.
3:19:55 Yeah.
3:19:57 We’ll do it when we have a substantive change.
3:19:58 Okay.
3:19:59 Thank you.
3:20:00 Okay.
3:20:01 Any other discussion?
3:20:02 Hearing none, we’re on board policy 2230.
3:20:05 Is there anyone present who wishes to address this item?
3:20:11 Hearing none, board, any discussion?
3:20:14 Hearing none, we’re on to the next one.
3:20:16 Board policy 2240.
3:20:17 Is there anyone present who wishes to address this item?
3:20:23 Seeing none, board, any discussion?
3:20:25 Nope.
3:20:26 We’re on to the next one.
3:20:27 Board policy 2250.
3:20:28 Is there anyone present who wishes to address this item?
3:20:35 Hearing none, board, any discussion?
3:20:37 Nope.
3:20:38 We are on to the next one.
3:20:39 Board policy 2261.
3:20:41 Is there anyone present who wishes to address this item?
3:20:46 Seeing none, board, any discussion?
3:20:49 Nope.
3:20:50 All right.
3:20:51 We are on to the next one.
3:20:52 Board policy 2261.03.
3:20:54 Is there anyone present who wishes to address this item?
3:21:01 Hearing none, board, any discussion?
3:21:02 Nope.
3:21:03 All right.
3:21:04 I’m already getting tired of hearing myself repeat this, so I
3:21:06 apologize to you guys in
3:21:06 the audience.
3:21:07 I don’t have anything until the 3,000.
3:21:08 Okay.
3:21:09 All right.
3:21:10 We are on to board policy 2270.
3:21:12 Is there anyone present who wishes to address this item?
3:21:18 Seeing none, board, any discussion?
3:21:20 Nope.
3:21:21 All right.
3:21:22 On to board policy 2271.
3:21:23 Is there anyone present who wishes to address this item?
3:21:29 Hearing none, board, any discussion?
3:21:31 Nope.
3:21:32 All right.
3:21:33 On to the next one.
3:21:34 Board policy 2280.
3:21:36 Is there anyone present who wishes to address this item?
3:21:42 Hearing none, board, any discussion?
3:21:43 Nope.
3:21:44 All right.
3:21:45 On to the next one.
3:21:48 Board policy 2370.
3:21:50 Is there anyone present who wishes to address this item?
3:21:55 No.
3:21:56 Board, any discussion?
3:21:58 On to the next policy, board policy 2371.
3:22:01 Is there anyone present who wishes to address this item?
3:22:07 Seeing none, board, any discussion?
3:22:09 Nope.
3:22:10 All right.
3:22:11 Board policy 2410.01.
3:22:14 Is there anyone present who wishes to address this item?
3:22:20 Hearing none, board, any discussion?
3:22:22 Nope.
3:22:23 All right.
3:22:24 We are on to board policy 2411.01.
3:22:28 Is there anyone present who wishes to address this item?
3:22:34 Hearing none, board, any discussion?
3:22:38 Nope.
3:22:39 All right.
3:22:41 We are on to board policy 2421.
3:22:43 Is there anyone present who wishes to address this item?
3:22:48 Hearing none, board, any discussion?
3:22:51 Nope.
3:22:52 On to the next item.
3:22:53 Board policy 2421.01.
3:22:56 Is there anyone present who wishes to address this item?
3:23:01 Seeing none, board, any discussion?
3:23:03 Nope.
3:23:04 All right.
3:23:06 Board policy 2430.
3:23:08 Is there anyone present who wishes to address this item?
3:23:14 Hearing none, board, any discussion?
3:23:16 Nope.
3:23:17 All right.
3:23:18 We are on to board policy 2431.01.
3:23:22 Is there anyone present who wishes to address this item?
3:23:27 Seeing none, board, any discussion?
3:23:30 Nope.
3:23:31 All right.
3:23:32 On to policy 2440.
3:23:34 Is there anyone present who wishes to address this item?
3:23:40 Hearing none, board, any discussion?
3:23:43 Nope.
3:23:44 All right.
3:23:45 Board policy 2450.
3:23:47 Is there anyone present who wishes to address this item?
3:23:52 Seeing none, board, any discussion?
3:23:55 Nope.
3:23:56 All right.
3:23:57 On to policy 2460.
3:24:00 Is there anyone present who wishes to address this item?
3:24:05 Seeing none, board, any discussion?
3:24:08 Nope.
3:24:09 All right.
3:24:10 We are on to policy 2460.01.
3:24:13 Is there anyone present who wishes to address this item?
3:24:19 Seeing none, board, any discussion?
3:24:21 Nope.
3:24:22 All right.
3:24:23 On to policy 2520.
3:24:25 Is there anyone present who wishes to address this item?
3:24:31 Seeing none, board, any discussion?
3:24:34 Nope.
3:24:35 On to policy 2521.
3:24:37 Is there anyone present who wishes to address this item?
3:24:42 Seeing none, any discussion, board?
3:24:45 Nope.
3:24:46 All right.
3:24:47 On to policy 2623.
3:24:49 Is there anyone present who wishes to address this item?
3:24:51 Is there anyone present who– anyone present who wishes to
3:24:54 address this item?
3:24:55 I’m going to be dreaming about this phrase, I think.
3:24:57 You should have gotten one of those statements.
3:25:00 I know.
3:25:01 No.
3:25:02 OK.
3:25:03 Seeing none, any discussion?
3:25:04 I would have loved a button that just repeated it for me so I
3:25:06 didn’t have to–
3:25:06 You’re doing great.
3:25:08 I was practicing my auctioneer voice and so, yeah, all right.
3:25:12 Hearing none, board, any discussion?
3:25:14 Mr. Gibbs, were we on 2521 or 2623?
3:25:17 Sorry.
3:25:18 2623.
3:25:19 Thank you.
3:25:20 I thought so.
3:25:21 OK.
3:25:22 All right.
3:25:23 We are on to board policy 3120.
3:25:25 Is there anyone present who wishes to address this item?
3:25:30 Hearing none.
3:25:31 Oh, a board discussion.
3:25:32 I had a note on this one.
3:25:34 Sorry.
3:25:35 I’m breaking your rhythm.
3:25:36 Give me a break for me.
3:25:37 All right.
3:25:39 I think it’s great.
3:25:40 I had a question about– and I had this conversation with Ms.
3:25:42 Rutledge about district certification
3:25:44 and I guess I wanted some more clarification because I know we’re
3:25:47 having– just for my
3:25:48 information, we’re having conversations about CTE staff in
3:25:54 particular who have other ways
3:25:56 to get certified but then they’re running up against that same–
3:26:00 it’s only lasts for
3:26:01 five years.
3:26:02 So if I can get some clarity– and if it doesn’t come today, it
3:26:05 can come later.
3:26:06 But if I can get some clarity on, you know, how we’re using that
3:26:10 now– I know we use it
3:26:11 because Ms. Rutledge shared me but what does that mean for recertification?
3:26:15 If a CTE teacher was provided district certification because
3:26:18 they’re an expert in their field and
3:26:20 they met those other standards, what does that mean for when it’s
3:26:24 time to re-up?
3:26:25 Are they able to do that again?
3:26:28 Why or why not?
3:26:30 What assistance can we give to those people that we certify
3:26:32 through this district certification
3:26:34 process?
3:26:35 So as I was going through this policy, this was a new thing for
3:26:38 me so I just wanted to
3:26:39 ask those questions.
3:26:40 Again, it doesn’t have to be answered in this meeting but I
3:26:42 would like some more information
3:26:44 about that moving forward if I can get that.
3:26:48 If you don’t have an answer today, it can wait.
3:26:50 » We do.
3:26:51 » Just to clarify to make sure the question is someone who
3:26:54 receives a district vocational
3:26:56 certification when it’s time for them to meet a professional if
3:26:59 that’s a temporary–
3:27:01 » Right.
3:27:02 » It’s just temporary that can’t be renewed in the same way.
3:27:05 » Right.
3:27:06 Or is it a professional and it just is renewed with CEUs or
3:27:10 something like that?
3:27:11 » Right.
3:27:12 » I’ll get back to you on that.
3:27:14 » Okay.
3:27:16 Thank you.
3:27:17 » Okay.
3:27:18 » Any other discussion?
3:27:19 Oh, my mic turned off.
3:27:20 All right.
3:27:21 None?
3:27:22 All right.
3:27:23 We are on to board policy 3120.04.
3:27:24 Is there anyone present who wishes to address this item?
3:27:28 Seeing none.
3:27:29 Board, any discussion?
3:27:30 None?
3:27:31 All right.
3:27:32 We are on to board policy 3120.08.
3:27:35 Is there anyone present who wishes to address this item?
3:27:40 Seeing none.
3:27:41 All right.
3:27:42 Board, any discussion?
3:27:43 No?
3:27:44 All right.
3:27:45 We’re on to policy 3120.10.
3:27:48 Is there anyone present who wishes to address this item?
3:27:53 Seeing none.
3:27:54 Board, any discussion?
3:27:55 No?
3:27:56 All right.
3:27:57 We are on to policy 3122, is there anyone present who wishes to
3:28:00 address this item?
3:28:02 Is there anyone present who wishes to address this item?
3:28:04 Seeing none.
3:28:05 Board, any discussion?
3:28:06 I have a discussion.
3:28:09 It’s not literally this one, but I feel like this would be the
3:28:11 smart place to start what
3:28:12 I’m about to say.
3:28:13 Which number?
3:28:14 Oh, I’m sorry.
3:28:15 3122.
3:28:16 We’re on 3122.
3:28:17 Okay.
3:28:18 So this was just brought to my attention by someone from the
3:28:20 community today.
3:28:20 So sorry if you see me staring at the screen, I was trying to
3:28:24 just quickly check everything.
3:28:25 So the real issue is actually on 3362, I believe, just quickly
3:28:29 skimming this, but I’m just going
3:28:30 to start here because this is the first number that was given to
3:28:33 me.
3:28:33 Okay.
3:28:34 Sorry.
3:28:35 One second.
3:28:37 Okay.
3:28:38 So when we – basically the nondiscrimination statement where we
3:28:43 say race, color, national
3:28:45 origin – national origin, sorry.
3:28:49 That statement is in multiple policies, which I listed them down
3:28:54 here.
3:28:54 But there’s one that doesn’t match exactly, which is 3362.
3:29:01 And I just wanted to bring it up now because this is the first
3:29:03 one that was brought to
3:29:04 my attention.
3:29:07 So there’s – okay, sorry.
3:29:10 So race, color, national origin, sex, including sexual
3:29:15 orientation, transgender status, gender
3:29:18 identity, disability, pregnancy, marital – all of that.
3:29:23 On 3362, when we get to it, I’ll bring it up.
3:29:26 But it does – that’s one of the ones that’s like a weird outlier
3:29:28 that’s like similar but
3:29:29 missing words but all the other ones seem to be consistent.
3:29:33 But at the end, if I can give a list of these numbers to staff
3:29:36 just to make sure they’re
3:29:38 all consistent because that statement needs to be consistent
3:29:40 throughout all the policies
3:29:41 that deal with discrimination.
3:29:43 I think it’s just like a typo probably, but I just want to make
3:29:46 sure that they match.
3:29:47 And I didn’t have time to like make sure every single – I didn’t
3:29:53 catch that, and I was just
3:29:55 notified about this.
3:29:56 So I’m sorry.
3:29:57 I’m trying to do it now, but – so I just want to bring it to
3:29:59 staff’s attention when
3:30:00 I bring it up again.
3:30:02 So will you just – whenever the discussion comes up about that
3:30:04 specific policy, will
3:30:05 you make note of it that way?
3:30:07 Yeah.
3:30:08 And I’m sorry to stop being here.
3:30:09 I just wanted to say this because this is where it really starts.
3:30:10 Like that statement keeps getting repeated over and over again.
3:30:12 So this is the definition that we are currently using and you’re
3:30:15 saying it’s just not uniform
3:30:17 when we talk about –
3:30:18 It’s not uniform in all of the policies.
3:30:20 Okay.
3:30:21 This one matches – sorry.
3:30:22 Turn it on.
3:30:23 I got you.
3:30:24 Oh, I did it and then you muted yourself.
3:30:30 This one matches our statement at the bottom of the website that
3:30:33 we’re required to have,
3:30:35 right?
3:30:36 Yeah.
3:30:37 It’s a federal requirement.
3:30:38 So you’re saying the other one’s –
3:30:39 Yeah.
3:30:40 And I think it’s just like typos, but –
3:30:41 Okay.
3:30:42 And I didn’t really –
3:30:43 I’ll make sure they match.
3:30:44 I’m sorry?
3:30:45 I’ll make sure they match.
3:30:46 I’ll do the numbers at the end.
3:30:47 Absolutely.
3:30:48 I’d appreciate it.
3:30:49 Absolutely.
3:30:50 That were brought to my attention because I haven’t had time to
3:30:51 like word for word make
3:30:51 sure they’re identical.
3:30:52 Okay.
3:30:53 But someone brought it to my attention.
3:30:54 I didn’t want to mess that up.
3:30:55 Thanks.
3:30:56 All right.
3:30:57 Any other discussion?
3:30:58 Hearing none, we’re on to Board Policy 3122.01.
3:31:01 Is there anyone present who wishes to address this item?
3:31:05 Seeing none, Board, any discussion?
3:31:09 Nope.
3:31:10 On to Policy 3124.
3:31:11 Is there anyone present who wishes to address this item?
3:31:16 Seeing none, Board, any discussion?
3:31:18 Nope.
3:31:19 On to Policy 3128.
3:31:21 Is there anyone present who wishes to address this item?
3:31:26 Seeing none, Board, any discussion?
3:31:29 No.
3:31:30 All right.
3:31:31 On to Policy 3129.
3:31:32 Is there anyone present who wishes to address this item?
3:31:37 Seeing none, Board, any discussion?
3:31:39 Nope.
3:31:40 All right.
3:31:41 On to Policy 3129.01, is there anyone present who wishes to
3:31:45 address this item?
3:31:47 Is there anyone present who wishes to address this item?
3:31:49 Board, any discussion?
3:31:51 No.
3:31:52 I need to look at one thing.
3:31:54 Sorry.
3:31:55 I just want to double check one thing real fast before I move on
3:31:58 because I thought I
3:32:00 had made a note by this one.
3:32:03 We’re on 3129.01, but I just need to – oh, boy, I just scrolled
3:32:08 way too far.
3:32:09 Hang on.
3:32:10 I just want to check one thing to make sure it was changed.
3:32:14 I think it looks better.
3:32:15 We’re on 3129.01.
3:32:16 There.
3:32:17 Too early.
3:32:18 I know.
3:32:19 That’s what I’m looking – and if you accidentally clicked the
3:32:24 wrong thing, you’re like, “Oh.”
3:32:28 Okay.
3:32:30 All right.
3:32:31 Sorry.
3:32:32 Nope.
3:32:33 It’s fine.
3:32:34 Moving on.
3:32:35 Board Policy 3130, is there anyone present who wishes to discuss
3:32:37 this item?
3:32:38 Is there anyone present who wishes to discuss this item?
3:32:40 No.
3:32:41 Or address this item, I should say.
3:32:44 Board, any discussion?
3:32:46 None.
3:32:47 All right.
3:32:48 We’re on to Policy 3132.
3:32:49 Is there anyone present who wishes to address this item?
3:32:54 Seeing none.
3:32:55 Board, any discussion?
3:32:56 No.
3:32:57 Moving on.
3:32:58 We’re on Policy 3214.
3:32:59 Is there anyone present who wishes to address this item?
3:33:01 Seeing none.
3:33:02 Board, any discussion?
3:33:03 No.
3:33:04 Moving on.
3:33:05 We’re on Policy 3214.
3:33:06 Is there anyone present who wishes to address this item?
3:33:08 Seeing none.
3:33:09 Board, any discussion?
3:33:10 No.
3:33:11 All right.
3:33:12 Policy No.
3:33:13 3242.
3:33:14 Is there anyone present who wishes to address this item?
3:33:16 Seeing none.
3:33:17 Board, any discussion?
3:33:18 No.
3:33:19 All right.
3:33:20 Policy No.
3:33:21 3242.
3:33:22 Is there anyone present who wishes to address this item?
3:33:24 Seeing none.
3:33:25 Board, any discussion?
3:33:26 No.
3:33:27 All right.
3:33:28 We are on Policy 3340.
3:33:29 Is there anyone present who wishes to address this item?
3:33:31 Seeing none.
3:33:32 Board, any discussion?
3:33:33 No.
3:33:34 All right.
3:33:35 We are on Policy 3340.
3:33:36 Is there anyone present who wishes to address this item?
3:33:38 Seeing none.
3:33:39 Board, any discussion?
3:33:40 No.
3:33:41 All right.
3:33:42 We are on to Policy 3362.
3:33:43 This is the one that you had indicated, correct, that wasn’t
3:33:44 uniform?
3:33:44 Yeah.
3:33:45 And actually, just so I don’t have to say for every single one,
3:33:46 I went ahead and gave
3:33:46 it to Mr. Dufresne just to take a look and make sure because,
3:33:47 again, I’m skimming, so
3:33:47 I don’t want to keep bringing them up if I’m wrong.
3:33:48 Okay.
3:33:49 All right.
3:33:50 We’re on Board Policy 3360.
3:33:51 Is there anyone present who wishes to address this item?
3:33:53 Seeing none.
3:33:54 Board, any discussion?
3:33:55 No.
3:33:56 All right.
3:33:57 On to Policy 3420.
3:34:18 Is there anyone present who wishes to address this item?
3:34:20 Seeing none.
3:34:21 Board, any discussion?
3:34:22 No.
3:34:23 We’re on to Policy 3430.01.
3:34:26 Is there anyone present who wishes to address this item?
3:34:28 Seeing none.
3:34:29 Board, any discussion?
3:34:30 I thought you said you had one in the 3,000s.
3:34:31 I already did it.
3:34:32 Oh, sorry.
3:34:33 It was the district certification.
3:34:34 The district certification.
3:34:35 Sorry.
3:34:36 My next one’s in the 5,000s.
3:34:37 I’m going to remember that one.
3:34:38 It’s blurring together.
3:34:39 I’m going to be honest.
3:34:40 Okay.
3:34:41 All right.
3:34:42 We are on to Board Policy 5111.01.
3:34:43 Is there anyone present who wishes to address this item?
3:34:48 Board, any discussion?
3:34:59 Nope.
3:35:00 All right.
3:35:01 We are on to Policy 5111.03.
3:35:04 Is there anyone present who wishes to address this item?
3:35:08 Seeing none.
3:35:09 Board, any discussion?
3:35:10 Nope.
3:35:11 All right.
3:35:12 We are on to Policy number 5112.
3:35:16 Is there anyone present who wishes to address this item?
3:35:18 Seeing none.
3:35:19 Board, any discussion?
3:35:20 Nope.
3:35:21 All right.
3:35:22 We are on to Policy 5120.
3:35:23 Is there anyone present who wishes to address this item?
3:35:25 Seeing none.
3:35:26 Board, any discussion?
3:35:27 Nope.
3:35:28 We are on to Policy 5121.
3:35:29 Is there anyone present who wishes to address this item?
3:35:31 Seeing none.
3:35:32 Board, any discussion?
3:35:33 Nope.
3:35:34 We are on to Policy 5121.
3:35:35 Is there anyone present who wishes to address this item?
3:35:37 Seeing none.
3:35:38 Board, any discussion?
3:35:39 Nope.
3:35:40 We are on to Policy 5136.
3:35:41 Is there anyone present who wishes to address this item?
3:35:47 Seeing none.
3:35:48 Board, do we have discussion on this one?
3:35:49 I think we do.
3:35:50 Yes.
3:35:52 So just to follow up from this morning, this is our wireless
3:35:53 communication device policy.
3:35:53 Just to share with you, I’d ask the question on number four,
3:35:54 which is the part that we’re
3:35:58 adding about there was this thing that says it says teacher
3:36:11 shall designate an area for
3:36:16 WCDs to be stored during instructional time.
3:36:18 I just want to make sure that didn’t mean we were requiring now
3:36:21 we’re going to have
3:36:22 to go purchase those little pocket things, but that could
3:36:24 include a backpack.
3:36:25 The designated area can be your backpack, the backpack’s at the
3:36:28 front of the room, back
3:36:29 room, wherever.
3:36:30 It can be designated that way.
3:36:31 But the biggest challenge I wanted – I did have a question on
3:36:36 number seven because we
3:36:37 had changed this last year.
3:36:39 It had been that the use can be – they can use them for
3:36:44 instructional purposes as approved.
3:36:47 It had been previously by the teacher.
3:36:49 Last year we trained it had to go back to the principal, and now
3:36:51 we’re going back to
3:36:52 the teacher.
3:36:53 So we probably need to give some clarity if we’re going to do
3:36:57 that or maybe get some,
3:36:58 you know, the staff to share.
3:37:00 Now, Miss – I had a long conversation with Ms. Dampier about
3:37:02 this, and what’s being brought
3:37:05 to us today is a result of the work we did back last fall.
3:37:07 It is not the result of the work by the Discipline Committee.
3:37:10 So the other thing that this one is going to have to come back
3:37:13 to us, since we agreed
3:37:13 this morning that the first offense needs to be that the student
3:37:18 – it’s confiscated,
3:37:19 but it can be returned to them at the end of the day.
3:37:21 This policy specifically says otherwise.
3:37:24 So my suggestion is that we pull this one off this cycle and
3:37:27 that we have staff bring
3:37:28 it back to us, including the recommendations that will go along
3:37:33 with the Code of Conduct,
3:37:34 so we can do that at the same time.
3:37:35 Because I don’t want us to move forward with this policy when we’re
3:37:37 about to turn around
3:37:38 and literally in the next meeting change it again.
3:37:42 So I think we need to provide – to me, we need to provide
3:37:47 clarification.
3:37:49 Is that number seven?
3:37:50 Are we going to go back to the teacher can approve instructional
3:37:54 uses for personal devices?
3:37:56 When we talked about it’s not necessarily – it’s not as
3:37:59 important anymore for them
3:38:00 to be able to do that, because we are one-to-one and every
3:38:02 classroom should have enough devices
3:38:04 for, especially in secondary, which there are only times they’re
3:38:06 going to be pulling
3:38:07 their cell phones out, to do activities.
3:38:10 So we didn’t make a decision on that, rather than having to be
3:38:14 run to the principal.
3:38:15 And then the part that I’m suggesting we change from our
3:38:20 conversation this morning is are
3:38:23 the places in number 19 that talks about confiscation, number 12
3:38:27 that talks about confiscation, that
3:38:29 they’re consistent and that we do follow the new suggestions
3:38:32 that we talked about this
3:38:34 morning.
3:38:35 So is that – so I think this one, we don’t need to leave it to
3:38:40 go through the process
3:38:43 for us to vote on next week if we’re going to change it.
3:38:45 » I’m in agreement that if there’s changes that need to be made
3:38:47 to it, which sounds like
3:38:48 in order to comply with the code of conduct, we’re going to have
3:38:50 conflicting policy and
3:38:51 code of conduct, we need to pull it as well.
3:38:53 But we do need to give clear direction, I agree, Ms. Campbell,
3:38:56 on is it the teacher
3:38:56 or is it the principal.
3:38:58 Board, what is your thoughts?
3:39:00 » Yeah, I think – thank you.
3:39:02 » I concur.
3:39:03 » Oh, sorry.
3:39:04 » Go ahead, Mr. Susan.
3:39:05 » Yeah, I agree.
3:39:06 » You agree with what?
3:39:07 » No.
3:39:08 » Whatever we say?
3:39:09 All right.
3:39:10 » No.
3:39:11 » He means pulling it.
3:39:12 He means pulling it.
3:39:13 » I agree with the direction that you were saying, the fact
3:39:16 that we’re going to be changing
3:39:18 some of the verbiage, the fact that there’s a lot of, you know
3:39:20 what I mean, some opportunities
3:39:22 there, even with the devices and stuff like that as far as the
3:39:25 one-to-one, do we need
3:39:26 to allow them to have the opportunity?
3:39:28 I agree with you.
3:39:29 » Yeah.
3:39:30 » So I agree with Ms. Campbell, taking it, pulling it, making
3:39:32 it more consistent with
3:39:33 what we have from this morning’s conversation and in line with
3:39:36 our needs.
3:39:37 So that’s all.
3:39:38 Sorry, I kind of jumped in there.
3:39:39 » It’s fine.
3:39:40 » Sorry.
3:39:41 It’s fine.
3:39:43 » Okay.
3:39:44 And then as far as – Mr. Susan, can I get your opinion on if it
3:39:47 should be at the discretion
3:39:48 of the teacher or the principal?
3:39:52 » I think it should be at the discretion of the principal
3:39:54 because the principal should
3:39:54 be able to identify which one of the curriculums that they need.
3:39:58 Teachers shouldn’t be able to just allow the cell phones because
3:40:01 what it does is it gives
3:40:02 us an opportunity in some instances where the teacher may allow
3:40:06 the cell phones for
3:40:08 an inappropriate use where, you know what I mean, the principal
3:40:11 knows the direction
3:40:12 of the curriculum and stuff like that.
3:40:14 I would say it would be the principal.
3:40:15 » Okay.
3:40:16 So your vote is pull it and your thing, discretion of the
3:40:19 principal.
3:40:19 All right.
3:40:20 Let’s go through and have this discussion.
3:40:21 So who would like to go next?
3:40:22 » Can we get input from the staff as to why that particular
3:40:26 change – maybe that’s a – and
3:40:27 then maybe that was a Neola thing, I don’t know.
3:40:31 It didn’t come out of the work group.
3:40:32 It didn’t come out of the work group because that hadn’t
3:40:38 happened yet.
3:40:40 » Good afternoon.
3:40:42 This was language that we took from Neola so we could change it
3:40:46 back.
3:40:47 This was Neola’s recommendation.
3:40:48 » Okay.
3:40:49 Okay.
3:40:50 So it says this one can be left up to us.
3:40:52 So I’m just trying to remember – and I don’t know that I’ve –
3:40:55 that I landed real hard
3:40:57 on this one one way or the other.
3:40:58 I’m just trying to remember our conversation was around – maybe
3:41:01 not quite.
3:41:01 I don’t think – my perspective wasn’t quite the same as Mr.
3:41:04 Susan’s, but the idea that,
3:41:07 you know, if we were trying to tighten up on the use of it and
3:41:12 that it, you know, that
3:41:14 it would be something that would be approved by the principal
3:41:18 just for his awareness so
3:41:19 that we were trying to really make it where they weren’t being
3:41:22 pulled out hardly ever,
3:41:24 especially when we have the technology at hand.
3:41:27 So unless the board’s direction is really changed, I think we
3:41:32 need to go back to leaving
3:41:35 it at the principal.
3:41:36 » Okay.
3:41:37 Thank you, Ms. Campbell.
3:41:38 Ms. Jenkins?
3:41:39 » Yeah.
3:41:40 I’m going to advocate for classroom autonomy for the classroom
3:41:44 teacher.
3:41:44 I don’t see the purpose there.
3:41:46 I mean, ultimately, the administrator has the say-all of them
3:41:50 being used on their campus
3:41:52 and whether or not they’re even used during lunch breaks and in
3:41:56 the hallways.
3:41:57 So you know, that kind of takes an override at some point.
3:42:01 But I think every class and every teacher is different.
3:42:05 I believe that our classroom teachers are professionals and they
3:42:08 can make that decision
3:42:09 for themselves whether or not it’s appropriate.
3:42:11 I don’t think they’re going to allow inappropriate behaviors.
3:42:15 I also think that we are going to put an unnecessary burden and
3:42:19 pressure on classroom teachers
3:42:21 to be fearful that if an administrator says they’re not allowed
3:42:23 on campus and they walk
3:42:25 by and a kid’s in the classroom with a cell phone out and they
3:42:29 don’t do anything about
3:42:30 it or that’s not the day that they’re doing something about it,
3:42:33 they’re going to be fearful
3:42:34 for repercussions for that.
3:42:36 I just – I think it’s – if the teachers are the ones asking
3:42:41 for this policy to be
3:42:42 tightened up and for them to have clear directions on how they
3:42:44 can discipline students for not
3:42:46 following the rules, we should trust them to be able to manage
3:42:50 their classrooms.
3:42:51 » Thank you.
3:42:52 Ms. Jenkins.
3:42:53 Mr. Trent.
3:42:54 » Sure.
3:42:55 I can’t forget why we – he started this conversation the last
3:42:59 time, months ago.
3:43:01 And I’ve heard from teachers saying thank you for taking that
3:43:05 part out of my hands where
3:43:07 it was, you know – and it’s however the administration wants to
3:43:11 handle it on that campus.
3:43:13 If it’s – hey, if you know you’re going to use a phone during a
3:43:19 – a worksheet or some
3:43:22 type of topic, just send me an email a couple days ahead of time
3:43:25 or something and it’s worked
3:43:27 out well.
3:43:28 So we did it for a reason and I think we’re having success with
3:43:32 it.
3:43:32 So again, it probably was just an oversight and they used NEOLA
3:43:36 when they should have
3:43:37 just continued using what we said originally.
3:43:39 So no reason to change it.
3:43:41 » Madam Chair.
3:43:43 » Yes.
3:43:44 Go ahead, Mr. Susan.
3:43:46 » I think in this case, one of the issues that we’re dealing
3:43:49 with is that I’m starting
3:43:50 to hear from some of the teachers.
3:43:52 If you guys remember when we took this over before, you had some
3:43:55 teachers that were trying
3:43:57 to hold a line on it, some that were not.
3:44:00 And one of the issues is that some of the teachers that were not
3:44:03 – that were in the
3:44:04 classes utilizing, you know, the last 15 minutes of class or
3:44:07 something, oh, it’s okay to block
3:44:08 your cell phones, just not teaching to the bell to the bell and
3:44:12 stuff like that.
3:44:13 And it was taking away from the, you know what I mean, the
3:44:17 enforcement of the cell phone
3:44:19 policy from the others.
3:44:20 And what happens is when you allow the teachers to make the
3:44:23 decisions based upon the cell
3:44:25 phone usage without any kind of overlaps from an administrator,
3:44:28 what will happen is that
3:44:30 in the event that somebody like an administrator is coming by
3:44:33 and trying to hold the cell phone
3:44:34 policy as part of the policy that they put forward, comes by and
3:44:38 half the class is using
3:44:39 their phones, it’s more difficult of a situation to enforce the
3:44:44 cell phone policy.
3:44:45 At no time should a teacher not be able to effectively say, hey,
3:44:49 I’m using the cell phones
3:44:50 for this.
3:44:51 Can I get approval?
3:44:52 That’s not an issue.
3:44:54 The issue we had was, and we’re starting to hear it for the
3:44:57 first time again, that I’m
3:44:58 starting to hear from some of the teachers that, hey, it’s
3:45:00 starting to kind of lax up
3:45:02 a little bit.
3:45:03 I need to kind of send out an email to try to reinforce the fact
3:45:05 that there’s some teachers
3:45:07 that are starting to let up on the cell phone policy and letting
3:45:10 them use it.
3:45:10 Because what ends up happening is the other teachers that are
3:45:13 enforcing it and using it
3:45:14 and properly educating the kids are starting to, you know what I
3:45:18 mean, feel the back end
3:45:19 of the teacher, the student that says, oh, well, Betty Sue lets
3:45:22 us do it in our class.
3:45:24 So just wanted to give my two cents.
3:45:26 I’m in favor of the principal specifically for those reasons I
3:45:30 said.
3:45:31 » Thank you, Mr. Susan.
3:45:33 I tend to lean towards the principal too on this one.
3:45:37 I agree that if a teacher gives advanced notification that, hey,
3:45:40 we’re going to use the cell phone
3:45:42 today for whatever it is, you know, just to send some kind of
3:45:45 notification.
3:45:46 Because I don’t want it to be a default and a fallback too.
3:45:48 Not that I don’t trust that our teachers are going to make good
3:45:50 decisions, but I do think
3:45:52 it does set a uniform precedence over the district.
3:45:54 Whereas if it’s teacher by teacher, you’re going to have very
3:45:57 different kind of opinions
3:45:59 on what is appropriate and what is not.
3:46:02 So, excuse me, hopefully that clears it up.
3:46:04 I think at this point we have four that have said go back to
3:46:07 principal and then pull this
3:46:09 policy.
3:46:10 All five are in agreement to pull this policy.
3:46:11 » Right.
3:46:12 Just to summarize, pull 5136, bring it back with some rewrites
3:46:16 or some correspondence
3:46:18 in four, seven and 19.
3:46:19 Those are the three.
3:46:21 And 12, 12 and 19 are about the confiscation, and then seven
3:46:28 about, no, four is fine.
3:46:31 Four is fine.
3:46:32 I just had to clarify.
3:46:33 I just wanted to clarify.
3:46:34 » So, seven, 12 and 19.
3:46:35 » Seven, 12 and 19.
3:46:36 Right.
3:46:37 And specifically in seven, to go back to language, the pink
3:46:40 cross out, so it will say as approved
3:46:42 by the principal.
3:46:43 Yeah.
3:46:44 » Got it.
3:46:45 » All right.
3:46:46 We are on to policy 5200.
3:46:50 Is there anyone present who wishes to address this item?
3:46:55 Hearing none.
3:46:56 Board, is there any discussion?
3:46:58 No?
3:46:59 All right.
3:47:00 We are on to policy 5310.
3:47:01 Is there anyone present who wishes to address this item?
3:47:06 Hearing none.
3:47:07 Board, any discussion?
3:47:08 No?
3:47:09 All right.
3:47:10 We are on to policy 5320.
3:47:12 Is there anyone present who wishes to address this item?
3:47:18 Hearing none.
3:47:19 Any discussion?
3:47:23 Just for clarification purposes, because there is a little bit
3:47:25 of misinformation in the community,
3:47:27 I’m going to go ahead and just talk about this one quickly.
3:47:30 The parent notification, as far as what we’re doing here for
3:47:33 immunizations, is a state standard.
3:47:36 So this is directly coming out of statute.
3:47:39 I want to just make that very clear so there’s been some misguidance
3:47:43 in the community and
3:47:44 just want to make that clear.
3:47:46 We are on to – anybody else have anything?
3:47:49 No?
3:47:50 Okay.
3:47:51 All right.
3:47:52 We’re on policy 5330.
3:47:53 Is there anyone present who wishes to discuss this item?
3:47:58 Hearing none.
3:47:59 Board, any discussion?
3:48:01 I had one question on this one, and, again, because we went
3:48:04 through these so long ago,
3:48:06 this is one of those ones, but I don’t see anywhere in this
3:48:10 policy where it addresses
3:48:12 the Florida statute that updated in regards to – what is it,
3:48:16 the Tylenol – the Tylenol
3:48:17 statute is what they’re calling it or something of that nature.
3:48:22 Over-the-counter headache medicine.
3:48:23 Okay.
3:48:24 Hang on one second.
3:48:25 I just didn’t see it phrased the same way that it was phrased in
3:48:28 state statute, and
3:48:29 maybe I missed it.
3:48:30 And so I just – sorry.
3:48:31 What’s that?
3:48:32 I think it’s in the student rights – parent rights policy,
3:48:35 which is kind of a weird place
3:48:37 to not – to put it there, not put it here, but, yeah, it’s in
3:48:42 one of those – the parental
3:48:45 rights.
3:48:46 It’s in Roman numeral too.
3:48:47 They have it as medication shall include – oh, no, non-prescribed
3:48:51 over-the-counter drugs.
3:48:54 Yeah.
3:48:55 It doesn’t address the Tylenol statute, if I will, so which I
3:48:58 think, Paul, you were so
3:49:00 kind as to look this up for us today, which is statute 1002.203,
3:49:06 Section P. I think this
3:49:08 is important to go here.
3:49:09 This is a question I’ve been asked by many different site
3:49:12 locations of what is the rule,
3:49:14 because we know the law changed, but the policy hasn’t changed,
3:49:16 and then there was some confusion
3:49:17 from school sites on what is allowed here.
3:49:21 I think it’s important that our policy at least reflects that
3:49:24 part of it, so when staff
3:49:25 looks up medication use, they can say, oh, this is okay, this
3:49:29 child has Tylenol and –
3:49:30 » Yeah.
3:49:31 I found it.
3:49:32 It’s – » Where do you have it at?
3:49:35 » It’s in student rights, parent rights, which is 5780, so we’re
3:49:41 – it makes sense
3:49:42 that it would be – some phrase of that would be added to this
3:49:46 one, which is – I lost my
3:49:47 title.
3:49:48 » Medication.
3:49:50 » Yeah, 5330, use of medications.
3:49:51 » Right.
3:49:52 So it’s in the parent rights, student rights policy, and I just
3:49:58 lost it again, but – because
3:50:00 I knew I’d seen it.
3:50:01 It’s in there.
3:50:02 » So, board, I guess I’ll ask you, what is your thoughts on
3:50:06 this one?
3:50:07 » I don’t – I don’t know exactly what you’re asking to add.
3:50:15 » Okay.
3:50:16 So here, I’ll pull – I have it up right here, so –
3:50:18 » I know what you’re asking, but what verbiage are you asking
3:50:21 for?
3:50:21 » I would like to pull it straight out of the statute, which
3:50:23 just –
3:50:24 » So the language in that policy, the student’s right parent’s
3:50:27 right policy, I don’t remember
3:50:29 what the Roman is, it was number 16, medication to relieve
3:50:31 headaches, a student may possess
3:50:33 and use a medication to relieve headaches while on school
3:50:35 property or at a school-sponsored
3:50:36 event/activity without a physician’s note or prescription if the
3:50:39 medication is regulated
3:50:41 by the United States Food and Drug Administration for over-the-counter
3:50:43 use to treat headaches.
3:50:44 I’m going to guess that that comes straight out of the statute.
3:50:48 So if we can take this, number 16 of – the 5780 policy, number
3:51:00 16.
3:51:02 It’s under E, E16.
3:51:10 » So yeah, my ask would be to add that into the use of
3:51:12 medications, because I think most
3:51:13 people would look at medications when they were trying to figure
3:51:15 out if this is okay
3:51:16 or not, they’re probably not going to think to look at student
3:51:18 parent rights.
3:51:18 » Yeah, no, that makes sense.
3:51:19 » Yeah.
3:51:20 » I mean, is it going to start this all over though?
3:51:23 » That means we have to pull this one, right, because that’s
3:51:27 more than a technical –
3:51:28 » Yeah, let me see if I can’t find a way to get it through
3:51:32 without pulling all these
3:51:34 off.
3:51:35 » Without pulling it, okay.
3:51:36 » Okay.
3:51:37 » I’ll go back to the rules.
3:51:38 » I mean –
3:51:39 » As long as you can get it on there so that it makes sense and
3:51:41 is clear for our staff,
3:51:42 I think that’s probably the best thing.
3:51:45 » And then if for this one, I mean, I guess can we – if we can’t,
3:51:49 should we ask staff
3:51:51 if we should just approve this first, since there’s so many
3:51:53 changes, and then just bring
3:51:55 it back right away and put the addition?
3:51:58 » We can vote to approve this one next week –
3:51:59 » So that way it’s accurate.
3:52:00 » – and put it right back into the process –
3:52:03 » If we can’t.
3:52:04 » – to do it again.
3:52:05 » Okay.
3:52:06 » Because it’s not going to hurt anything for that not to be in
3:52:07 there, but we’d like
3:52:08 to add it in.
3:52:09 » Yeah, just because there’s so many important changes in this
3:52:11 one, I don’t think we should
3:52:12 be delaying it.
3:52:13 » I do agree with that.
3:52:14 I agree with that as well.
3:52:15 So –
3:52:16 » Madam Chair, if I might, Mr. Gibbs, if we were to reference
3:52:21 the statute at the bottom
3:52:22 of 5330, just making that correction, then we later could go
3:52:28 back and add the verbiage
3:52:30 from the statute.
3:52:31 » Right.
3:52:32 I mean, we could.
3:52:33 You could add down there.
3:52:34 I doubt that that would be deemed proper notice if somebody got
3:52:38 popped for it, but it’s elsewhere
3:52:39 in our policies.
3:52:40 So let me take a look at the rules.
3:52:43 I know there’s a way that you can do it.
3:52:45 You can make changes and still do it, but I want to make sure I
3:52:47 understand all that.
3:52:49 It’s a little more complicated than just starting over.
3:52:51 » I’m just saying if you – if we list 5330 as one of the
3:52:53 references at the bottom, I
3:52:55 mean, with a specific statute –
3:52:56 » Right, yeah.
3:52:57 We could do a cross-reference down there –
3:52:58 » Right.
3:52:59 » – and put a cross-reference notation.
3:53:02 » But then that would – then if we were to add it later, would
3:53:06 we be able to do it
3:53:07 quicker?
3:53:08 That’s what I’m trying to say.
3:53:09 » Right, yeah.
3:53:10 » Because it’s already approved.
3:53:11 » I’m just going to look and see if I can’t get a workaround.
3:53:13 You can do – it’s an after change advertisement.
3:53:18 It allows for the 21-day window to challenge a proposed policy
3:53:24 change to extend beyond
3:53:25 final adoption, but you have to run another ad.
3:53:28 So I will look at those rules again.
3:53:30 I will keep all of these on until I get a chance to look at
3:53:34 those before next week.
3:53:36 And if I can, I will work out advertising after that approval so
3:53:40 that we reopen the
3:53:42 21-day window.
3:53:43 » Okay.
3:53:44 Thank you.
3:53:45 All right.
3:53:46 We are on to policy 5330.03.
3:53:50 Is there anyone present who wishes to address this item?
3:53:54 Hearing none, board, any discussion?
3:53:58 We are moving on to policy 5335.
3:54:01 Is there anyone present who wishes to address this item?
3:54:06 Seeing none, board, any discussion?
3:54:09 We are on to policy 5350.
3:54:11 Is there anyone present who wishes to address this item?
3:54:17 Hearing none, board, any discussion?
3:54:19 No.
3:54:20 All right.
3:54:21 We are on to policy 5410.01.
3:54:24 Is there anyone present who wishes to address this item?
3:54:29 Hearing none, board, any discussion?
3:54:31 No.
3:54:32 All right.
3:54:33 We are on to policy 5465.
3:54:35 Is there anyone present who wishes to address this item?
3:54:41 Hearing none, any discussion?
3:54:43 No.
3:54:44 We are on to policy 5500.
3:54:47 Is there anyone present who wishes to address this item?
3:54:52 Hearing none, board, any discussion?
3:54:56 » I don’t think we had anything in our presentation this
3:54:58 morning, but I just wanted to ask, is
3:55:00 there anything in here that would not be consistent with the
3:55:05 changes that the work group has brought?
3:55:09 Mostly the list is these are like CSR codes, right?
3:55:12 There’s a list that’s all green of the additions, but those are
3:55:16 specifically CSR.
3:55:17 We’re not changing any CSR codes.
3:55:19 We’re changing local codes, but I just – as long as we’re good,
3:55:23 just, again, trying to
3:55:25 think of let’s only do this work once instead of doing it twice.
3:55:29 So if staff doesn’t see anything that they’re going to bring
3:55:32 back to us for us to revise
3:55:34 5500 again in two weeks, I’m good with it.
3:55:41 But Ms. Dampier, I didn’t know if there was anything that y’all
3:55:44 are going to bring back
3:55:46 to – obviously we’re bringing back the cell phone policy.
3:55:51 » I’ll look at the cell phone policy with the other medication
3:55:55 change to see if I can’t
3:55:56 get that worked in there too so we don’t have to pull it.
3:56:02 » I think all the changes that we – or recommendations for
3:56:05 changes, I think we’re okay with 5500 as
3:56:08 is.
3:56:09 » Okay.
3:56:10 » All right.
3:56:11 We are on to policy 5512.
3:56:15 Is there anyone present who wishes to address this item?
3:56:20 Seeing none.
3:56:21 Board, any discussion?
3:56:22 » No.
3:56:23 » All right.
3:56:24 We’re on to policy 5514 is there anyone present who wishes to
3:56:27 address this item?
3:56:28 Is there anyone present who wishes to address this item?
3:56:30 Seeing none.
3:56:31 Board, any discussion?
3:56:32 » No.
3:56:34 All right.
3:56:35 We’re on to policy 5515 is there anyone present who wishes to
3:56:38 address this item?
3:56:39 Is there anyone present who wishes to address this item?
3:56:42 Seeing none.
3:56:43 Board, any discussion?
3:56:44 » No.
3:56:45 » All right.
3:56:46 We’re on to policy 5516 is there anyone present who wishes to
3:56:49 address this item?
3:56:50 Is there anyone present who wishes to address this item?
3:56:53 Seeing none.
3:56:54 Board, any discussion?
3:56:55 » No.
3:56:56 » No?
3:56:57 All right.
3:56:58 We’re on to policy 5517.01 is there anyone present who wishes to
3:57:01 address this item?
3:57:02 Is there anyone present who wishes to address this item?
3:57:05 Seeing none.
3:57:06 Board, any discussion?
3:57:07 No.
3:57:08 All right.
3:57:09 We’re on to policy 5610 is there anyone present who wishes to
3:57:12 address this item?
3:57:13 Is there anyone present who wishes to address this item?
3:57:16 Seeing none.
3:57:17 Board, any discussion?
3:57:18 No.
3:57:19 All right.
3:57:20 We’re on to policy 5610.02 is there anyone present who wishes to
3:57:24 address this item?
3:57:25 Is there anyone present who wishes to address this item?
3:57:28 Seeing none.
3:57:29 Board, any discussion?
3:57:30 No.
3:57:31 All right.
3:57:32 We’re on to policy 5610.04.
3:57:35 There’s a fly.
3:57:36 Sorry.
3:57:37 Excuse me.
3:57:38 Is there anyone present who wishes to address this item?
3:57:44 Seeing none.
3:57:45 Board, any discussion?
3:57:46 No.
3:57:47 All right.
3:57:48 We’re on to policy 5710.
3:57:52 Is there anyone present who wishes to address this item?
3:57:58 Seeing none.
3:57:59 Any discussion from the board?
3:58:01 No.
3:58:02 On to policy 5724.
3:58:04 Is there anyone present who wishes to address this item?
3:58:09 Seeing none.
3:58:11 Board any discussion?
3:58:12 No.
3:58:13 All right.
3:58:14 On to policy 5771.
3:58:17 Is there anyone present who wishes to address this item?
3:58:22 Seeing none.
3:58:23 Board, is there any discussion?
3:58:24 I think I had a few concerns with the edits, but I think we got
3:58:28 that all taken care of.
3:58:29 So as it is, I’m good.
3:58:31 Right.
3:58:32 Perfect.
3:58:33 All right.
3:58:34 We’re on to policy 5780.
3:58:35 Is there anyone present who wishes to address this item?
3:58:40 Seeing none.
3:58:41 Board, any discussion?
3:58:42 Nope.
3:58:43 All right.
3:58:44 We’re on to 5780.01.
3:58:47 Is there anyone present who wishes to address this item?
3:58:51 Seeing none.
3:58:52 Board, any discussion?
3:58:55 On to policy 6100.
3:58:57 Is there anyone present who wishes to address this item?
3:59:01 Seeing none.
3:59:02 Board, any discussion?
3:59:03 Nope.
3:59:04 All right.
3:59:05 We’re on to 6107.01.
3:59:08 Is there anyone present who wishes to address this item?
3:59:12 Seeing none.
3:59:13 Board, any discussion?
3:59:14 All right.
3:59:15 Policy 6145.
3:59:18 Is there anyone present who wishes to address this item?
3:59:22 Seeing none.
3:59:23 Board, any discussion?
3:59:24 All right.
3:59:25 On to policy 6150.
3:59:28 Is there anyone present who wishes to address this item?
3:59:32 Seeing none.
3:59:35 We are on … Board, any discussion on this one?
3:59:37 No?
3:59:38 All right.
3:59:39 We’re on to policy 6235.
3:59:40 Is there anyone present who wishes to address this item?
3:59:44 Seeing none.
3:59:45 Board, any discussion?
3:59:46 No?
3:59:47 All right.
3:59:48 On to policy 6470.
3:59:50 Is there anyone present who wishes to address this item?
3:59:55 Seeing none.
3:59:56 Board, any discussion?
3:59:57 No?
3:59:58 All right.
3:59:59 On to policy 6480.
4:00:02 Is there anyone present who wishes to address this item?
4:00:07 Seeing none.
4:00:08 Board, any discussion?
4:00:09 No?
4:00:10 All right.
4:00:11 On to policy 6530.
4:00:12 Is there anyone present who wishes to address this item?
4:00:17 Staff, if you want to jump up there at any time and just address
4:00:20 one of them, we’ll break
4:00:20 it all up.
4:00:21 I keep looking at you guys out in the audience like, “Okay, we’re
4:00:24 going to get a break right
4:00:25 now.”
4:00:26 All right.
4:00:27 Any discussion on this one?
4:00:28 We’re working back there.
4:00:29 Yeah, really.
4:00:30 I know.
4:00:31 Yeah.
4:00:32 All right.
4:00:33 We’re on to policy 6550.
4:00:35 Is there anyone present who wishes to address this item?
4:00:40 Seeing none, any discussion?
4:00:42 No.
4:00:43 All right.
4:00:44 We are on to policy 7250.
4:00:45 Is there anyone present who wishes to address this item?
4:00:50 Seeing none.
4:00:51 Board, any discussion?
4:00:52 No?
4:00:53 All right.
4:00:54 We’re on to 7300.
4:00:56 Is there anyone present who wishes to address this item?
4:01:01 Seeing none.
4:01:02 Any discussion?
4:01:03 No?
4:01:04 All right.
4:01:05 We’re on to 7310.
4:01:07 Is there anyone present who wishes to address this item?
4:01:12 Seeing none.
4:01:13 Any discussion from the board?
4:01:14 No?
4:01:15 All right.
4:01:16 On to policy 7440.02.
4:01:19 Is there anyone present who wishes to discuss this item?
4:01:21 Is there anyone present who wishes to address this item?
4:01:25 Seeing none.
4:01:26 Board, any discussion?
4:01:27 No?
4:01:28 All right.
4:01:29 We’re on to policy 7440.03.
4:01:32 Is there anyone present who wishes to address this item?
4:01:37 Seeing none.
4:01:38 Any discussion from the board?
4:01:39 No.
4:01:40 All right.
4:01:41 We’re on to policy 7450.
4:01:43 Is there anyone present who wishes to address this item?
4:01:48 Seeing none.
4:01:49 Any discussion from the board?
4:01:50 No?
4:01:51 All right.
4:01:52 We’re on to policy 7510.
4:01:55 Is there anyone present who wishes to address this item?
4:01:59 Seeing none.
4:02:00 Any discussion from the board?
4:02:01 All right.
4:02:03 On to policy 7530.01.
4:02:06 I was a little confused about this because there’s actually two
4:02:08 here on my numbered items
4:02:10 that say 7530.01 which is that what yours looks like or is this
4:02:18 a typo on mine?
4:02:19 One was rescinded.
4:02:20 Sorry.
4:02:21 Yeah.
4:02:22 One’s being rescinded.
4:02:23 Yeah.
4:02:24 So it is the same number.
4:02:25 Oh, okay.
4:02:26 I didn’t read the last page of the title.
4:02:27 I apologize.
4:02:28 Okay.
4:02:29 So how am I reading this one then since we’re rescinding one of
4:02:32 the policies?
4:02:33 Yeah.
4:02:34 Just one’s being rescinded so they put the V2 out there so it
4:02:38 doesn’t.
4:02:40 Should I say V2?
4:02:41 Yeah.
4:02:42 Just say V2.
4:02:43 Okay.
4:02:44 Because I’m like they’re the same policy number.
4:02:45 All right.
4:02:46 We are on to board policy 7530.01 V2.
4:02:50 Is there anyone present who wishes to address this item?
4:02:55 Hearing none.
4:02:56 Any discussion?
4:02:57 No?
4:02:58 We’re on to policy number 7530.01.
4:03:02 Is there anyone present who wishes to address this item?
4:03:06 Hearing none.
4:03:07 Any discussion from the board?
4:03:08 No?
4:03:09 All right.
4:03:10 We’re on to policy 7530.02.
4:03:12 Is there anyone present who wishes to address this item?
4:03:17 Hearing none.
4:03:18 Any discussion from the board?
4:03:19 No?
4:03:20 All right.
4:03:21 We’re on to policy 7540.
4:03:22 Is there anyone present who wishes to address this item?
4:03:27 Seeing none.
4:03:28 Any discussion from the board?
4:03:29 No?
4:03:30 All right.
4:03:31 We’re on to policy 7540.01.
4:03:34 Is there anyone present who wishes to address this item?
4:03:38 No?
4:03:39 All right.
4:03:40 Any discussion from the board?
4:03:41 No?
4:03:42 All right.
4:03:43 On to policy 7540.02.
4:03:45 Is there anyone present who wishes to address this item?
4:03:50 Seeing none.
4:03:51 Any discussion from the board?
4:03:52 No?
4:03:53 All right.
4:03:54 On to policy 7540.03.
4:03:57 Is there anyone present who wishes to address this item?
4:04:01 Seeing none.
4:04:02 Any discussion from the board?
4:04:04 Ms. Campbell, you have your 7,001 coming up.
4:04:07 I just want to – I don’t want to –
4:04:08 It’s the next one.
4:04:09 Okay.
4:04:10 All right.
4:04:11 We’re on to policy 7540.04.
4:04:13 Is there anyone present who wishes to –
4:04:15 We’re pulling it.
4:04:16 It’s being pulled.
4:04:17 Oh, okay.
4:04:18 This one’s being pulled.
4:04:19 Sorry.
4:04:20 But it’s still on there.
4:04:21 Yeah.
4:04:22 It was in here, but we’re pulling it.
4:04:23 It’s going to go when we – because it references a policy we
4:04:24 don’t have on the list this time.
4:04:26 So we’re pulling it and putting it through at the same time.
4:04:28 Okay.
4:04:30 Thank you.
4:04:31 All right.
4:04:33 So we are on to –
4:04:34 It’s not good until the 8,000.
4:04:35 All right.
4:04:37 We’re moving along.
4:04:38 All right.
4:04:39 We’re on to policy 7540.05.
4:04:40 Is there anyone present who wishes to address this item?
4:04:46 Hearing none.
4:04:47 Any discussion from the board?
4:04:48 Nope.
4:04:49 All right.
4:04:50 We’re on to policy 7540.06.
4:04:53 Is there anyone present who wishes to address this item?
4:04:58 Hearing none.
4:04:59 Any discussion from the board?
4:05:00 Nope.
4:05:01 All right.
4:05:02 We’re on to policy 7540.08.
4:05:04 Is there anyone present who wishes to address this item?
4:05:09 Hearing none.
4:05:10 Any discussion from the board?
4:05:11 Nope.
4:05:12 All right.
4:05:13 We’re on to policy 7540.10.
4:05:15 Is there anyone present who wishes to address this item?
4:05:20 Hearing none.
4:05:21 Board, any discussion?
4:05:22 Nope.
4:05:23 All right.
4:05:24 Moving on.
4:05:25 7540.12.
4:05:26 Is there anyone present who wishes to address this item?
4:05:32 Hearing none.
4:05:33 Is there any discussion from the board?
4:05:36 Gene, just jump in there.
4:05:37 Say something.
4:05:38 I will.
4:05:39 OK.
4:05:40 All right.
4:05:42 No other discussion.
4:05:43 All right.
4:05:44 We’re on to–
4:05:45 I actually don’t have any more at all.
4:05:46 You don’t have any more at all.
4:05:47 All right.
4:05:48 I don’t either.
4:05:49 Hear me ramble.
4:05:50 All right.
4:05:51 Mine ended.
4:05:52 All right.
4:05:53 Policy 7540.13.
4:05:54 Is there anyone present who wishes to discuss this item?
4:05:56 No.
4:05:57 All right.
4:05:58 No discussion from the board?
4:05:59 No.
4:06:00 All right.
4:06:01 On to policy 7540.99.
4:06:02 Is there anyone present who wishes to address this item?
4:06:06 Hearing none.
4:06:07 Any discussion from the board?
4:06:08 No.
4:06:09 All right.
4:06:10 On to policy 7542.
4:06:12 Is there anyone present who wishes to address this item?
4:06:17 Hearing none.
4:06:18 Any discussion from the board?
4:06:20 No.
4:06:21 On to policy 7543.
4:06:22 Is there anyone present who wishes to address this item?
4:06:26 Hearing none.
4:06:27 Any discussion from the board?
4:06:29 No.
4:06:30 All right.
4:06:31 On to policy 8141.
4:06:33 Is there anyone present who wishes to address this item?
4:06:38 Hearing none.
4:06:39 Any discussion from the board?
4:06:41 All right.
4:06:42 On to policy 8420.
4:06:44 Is there anyone present who wishes to address this item?
4:06:49 Hearing none.
4:06:50 Any discussion from the board?
4:06:51 No.
4:06:52 All right.
4:06:53 On to policy 8543.
4:06:56 Is there anyone present who wishes to address this item?
4:07:01 Hearing none.
4:07:02 Any discussion from the board?
4:07:03 No.
4:07:04 On to policy 8462.
4:07:06 Is there anyone present who wishes to address this item?
4:07:11 Hearing none.
4:07:12 Any discussion from the board?
4:07:13 No.
4:07:14 On to policy 8470.
4:07:16 Is there anyone present who wishes to address this item?
4:07:21 Hearing none.
4:07:22 Any discussion from the board?
4:07:23 None.
4:07:24 All right.
4:07:25 On to policy 8600.
4:07:27 Is there anyone present who wishes to address this item?
4:07:31 Is there any discussion from the board on this item?
4:07:35 Hearing none.
4:07:36 All right.
4:07:37 We’re on to policy 8600.04.
4:07:40 Is there anyone present who wishes to address this item?
4:07:47 Hearing none.
4:07:48 Any discussion from the board?
4:07:49 No.
4:07:50 All right.
4:07:51 We’re on to policy 8605.
4:07:53 Is there anyone present who wishes to address this item?
4:07:58 Hearing none.
4:07:59 We are on.
4:08:00 Any discussion from the board?
4:08:01 No.
4:08:02 All right.
4:08:03 On to policy 8606.
4:08:04 Is there anyone present who wishes to address this item?
4:08:10 Hearing none.
4:08:11 Any discussion from the board?
4:08:12 No.
4:08:13 On to policy 8610.
4:08:16 Is there anyone present who wishes to address this item?
4:08:22 No.
4:08:23 Any discussion from the board?
4:08:24 No.
4:08:25 On to policy 8620.
4:08:26 Is there anyone present who wishes to address this item?
4:08:28 Hearing none.
4:08:29 Any discussion from the board?
4:08:30 No.
4:08:31 On to policy 8651.
4:08:32 Is there anyone present who wishes to discuss this item?
4:08:34 Hearing none.
4:08:35 Any discussion from the board?
4:08:36 No.
4:08:37 On to policy 8660.
4:08:38 Is there anyone present who wishes to address this item?
4:08:39 Is there anyone present who wishes to discuss this item?
4:08:40 Hearing none.
4:08:41 Any discussion from the board?
4:08:42 No.
4:08:43 On to policy 8660.
4:08:44 Is there anyone present who wishes to address this item?
4:08:45 Is there anyone present who wishes to discuss this item?
4:08:46 Hearing none.
4:08:47 Any discussion from the board?
4:08:48 No.
4:08:49 On to policy 8660.
4:08:50 Is there anyone present who wishes to address this item?
4:08:55 Hearing none.
4:08:56 Any discussion from the board?
4:08:57 None.
4:08:58 We’re on to policy 8805.
4:08:59 Is there anyone present who wishes to address this item?
4:09:01 Hearing none.
4:09:02 Any discussion from the board?
4:09:03 None.
4:09:04 On to policy 8810.
4:09:05 Is there anyone present who wishes to address this item?
4:09:07 Hearing none.
4:09:08 Any discussion from the board?
4:09:09 None.
4:09:10 Alright.
4:09:11 We’re on to policy 9270.
4:09:24 Is there anyone present who wishes to address this item?
4:09:25 I can’t believe I haven’t got tongue twisted before.
4:09:26 Alright.
4:09:27 Is there anyone present who wishes to address this item?
4:09:28 Seeing none.
4:09:29 Any discussion from the board?
4:09:30 Sorry.
4:09:31 I’ll say it at the end.
4:09:32 Alright.
4:09:33 We’re on to policy 9270.
4:09:34 Is there anyone present who wishes to discuss or address this
4:09:34 item?
4:09:35 Hearing none.
4:09:36 We’re on to policy 9270.
4:09:37 Is there anyone present who wishes to discuss or address this
4:09:37 item?
4:09:38 We’re being delusional now.
4:09:44 Okay.
4:09:45 Is there anyone present who wishes to address this item?
4:09:46 Seeing none.
4:09:47 Any discussion from the board?
4:09:48 No.
4:09:49 Guys, you’re not going to believe it.
4:09:50 This is the last one.
4:09:52 We should do like a victory lap.
4:09:53 Alright.
4:09:54 We are on to policy 9800.
4:09:55 Is there anyone present who wishes to discuss this item?
4:09:57 Is there any conversation or discussion or things you would like
4:09:57 to add?
4:09:58 Yes.
4:09:59 Is there anyone present who wishes to discuss this item?
4:10:00 Yes.
4:10:01 Is there anyone present who wishes to discuss this item?
4:10:02 Yes.
4:10:03 Is there anyone present who wishes to discuss this item?
4:10:04 Yes.
4:10:05 Is there anyone present who wishes to discuss this item?
4:10:08 Yes.
4:10:09 Is there anyone present who wishes to discuss this item?
4:10:10 Yes.
4:10:11 Is there anyone present who wishes to discuss this item?
4:10:12 Yes.
4:10:13 Is there anyone present who wishes to discuss this item?
4:10:14 Yes.
4:10:15 Is there anyone present who wishes to discuss this item?
4:10:16 Yes.
4:10:17 Is there anyone present who wishes to discuss this item?
4:10:18 Yes.
4:10:19 Is there anyone present who wishes to discuss this item?
4:10:20 Yes.
4:10:21 Is there anyone present who wishes to discuss this item?
4:10:22 Yes.
4:10:23 Is there anyone present who wishes to discuss this item?
4:10:24 Yes.
4:10:25 Is there anyone present who wishes to discuss this item?
4:10:26 Yes.
4:10:27 Is there anyone present who wishes to discuss this item?
4:10:28 Yes.
4:10:29 Is there anyone present who wishes to discuss this item?
4:10:30 Yes.
4:10:31 Is there anyone present who wishes to discuss this item?
4:10:32 Yes.
4:10:37 Is there anyone present who wishes to discuss this item?
4:10:38 Yes.
4:10:39 Is there anyone present who wishes to discuss this item?
4:10:40 Yes.
4:10:41 Is there anyone present who wishes to discuss this item?
4:10:42 Yes.
4:10:43 Is there anyone present who wishes to discuss this item?
4:10:44 Yes.
4:10:45 Is there anyone present who wishes to discuss this item?
4:10:46 Yes.
4:10:47 Is there anyone present who wishes to discuss this item?
4:10:48 Yes.
4:10:49 Is there anyone present who wishes to discuss this item?
4:10:50 Yes.
4:10:51 Is there anyone present who wishes to discuss this item?
4:10:52 Yes.
4:10:53 Is there anyone present who wishes to discuss this item?
4:10:54 Yes.
4:10:55 Is there anyone present who wishes to discuss this item?
4:10:56 Yes.
4:10:57 Is there anyone present who wishes to discuss this item?
4:10:58 Yes.
4:10:59 Is there anyone present who wishes to discuss this item?
4:11:00 Yes.
4:11:01 Is there anyone present who wishes to discuss this item?
4:11:02 Yes.
4:11:03 Is there anyone present who wishes to discuss this item?
4:11:04 Yes.
4:11:05 Is there anyone present who wishes to discuss this item?
4:11:06 Yes.
4:11:07 Is there anyone present who wishes to discuss this item?
4:11:08 Yes.
4:11:09 Is there anyone present who wishes to discuss this item?
4:11:10 Yes.
4:11:11 Is there anyone present who wishes to discuss this item?
4:11:12 Yes.
4:11:13 Is there anyone present who wishes to discuss this item?
4:11:14 Yes.
4:11:15 Is there anyone present who wishes to discuss this item?
4:11:16 Yes.
4:11:17 Is there anyone present who wishes to discuss this item?
4:11:18 Yes.
4:11:19 Is there anyone present who wishes to discuss this item?
4:11:20 Yes.
4:11:21 Is there anyone present who wishes to discuss this item?
4:11:22 Yes.
4:11:23 Is there anyone present who wishes to discuss this item?
4:11:24 Yes.
4:11:25 Is there anyone present who wishes to discuss this item?
4:11:26 Yes.
4:11:32 Is there anyone present who wishes to discuss this item?
4:11:33 Yes.
4:11:34 Is there anyone present who wishes to discuss this item?
4:11:35 Yes.
4:11:36 Is there anyone present who wishes to discuss this item?
4:11:37 Yes.
4:11:38 Is there anyone present who wishes to discuss this item?
4:11:39 Yes.
4:11:40 Is there anyone present who wishes to discuss this item?
4:11:41 Yes.
4:11:42 Is there anyone present who wishes to discuss this item?
4:11:43 Yes.
4:11:44 Is there anyone present who wishes to discuss this item?
4:11:45 Yes.
4:11:46 Is there anyone present who wishes to discuss this item?
4:11:47 Yes.
4:11:48 Is there anyone present who wishes to discuss this item?
4:11:49 Yes.
4:11:50 Is there anyone present who wishes to discuss this item?
4:11:51 Yes.
4:11:52 Is there anyone present who wishes to discuss this item?
4:11:53 Yes.
4:11:54 Is there anyone present who wishes to discuss this item?
4:11:55 Yes.
4:11:56 Is there anyone present who wishes to discuss this item?
4:11:57 Yes.
4:11:58 Is there anyone present who wishes to discuss this item?
4:11:59 Yes.
4:12:00 Is there anyone present who wishes to discuss this item?
4:12:01 Yes.
4:12:02 Is there anyone present who wishes to discuss this item?
4:12:03 Yes.
4:12:04 Is there anyone present who wishes to discuss this item?
4:12:05 Yes.
4:12:06 Is there anyone present who wishes to discuss this item?
4:12:07 Yes.
4:12:08 Is there anyone present who wishes to discuss this item?
4:12:09 Yes.
4:12:10 Is there anyone present who wishes to discuss this item?
4:12:11 Yes.
4:12:12 Is there anyone present who wishes to discuss this item?
4:12:13 Yes.
4:12:14 Is there anyone present who wishes to discuss this item?
4:12:15 Yes.
4:12:16 Is there anyone present who wishes to discuss this item?
4:12:17 Yes.
4:12:18 Is there anyone present who wishes to discuss this item?
4:12:19 Yes.
4:12:20 Is there anyone present who wishes to discuss this item?
4:12:25 Yes.
4:12:26 Is there anyone present who wishes to discuss this item?
4:12:27 Yes.
4:12:28 Is there anyone present who wishes to discuss this item?
4:12:29 Yes.
4:12:30 Is there anyone present who wishes to discuss this item?
4:12:31 Yes.
4:12:32 Is there anyone present who wishes to discuss this item?
4:12:33 Yes.
4:12:34 Is there anyone present who wishes to discuss this item?
4:12:35 Yes.
4:12:36 Is there anyone present who wishes to discuss this item?
4:12:37 Yes.
4:12:38 Is there anyone present who wishes to discuss this item?
4:12:39 Yes.
4:12:40 Is there anyone present who wishes to discuss this item?
4:12:41 Yes.
4:12:42 Is there anyone present who wishes to discuss this item?
4:12:43 Yes.
4:12:44 Is there anyone present who wishes to discuss this item?
4:12:45 Yes.
4:12:46 Is there anyone present who wishes to discuss this item?
4:12:47 Yes.
4:12:48 Is there anyone present who wishes to discuss this item?
4:12:49 Yes.
4:12:50 Is there anyone present who wishes to discuss this item?
4:12:51 Yes.
4:12:52 Is there anyone present who wishes to discuss this item?
4:12:53 Yes.
4:12:54 Is there anyone present who wishes to discuss this item?
4:12:55 Yes.
4:12:56 Is there anyone present who wishes to discuss this item?
4:12:57 Yes.
4:12:58 Is there anyone present who wishes to discuss this item?
4:12:59 Yes.
4:13:00 Is there anyone present who wishes to discuss this item?
4:13:01 Yes.
4:13:02 Is there anyone present who wishes to discuss this item?
4:13:03 Yes.
4:13:04 Is there anyone present who wishes to discuss this item?
4:13:05 Yes.
4:13:06 Is there anyone present who wishes to discuss this item?
4:13:07 Yes.
4:13:08 Is there anyone present who wishes to discuss this item?
4:13:09 Yes.
4:13:10 Is there anyone present who wishes to discuss this item?
4:13:11 Yes.
4:13:12 Is there anyone present who wishes to discuss this item?
4:13:13 Yes.
4:13:14 Is there anyone present who wishes to discuss this item?
4:13:20 Yes.
4:13:21 Is there anyone present who wishes to discuss this item?
4:13:22 Yes.
4:13:23 Is there anyone present who wishes to discuss this item?
4:13:24 Yes.
4:13:25 Is there anyone present who wishes to discuss this item?
4:13:26 Yes.
4:13:27 Is there anyone present who wishes to discuss this item?
4:13:28 Yes.
4:13:29 Is there anyone present who wishes to discuss this item?
4:13:30 Yes.
4:13:31 Is there anyone present who wishes to discuss this item?
4:13:32 Yes.
4:13:33 Is there anyone present who wishes to discuss this item?
4:13:34 Yes.
4:13:35 Is there anyone present who wishes to discuss this item?
4:13:36 Yes.
4:13:37 Is there anyone present who wishes to discuss this item?
4:13:38 Yes.
4:13:39 Is there anyone present who wishes to discuss this item?
4:13:40 Yes.
4:13:41 Is there anyone present who wishes to discuss this item?
4:13:42 Yes.
4:13:43 Is there anyone present who wishes to discuss this item?
4:13:44 Yes.
4:13:45 Is there anyone present who wishes to discuss this item?
4:13:46 Yes.
4:13:47 Is there anyone present who wishes to discuss this item?
4:13:48 Yes.
4:13:49 Is there anyone present who wishes to discuss this item?
4:13:50 Yes.
4:13:51 Is there anyone present who wishes to discuss this item?
4:13:52 Yes.
4:13:53 Is there anyone present who wishes to discuss this item?
4:13:54 Yes.
4:13:55 Is there anyone present who wishes to discuss this item?
4:13:56 Yes.
4:13:57 Is there anyone present who wishes to discuss this item?
4:13:58 Yes.
4:13:59 Is there anyone present who wishes to discuss this item?
4:14:00 Yes.
4:14:01 Is there anyone present who wishes to discuss this item?
4:14:02 Yes.
4:14:03 Is there anyone present who wishes to discuss this item?
4:14:04 Yes.
4:14:05 Is there anyone present who wishes to discuss this item?
4:14:06 Yes.
4:14:07 Is there anyone present who wishes to discuss this item?
4:14:08 Yes.
4:14:13 Is there anyone present who wishes to discuss this item?
4:14:14 Yes.
4:14:15 Is there anyone present who wishes to discuss this item?
4:14:16 Yes.
4:14:17 Is there anyone present who wishes to discuss this item?
4:14:18 Yes.
4:14:19 Is there anyone present who wishes to discuss this item?
4:14:20 Yes.
4:14:21 Is there anyone present who wishes to discuss this item?
4:14:22 Yes.
4:14:23 Is there anyone present who wishes to discuss this item?
4:14:24 Yes.
4:14:25 Is there anyone present who wishes to discuss this item?
4:14:26 Yes.
4:14:27 Is there anyone present who wishes to discuss this item?
4:14:28 Yes.
4:14:29 Is there anyone present who wishes to discuss this item?
4:14:30 Yes.
4:14:31 Is there anyone present who wishes to discuss this item?
4:14:32 Yes.
4:14:33 Is there anyone present who wishes to discuss this item?
4:14:34 Yes.
4:14:35 Is there anyone present who wishes to discuss this item?
4:14:36 Yes.
4:14:37 Is there anyone present who wishes to discuss this item?
4:14:38 Yes.
4:14:39 Is there anyone present who wishes to discuss this item?
4:14:40 Yes.
4:14:41 Is there anyone present who wishes to discuss this item?
4:14:42 Yes.
4:14:43 Is there anyone present who wishes to discuss this item?
4:14:44 Yes.
4:14:45 Is there anyone present who wishes to discuss this item?
4:14:46 Yes.
4:14:47 Is there anyone present who wishes to discuss this item?
4:14:48 Yes.
4:14:49 Is there anyone present who wishes to discuss this item?
4:14:50 Yes.
4:14:51 Is there anyone present who wishes to discuss this item?
4:14:52 Yes.
4:14:53 Is there anyone present who wishes to discuss this item?
4:14:54 Yes.
4:14:55 Is there anyone present who wishes to discuss this item?
4:14:56 Yes.
4:14:57 Is there anyone present who wishes to discuss this item?
4:14:58 Yes.
4:14:59 Is there anyone present who wishes to discuss this item?
4:15:00 Yes.
4:15:01 Is there anyone present who wishes to discuss this item?
4:15:07 Yes.
4:15:08 Is there anyone present who wishes to discuss this item?
4:15:09 Yes.
4:15:10 Is there anyone present who wishes to discuss this item?
4:15:11 Yes.
4:15:12 Is there anyone present who wishes to discuss this item?
4:15:13 Yes.
4:15:14 Is there anyone present who wishes to discuss this item?
4:15:15 Yes.
4:15:16 Is there anyone present who wishes to discuss this item?
4:15:17 Yes.
4:15:18 Is there anyone present who wishes to discuss this item?
4:15:19 Yes.
4:15:20 Is there anyone present who wishes to discuss this item?
4:15:21 Yes.
4:15:22 Is there anyone present who wishes to discuss this item?
4:15:23 Yes.
4:15:24 Is there anyone present who wishes to discuss this item?
4:15:25 Yes.
4:15:26 Is there anyone present who wishes to discuss this item?
4:15:27 Yes.
4:15:28 Is there anyone present who wishes to discuss this item?
4:15:29 Yes.
4:15:30 Is there anyone present who wishes to discuss this item?
4:15:31 Yes.
4:15:32 Thank you.
4:15:33 All right.
4:15:34 Well, and I will say this on the record, Dr. Rendell, you were
4:15:35 right and I was wrong.
4:15:36 So I kind of questioned you about how long it was going to take
4:15:39 and if we were going
4:15:40 to be able to do presentations.
4:15:41 And I thought, oh, this is going to be a little, but you were
4:15:43 right and I was wrong.
4:15:45 So I’m going to go ahead and give that to you on the record.
4:15:47 Hearing no further business, this meeting is adjourned.
4:16:01 Thank you.