2025-01-21 - School Board Work Session

0:00 ♪♪

1:15:54 sing into my ears ‘cause I wanted that.

1:15:52 We’re gradually getting to more of that PD

1:15:56 where we’re videotaping.

1:15:57 So yes, that is on our agenda.

1:16:04 - So here are our results from our partners at BFT.

1:16:08 They did a survey in the same timeframe that we did.

1:16:12 So here are their results.

1:16:14 Approximately 438 teachers responded out of union members.

1:16:21 - 3100?

1:16:22 - There’s 3100, technically, union members currently.

1:16:25 - Thank you, I was gonna ask that question.

1:16:26 - I did not have that written down, but yes.

1:16:28 - You gave me the props.

1:16:30 - So when we look there, policies and procedures

1:16:33 clearly defined for teachers.

1:16:34 We do see there’s a split of the members

1:16:37 that did respond at a 50%.

1:16:41 Second question, I am able to understand

1:16:43 the disciplinary rules and corrective strategies

1:16:45 in my school as read in the code of student conduct.

1:16:47 Again, there is a majority.

1:16:49 However, we would love to see that increase

1:16:51 to a overwhelming majority instead of just,

1:16:54 approximately just below 60%.

1:16:57 And the final one here is addressing

1:17:00 the follow-up of administrators.

1:17:01 An administrator follows up with me

1:17:03 to discuss referrals and corrective strategies.

1:17:06 We see that there is some room for growth there.

1:17:09 We see that there is an all time is roughly

1:17:12 just under 22% with some time being around 50%

1:17:15 and then 28% not following up at all.

1:17:19 So we would definitely like to see some improvement

1:17:21 and growth in that area.

1:17:23 - And we have, I did share this data

1:17:25 with the chief of schools since the principal supervisor

1:17:28 so they can really work with the principals

1:17:31 in looking at this data as well.

1:17:32 I shared this with him on Friday when we received it, so.

1:17:37 - And a couple more questions than we did on their survey.

1:17:40 So I’m just gonna go over those real quick.

1:17:42 I can easily get ahold of an administrator

1:17:44 during a crisis situation.

1:17:46 So again, we do see a majority of positive there

1:17:48 with just under 60%.

1:17:50 However, we would love to see that continue to grow.

1:17:54 My administrator supports me with student discipline issues.

1:17:57 Again, we are just over that 69%, which is a good number,

1:18:02 but there is room for growth there as well.

1:18:05 Finally, they did ask them what additional trainings

1:18:08 they would need in order to support them in the classroom

1:18:11 and they have a plethora of different answers.

1:18:13 So if you could see that pie chart,

1:18:14 there’s a lot of, whole bunch of little ones in there.

1:18:17 However, there’s a good amount of stuff with deescalation,

1:18:21 policies and procedures is something

1:18:23 we can definitely address with them,

1:18:25 classroom management, et cetera.

1:18:33 So next steps we’re looking to do,

1:18:35 and this is kind of inclusive of both areas,

1:18:38 is continue to provide support

1:18:40 and problem solving to schools.

1:18:41 This is something that my team does on a daily basis.

1:18:45 We do our own version of triage where we have schools

1:18:48 that’ll call us, email us, and be seeking advice.

1:18:52 So we are trying to train them to make sure

1:18:54 that they’re utilizing our documents we have,

1:18:57 our existing documents as our manual

1:18:59 and student code of conduct.

1:19:01 But my team is there to make sure

1:19:02 that we’re able to answer a phone call or an email

1:19:05 in order to make sure they’re getting

1:19:07 their problems addressed accordingly.

1:19:09 Continue in offering that professional development

1:19:11 for school administrators.

1:19:12 Again, this is something we do on a monthly basis.

1:19:15 We are always trying to provide them

1:19:16 the most up-to-date information

1:19:18 in order for them to effectively do their jobs.

1:19:22 Adding scenarios to the monthly

1:19:23 assistant principal trainings.

1:19:25 This was something that came up as an ask,

1:19:28 ‘cause a lot of times,

1:19:29 even though every situation is different,

1:19:31 sometimes if you’re brand new to it,

1:19:33 you might not be well versed and have a lot of experience.

1:19:37 So we wanna add some scenario-based examples

1:19:39 in order to give them a little bit of more understanding

1:19:42 of some time to more common occurrences they may be seeing.

1:19:46 Continuing to collaborate with our partners

1:19:48 in BFT and transportation.

1:19:49 We find this to be very positive

1:19:52 and we would love to continue that

1:19:54 and make sure that we’re both growing positively for BPS.

1:19:58 Ensuring schools are effectively tracking

1:19:59 and monitoring their data.

1:20:01 We do do a tracking and monitoring data here.

1:20:04 However, we wanna help and partner with schools

1:20:06 to make sure that they are also owning their data

1:20:09 and know their data as well

1:20:10 when it comes to things discipline-related as well.

1:20:14 Offer trainings on bullying,

1:20:15 harassment investigation process and forms

1:20:17 during the second semester via Teams.

1:20:21 That is something I believe Ms. Casson-Smith

1:20:22 had already alluded to.

1:20:24 More trainings that would be occurring

1:20:26 in the second semester.

1:20:27 And finally, again, holding optional Q&A sessions

1:20:31 and office hours for bullying and harassment investigations.

1:20:36 - Question about trainings that you guys offer.

1:20:39 Do you offer trainings for, what in a secondary school

1:20:43 would be a Dean’s Clerk Elementary,

1:20:45 whichever secretary or assistant

1:20:48 is in charge of following the paperwork?

1:20:50 ‘Cause I know ultimately it’s the dean

1:20:52 or the assistant principal,

1:20:53 the principal who is responsible

1:20:55 for what’s on the paperwork.

1:20:56 But I know sometimes things get tossed back down

1:20:59 from the district to the school

1:21:00 because somebody didn’t fill out

1:21:02 something correctly or whatever.

1:21:03 But do we do any trainings for them

1:21:04 to kind of help catch those things?

1:21:06 - No, we haven’t, but we can,

1:21:08 we can start doing that. - If it’s necessary.

1:21:10 I mean, nobody’s come to me and said,

1:21:11 I wanna have this training,

1:21:12 but I thought it might be helpful.

1:21:14 - I know we’ve done it with some of our paperwork

1:21:17 that comes in for, what is it, for enrollment.

1:21:21 But we really haven’t, for pre-enrollment,

1:21:24 but we really haven’t offered any deans,

1:21:26 clerks training or anything like that.

1:21:28 - I know during our 10-month principal trainings,

1:21:32 our dean trainings, there are some schools

1:21:34 that do invite their clerks and they do attend.

1:21:37 However, it’s not consistent across the board.

1:21:39 - Right. - ‘Cause some schools

1:21:40 obviously utilize them more than others,

1:21:43 while some might not have that advantage of having one.

1:21:45 - Yeah, no, no, it’s a good point.

1:21:47 I just thought, there’s so much,

1:21:48 you know, if something didn’t get signed

1:21:50 and there was something, I know Dr. Fontan,

1:21:53 I saw a note on something recently,

1:21:55 I think it was an expulsion packet,

1:21:56 hey, we missed something.

1:21:58 And it’s such a, like, maybe not quite as clear

1:22:02 step by step by step as the

1:22:04 bullying harassment Title IX process,

1:22:05 but it either is a one, two, three,

1:22:08 and sometimes if that causes a delay,

1:22:10 the whole process, you know, just could be more frustrating.

1:22:13 So if it’s necessary or if it would be helpful,

1:22:16 I would like, I think it would be good.

1:22:18 - I think it would be, I think to reduce the errors

1:22:20 with the paperwork, we can add that to our trainings

1:22:23 and offer that virtually like we’ve done in the past

1:22:26 for other trainings that we offer for our behavior techs.

1:22:30 We actually provide that training monthly for them.

1:22:33 Maybe we can do something for our deans clerks as well.

1:22:36 - Yeah, awesome, thank you.

1:22:38 - So, and just to add, so my team is working on a handbook

1:22:43 for our clerks right now because we noticed that

1:22:46 they’re not really owned by any one particular group.

1:22:51 And so they’ve got, they’re asked by a lot of different,

1:22:55 you know, offices to do different things.

1:22:58 And so we’re working with, we surveyed them

1:23:02 and we asked them like, who do you reach out to?

1:23:06 You know, for your role?

1:23:08 And so we made sure that we got all of those people

1:23:11 around the table and we’re trying to just, you know,

1:23:14 like, I would say they probably work the most with ET.

1:23:18 And so they already have documents that they’ve made,

1:23:21 but we wanna try to put it all in one place.

1:23:23 And so that we’re working on trying to just get them

1:23:26 a little bit of support.

1:23:28 - Oh, that’s a great resource, thank you for doing that.

1:23:32 - And I wanna say thank you to the board for,

1:23:34 I really do think that behavior attacks

1:23:36 in our elementary schools, having that foundation

1:23:40 really has contributed to some of this data,

1:23:45 the decreases in that, you know,

1:23:46 I’m constantly out to schools.

1:23:48 We were just out to a school on Friday and the principal’s

1:23:51 like, please don’t take my behavior tape,

1:23:52 please don’t take my EMC support specialist.

1:23:54 Please, it’s been a life changer and changing

1:23:57 just as last year when I would go to their schools

1:23:59 and I knew that they needed something,

1:24:01 especially at the elementary level,

1:24:02 not saying secondary doesn’t need it,

1:24:04 but elementary they were saying, we want to be a principal.

1:24:07 We can’t be a principal.

1:24:09 And Friday I was at a school and oh my God,

1:24:11 that discipline, the principal says that their behaviors

1:24:13 have decreased by 54%.

1:24:16 And they said, thank you, I can be a principal

1:24:18 because I have a full-time behavior attack,

1:24:20 full-time ESC support specialist.

1:24:22 So I’m saying those resources that we’re providing

1:24:24 in the schools have been monumental to some of,

1:24:28 I think some of telling the story today

1:24:30 of some of the decreases.

1:24:31 So I want to really advocate for providing more

1:24:35 of those positions for next year.

1:24:39 - Can you, I know, ‘cause everybody’s starting to jump in,

1:24:41 can you just advance that one more so that,

1:24:43 because it says questions on the next one, I think.

1:24:45 - Sorry, sorry.

1:24:46 - So that we’re in the proper spot.

1:24:47 All right, so Mr., Ms. Campbell, I didn’t wanna pass up.

1:24:53 Have you completed all your questions for Ms. Dampier?

1:24:55 - Yes, I’m good.

1:24:56 - All right, Mr. Thomas, go ahead.

1:24:57 - Thank you.

1:24:58 First of all, I think it’s awesome.

1:25:00 I think from what the board did,

1:25:05 with the superintendent’s implementation,

1:25:08 to your team, to the principal, the dean,

1:25:10 I think the discipline policy overall is working.

1:25:12 I think the training that you guys have done is awesome.

1:25:16 And the fact that you followed up your training

1:25:18 with surveys to get your feedback to improve

1:25:21 is something that a lot of people miss, I think.

1:25:24 I think it’ll take huge dividends

1:25:25 you’ve been moving forward for this next couple years.

1:25:28 So kudos to you guys on that, it’s awesome.

1:25:31 I just had a question about–

1:25:34 - Microphone, please.

1:25:35 - And it wasn’t listed, but I saw,

1:25:36 I was curious if you had an answer for this.

1:25:40 But one of the slides was listing, listed, am I on?

1:25:45 - No, you are.

1:25:46 - Must be child resistance.

1:25:47 - I could hear you.

1:25:49 - It said of the 198 students,

1:25:51 you said, one of the slides said,

1:25:53 “198 students opted for ALC.”

1:25:56 I don’t know, it was during the discipline portion of it.

1:25:59 And I was just curious, is there,

1:26:02 do you have to know off the cuff,

1:26:04 out of those 198 students that opted for the ALC,

1:26:07 how many of those had no further discipline action

1:26:11 taken to the rest of the year?

1:26:13 - We don’t, but that’s something that we can look at.

1:26:15 We can try to disaggregate that and get you an answer.

1:26:17 - Okay.

1:26:19 And other than that, I think you guys were very comprehensive

1:26:22 and I think you are doing an awesome job.

1:26:26 - Ms. Wright.

1:26:27 - All right, I’m up next, okay.

1:26:29 Thank you for all this information.

1:26:31 Honestly, we need to continually keep on looking at this.

1:26:33 One of the things that I look at,

1:26:37 I think that’s very important,

1:26:38 is really the recommendations for alternative placement

1:26:41 by school, that chart, I think it’s on page 12

1:26:44 on your slide here.

1:26:46 It’s pretty easy to see where the hot pockets are, right,

1:26:52 of the majority of the children that are going into ALCs.

1:26:54 And I think that that warrants probably

1:26:56 the district taking a look at what can we do

1:26:59 to help those certain schools in a different way.

1:27:01 As the board has talked in the last workshop

1:27:03 about looking at something different than the ALC,

1:27:06 possibly looking at maybe an ISS model,

1:27:08 which not every school has that.

1:27:11 But if there’s a way that the district can focus supports

1:27:13 there on trying to really hone in on those schools

1:27:16 and figure out, there’s a few here

1:27:18 that are a little more concerning than others.

1:27:20 I think that really needs some specific focus.

1:27:22 But overall, we’re turning the right way.

1:27:24 So we knew when we originally came in

1:27:26 and we started to say, hey, we’re gonna look at discipline.

1:27:28 Discipline really is to try to modify the behavior, right?

1:27:31 We wanna make sure the students

1:27:32 are well-behaved in the classroom.

1:27:34 Everyone is learning, it’s a productive environment.

1:27:36 Our teachers feel safe and are happy with their jobs.

1:27:39 And discipline was one of those messages

1:27:42 we were hearing loud and clear,

1:27:42 like this is a problem, these kids are running the classroom.

1:27:45 So we’re trending in the right direction for the most part,

1:27:49 getting some of these things under control.

1:27:51 That being said, we have kids,

1:27:52 so we understand kids are going to push the lines,

1:27:55 they’re gonna push the boundaries.

1:27:55 We’re gonna always have to correct them

1:27:57 and make sure that we get them back on track.

1:27:59 But again, overall goal is just to maintain

1:28:02 a peaceful classroom that’s productive

1:28:04 so these kids can learn ‘cause unfortunately,

1:28:06 we look at, we see the other side of it,

1:28:08 the expulsion side of it.

1:28:09 And so when you read some of those packets

1:28:11 and you see that steps are having to be taken

1:28:14 to remove students from classrooms

1:28:15 and you start to read all the story there,

1:28:17 you’re going, oh my gosh, we still have work to do.

1:28:19 So thank you and if there’s a way that we can focus

1:28:22 on those schools that have the majority

1:28:24 of these ALC placements and see if there’s a way

1:28:28 to bring some support into those schools,

1:28:30 I think that would be tremendous.

1:28:31 There’s one that’s really a hotspot,

1:28:32 I think more so than any of the other ones.

1:28:35 If there’s a way we can support that school in any way,

1:28:37 I think we should look at trying to do that as well.

1:28:38 So thank you.

1:28:41 - Thank you, Ms. Dampier.

1:28:43 I was really excited when I saw these numbers.

1:28:45 We were talking about them the other day

1:28:48 and I just wanted to say thank you to you and your staff.

1:28:50 You guys are amazing.

1:28:51 I leaned over to Ms. Wright and I said,

1:28:54 there’s things that you do as a school board member

1:28:56 that you get kind of remembered for, right?

1:28:58 And if you ever would have said that our group

1:29:00 that came in there in ‘22 would have known

1:29:02 that discipline would be one of the things

1:29:04 that we’re remembered for,

1:29:05 that would be not something I saw coming.

1:29:07 And it kind of hit us, we’re ready to go.

1:29:10 And because of your support and the work that you’ve done,

1:29:13 it is something that we can shine on this district

1:29:16 and people can feel safe about

1:29:18 them sending their children to our schools.

1:29:20 I did want to point out a couple of things

1:29:22 that I saw that are really good.

1:29:24 On your page 411, it’s just with all the alternative

1:29:27 placement by discipline code.

1:29:29 Weapon possession, down 100%.

1:29:32 Possession of potentially dangerous objection major,

1:29:36 down 100%.

1:29:37 I think part of that may be the fact that we moved in

1:29:39 with our metal detectors.

1:29:42 We always do have some that might make their way in or out,

1:29:45 but the fact that you have to have the single point access

1:29:48 and now, I think that that’s gotten under control.

1:29:50 Something for everybody to kind of take a look at.

1:29:53 And then I was gonna say something,

1:29:55 ‘cause it’s the drug sales and distribution is down 80%

1:29:58 and the drug possession is down 16%.

1:30:02 Is that you feel in part because of the system

1:30:04 that we put in place for taking children away

1:30:08 from going to the alternative learning center

1:30:10 and actually working with them in

1:30:13 to where we don’t have repeat numbers

1:30:14 and we don’t have all that stuff.

1:30:15 Have you guys seen any of that or no?

1:30:18 Yes, I believe that would be a say.

1:30:20 Definitely when you’re looking at this, Mr. Seuss,

1:30:22 and this is students that opted for alternative placements,

1:30:25 so this wouldn’t be encompassed of those drug diversions.

1:30:27 So the drug diversion, every student that selects

1:30:30 drug diversion is one less that is being placed

1:30:33 in an alternative setting, so that is a positive.

1:30:36 No, it’s awesome.

1:30:37 I did talk to the bus drivers right before,

1:30:41 or yeah, it was right before we took off on break.

1:30:44 And what you’ll find is is the 17% that were there,

1:30:48 I know a couple of them that had said

1:30:51 that they don’t feel that their referral processes

1:30:53 were up to speed on that thing.

1:30:55 What you’ll find is is that they will tell you

1:30:57 that they have principles that actually do it very well

1:31:01 and some that don’t.

1:31:02 So the bus drivers that I was a part of and spoke to,

1:31:04 both at the Viera compound, the Manatee compound,

1:31:07 and over in O’Gally, had mentioned to me

1:31:09 that it’s specific to school and that we may be able

1:31:12 to talk to them about, okay, if you don’t feel strongly

1:31:15 about it, where is it that you don’t feel strongly about it?

1:31:18 ‘Cause they’ll tell you, and it’s not like it’s,

1:31:20 it’s not like it’s one out of 10.

1:31:22 There’s all of ‘em, you know what I mean?

1:31:24 So it’s pretty inclusive on that.

1:31:26 Can I chime in on something, just a simple suggestion?

1:31:29 I’m gonna brag on my North End bus compound.

1:31:31 So Cleveland up in the North End,

1:31:33 what he does at the beginning of the school year,

1:31:34 and I think it’s imperative as really building

1:31:36 that relationship, is he takes his bus drivers

1:31:39 to each one of the schools and meets with the principal

1:31:42 and the deans, brings donuts, and really just establishes

1:31:45 that relationship, ‘cause it’s all about relationships.

1:31:47 And I think that, he has said that has paid dividends

1:31:50 that are tremendous as far as his processes of referrals

1:31:54 being done in a timely manner.

1:31:55 So just maybe a suggestion, a challenge,

1:31:57 hey, take ‘em over there, let’s meet with the admin team,

1:32:00 build that relationship, and see if that helps

1:32:02 to some degree. - I’d like to know

1:32:03 if there’s donuts there. - Yeah, and he always

1:32:04 brings good donuts, see, there you go.

1:32:05 - That is something we can share, especially when we meet

1:32:08 with our bus supervisors, we meet with them monthly,

1:32:11 along with Dr. Miller, and we problem-solve,

1:32:14 and we really, if they have issues, we try to intervene

1:32:17 ahead of time, ‘cause we wanna be proactive

1:32:19 instead of reactive, and that’s a great idea.

1:32:23 - He always invites me to come along, too,

1:32:25 so I’m like, I’ll be there, so it’s lots of fun.

1:32:27 - I just didn’t want you guys, I think that the number

1:32:29 is great to look at, but I wanted you to understand

1:32:31 that sometimes it’s not 100% of those 17%.

1:32:35 The other thing is is that one of the things

1:32:36 that the bus drivers had mentioned is

1:32:38 is the follow-up to them, right?

1:32:40 So we know that the processes, they come home,

1:32:42 they write the referral, it goes to their area supervisor

1:32:46 who formulates it and sends it in.

1:32:48 That area supervisor sometimes may not be receiving it

1:32:51 from the principal back, and then back to the bus driver.

1:32:53 I didn’t know if, along with some of the things

1:32:55 that we normally do, if there was a checkbox list,

1:32:58 like a process and flow, like, okay, you know what I mean,

1:33:01 was processed, was sent to the bus driver,

1:33:03 check, check, you know what I mean?

1:33:05 Because that kinda area kinda breaks down

1:33:08 a little bit sometimes, and that’s an area

1:33:10 that I thought we could improve.

1:33:11 - That’s an area I’ll get feedback on,

1:33:13 because we did add that from this summer.

1:33:15 I met with the bus drivers, and that was one of the requests

1:33:18 that they find out when it was processed,

1:33:21 and so we thought we addressed that.

1:33:23 It was a part of our training.

1:33:25 So we will look and make sure that it is working with that.

1:33:29 - And if you did address it, if you could put a timestamp

1:33:32 on it when it did, so that you can see

1:33:34 where those are happening, because I think

1:33:36 that they would be indicative of schools.

1:33:41 And then,

1:33:44 I got all these, this is good, I talked about that.

1:33:47 And then, Ms. Dampier, have you had a chance,

1:33:50 you spoke there at the end about the very high importance

1:33:54 of each one of the behavioral techs and those individuals.

1:33:57 Have you had a chance to kinda go through that

1:33:59 with each board member and explain to them the process,

1:34:02 because there were some concerns from our board

1:34:03 about taking from instructional assistants

1:34:07 and all that other stuff, and I don’t know

1:34:09 if you ever had that opportunity to talk to them.

1:34:11 I didn’t know if you wanted that now,

1:34:12 or if you wanna meet with them individually

1:34:13 and talk to them.

1:34:15 - Well, we were very thankful this past year, again,

1:34:18 because we were able to add behavior techs,

1:34:20 and I was afraid that we were not going to be able

1:34:23 to hire the behavior techs, because we had so many IAs.

1:34:27 But what it did was it opened an opportunity

1:34:29 for those IAs who were having to ride the bus

1:34:32 or were only working six hours.

1:34:35 The behavior tech pays a little bit more,

1:34:37 and as far as the hourly rate,

1:34:39 but it also gives them eight hours.

1:34:42 So we did have some IAs move to that position,

1:34:46 but it didn’t hurt us as far as the IAs,

1:34:49 us not being able to hire for either/or.

1:34:52 So it was a win-win situation,

1:34:54 ‘cause we had more people wanting to stay

1:34:55 with Brevard Public Schools,

1:34:58 those that did not want to ride the bus all the time,

1:35:00 that kinda thing, and really work in the schools.

1:35:02 So it really just opened the door

1:35:05 where we were able to keep some people

1:35:06 who probably would’ve gone back to the Target

1:35:10 or some other area.

1:35:12 But we still need to compete,

1:35:14 be able to compete for those particular employees

1:35:18 that really, they have a skillset

1:35:21 that we’re really training on every month

1:35:23 to make sure that they have the skill

1:35:25 to work with our most severe kids.

1:35:28 And so we do wanna expand that,

1:35:31 because we have heard and we’ve seen

1:35:34 that this really has helped in our elementary schools.

1:35:38 So we wanna expand it for Net Share,

1:35:39 and we’re also looking for an increase

1:35:42 in that particular area as far as salary.

1:35:44 Are you able to see the reduction in discipline

1:35:48 based upon having behavioral techs in schools

1:35:50 and places that don’t have ‘em?

1:35:52 Can you see that yet?

1:35:55 Yes, ‘cause in elementary, we were able to,

1:35:57 I can tell you, when I was on the campus on Friday,

1:36:01 it was like night and day,

1:36:02 that same campus I was on last year,

1:36:04 and I just commended the principal.

1:36:06 She told me that they have reduced behaviors by 54%.

1:36:11 I can tell you there’s structure in the schools,

1:36:14 there’s learning going on in the classroom.

1:36:16 She’s not, like she was, it was like night and day.

1:36:21 And I had to commend her, and I actually commended,

1:36:25 I told Mr., he’s not in here.

1:36:27 I told Mr. Raymer that I went to the school,

1:36:29 and he even said he’s seen a difference.

1:36:32 And I’ve been to several schools

1:36:33 that were asking for help last year,

1:36:36 beg and plead, and I actually was a part of

1:36:38 trying to work with several schools,

1:36:42 and we’re not seeing it.

1:36:43 When I go to the schools, the principals are not saying

1:36:46 that they can’t be an administrator.

1:36:48 What they’re saying is, thank you for this support,

1:36:51 that we’re actually able to do our job

1:36:53 at the elementary level.

1:36:54 And that was why it was imperative

1:36:56 that we provided that support for them.

1:36:58 And some of our schools are still sharing.

1:37:00 We have a .5, we have like a couple of our schools

1:37:03 that’s sharing, I think about 23 of our schools

1:37:06 are sharing a .5 part-time.

1:37:10 And we’re hoping to expand some of those

1:37:11 if we get funding for full-time,

1:37:14 because some of them are needed.

1:37:16 And so, I say ask the principals, I mean,

1:37:20 but they’ve all said to me, please do not take

1:37:22 those two positions away from us.

1:37:26 - Can you say, when you talk about sharing,

1:37:28 are you talking about the ESC support specialists

1:37:30 or the behavior techs?

1:37:31 - Both.

1:37:32 - Okay, we have sharing of the behavior techs?

1:37:34 - Yes.

1:37:35 - Okay.

1:37:36 - ‘Cause we only had enough funding that I,

1:37:38 you know, within my budget last year to do a point,

1:37:41 you know, full-time and then to make sure

1:37:42 everybody had some access.

1:37:44 - Right, right.

1:37:45 - And I’ve already spoken to Dr. Rendell

1:37:46 about possibly spending that as well as

1:37:49 ESC support specialists, because I’ve heard that as well.

1:37:52 And we know that there’s a need,

1:37:53 we just need additional funding to make that happen.

1:37:56 - Those are just at our smallest schools, right?

1:38:00 Or like choice schools and things like that.

1:38:03 - Not necessarily.

1:38:04 We went as far as we could with the funding that we had.

1:38:10 And so, I’ve already spoken to Dr. Rendell

1:38:12 about possibly expanding that there is a need

1:38:15 to expand several of those to full-time.

1:38:20 - I’m sorry, Ms. Campbell.

1:38:20 - No, that was it.

1:38:22 - Your work in hiring has been phenomenal

1:38:24 with the vacancies that you had when you took over.

1:38:27 Even the Teachers Union and others have given you

1:38:30 such great praise over the percentage.

1:38:32 And I know you have some vacancies that people are sharing,

1:38:34 but you’ve done a great job in that regard.

1:38:36 And I wanted to give you and your staff

1:38:38 the opportunity for a second,

1:38:39 ‘cause you’ve been doing great.

1:38:40 I know you don’t ever want me to give it to you.

1:38:41 - It’s the staff.

1:38:42 I mean, we really are– - You guys are amazing.

1:38:43 - They work, we work together

1:38:46 and we want what’s best for our kids.

1:38:48 And we know that when I hear stories

1:38:51 like what I heard on Friday, it warmed my heart.

1:38:53 This is why I do what I do to see it,

1:38:56 actually see it, ‘cause I would not have believed it.

1:38:59 I’m just telling you.

1:39:01 And to see the principal and the ESC Support Specialist

1:39:04 walk with us to classrooms as well,

1:39:06 learning what’s going on in the classroom.

1:39:08 We were in the halls.

1:39:09 There was stuff all in the halls last year

1:39:11 would probably have been taken down.

1:39:13 And so it was just so nice to see

1:39:15 and hear the principal show us

1:39:17 what is happening in their school.

1:39:19 So thank you.

1:39:22 - Thank you, Ms. Dampierre.

1:39:23 Thank you for everybody.

1:39:24 Anybody else have any questions for Ms. Dampierre?

1:39:26 We’re good. - I have some stuff.

1:39:27 - Oh, sorry, Dr. Rendell.

1:39:28 I was getting, Dr. Rendell, I was getting ready to say,

1:39:32 Dr. Rendell, that’s what I always,

1:39:33 it’s on here on the notes.

1:39:35 I can do it.

1:39:35 - No, I appreciate some of the points

1:39:37 that the board members have made

1:39:38 and some of the slides they’ve highlighted.

1:39:40 I’d actually like to highlight a few others too.

1:39:44 Jason, if you can go to slide five.

1:39:45 So slide five, I think, is one of the best slides to share.

1:39:50 So whoever can get us back up there.

1:39:52 All right.

1:39:54 - It’s gonna be much easier going this way.

1:40:01 - So this is the ticket slide.

1:40:04 So remember last year when we were trying

1:40:06 to address misbehavior and we said

1:40:08 to correct misbehavior, we have to write a lot of tickets.

1:40:10 It’s like you got a certain road

1:40:13 where there’s a lot, drivers are speeding

1:40:14 or driving recklessly and so the police pay attention

1:40:17 to that road, they set up patrols,

1:40:18 they write a lot of tickets until driver behavior changes.

1:40:23 So last year we were writing a lot of tickets, referrals.

1:40:26 And at this point, this year,

1:40:29 the number of referrals were down almost 2,000.

1:40:32 And that’s amazing.

1:40:33 And then the number of students receiving referrals

1:40:35 is down almost 1,000.

1:40:37 So I mean, a little over 1,000.

1:40:40 So we’re still enforcing the rules, so to speak,

1:40:43 but we’re actually writing fewer tickets

1:40:46 and fewer students are receiving tickets, so to speak,

1:40:48 writing fewer referrals.

1:40:50 So that’s really, really good news.

1:40:52 It means that some of the changes that we’ve made

1:40:55 over the last year and a half or so are taking effect.

1:41:00 And then the other slide, number eight,

1:41:02 if you can just advance to eight.

1:41:05 So when we finished the year last year,

1:41:07 one of the things we talked about

1:41:08 was fewer days of missed instruction.

1:41:11 Now, at the first part of the year last year,

1:41:13 our numbers were higher.

1:41:15 We were suspending kids more out of school

1:41:17 and assigning in-school suspension

1:41:21 at a higher rate than the previous year.

1:41:22 Then it kind of leveled off and we ended the year

1:41:24 with fewer days of out-of-school suspension

1:41:28 and fewer days of in-school suspension.

1:41:30 We’re already ahead of the curve

1:41:32 overall with those this year.

1:41:34 As you can see, ISS has decreased almost 1,300 days.

1:41:40 Now, the OSS has increased by 365, that’s only 2%.

1:41:43 So combined, it’s 932 fewer days of missed instruction

1:41:48 at this point, and last year, again,

1:41:50 this was the higher point.

1:41:52 So if our pattern continues through the end of the year,

1:41:55 we should actually be able to beat,

1:41:57 but last year’s told us in both those areas.

1:42:00 So fewer days of missed instruction should mean

1:42:03 better academic performance,

1:42:04 and that’s what we want the kids in the classroom.

1:42:07 I really feel like we’ve been able to do this

1:42:10 with consistent enforcement of the policy

1:42:13 and part of that’s education.

1:42:15 Mrs. Dampier talked at the beginning about

1:42:17 educating everybody about what the expectations are,

1:42:20 not just the staff that’s administering the discipline,

1:42:22 but also the students.

1:42:23 They did a good job of trying to explain

1:42:25 what the desired behaviors were,

1:42:27 what the consequences were,

1:42:29 and that leads me to slide number 17.

1:42:30 So we can jump down to 17.

1:42:42 So 17, and you can go ahead

1:42:44 and get your red highlight on there,

1:42:46 is not, this isn’t just paperwork.

1:42:49 This is real cases.

1:42:51 So 30% fewer cases of unsubstantiated bullying.

1:42:56 We might think, well, there’s a 30% reduction

1:42:58 in unsubstantiated bullying.

1:42:59 There must be like a 70% increase in substantiated bullying,

1:43:03 and no, there’s actually a decrease.

1:43:05 So again, it’s education, not just for the people

1:43:08 handling these cases, but also to the students.

1:43:11 You know, we’re doing a better job.

1:43:13 And then, you know, Mrs. Cash and Smith talked about,

1:43:16 well, if it wasn’t substantiated

1:43:20 or it wasn’t deemed bullying at all in the past,

1:43:24 maybe we didn’t even consider harassment.

1:43:26 So that kind of left the door open.

1:43:27 Well, then maybe there’s gonna be

1:43:28 an increase in harassment cases,

1:43:29 ‘cause you’re not classifying all these as bullying.

1:43:32 And you look and, nope,

1:43:35 decrease in unsubstantiated harassment and substantiated.

1:43:39 I mean, unsubstantiated increased by two,

1:43:41 but still combined, a decrease.

1:43:44 So again, really, really good work by the staff

1:43:47 at the schools that are handling these cases,

1:43:50 not just up here at the district office

1:43:54 or even the administrators at the schools,

1:43:57 but even the teachers in the classroom.

1:43:59 And in the last couple slides, we talked about 20, 21.

1:44:03 Those are the survey results.

1:44:05 You don’t have to go to them,

1:44:05 but the fact, like Mr. Thomas pointed out,

1:44:08 that we’re not only making these changes,

1:44:10 but we’re asking for feedback.

1:44:12 We’re not just looking at the results, at the data.

1:44:14 We’re asking for feedback from the people involved.

1:44:16 And the results from the administrators

1:44:18 seemed pretty strong.

1:44:20 The results from the bus drivers seemed pretty strong.

1:44:22 The results from the BFT survey,

1:44:23 looks like we still have some work to do.

1:44:26 But we have that feedback, and we’re gonna act on it.

1:44:29 So kudos to the Student Services Department,

1:44:32 but really kudos to all the staff at all the schools,

1:44:35 ‘cause this is, the phrase that we use a lot

1:44:37 is discipline is everybody’s responsibility.

1:44:41 Just like safety is everybody’s responsibility.

1:44:43 So it’s not just the Student Services Department,

1:44:45 and kudos to them.

1:44:46 You’re right, Mr. Steeveson, definitely.

1:44:49 But all the people at the buildings

1:44:50 that are making this happen,

1:44:52 you know, that’s why these numbers are so good right now.

1:44:55 So we just hope it continues for the rest of the semester,

1:45:00 this, you know, the rest of the year.

1:45:03 (muffled speaking)

1:45:08 - One thing too, just because I think it’s important

1:45:09 to highlight the fact that you mentioned it,

1:45:11 that the teacher participation in the survey was pretty low.

1:45:13 So even though these numbers don’t look maybe as favorable

1:45:16 as we would like to see, it only represents about what,

1:45:18 15% of the teachers that they have in the union.

1:45:20 So ideally, if we could have more participation,

1:45:23 that might look a little different.

1:45:24 If we got that number up to over 75%

1:45:27 of the teachers responded,

1:45:28 we might see a little bit different there.

1:45:29 And if we don’t see different, that’s okay.

1:45:31 That just lets us know we need to work on a few things, right?

1:45:33 So that’s all, thank you.

1:45:35 Thank you for everything.

1:45:36 We appreciate you guys.

1:45:36 You guys have been doing amazing work.

1:45:39 - So Mr. Susan, we have one more topic to cover,

1:45:41 but I’d love to take a break if we could.

1:45:43 - Yeah, I was just gonna, literally,

1:45:45 I felt Miss Campbell breathing down my neck here.

1:45:47 I agree with you 100%. - Hey, before we take a break.

1:45:49 - She went and grabbed it.

1:45:50 - I did. - I was like, okay,

1:45:51 I know what that key is, I’ve been there.

1:45:53 - I did wanna jump in just really quick

1:45:55 before we take a break.

1:45:56 I don’t know if you guys saw an email,

1:45:57 just 30 minutes before the meeting started,

1:45:59 but the delegation meeting has been canceled for next week

1:46:01 because of the weather and the potential special session.

1:46:04 But also, I got an email from Tom Sarah

1:46:06 from the consortium, and we are the only district

1:46:09 that hasn’t voted on the consortium platform.

1:46:11 So I don’t think it’s too late

1:46:13 because it’s been topics we’ve discussed in the public

1:46:15 for us to take that vote tonight.

1:46:17 We can talk about it this afternoon,

1:46:18 but we need to give a yay or nay

1:46:20 or if there’s anything we wanna pull off

1:46:22 of the consortium platform

1:46:24 while we’re thinking about this this afternoon.

1:46:26 And then let’s vote on it officially tonight.

1:46:28 - Yeah, we’re gonna talk about it in five minutes.

1:46:30 - Right, right, yeah, yes.

1:46:31 But tonight, we need to, we can vote.

1:46:35 Well, we can’t vote in a workshop.

1:46:37 But we need to vote in it.

1:46:41 Well, we need a response.

1:46:43 All right.

1:47:05 (silence)

1:56:47 - Three, two.

1:56:49 (silence)

1:56:51 - Last on the agenda is the legislative platform.

1:56:53 Does any board member have, would anybody, any board member wish

1:56:57 to lead the conversation?

1:56:59 I have, I can walk through it.

1:57:01 I think the first, you wanna do it?

1:57:04 Okay, sorry.

1:57:05 - I’ll get started, yeah.

1:57:06 (laughing)

1:57:07 If you have a packet in front of you,

1:57:08 it’s information I had given you before.

1:57:11 We’re a part of different groups,

1:57:12 and so some of our different groups

1:57:14 have put together legislative platforms.

1:57:16 For example, we’re part of FSBA.

1:57:18 There’s a legislative platform from FSBA.

1:57:20 We’ve looked at, I’m a member

1:57:22 of the State Superintendents Association.

1:57:25 There’s a platform for that.

1:57:28 We’re also a member of another group

1:57:30 of school boards, the Greater Consortium

1:57:32 of Florida School Boards.

1:57:34 They have a legislative platform.

1:57:36 Mrs. Campbell had done some work earlier

1:57:38 and had put together what she thought

1:57:40 were the bullet points that we all kind of agreed on

1:57:42 as our own, things that we wanted to carry forward.

1:57:45 So you have all that packet.

1:57:47 Also, you have a sample draft letter

1:57:50 from me to the Brevard delegation.

1:57:53 As Mrs. Campbell pointed out before we took a break,

1:57:56 we were going to be presenting to the Brevard delegation

1:58:00 later this month, and so what I’ve seen

1:58:03 as somewhat effective in the past

1:58:06 is that different groups send all their information

1:58:10 to those delegate members ahead of time.

1:58:12 Say they send it out a week to them,

1:58:15 send it to them a week or so ahead of time,

1:58:17 and then just follow up at that open public meeting,

1:58:20 hitting some of the high points.

1:58:22 So I drafted a letter based on what we had kind of talked

1:58:25 about would be our points, and put that together

1:58:29 so I thought we could have a discussion today

1:58:31 about do we want to adopt anything different as ours?

1:58:37 Do we want to change anything,

1:58:39 reorder it, or that kind of thing?

1:58:41 Also, as Mrs. Campbell mentioned,

1:58:43 we are being asked by the consortium

1:58:48 whether we agree with all of the things

1:58:51 on their platform or not, and if there’s anything

1:58:53 on their platform that we don’t want them to pursue

1:58:56 that we need to let them know.

1:58:58 So that’s kind of two different discussions.

1:59:01 One, are we good with the bulleted points

1:59:04 that Mrs. Campbell put together,

1:59:05 and then I translate it into a letter,

1:59:07 and that’s going to be our ask to the local delegation,

1:59:11 and then B, are there other things

1:59:13 from the other platforms that we want to bring in?

1:59:18 So that’s awesome.

1:59:20 Do you want to start with the Greater Florida Consortium

1:59:22 and just say, does anybody wish to veto anything on here?

1:59:25 If you guys take a look at this,

1:59:26 it’s kind of the, if you, we have the authority,

1:59:29 this is kind of like everybody that’s in the consortium

1:59:31 has an idea, they throw it on here,

1:59:33 and then if we want to eliminate some of it, we’re good.

1:59:36 I’ll take any recommendations.

1:59:38 I had one small ask on the first page,

1:59:41 so they allow school districts flexibility

1:59:42 regarding school start times and dates.

1:59:46 Can we add and dates?

1:59:47 Yep.

1:59:48 So we can’t add.

1:59:50 The way the consortium’s platform works is we can’t add,

1:59:54 we can only take away.

1:59:57 So they built this, the adding time was when they built,

2:00:00 when they had their meeting in the fall,

2:00:02 which we were invited to, but they build it,

2:00:04 and we can, anything that we as a board say,

2:00:09 we can’t get behind that,

2:00:10 they will take it out of the platform altogether,

2:00:12 but they won’t add.

2:00:14 They won’t add, okay.

2:00:15 So with that in mind, then I mean, to me,

2:00:17 I don’t support, I don’t know,

2:00:20 we’ve already changed everything,

2:00:21 and maybe that’s being selfish from Revard’s standpoint,

2:00:23 but as far as complying with the state mandate

2:00:28 on school start times,

2:00:29 I’m guessing that’s what they’re trying

2:00:30 to get at right here.

2:00:31 They don’t like that, correct?

2:00:32 Right, so this doesn’t apply to Revard

2:00:34 because our middle school and high school times

2:00:36 are already half of the times,

2:00:38 but I will tell you,

2:00:39 this is causing significant consternation

2:00:41 in many counties across the state

2:00:43 because of their busing, their three tiered busing systems,

2:00:48 and because of students, like their practice times

2:00:53 and being able to have after school jobs

2:00:54 and all this kind of stuff,

2:00:55 so they’re having community outcry in their communities,

2:00:58 and so what the stance,

2:01:00 I’ll just tell you that FSBA took on that was,

2:01:03 at least allow districts to put out a community survey,

2:01:08 and if they could show that their community

2:01:10 really doesn’t want that, they’ll leave it,

2:01:11 but I will tell you, there’s already been bills filed

2:01:14 bipartisan way, I don’t remember if they’re in both houses,

2:01:17 to actually either repeal this or pull it back quite,

2:01:21 so I think this is,

2:01:22 I mean, I wouldn’t want to take it off

2:01:24 just because we don’t do it.

2:01:25 Right.

2:01:26 You know, I mean, there’s a lot of counties

2:01:28 that are really having a hard time.

2:01:31 We’re gonna have a significant hard time,

2:01:33 especially with transportation, if this continues.

2:01:36 Thank you for the clarification.

2:01:39 Okay.

2:01:40 I had one item, and I’m gonna have to find it,

2:01:45 but there is, and it’s the one that I talked to.

2:01:48 On the front page.

2:01:49 Yeah, thank you.

2:01:51 Which paragraph is it, Dr. Endell?

2:01:52 We’re on the consortium still.

2:01:53 Yeah, we’re on the consortium.

2:01:54 The third one after priority issues.

2:01:56 Yes, sorry, governance.

2:01:57 So the third paragraph,

2:02:00 require all schools that receive taxpayer dollars

2:02:02 to have the same financial

2:02:03 and academic accountability measures.

2:02:06 That sounds great,

2:02:07 but what it says is that every private school

2:02:12 will have to have the same financial

2:02:14 and academic accountability measures

2:02:16 as our public schools,

2:02:18 and while there’s some people who would say yes and amen,

2:02:21 I’m not sure that, you know, when it comes to choice,

2:02:24 I’m not sure that that is a good idea.

2:02:28 I mean, private schools have their own ways that they,

2:02:32 are we gonna require private schools to take the FAST test?

2:02:36 You know, because when it says academic accountability,

2:02:39 that’s the way we have academic accountability

2:02:42 is through our school grades

2:02:43 and through our FAST testing and all the other things.

2:02:45 I am not, I’m not of the opinion that our private schools,

2:02:51 that the state government should come

2:02:53 and tell a private school what to do when it comes to that.

2:02:55 Even if they’re receiving funding,

2:02:56 that’s the parent’s choice to do that funding,

2:02:58 and I don’t think that that, if I follow that rabbit trail,

2:03:01 ultimately I think that’s what it means

2:03:03 is that we would require our private schools

2:03:05 to have the same kind of testing and academic standards

2:03:08 as our public schools,

2:03:09 and that’s not a very conservative position.

2:03:14 Yeah, I tend to agree with you on that stance, honestly.

2:03:17 What if we vetoed just and academic,

2:03:20 and you put in require all schools that receive taxpayer dollars

2:03:23 to have the same financial accountability measures?

2:03:26 Well, if you do the financial,

2:03:28 while I want the accountability for these scholarships,

2:03:30 I absolutely do.

2:03:32 When you talk about financial accountability,

2:03:34 then whatever requirements we have

2:03:36 as far as audits and things like that,

2:03:40 then we’re also saying we want the same that way, too.

2:03:44 If they’re going to take taxpayer dollars,

2:03:45 I have no problem using financial accountability measures on

2:03:49 them.

2:03:49 That’s only if they do, so private schools don’t want to–

2:03:53 It’s the same word, the same.

2:03:55 Because, again, if I chase that rabbit,

2:03:57 if I chase that all the way down the rabbit trail,

2:04:01 it’s basically turning private schools into public schools.

2:04:05 If they receive public dollars,

2:04:07 you should be able to be financially–

2:04:09 I’m sorry, I’m not allowing you to go.

2:04:11 It’s the same word.

2:04:13 Honestly, if you could take out the same,

2:04:16 I would be in support of it.

2:04:17 To require all schools that receive taxpayer dollars

2:04:19 to have financial and academic accountability measures,

2:04:25 I could probably get behind that.

2:04:30 Well, it does very much seem as though

2:04:31 they’re going to target private schools with this,

2:04:32 and what will end up ultimately happening

2:04:34 is you’ll have your private schools not taking the scholarships,

2:04:37 and the whole point of them having the freedom of choice

2:04:40 is to be able to move their child

2:04:41 where they feel they’re getting the best education.

2:04:43 So I kind of tend to agree that that’s a slippery slope.

2:04:47 Does anybody know or can anybody share with me

2:04:49 why some of these are underlined and why some of them are not?

2:04:52 Does anybody know that?

2:04:55 Are they new?

2:04:56 No, if you look at the difference–

2:04:59 I was looking at these.

2:05:00 Some of them are underlined,

2:05:02 and maybe because they’re like amendments to existing

2:05:05 legislation,

2:05:05 and others are kind of new ones.

2:05:07 I know, I just thought they’re mean for a loop,

2:05:09 and I’m like, is this–

2:05:10 or am I supposed to focus on these more so than others?

2:05:11 I’m not sure.

2:05:12 They didn’t send a key.

2:05:13 I think they just copy and pasted stuff and put it on there.

2:05:14 Yeah, usually it’s when you make a change,

2:05:15 it’s underlined or something like that.

2:05:17 We asked, and we didn’t get a good answer.

2:05:19 Mr. Chairman, if you don’t feel comfortable, you guys,

2:05:21 about moving forward on this one,

2:05:22 I did want to just say my piece and then be done with it.

2:05:25 You’re right about that, Ms. Wright,

2:05:26 that they will start not wanting to–

2:05:28 They won’t take the–

2:05:29 –take the scholarships, which is a negative.

2:05:31 The only problem that I run into is that a lot of these charter

2:05:35 and private financial institutions will–

2:05:39 they are started and they are run by a organization that not

2:05:44 only

2:05:44 is the real estate company, is the company that sells all the

2:05:47 food.

2:05:48 They’re just set up as a profiteering situation,

2:05:51 and I think that that’s fine.

2:05:53 I’m not saying that that’s a negative at all,

2:05:55 but it just needs to be financially known,

2:05:57 and I don’t think that they’re able to do that under the certain

2:06:00 financial requirements that they have.

2:06:02 I’m not saying that it’s illegal.

2:06:03 I’m not saying that it’s wrong.

2:06:05 I just think that the people that go there should know,

2:06:07 the board that sits there should know,

2:06:09 that the person that is also their realtor is also the person

2:06:12 that they buy their management from and their everything else.

2:06:15 You know what I mean? That’s all.

2:06:16 And that would help there, but I hear where your concerns are,

2:06:19 so I’m willing to–

2:06:20 Mr. Chair.

2:06:21 Yes, sir.

2:06:22 So I, of the opinion that if they’re going to receive taxpayer

2:06:26 money,

2:06:26 that they should be accountable to the taxpayer.

2:06:28 If they’re not, it’s their choice if they don’t want to take the

2:06:32 funds,

2:06:32 and that’s fine.

2:06:33 Remain private, but as soon as you take taxpayer money,

2:06:35 you should be accountable to the taxpayers.

2:06:37 And I think what we should do,

2:06:39 since this one’s got a little bit of dance to it,

2:06:41 maybe what we do, Mr. Thomas,

2:06:43 is rework this one and bring it back next year strongly

2:06:47 and just make it as part of recommendations

2:06:49 so we’re not being negative on the piece that goes to the

2:06:52 scholarship.

2:06:53 We address some of the issues with her,

2:06:54 but the only reason I say this is there’s a couple of charter

2:06:57 schools

2:06:57 in our district that were doing this, that are no longer doing

2:07:00 it,

2:07:00 but they were doing this, and it was really upsetting to me

2:07:03 that they were being kind of sly behind it, right?

2:07:07 And so I would like to move, if that’s okay with you,

2:07:09 to do something like that to where we’re not kind of throwing it

2:07:12 out there.

2:07:13 We can veto this one and then–

2:07:14 Well, and we’re not talking about adding this to our agenda,

2:07:18 but we’re just saying do we want to–

2:07:21 And I honestly don’t know the answer to the question of–

2:07:24 I know we can’t add anything, but can we remove just two words,

2:07:28 or can we say all or nothing?

2:07:30 I mean, you know, there’s–

2:07:33 Yeah, their direction at the last time we met with them was they

2:07:37 just–

2:07:37 if any board has any issue with any of these, we’ll pull it off.

2:07:41 So if we have an issue with that, you know,

2:07:44 require all schools receive taxpayer dollars period after that,

2:07:48 they’re going to just take it off.

2:07:50 I feel strongly about it.

2:07:52 I just want to be able to work it better, if that’s okay with

2:07:55 you guys,

2:07:55 because I do feel strongly about that.

2:07:57 And I’m all for accountability.

2:07:59 I’m not opposing accountability, but I think, again,

2:08:01 in the nature of what the voucher program really was created for

2:08:04 was to make sure that all children had equal access

2:08:06 to potentially private schools or different education options

2:08:10 rather than the one that they’re zoned for right there in their

2:08:12 neighborhood.

2:08:13 And I’m afraid if we say that, then we might–

2:08:16 it might end up ultimately saying,

2:08:18 “Okay, well, then we’re just not going to take it,”

2:08:20 and it’s going to hurt kids in the long run.

2:08:22 And again, you know, I like the idea of have the best product.

2:08:26 If you have the best product, then the customer comes to you.

2:08:28 And so the competition keeps us all better, right?

2:08:32 Not to knock private schools or charter schools or any of that,

2:08:35 but we want to be the best and continue to be the best.

2:08:37 And if we are, then there’s enough for everyone, so to speak.

2:08:41 So I think we pull that one.

2:08:43 If you want to run through, Ms. Campbell, and then I’ll go to Mr.

2:08:48 Thomas,

2:08:48 if there’s any that he wants to pull.

2:08:50 That was the only item I had on the consortium’s agenda.

2:08:56 The only other one I had was adding, and I didn’t realize you

2:08:59 couldn’t add to it.

2:09:00 So as far as start times and dates,

2:09:03 because I felt like that provided some flexibility

2:09:05 if we were going to look at the modified calendar,

2:09:07 that that would give us that ability to do so if we could get

2:09:11 that across.

2:09:12 Mr. Chair?

2:09:13 Yes, sir.

2:09:14 I know we can’t add.

2:09:15 If I was going to add one, it would be to the consortium’s

2:09:20 initiative

2:09:20 to increase pay for mid-level teachers.

2:09:24 I think it should be for all experienced teachers,

2:09:27 because I think that could create compression for our most

2:09:30 experienced teachers.

2:09:31 Where was that one at?

2:09:33 It’s on page two, about, I don’t know, like a fourth of the way

2:09:37 up,

2:09:37 and it’s bold letters, mid-career teachers and support.

2:09:40 That’s the ones you’re talking about, right?

2:09:41 I wouldn’t want to take it away,

2:09:43 because I wouldn’t want to take away the chance to get some

2:09:44 additional funding,

2:09:45 but I would think it should be for everybody, all experienced

2:09:49 teachers.

2:09:50 Yeah, I see.

2:09:51 I was just reading that.

2:09:53 Okay.

2:09:54 Is there something you want to try to pull out of there?

2:09:56 Or do you want to–

2:09:57 No, I was going to actually bring that back up

2:09:59 when we do our own recommendations for our district.

2:10:04 Okay.

2:10:05 All right.

2:10:06 So we’ll keep it.

2:10:07 Anything else, Mr. Thomas?

2:10:09 Good point.

2:10:11 Mrs. Wright, do you have anything else?

2:10:15 Nope.

2:10:16 I love the renewal of the voter-approved millage for a period of

2:10:18 up to eight years.

2:10:19 I think that would be a really good, beneficial thing for school

2:10:21 districts,

2:10:22 but that’s under capital outline.

2:10:25 What was that? Say that again.

2:10:26 The permit school districts to renew voter-approved millage

2:10:28 for a period of up to eight years.

2:10:30 Oh, yeah.

2:10:32 I’d be shocked if they did that, but I understand why.

2:10:37 Everybody else is good?

2:10:39 So as we’re getting back to Mr. Serra,

2:10:42 do we want to ask if we can remove just those words the same,

2:10:45 or if not, just strike the whole item?

2:10:48 I would just say strike that whole sentence.

2:10:50 The taxpayer dollars piece?

2:10:52 Yeah.

2:10:53 I have a call with them this afternoon

2:10:54 if you guys want me to just make the phone call and tell them we’re

2:10:57 good to go.

2:10:57 Yep.

2:10:58 I have a standing call with them or something.

2:11:01 Are we good with that, Ms. Campbell?

2:11:02 Yep.

2:11:03 Okay.

2:11:04 All right.

2:11:05 Dr. Rendell, are you okay if I move to the Florida School Board

2:11:08 Association platform real quick?

2:11:08 Yeah.

2:11:09 I’ll show you guys inside of the notes.

2:11:11 You have the Florida School Board Association platform.

2:11:14 There’s five items.

2:11:16 I think we went at length with this.

2:11:18 Ms. Campbell, thank you so much for giving us an update

2:11:19 previously.

2:11:20 Is there anybody that wishes to have any communication on this

2:11:23 or conversation on this?

2:11:24 I didn’t have any issues with those.

2:11:26 Okay.

2:11:27 I was trying to see if what you had said about the dates,

2:11:30 because when we did our submissions to this,

2:11:33 I think we added that, and I can’t remember.

2:11:40 I don’t think it made it on here.

2:11:52 No, but I’ll say this.

2:11:53 I mean technically we have the ability.

2:11:56 We talk about the pilot program we’re a part of,

2:11:59 but if a school district wants to start a year-round school,

2:12:02 we don’t have to be a part of the program.

2:12:04 We already have the ability to do it, just like Royal Palm

2:12:06 Charter has run year-round schools,

2:12:08 and Charlotte had the year-round school.

2:12:10 So we have the ability to do that without a special –

2:12:15 I mean if we’re not doing a year-round model, we can’t start

2:12:17 before August 10th, right?

2:12:18 That’s the law.

2:12:20 But if we’re doing a year-round model, I don’t believe we have

2:12:22 to have special permission.

2:12:23 Is that correct?

2:12:24 I thought we did because the state statute is pretty clear

2:12:26 on not being able to start before the August 10th date.

2:12:28 Well, but we have these schools across the state that have

2:12:31 already done it.

2:12:32 I know, and I wondered that question.

2:12:34 I don’t know.

2:12:36 We need to look into that a little bit more since that’s

2:12:38 probably coming up on the horizon.

2:12:39 Yeah, there are different provisions.

2:12:40 You can start earlier if you’re a high-performing district.

2:12:43 For example, you can start earlier.

2:12:45 The charter probably wrote that into their model when they

2:12:48 applied.

2:12:49 So when that was approved by us and then approved by the state,

2:12:52 that was there.

2:12:53 Those schools over in Charlotte were doing it before that

2:12:56 statute was enacted.

2:12:57 So maybe they were grandfathered, maybe.

2:13:00 But I can check and see can we just do it without saying we’re

2:13:04 going to be a pilot.

2:13:06 Right, because that came up with us when we were initiating the

2:13:09 pilot project

2:13:10 because do we really have to be a part of the project to do it,

2:13:13 the pilot, in case there’s limitations?

2:13:14 Right, because we’re one of only five.

2:13:16 Right, and did they even get the five?

2:13:19 A couple of the school districts punted it a year out, but they

2:13:22 weren’t.

2:13:22 I actually only think two of us did it.

2:13:24 Oh, okay.

2:13:25 All right, so we’re all good with the Florida School Board

2:13:27 Association legislative platform?

2:13:29 Well, I don’t think that was on there for our approval.

2:13:31 It was just if we had something we wanted to pull off to put on

2:13:34 our own because that one’s done.

2:13:35 It’s voted on and just going through it.

2:13:38 All right, and then the Florida Superintendents Association, FADS.

2:13:45 Is there anything that you guys wish to pull from here to put

2:13:48 onto ours or tell him that we don’t like any of this?

2:13:52 Did you have any favorites on here, Dr. Renzel?

2:13:55 No, I think, again, I’ve signed off in support of the platform,

2:14:01 so when they talk to the legislators, they’ll say the Brevard

2:14:06 superintendent signed off on this.

2:14:09 I mean, most of the statements in the FADS platform are general

2:14:12 statements, provide more funding,

2:14:14 provide more flexibility, reduce regulations, so they can take

2:14:19 many forms.

2:14:20 That way they don’t get pigeonholed.

2:14:23 So it’s like these are the types of things we want done.

2:14:26 All right, and then so if nobody else has anything on the FADS,

2:14:30 do you have anything, sir?

2:14:31 No, sir.

2:14:32 Okay, then we can move to our platform.

2:14:36 And this might be an opportunity, Mr. Thomas, if you have

2:14:39 something that you want to try to add at the last minute, we can.

2:14:41 Okay.

2:14:42 This is the, if anybody has anything, I wanted to just say I’m

2:14:47 so excited about the certified pre-K, because I’ve been driving

2:14:51 people crazy up there about this for long enough.

2:14:52 And I appreciate this being put together and everybody’s work

2:14:55 behind it.

2:14:56 But Mr. Thomas, you got something to say?

2:14:59 Yes, first of all, thanks to Mr. Scam for putting this together.

2:15:02 This is very comprehensive and appreciated.

2:15:06 I have just noticed, and I’m sure I’m not telling you guys

2:15:08 anything you don’t already know,

2:15:10 but I think teacher pay is a huge thing.

2:15:13 And we have limited ability, a lot more limits than I thought we

2:15:17 did as far as being able to do things with it moving forward.

2:15:21 So I think that, first of all, it should always be a priority of

2:15:26 ours to try to get more money from the state for that.

2:15:30 And I think right now, my statistics are accurate, we are 47th

2:15:36 out of 50 states in average teacher salary.

2:15:41 But we’re in the top 10 for the highest starting salary.

2:15:45 So that says we can get them in, we pay them decent, but once

2:15:47 they’re here, they’re not rewarded for staying here.

2:15:50 And I can tell you, I was here last week to do a new teacher

2:15:54 welcome, and half the room were new teachers that had never

2:15:57 taught before.

2:15:58 And half of the room was packed with more than 100 teachers.

2:16:01 So to me, that says we’re losing, we’re not just us, but I think

2:16:05 it’s a problem across the board that experienced teachers are

2:16:08 leaving the profession.

2:16:09 And I think if we’re going to be competitive with other states,

2:16:12 we don’t just need to be worried about being competitive with Osceola

2:16:17 or Orange or Indian River,

2:16:18 we need to be, as a state, worried about how we’re competitive

2:16:21 with the rest of the country.

2:16:23 So I think we need to lobby as a collective group, I know this

2:16:26 is just talking about just our district,

2:16:28 but I’m saying for next year, I think we need to have a

2:16:30 concerted effort among all these associations,

2:16:32 all these organizations to have that be something that’s on

2:16:36 their list every year.

2:16:37 Because I didn’t see it even listed other than the one I

2:16:40 mentioned for the Greater Florida Consortium, it’s not even on

2:16:43 anybody else’s radar.

2:16:44 And there’s no way we’re going to be able to be competitive

2:16:48 unless we get that increased.

2:16:50 So anyways, that being said, I’d like to make it one of our

2:16:52 priorities that we move to increase funding for experienced

2:16:57 teachers mid

2:16:57 and however that should be worded, but our most experienced

2:17:03 teachers mid-career on.

2:17:05 Because obviously teacher salaries at the beginning are fine and

2:17:08 there’s been adjustments and that’s all good,

2:17:10 but we need to get additional funding for our experienced

2:17:14 teachers.

2:17:15 So I have a question as to how we want to go about this.

2:17:21 So there’s a couple ways that have gone back and forth.

2:17:26 So the way that we got the teacher minimum salary increase was

2:17:30 the state mandate, get up to 47.5

2:17:33 and then here’s this funding and keep going, but there were all

2:17:36 these strings that made it really complicated in those years

2:17:38 and then we had this compression that happened, which I think

2:17:41 you’re trying to solve.

2:17:42 But when the state continues to increase that funding, which the

2:17:47 governor has proposed and the legislature has passed,

2:17:49 it’s in a special category and it’s fewer rules over the last

2:17:54 few years, but it’s a lot of times tied to rules,

2:17:57 rather than doing an increase to the base student allocation,

2:18:01 which is increased funding for school districts,

2:18:04 like just broadly, which gives us the flexibility to actually

2:18:07 hammer it out with our own marketing units

2:18:10 and so we can come up with the best solutions that are right for

2:18:14 the teachers in Brevard.

2:18:15 And as that flexibility has increased, we have been able to take

2:18:19 care, we’ve had some initiatives with negotiations with VFT

2:18:22 to be able to fix some of those, in our own county, those mid-level

2:18:27 teachers with different initiatives.

2:18:30 But the reason why I would kind of lean towards doing, like just

2:18:33 a general, we want to see this percentage increase

2:18:36 because that doesn’t just give us funding for teacher salary

2:18:39 initiatives, but also for our other critical support staff.

2:18:44 And if we get it specifically in the TSIA, which is a teacher

2:18:49 salary increase allocation,

2:18:51 then it goes back to all the rules that are tied to that.

2:18:55 So we can do one way or another, but it would probably be good

2:18:59 for us to decide how do we want to ask for that increase in

2:19:02 funding.

2:19:02 Do we want to say, hey, I know that, notice that the consortium

2:19:07 has asked for at least a 5% increase in the base student

2:19:11 allocation.

2:19:11 I can’t remember if FSBA, yeah, FSBA has at least a 5% increase

2:19:15 in the state, in the base student allocation.

2:19:18 My apologies, I didn’t see that part.

2:19:20 Yeah, yeah, no, no, that wasn’t on ours, that was on the FSBA,

2:19:23 it was on page two.

2:19:24 When we added the hurricane stuff, because of storms this year,

2:19:26 it bumped it.

2:19:27 We have a two-page platform instead of a one-page platform.

2:19:30 So we might, we want to do one way or the other.

2:19:34 My recommendation would be to make it as part of the base

2:19:37 student allocation,

2:19:38 because that gives us the most flexibility to address salaries

2:19:42 and pay for a broad variety of employees where we have needs.

2:19:49 I wouldn’t oppose to that.

2:19:50 I defer to you guys because you are more experienced in that

2:19:53 area than I am.

2:19:54 I just know the overall objective, I think we need to have more

2:19:57 ability to increase pay for our experienced teachers and our

2:20:00 staff.

2:20:01 So can I just weigh in on just this conversation a little bit on

2:20:04 one train of thought versus the other?

2:20:07 The TSIA, when we increase that, that says we are giving this

2:20:12 money to our teachers, right?

2:20:14 So there’s some security from the legislation standpoint of this

2:20:17 is actually going to go into our teachers’ hands.

2:20:20 When we increase the base student allocation, that gives the

2:20:23 district, as you said, the flexibility.

2:20:25 And I think one of the things, and this is no disrespect to

2:20:28 anybody here or anybody in any school district,

2:20:31 the increase in administration, the increase in some of the

2:20:34 things that the legislation, I think, feels frustrated with on,

2:20:37 hey, we’re giving you guys funding or we’re giving you plenty of

2:20:39 money, but you guys are spending it on other things.

2:20:42 So I think they would be more inclined to say yes to the other.

2:20:47 That’s just my personal opinion. And it also sends a message

2:20:51 that this is where we are putting these dollars.

2:20:52 We are not saying we want more money and then we’re going to do

2:20:54 something else with it.

2:20:55 We’re saying, yes, we would like more funding and we want it to

2:20:58 go here because this is what we’re doing with it.

2:21:00 Well, I’ve heard that argument in a legislator’s office before.

2:21:04 I think that particular legislator, I think sometimes misses the

2:21:07 point that it’s not just salaries that go up.

2:21:10 Everything goes up, just like our gas and electric bills and

2:21:13 groceries have gone up.

2:21:15 So our gas and electric bills and groceries go up, too. So I

2:21:17 hear you.

2:21:19 I mean, we can do both ends. Hey, increase student allocation

2:21:23 and we support an increase to the TSIA so that with the with

2:21:27 maximum flexibility.

2:21:29 That’s the key to that. The maximum flexibility to the increase

2:21:32 in TSIA, because otherwise those first rules especially were

2:21:36 super restrictive.

2:21:37 And that’s what caused the terrible compression.

2:21:39 Well, and then maybe even say something to that effect to

2:21:42 address wage compression, because then that we can clearly show,

2:21:45 hey, we’ve given XYZ dollars to our teachers that have been here

2:21:48 for this many years versus that many years.

2:21:49 And, you know, if we ever were to be audited on it, we could

2:21:52 show how you’ve done that.

2:21:53 So I’m curious what legislator said that to you, because that’s

2:21:55 I’ve not heard that from anybody, but that’s just my thoughts of

2:21:58 it.

2:21:58 So I’ll tell you later. OK, Mr. Chair. Yes, sir. I just this is

2:22:03 a sidebar to this discussion.

2:22:04 I’m just curious, do we currently pay for experienced teachers

2:22:07 to come from out of state?

2:22:09 Do we give them years of credit as far as not be not years in

2:22:11 retirement, but do we give them years of experience?

2:22:14 We do not. We do not, except for with the millage.

2:22:18 So you come in because of we of us having to address the

2:22:21 terrible compression.

2:22:23 If you’re coming in as a brand new teacher with, I think, up to

2:22:26 20 years of experience, you’re getting that right.

2:22:30 Am I not your head, Ryan, if I’m correct? You’re starting at our

2:22:34 base pay, which is fifty thousand four hundred.

2:22:37 However, we do with the millage recognize teaching experience.

2:22:41 We wrote that into the MOU before we passed the millage that all

2:22:46 of your teaching experience from charter, private, out of state,

2:22:50 whatever.

2:22:50 As long as you document it, you can come in and you will get if

2:22:53 you’ve you’ve been teaching for 20 years,

2:22:55 you will get the biggest millage supplement to go with your to

2:22:58 try to address that issue.

2:23:00 Does it address it enough?

2:23:02 If if you’re I don’t know what the amount is for this year, but

2:23:06 it’s like seven that the millage supplement for our highest

2:23:08 teachers is like seven thousand dollars.

2:23:10 Is that a local? Is that our district alone or is that are we?

2:23:14 So the millage is our district alone, but also not bringing in

2:23:17 your years of experience is our district alone.

2:23:20 That’s a negotiation with the BFT. That’s that would have to

2:23:24 change.

2:23:25 And I’m preaching to the choir. But to me, that’s I mean, we’re

2:23:28 trying to bring in experienced teachers.

2:23:30 We’re the fastest growing state in the nation. And we cannot

2:23:34 keep up with.

2:23:36 We can’t just keep on bringing in experienced teachers and we

2:23:39 need a combination of both.

2:23:40 And being able to recruit some of the some of the best and

2:23:42 brightest from other states would be huge, especially if we can

2:23:45 get the pay up.

2:23:46 So it’s to me, that should be a priority as well. So we

2:23:50 negotiated we can negotiate that.

2:23:52 I think part of the conversation that’s always been a stickler

2:23:56 of mine is that we have to if you come in, you don’t get those

2:23:59 years of experience until you’re 20.

2:24:01 And the millage does offset it. But it is something I think we

2:24:04 can do a better job when we come together during the next

2:24:07 budgetary system.

2:24:08 I want to tell you a quick story. You know, during covid, there

2:24:12 was a bunch of upset Canadian teachers that wanted to come here.

2:24:15 So I’ve somehow found 400 teachers in Canada that were part of

2:24:19 this group that had just said that they would come to the United

2:24:23 States because they had shut down all the schools.

2:24:25 People had gotten upset with the way it was. And the one thing

2:24:28 that they got held back on was is they couldn’t figure out how

2:24:31 to come here and make enough.

2:24:33 And these were masters in their craft and everything else. And

2:24:36 it was incredible.

2:24:38 And I remember that some of them were still willing to come, but

2:24:42 the majority of them held back because of that. So you’re 100

2:24:45 percent right when you make that argument, Mr. Thomas.

2:24:46 I agree with you on the base talent student allocation, but I

2:24:48 wanted to say this.

2:24:49 What what Miss Wright says is resonates up in Tallahassee,

2:24:53 because I’ve talked to a lot of legislators that come from that

2:24:57 are ex legislators and they say we give all this money.

2:25:00 We know we give this money to the school districts, but it never

2:25:03 gets to the hands of the teachers.

2:25:05 Right. And in some cases, not like Brevard, that does happen,

2:25:08 unfortunately.

2:25:09 So we need to educate them about how we do it and how we show

2:25:13 things so that they can see the differences.

2:25:16 So like there’s opportunity to say, well, we heard about this

2:25:19 audit or this thing or this waste over here.

2:25:22 And that’s what they point out. That’s not us. And that’s why we

2:25:25 should be a stronger.

2:25:26 So if you wanted to add something along that lines, if you want

2:25:29 to meet with Dr. Endell, Dr. Endell, I would I would mention to

2:25:33 the certified pre-K thing is a really good explanation of what

2:25:37 even I presented for four years ago inside the legislature.

2:25:41 But it was copied and pasted. Just just I mean, John gave me

2:25:44 credit.

2:25:44 Mr. Thomas gave me credit. But this remember, this is a

2:25:46 conversation that we all had in August.

2:25:48 I just recorded it and then I added certified. You might be able

2:25:52 to just say cut half that off and add something about the base

2:25:55 student allocation funding directly.

2:25:58 Well, we might we might make it two page and make it more of

2:26:01 like a flyer.

2:26:02 So either way, and if we can put it on our radar, just a

2:26:05 discussion when it comes time to make recommendations next year

2:26:09 for these consortiums, that would be love to be able to get them

2:26:14 on board.

2:26:15 I just don’t think anything’s going to happen unless it’s an

2:26:17 overwhelming mandate from all the school districts.

2:26:20 I asked when I was chair to have all the consortium heads meet

2:26:24 and hone out so that when the legislators get the greater

2:26:28 Florida consortium and all that, just three tops, like three top

2:26:32 issues that each one of them have.

2:26:34 Like I understand the greater Florida consortium, if you look at

2:26:36 the way it is, it’s all the coastal counties. It’s amazing for

2:26:39 us to be a part of that.

2:26:40 But the guys up in the panhandle aren’t going to be the same. So

2:26:42 what my argument was is we’re all feeling the same thing.

2:26:45 Let’s get three tops. And I couldn’t get there when you’re 100

2:26:49 percent having a five page.

2:26:51 Right. It’s probably not helpful either.

2:26:54 Good luck for Mr. Say, like when FSB draft there. So like we got

2:26:57 to get it down to one page.

2:26:58 We had it down to one page and then there were the hurricanes

2:27:00 and they’re like, well, we can’t have a hurricane year and not

2:27:03 ask for the hurricane flexibility, even though it’s smaller font.

2:27:06 Yeah. Wider. No one appreciates. I got this one down pretty

2:27:12 small.

2:27:12 So clarifying. So if we can clarify for Dr. Rendell, we’re going

2:27:18 are we asking saying we as a board, we’re in support of an

2:27:21 increase to the base student allocation, but also to an increase

2:27:25 in TSIA with maximum flexibility.

2:27:28 So I wrote down two bullet points, one to cut and paste, copy

2:27:32 whatever the five percent PSA asked that is in several of the

2:27:36 platforms.

2:27:37 But the other one was to increase the TSIA and allow flexibility

2:27:40 to use the funds to address wage compression.

2:27:42 So I’ll work on the perfect. I’m making that look smarter.

2:27:46 But I want to put them both in there separately that way,

2:27:50 because, you know, most of the other ones have the increase to

2:27:53 five percent in the BSA,

2:27:54 which I agree is kind of a bigger lift than when you say

2:27:57 targeted money towards teacher salaries or you know, that might

2:28:01 get through easier.

2:28:02 And when you guys when we’re talking in Tallahassee or we might

2:28:05 be mentioning anything about the pre-K, the education committees

2:28:08 are well aware of each one of them.

2:28:10 They’ve actually looked at it. They’re the ones that asked for

2:28:12 the report because they know that the 90 percent of it, but they’re

2:28:16 afraid there are other things that they’re going to miss.

2:28:18 So just so you know, staff’s behind this also. So that’s all. Dr.

2:28:22 Rendell, do you have anything else?

2:28:24 I’m good. I’ve got direction.

2:28:25 Any other board members need anything else?

2:28:27 Oh, I do. And I apologize, board, for not catching this earlier.

2:28:31 But as I was we’re getting ready for the annual Children’s

2:28:35 Hunger Project Love a Kid Luncheon and it is on the day of our

2:28:39 next meeting.

2:28:40 And I didn’t catch it when we moved our meetings, our workshops

2:28:43 to start at one.

2:28:44 So, you know, it’s it’s down the street and it starts at noon,

2:28:47 but like it ends at one. And I have big responsibilities that

2:28:50 day.

2:28:51 So I was wondering if on the 11th we could start our workshop

2:28:54 just a little bit later just to give me because I obviously am

2:28:57 going to invite all of you and I want you to be there with your

2:29:00 pocketbooks along with you, please.

2:29:03 But but just want to make sure that I have time to get from that

2:29:06 we all have time to get from there to here and have a little

2:29:10 flexibility.

2:29:11 I don’t know what you have on the agenda for the next workshop,

2:29:13 but you think we could move it back and not hurt our time?

2:29:15 We can definitely do it.

2:29:17 We just didn’t. Then the board will have to be conscious of the

2:29:19 time as we go through. But, you know, like I mentioned earlier,

2:29:23 we’re going to have, you know, food in between so we can push

2:29:26 all the way to like four thirty.

2:29:28 So, OK, so can we start like one thirty or two? Either one?

2:29:31 I think if you said two o’clock, you’re safer. That’s that’s,

2:29:35 you know, I wouldn’t want to say one thirty and have us all

2:29:37 getting car accidents trying to get here.

2:29:39 Where is it? I hope not. It’s right around St. John’s. Right. It’s

2:29:42 the church right around the corner, right?

2:29:43 Yeah. OK. Yeah. Yeah. It’s not very far.

2:29:45 Ms. Campbell, are you going to sing this here again?

2:29:47 I am not, but we are going to have some really special

2:29:49 entertainment from a couple of our elementary schools.

2:29:52 So I’ll be you’ll be getting your invitation.

2:29:54 Well, that’s a bummer. I am I advocate for you singing any time

2:29:57 because you have a beautiful voice.

2:29:59 What about Dr. Rendell?

2:30:00 No, I haven’t heard either of you, actually.

2:30:03 So maybe one thirty because, I mean, we can’t start without us.

2:30:06 So if it’s one thirty, if we show up one thirty five, it’s OK.

2:30:10 So one thirty. We’re good. You think that’s enough? Yeah.

2:30:13 I mean, I that is I will tell him I can’t stay and help tear

2:30:17 down.

2:30:18 So we’ve got lots of volunteers. So I think we’re good. We

2:30:20 definitely it will be over by one.

2:30:22 Well, in good nature of disrespecting, because obviously our

2:30:24 chair is not here right now.

2:30:25 He’s had another obligation he had to be at for the board, but

2:30:28 to run it by him, make sure he’s OK with that.

2:30:30 I don’t think he has an I don’t know if he has anything that he’s

2:30:32 planning for that day or if you guys discuss that.

2:30:34 I know what he should be doing from eleven thirty one. One

2:30:38 thirty p.m. on the 11th.

2:30:40 OK. All right. Thank you. Thank you. All right. Nobody else.

2:30:45 This meeting is adjourned.

2:31:04 You.