Updates on the Fight for Quality Public Education in Brevard County, FL
11:44 ♪
12:14 Good afternoon. The February 11th, 2025 work session is now in
12:18 order. Paul, roll call please.
12:20 Mr. Trent? Here. Mr. Susan? Here. Ms. Wright? Here. Mr. Thomas?
12:24 Here. Ms. Campbell? Here.
12:26 Dr. Endell, can you address the board with ROA? Please stand for
12:28 the Pledge of Allegiance.
12:37 I pledge allegiance to the flag of the United States of America,
12:41 and to the Republic for which it stands, one nation, under God,
12:46 indivisible, with liberty and justice for all.
12:54 Dr. Endell, can you address the board with the items on the
12:55 agenda for today?
12:58 Thank you, Mr. Chair. We have four different topics we’re going
13:00 to cover in this afternoon’s work session.
13:03 The first is we’re going to take a look at our current strategic
13:06 plan,
13:08 and we’re going to look at some student performance data for PM2,
13:12 and compare our results this year with last year.
13:15 Then we’re going to have a presentation on the project for the
13:18 separate day school,
13:20 and then finally we’ll dive into some policy review, which
13:24 everybody I’m sure is excited about.
13:27 But the first presentation is we’re going to take a little
13:30 deeper dive into the strategic plan.
13:33 So we recently revised our five-year strategic plan, so we’re
13:38 launching a new five-year strategic plan.
13:42 And the strategic plan is supposed to be kind of our guiding
13:45 document,
13:46 kind of our roadmap, our plan about how we’re going to go about
13:49 doing our work.
13:51 And sometimes when organizations create a strategic plan, it’s
13:54 more like a notebook that goes on a shelf,
13:57 and it’s not really revisited until the five years later when it’s
14:00 supposed to be done kind of thing.
14:03 And we don’t want that. We want the strategic plan to be kind of
14:06 a living, breathing document.
14:08 It guides our work, but it’s also supposed to be really about
14:12 what we do.
14:13 Like the plan itself is supposed to be about what we do and what
14:15 we’re supposed to be about.
14:17 So we want to make sure everybody stays acquainted with the plan,
14:21 not just when we create the plan.
14:23 So we’re going to take some time at each of the next four months
14:28 to take a dive into one of the four goal areas.
14:30 There are four goal areas in the strategic plan.
14:33 So we’re going to share that information with you in the
14:36 workshop, but we’re also sharing it with our leadership team
14:40 each month as well.
14:41 We want to make sure that everybody sees the different
14:44 components of the strategic plan but also sees their role in it
14:48 and how they can contribute to the success of the district by
14:51 working through the strategic plan.
14:53 So today we’re going to look at goal area one, which is academic
14:57 excellence.
14:58 Everybody knows that the goal of the school district is to
15:00 educate and care for the children in our community,
15:02 so academic excellence should be probably the first goal.
15:06 But we’re going to dive kind of deep into that and see what that
15:10 looks like.
15:11 And one of the things I want everybody to pay attention to, not
15:14 just the board members but any members of the viewing public,
15:16 are the goals that we’ve established to measure our progress in
15:21 each of the goal areas.
15:23 These objectives and goals are pretty ambitious, but they’re
15:26 also things we should be striving for.
15:29 So Cynthia Ran is going to lead us through our discussions of
15:33 the strategic plan goal areas each time when we meet for this.
15:37 And Cynthia is really kind of the godmother of the strategic
15:40 plan or the driving force behind the strategic plan,
15:45 especially when she’s asking different departments to complete
15:49 their sections of the strategic plan work.
15:53 So she deserves a lot of credit for this incredible plan.
15:57 Everybody had a piece in it, no doubt, but Cynthia definitely
16:00 has been the driving force.
16:02 So we really appreciate all the hard work that she’s done.
16:04 So I’m going to turn it over to her.
16:06 And then as we go through the sections today of goal area one,
16:09 some different people are going to be presenting.
16:11 I’m going to turn it over to Cynthia now.
16:14 Thank you, Dr. Rendell.
16:16 And thank you, board chair and board members.
16:19 I’m glad to be back at the table for the chance to dive into the
16:23 details of our 2025 2030 strategic plan grounded in learning,
16:28 aiming for the stars.
16:30 As Dr. Rendell said, as part of our ongoing efforts to achieve
16:34 the objectives outlined in our new five year plan,
16:38 we’ll be diving deeper into each of the four goals in the
16:40 upcoming months during some board meetings and during some
16:44 leadership team meetings.
16:46 While we provided you with a high level overview of our goals
16:49 during the January strategic plan meeting,
16:53 this review process will give each goal team the opportunity to
16:57 present their individual objectives,
17:00 the strategies in place to achieve them and how they plan to
17:03 measure progress with performance indicators and metrics.
17:08 These meetings are vital as they allow the district team, the
17:12 board and school principals to align on the details of each goal,
17:17 understand the action plans and ensure we remain accountable and
17:21 on track toward achieving our shared vision and long term
17:26 objectives.
17:30 As you may remember, our new five year plan focuses on four
17:34 goals to ensure student success, academic excellence,
17:38 exceptional workforce, community connection and operational
17:41 efficiency.
17:43 Achieving these goals requires collaboration at every level of
17:47 our district from strengthening early literacy to enhancing
17:51 middle and high school opportunities and building an exceptional
17:55 workforce.
17:56 We’re committed to continuous improvement. Our operational
18:00 decisions, whether improving classrooms,
18:03 advancing technology or ensuring safe student transportation,
18:08 are all aimed at supporting student success.
18:13 At today’s work session, we’ll focus on academic excellence to
18:18 provide every student with a learning experience that empowers
18:22 them to improve academic skills and prepare for post-secondary
18:27 success.
18:29 The goal of academic excellence is supported by five key
18:40 objectives. So we’re going to move right into objective one. I’ll
18:44 hand it over to Ms. Harris and Mr. Remer and their team who will
18:44 explain the why and how behind their efforts in objectives one,
18:44 two and three,
18:45 followed by Ms. Dampier and team who will explain the why and
18:48 how behind objective four. And finally, Mr. Remer will wrap up
18:52 with an explanation on objective five.
18:57 Ms. Harris?
19:02 So as you can you hear me? Okay.
19:06 As you see in front of us, our main objective here is that all
19:10 of our schools in Brevard will be an A or a B.
19:13 So that is, as Dr. Rendell mentioned, we set some ambitious
19:17 goals, but we very much believe that we have all the right
19:21 pieces.
19:22 We just need to put the puzzle and that that is attainable.
19:25 In order to do that, we have to increase student proficiency.
19:30 And in doing that, we want to continue to work under strategy
19:33 number one, you will see the focus on the instructional
19:36 experience for students.
19:38 And we believe that we can improve student outcomes by providing
19:42 professional development that is grounded in the state
19:46 benchmarks
19:47 and that students have utilization and instruction with aligned
19:52 instructional resources.
19:55 So that would be in all instructional areas, reading, math,
19:57 science and social studies, considering our core content areas.
20:02 And so strategy number one is to ensure all students have access
20:05 to aligned instructional materials
20:08 and that teachers appropriately know how to utilize them in
20:11 order to teach the state benchmarks.
20:14 Something I like to remind everyone, anyone in the audience is
20:18 you can have the best instructional materials that are aligned
20:20 to state benchmarks,
20:22 but it’s how do we leverage them? Are we appropriately utilizing
20:25 them?
20:26 And then additionally, it is not the curriculum that is the game
20:29 changer for students.
20:31 That’s a piece of the puzzle.
20:33 But we really want to enhance on that our curriculum and the
20:36 what we teach is are those state adopted benchmarks?
20:40 So we have the resources.
20:42 So the perfect puzzle is preparing teachers for appropriate use,
20:47 making sure that our student tasks are aligned to those
20:50 benchmarks,
20:51 and that combination will improve student outcomes.
20:55 And so we know that if our ELA, science and social studies all
20:59 improve,
21:00 that will directly assist us in improving our percentage of
21:04 points towards school grade of all being an A or a B.
21:08 Now I’ll turn it over to Mr. Raymer for strategy two.
21:11 So strategy two is based on the cohort graduation rate for each
21:15 of our high schools with the goal of 95 percent or more as the
21:20 graduation rate whenever we compile those schools altogether.
21:24 So currently we are working through a systems manual identifying
21:28 best practices for schools to follow when tracking their cohort
21:32 to ensure that all students are giving every opportunity to be
21:35 successful within their school and then to graduate.
21:38 I have impressed upon our principals and the school leadership
21:42 directors how important the diploma is as the gateway to
21:45 students post-secondary success
21:47 and allow them to open doors for their passion and their purpose
21:50 as they exit our doors and then go into that next stage of post-secondary
21:55 life.
21:56 So Lena Weibel is director in school leadership that is
21:58 overseeing this process.
22:00 And we’ve been working with principals for roughly six months to
22:03 six to eight months now on this conversation.
22:06 As we went through last year and then into this year, currently
22:09 our graduation rate is 90 percent as a district.
22:13 When you look at our BPS schools that are the 16 schools that we
22:18 track outside of charter, it’s 91 to 92 percent.
22:23 So we are continuing to expand our discussions to some of our
22:26 charter schools to make sure that they have the right strategies
22:30 or the strategies that we’re putting in place in order to track
22:34 and monitor students in their cohort.
22:37 And the graduation rate, once again, with the goal of 95 percent
22:42 being the average graduation rate across BPS.
22:46 And now we move to our third strategy and this is very much a
22:50 collaboration across departments here at the district level.
22:55 And this is our data com.
22:57 So in speaking to principals, this has been a newer experience
23:01 for our schools.
23:02 But we just came off of in January meeting with each principal,
23:07 Dr. Rendell and the three of us, as well as our teams, really
23:11 diving into data school by school and having principals present.
23:15 What is your plan? And so doing this twice a year, we did it at
23:18 the beginning of the year with each school leader.
23:21 And that’s where, you know, they looked at their PM1 data
23:23 beginning of the year, all of their data set and then made
23:26 decisions and planning.
23:28 We did it again in January after PM2 to say, OK, now what?
23:32 So you have now two data sets. The purpose of FAST was to make
23:36 instructional decisions.
23:38 And so in January, principals came in and described, you know,
23:43 here is my plan utilizing data to impact the student experience
23:48 on PM3.
23:49 The outcome metric, we hope to start aligning all the pieces of
23:53 the puzzle.
23:55 So we hope to start aligning the school improvement plans, which
23:59 each school does, with the everyday practice on the campus with
24:03 our strategic plan,
24:05 because then we’re paddling in the same direction and that will
24:09 make clarity for all of the adults, but also clarity for the
24:13 students.
24:14 Here’s the focus. Here’s what we’re working on at the classroom
24:16 level, but then at the school level and here at ESF that we’re
24:20 all speaking the same language.
24:22 We know what our goals are and how we plan to get there.
24:25 And so you will see the metric is connected to that school
24:28 improvement plan.
24:30 We don’t want schools to think I’m writing a school improvement
24:33 plan to go on the shelf, but very much I’m writing it so that we
24:36 can meet the goals that the district has set and that we all
24:41 play a piece in that.
24:43 And so really connecting the effectiveness of the data com
24:46 process with principals based on that school improvement plan
24:51 and how we’re paddling together.
24:53 Mr. Chairman, can I stop to ask a question real fast?
24:56 So as you’re going through these meetings and you’re meeting
24:58 with the principals, it sounds like twice a year.
25:00 Is there an end of the year meeting that’s going to take place
25:05 as well?
25:07 We would hope that perhaps by invitation some schools will come
25:11 in, perhaps right before that PM3,
25:15 because we have our school leadership directors that serve as
25:17 principal supervisors,
25:19 so their boots on the ground collecting information through
25:22 their walkthroughs.
25:24 And then our CNI team are in schools as well.
25:28 And so we have a pulse on who needs more support.
25:31 So if we have by invitation only, as we’ve talked about, having
25:36 schools of concern come in and share,
25:39 okay, here’s where we’re at and here’s, you know, a couple of
25:43 weeks before that PM3, do we need to modify anything?
25:47 And is this information going to be presented to the board at
25:50 the end of the year possibly just so that we can track this as
25:52 well?
25:53 We will be, all of the metrics, we will be updating.
25:59 Ms. Ran has a very sophisticated Smartsheet that we have all
26:02 become very in tuned with,
26:04 and so we will be able to share those performance metrics to
26:07 include the increase of schools meeting their school improvement
26:10 plan goals.
26:11 Okay, for me as a board member, I’m just asking this personally,
26:15 but I would like to see the PM1, PM2 data that you guys are
26:17 seeing just so that we can track it as well.
26:20 And then possibly even considering bringing in, you know, the
26:24 principals are a part of this,
26:25 the teachers are a huge part of this too, right?
26:28 So figuring out where is the breakdown coming and how can we
26:30 continually improve this I think is very important.
26:33 So I would love to see that data.
26:35 I don’t know if the whole entire board wants to see it, but I
26:36 would love to.
26:37 So if I can meet with you one-on-one about that.
26:39 Are you talking about besides, because we do get the data
26:41 presentations.
26:42 I’m talking about the data specific to each school.
26:45 Yeah, I mean really kind of honing in on each school, where they’re
26:48 at, what the improvement is or not, and what is the plan.
26:52 I would like to see that just so that we know.
26:55 So all schools, we talked about end of the year, all schools
26:58 around that time once we get PM3 data,
27:00 then it’s time for the Ascend Conference and we’re doing that
27:02 again.
27:03 It’s time to build the improvement plan.
27:05 So that’s kind of in place of, except for the ones that have the
27:09 invitation, that data com meeting, right?
27:13 Because then they’re analyzing to build the plan for the next
27:16 year, right?
27:17 Correct, and to your point, is part of that Ascend experience
27:21 includes reflecting on the previous year.
27:24 What goals did we meet, what did we not meet, and why, so that
27:28 we can create the plan moving forward.
27:34 Okay, any additional questions on Objective 1?
27:38 Okay, let’s move on to A2.
27:41 Okay, so within the strategies under A2, you will see this is
27:46 all about increasing acceleration opportunities for students in
27:49 our middle and high schools.
27:51 And so Strategy 1 that you will see, this is heavily grounded in
27:56 ensuring that students are in the appropriate courses utilizing
28:00 data.
28:01 So I want to be clear that this doesn’t mean that every student
28:05 goes into every acceleration course.
28:08 What this is is utilizing data so that we are ensuring all
28:12 students have access.
28:14 And when you look at this strategy, you will see everything from
28:18 our Algebra 1 to Dual Enrollment Opportunities, IB.
28:23 We have a lot of acceleration opportunities to include CTE
28:26 courses.
28:27 And so it’s really creating a system at the school level to
28:30 ensure that all students have an acceleration opportunity within
28:34 all of those opportunities.
28:36 This is not saying a student needs to be in all of those
28:39 opportunities,
28:40 but making sure that we are doing strategic scheduling to ensure
28:45 if a student has not had an opportunity for acceleration,
28:48 that we are providing that opportunity for students.
28:51 I can tell you this is working not only with school leadership,
28:55 but we’re working with CTE, Miss Vega and Miss Rutledge,
28:58 we’re working closely together to ensure that we’re having as
29:01 many opportunities for students to meet this.
29:05 Not only to consider that component of school grade that speaks
29:09 to college and career acceleration,
29:12 but also to ensure if a student has a pathway for post-secondary
29:17 success, be it college or career,
29:20 that we are providing them that pathway that’s going to gear
29:24 towards the student’s desired outcome post-secondary.
29:28 For number two, this is something that we continue to work on is
29:32 knowing that our students in sixth grade,
29:36 and I know we’ve had this conversation with the board before,
29:39 because we have sixth grade at our elementary schools, that
29:43 advanced course and those acceleration benchmarks are not
29:47 embedded into our sixth grade math.
29:49 And so really creating opportunities for the pathway, should a
29:54 student be enrolled in seventh grade algebra, that we provide an
29:58 experience for them between sixth and seventh grade.
30:01 Last year was our first year doing it. We utilized Edgenuity.
30:05 Our team continues to look at what the best platform is to
30:09 provide that for students to ensure that if a student is taking
30:13 it in seventh grade,
30:15 that we’re not putting them in that seventh grade course knowing
30:18 that they have not mastered the prerequisite standards.
30:22 This also begins the conversation of all students do not need to
30:26 be in algebra in the seventh grade.
30:29 Sometimes, you know, for our stakeholders out there, it’s
30:31 important that we make decisions on the data of your child and
30:35 that it’s not a one-size-fits-all.
30:38 Oftentimes, students or families are concerned if I don’t take
30:42 algebra in seventh grade, I’m behind, or that I can’t get the
30:45 advanced math coursework in place before I graduate.
30:48 And so we want to just educate and open doors of the different
30:53 ways for seventh grade or algebra one success.
30:58 If you look at number three, this speaks to really making sure
31:04 that our students that are – our teachers that are instructing
31:08 in our CTE courses
31:08 have had a lot of professional development in what that industry
31:12 cert will require at the end.
31:14 That is something that, you know, our students are in a course,
31:18 and we want to ensure that the content they are receiving within
31:21 that course,
31:22 that teachers feel prepared for appropriate instruction to
31:26 maximize the pass rates for students.
31:30 And again, we want to grow our teachers so that we can change
31:34 student outcomes.
31:36 When we look at number four, this is Dr. Mayer, as you know,
31:39 runs our school choice department, and we want BPS to be the
31:43 preferred choice.
31:45 And what we have found is a lot of data that when – for
31:48 students that are exercising their opportunity at choice,
31:52 their graduation rates are elevated and their performance is
31:56 elevated,
31:57 and we want to make sure that we continue to communicate the
32:00 opportunities for choice,
32:02 that you can do it by course or a program or the location.
32:07 And this is how we’re going to measure the are we continuing to
32:10 grow choice opportunities.
32:13 Mr. Chair? I just want to interrupt you because I have two
32:17 questions.
32:18 One is regarding S1. Is there – could you maybe elaborate on
32:22 how – or if we are coordinating,
32:26 collaborating with industry to make sure that the classes that
32:28 we’re offering in CTE are in alignment with what the community
32:31 needs?
32:32 Yes, I will be happy to elaborate on that, and we’ll go into a
32:36 deeper dive in, I believe, the very next work session.
32:40 Just kind of at a surface level, we – when Ms. Rutledge, if we’re
32:44 creating a program or looking to enhance,
32:47 there are ongoing industry partners.
32:50 The best example I can give you is I sat in a meeting where we
32:53 had Mr. Johnson, one of our content specialists,
32:57 he brought in the service industry for auto repair centers.
33:03 A lot of them were from dealerships with our auto teachers.
33:07 And one evening we got in the room together and basically the
33:09 industry was able to say,
33:11 here’s what we need and here’s what we don’t need.
33:13 And it wasn’t always like, you know, here’s what we need,
33:16 but here’s what our departments are required training of the
33:20 students when we hire them.
33:22 So it was kind of a nice thing for the CTE content specialists
33:26 and the teachers to hear,
33:27 you’re busy prepping them with these skills, but we don’t – we
33:30 will train them on that.
33:32 Here’s what we need them to come in knowing.
33:35 And so that relationship between the private industry at the car
33:38 dealership service centers,
33:40 their managers, and our teachers, it was great dialogue to say,
33:45 you know,
33:45 here’s how we can refine instruction.
33:47 And I know that’s just one example of one CTE program, but we
33:50 have that in all of our CTE programs.
33:52 We have industry partners that basically help inform us as far
33:57 as here’s what the program needs to do for students,
34:00 but also at the level of industry certifications.
34:03 Here’s what will help me if students come out with this.
34:06 We don’t want to be spinning our wheels in this area that’s
34:08 really not what the workforce needs.
34:11 And so that auto example is my best example of how we utilize
34:14 the industry partners in that.
34:17 And just a suggestion on that.
34:19 If we can collaborate with EDC and see what – you know, get
34:23 their input as well moving forward,
34:25 because they’re the ones talking to the companies that are
34:27 coming to the area as well
34:28 and gives us a little projection on what might be needed in the
34:31 future.
34:32 And then just on S3, the part about getting – I know it’s
34:36 mainly for middle school, I believe,
34:38 but it was – I’m just curious, is there any kind of talk about
34:42 how to give credit, for instance,
34:45 for three years of – I know this is a little sidebar, but is
34:48 there a chance of somebody getting credit,
34:50 a student getting credit for taking an electronics class for
34:54 three years, for instance,
34:56 getting a year off of their licensing credit for a local
34:59 electric school,
35:00 or being able to clip at the end to be able to walk in so they
35:03 don’t –
35:03 they’re not just getting a piece of paper that says they took
35:05 the class,
35:06 they’re actually getting it just like you would get college
35:08 credit going to college while you’re in high school.
35:11 Maybe you could use these classes to eliminate some of the high
35:13 school – or some of the licensing requirements.
35:16 We absolutely do that currently, and we’re continuing to grow in
35:19 that.
35:20 I know Ms. Rutledge, I think, is back there.
35:23 So we will go into deeper by program of what that looks like.
35:27 But an example that we were just talking about is in our fire
35:30 academy.
35:31 Students leave that, and they have already – Eastern Florida
35:35 will accept that as the first course done.
35:37 And so they come in with something already in their toolbox
35:41 towards their program at Eastern Florida.
35:43 Great. Thank you.
35:45 John, may I ask a quick question?
35:48 Sure.
35:49 Because I think you’re in line with something.
35:50 I think – let me just clarify.
35:52 You’re asking that if, along with the curriculum that we have,
35:55 if we may be able to make it in line with some of the local certifications
36:00 that some of them have,
36:01 so that when they graduate, so they might take three years,
36:04 but they also during that three years can get a certification
36:06 for electrical or something else during that time.
36:09 Is that kind of what you were trying to say?
36:10 Correct.
36:11 Or if it’s a four-year course, when they walk out, they have a
36:13 year of it already taken off.
36:15 They got credit for what they did in college – I mean, in high
36:16 school.
36:17 And what you were saying is it’s linked up with that for fire
36:19 academy.
36:20 I think where he’s talking a lot is in our construction schools.
36:23 They go through each one of those levels,
36:25 and there may be an opportunity to have them qualified ahead of
36:28 time for OSHA.
36:30 So when we did – years ago when we did the BRICS project with
36:33 the home builders and contractors,
36:35 one of the classes that we taught them was – we taught all the
36:39 kids was OSHA.
36:40 Get them their OSHA certs now.
36:42 And I know that that’s part of what we do inside those classes,
36:44 but that would be where I think you’re going.
36:46 That’s one thing, yes.
36:47 I just wanted to kind of go back through it,
36:49 because I think some of the board members would agree with what
36:50 you were saying.
36:51 No, I appreciate your clarification.
36:54 Is that good?
36:56 I think you guys knew what we were talking about, but we didn’t.
36:59 So thank you.
37:00 Thank you.
37:04 Okay, if there’s no more questions for Objective A-2, we’ll move
37:08 on to Objective A-3.
37:11 So Objective A-3 is what we lovingly call the Mighty Moves
37:14 Initiative.
37:16 I think that this is something that we’ve had conversation a
37:19 long time.
37:20 We cannot continue to write strategic plan outcomes beginning in
37:24 third grade.
37:26 And so really what’s happening, VPK to prepare students for
37:30 entry at third grade on grade level.
37:33 And so the strategies you will see here, and this is – yes, the
37:37 plan is coming, you know,
37:39 and it will go through 2030, but this, as you know, began this
37:42 school year
37:43 where all of the professional development is grounded in that
37:45 science of reading.
37:47 We’ve talked a lot, I know, even at board work sessions about
37:52 the importance of those foundational skills.
37:54 And so this professional development will continue on each year
38:00 as we onboard teachers,
38:01 that they will have all of their instructions so they can
38:04 deliver a 90-minute block, VPK,
38:08 all the way through third grade that is grounded in that science
38:10 of reading.
38:11 And so you will see this is one of our most aggressive goals
38:15 because you will see that annually we’re looking for an 8%
38:19 increase.
38:21 That is significant. I just think it’s extremely important that
38:26 we set that at 8%.
38:28 If we are trying to change the district’s ranking and we are
38:31 trying to change preparedness for third grade,
38:35 we have to move at a very rapid rate. So that is a significant
38:39 increase each year,
38:41 but I feel like we are already seeing some momentum in our
38:44 primary grades that we’ll continue to build on.
38:47 We are getting ready to kick off for VPK next year.
38:50 We have the Mighty Moves in place, but they’re going to have
38:52 their own name.
38:53 I’m not going to share it yet because it’s going to be a big
38:55 surprise and roll out like Mighty Moves.
38:57 But I feel like we’re really putting the supports where they’re
39:01 needed prior to that third grade
39:04 instead of always waiting for the third grade issue and trying
39:07 to respond reactively.
39:09 And then strategy number two, I know this is something that we’re
39:14 working side by side with school leadership,
39:16 so I don’t want to steal your thunder, but this is where we’re
39:20 going to plan resources for quality tier one.
39:24 Anita Archer says you cannot intervene out of bad core, and what
39:27 she means by that is if your core instruction has holes,
39:32 you can do all this intervention, but you really need to fix the
39:35 issue.
39:36 And so we’re going to plan quality tier one instruction, and
39:40 then do you want to speak to the metric on that?
39:43 So we have our school leadership directors that are visiting
39:46 schools at least once, if not twice monthly,
39:50 and visiting classrooms, and part of every walk that they have
39:53 on a campus is classroom instructional walks.
39:58 And as they’re doing classroom instructional walks, they’re
40:01 taking stock of the strategies being used in the classroom,
40:04 small group initiatives that are being utilized by the teachers,
40:08 and what other resources are being utilized
40:10 within each of the classrooms that they visit at that due time
40:14 when they’re on the campus.
40:16 So we come together every Friday and break down some of that
40:20 information as we have our weekly meeting
40:23 and talk about what we’re seeing inside of the classrooms and
40:26 how we can get to 100% teacher implementation
40:29 with the aligned instruction and also using some of that small
40:32 group opportunity for students on a daily basis.
40:36 Mr. Chairman, may I ask a question?
40:38 When you guys do the classroom walks, are you picking the
40:41 classrooms or is the principal picking the classrooms that you’re
40:44 walking?
40:45 So it’s a combination.
40:47 Typically, the principal will have the opportunity to take us
40:50 some classrooms that they’re looking for us to go visit,
40:53 and then we would ask to go see – let’s go see third grade, and
40:56 we’d walk through all the third grade classrooms.
40:59 We have several schools doing a mock BSI right now where we go
41:03 into the school and we do instructional walks.
41:06 It’s a larger team and go and walk the campus and then go
41:09 through all fifth grade classrooms
41:12 or all sixth grade classrooms, whatever classroom that may be.
41:15 Obviously, data will help drive which classrooms we may go into.
41:18 If we’re seeing that there’s some data points that really need
41:21 addressed in certain grade levels,
41:23 then the directors will identify that during this visit we’re
41:26 going to go visit each of your four fourth grade classrooms,
41:30 and we’re going to stay in there for 15, 20 minutes to see a
41:32 change, to see if they’re a small group,
41:34 to see what type of strategies are being used.
41:37 So it’s a combination.
41:38 Usually, as the year starts, it’s more led by the principal.
41:42 And then as we get into schools more often, it’s starting to be
41:44 led by data and the director.
41:46 Okay, good. Thank you. I appreciate that.
41:51 Okay. We’ll move on now to Objective A4.
41:57 Good afternoon.
42:00 Objective 4 really is looking at the whole child when we think
42:04 of the student if they’re not in for attendance,
42:06 if their behavioral and emotional state is not solid, or they’re
42:12 having behavior problems,
42:13 then we know that a student cannot adequately learn.
42:16 So the goal here for our team is to provide supports to enhance
42:21 and make sure that our students are receiving these resources.
42:24 Our performance indicator, we really wanted to focus on making
42:27 sure that our students are in attendance
42:30 because when they’re in the seats, we know that’s half the
42:33 battle, but then keeping them in the seats to learn.
42:37 So our goal is to increase the attendance rate from 95 to 97
42:42 percent by the end of 2030.
42:46 And with that, our first strategy is we’re looking at all of our
42:50 populations that we’re responsible for.
42:53 Mrs. Harris, of course, is responsible for the general ed
42:55 setting, but our students are in those general ed settings as
42:58 well.
42:59 So we want to make sure that the supports are in there to ensure
43:02 that they are getting what they need.
43:05 One of the things that we’ve done this year is that we’re
43:08 tracking a resource that we particularly use for our ELL
43:12 students,
43:13 our English Language Learning students, inside the classroom,
43:17 what they should be doing to really get immersed in the language,
43:21 and then really once they get immersed, then they can actually
43:24 go to the next stage of our curriculums for some of our students.
43:27 So we’re monitoring the usage of that resource, and we put that
43:32 in our LTP once a month to make sure supports are in place if
43:37 they’re not using it.
43:38 And if we need to provide professional development inside the
43:42 classroom as well as outside of the classroom utilizing this
43:46 resource, that is available.
43:49 So that goal is to increase our ELL access from 20.7% to 25.7%
43:58 by the end of 2030.
44:02 And that is led by Dr. Baez.
44:06 Strategy number two, of course, is to deliver professional
44:10 development and to ensure our students, our staff, are equipped
44:14 with supports needed for mental health and well-being.
44:18 We really focused a lot on making sure that all of our staff
44:21 have been trained in the youth mental health training.
44:25 Last year, we were at 91%, and every year at the end of the year,
44:30 we sign and Dr. Rendell sends it up to the state.
44:34 The goal is 80% for the state, but we were at 91%, and our goal
44:38 is 100% by the end of 2030.
44:42 So that’s a lot of training and tracking to make sure all of our
44:44 staff that are responsible for being trained to make sure that
44:47 they know the symptoms
44:49 and they can problem-solve and provide supports or get them the
44:53 right supports are in place to ensure that we meet that goal.
44:58 And that’s led by Dr. Jenkins.
45:01 She’s done a lot with youth mental health as well as with
45:04 threats, so they go hand in hand.
45:06 We’re just making sure those resources are there for our
45:09 students.
45:10 Strategy number three is to identify and address bullying and
45:14 harassment in our schools.
45:17 And we pretty much did an overhaul last year, and that work was
45:20 led by Mrs. Cash and Schmidt,
45:22 and we’re continuing to refine our practices and provide
45:26 professional development and resources to make sure that what we’re
45:32 doing is effective.
45:34 And you will notice with a lot of the strategies, we’re doing
45:38 monthly progress monitoring to make sure that things are in
45:42 place,
45:43 whether the resource is being used, whether or not our students
45:46 are being successful and they know what some of our bullying
45:51 practices are.
45:53 We’re monitoring that data to make informed decisions.
45:56 And we’re also making sure that our stakeholders, which could be
45:59 our teachers or our administrators,
46:01 we’re getting feedback on that to find out what additional
46:04 training that they need and how can we support them also in the
46:08 classroom.
46:10 Strategy number four, strengthen the district’s processes for
46:13 initial ESE evaluations to ensure timely compliance.
46:16 This was something we’ve been doing, and this work is led by Dr.
46:19 Fun Tan.
46:20 We were doing it last year, but this year we are really honing
46:24 in and actually sending the reports and talking about who’s out
46:29 of compliance and what supports can we put in place and problem
46:33 solve with you to make sure that we’re in compliance with these
46:36 students getting the resources.
46:37 Because if we’re out of compliance, that means our students are
46:39 not getting the supports and services that they need.
46:42 So we’re constantly monitoring this on a monthly basis to make
46:45 sure that those supports are in place for our students and that
46:49 we’re adhering to the timeline.
46:51 And these are state timelines, so we want to make sure that we’re
46:53 in compliance with that.
46:55 So we’re monitoring that on a monthly basis and working with
46:57 schools.
46:58 And we’re also working with Mr. Ringer’s team and supporting
47:03 that compliance as well.
47:06 Strategy number five is to expand the number of qualified PBS
47:09 mentors in schools to support student success and development.
47:14 And this work is being led by Mr. Poole.
47:17 We know that if students get that additional resource, whether
47:20 it’s an adult or a student, I’m really challenging him to get
47:24 some student mentors because I was one myself when I was in high
47:28 school that can go out and really support our students inside
47:32 the classrooms.
47:33 And then we’re also working with our community members to
47:36 enhance and increase the number of mentors that we have in our
47:40 schools because we know all the support.
47:43 Kids can get that one-on-one support or small group support that
47:46 is going to enhance their knowledge and it’s going to help them
47:50 academically and behaviorally.
47:53 » Mr. Chair, just on that one on the mentors, could you
47:56 elaborate a little bit on what’s your strategy you’re using to
48:00 be able to attract mentors or what you plan to do?
48:04 » We’ve already – we’re putting together a flyer – Mr. Poole
48:09 is putting together a flyer.
48:12 We’re also working with GCR because we want to make sure that we
48:15 get the word out there, especially for our students, because we
48:18 haven’t tapped into that.
48:20 And so that’s one of the main things that we can get with our
48:22 school counselors, our social workers, our administrators, and
48:25 really promote that in our secondary schools so they can find
48:29 out those opportunities that are available because we’ve not
48:31 tapped into that.
48:33 We mainly just did the adults.
48:35 But it’s good for those finding the window of opportunity,
48:38 whether it’s before school or after school, to go in and support.
48:43 So I know he’s working with BIPOC to find opportunities for the
48:47 community to be involved in that work as well.
48:51 But we’ve just started to lay that out.
48:54 » Thank you.
48:57 So that number, the 228 – I don’t even know if my microphone’s
49:02 on today – does that include our Take Stock in Children mentors,
49:08 or is that just people who are mentoring outside of that formal
49:13 program?
49:15 Do you know?
49:17 [ Inaudible ]
49:25 Okay, so we could have more than that just not necessarily
49:28 documented, because I know that’s a number we can get a hold of,
49:32 not only how many mentors, but how many kids are already being
49:35 impacted.
49:36 And I think students have to meet a certain qualification for
49:40 that particular program.
49:43 But, I mean, getting involved in that myself over the last
49:45 couple years, that’s something we want to keep – want to get
49:48 all the avenues open for people.
49:51 And I know they’re always looking for mentors, too, and that’s
49:53 more of a long-term relationship.
49:55 When you get assigned to a student, you’re assigned to them for
49:57 three, four, five years, even just to build those long-term
50:00 relationships.
50:01 But let’s put all of our opportunities, I feel like, in the
50:04 basket for people to choose from.
50:07 And thank you for continuing this, because this was something
50:09 that I pushed early on in the time of the board.
50:12 I know we kind of – we had a website launch that here’s some
50:15 mentor training and here’s some opportunities.
50:18 It was kind of up to the schools of how to use them, and kind of
50:20 coordinating it together is really important to give schools a
50:24 blueprint for here’s how it’s working well,
50:27 especially if a school is already doing it well.
50:29 I think Hoover was one of the schools that utilized it really
50:33 well a few years ago.
50:35 So bravo, but I would just add that we can, like, include all of
50:40 our opportunities.
50:42 Absolutely. Really promoting this, you know, students can earn
50:45 bright future points.
50:46 I did it when I was in school to make sure that, you know, you’re
50:49 making that connection.
50:51 We’ve also expanded that, you know, we do peers as partners for
50:54 our ESC students.
50:55 For our general ed students going into our ESC classrooms, those
50:58 are opportunities where they go in and work with those students.
51:01 And it’s really – you get a lot more out of it than you think.
51:07 And so we’re really starting to map that out and what that looks
51:11 like.
51:12 Yes, yes, yes. And there’s a plug for people to go get
51:16 fingerprinted and go be ready to have that out of the way,
51:20 so that barrier’s out of the way for you to become a mentor for
51:24 the people who are listening.
51:27 OK. And then the last one is to address the chronic absenteeism
51:31 through targeted interventions to improve school attendance.
51:35 And that is huge. This year is the first year.
51:38 I know last year we didn’t monitor it and send reports.
51:42 I know the schools were doing it, but this year we sent out
51:45 twice or nine weeks a report for the schools with all their
51:50 average daily attendance as well as their chronic absenteeism.
51:54 And when we see percentages that we are concerned about, not
51:58 that we’re not concerned about every student, we have supports,
52:00 but we go out and problem solve as a team what strategies and
52:04 supports we can put in place to help,
52:07 whether it means a social worker goes to make a home visit.
52:10 We want to be preventative instead of reacting at the end.
52:14 So I’m working with my team and we’re revamping some of the
52:20 things pertaining to attendance for next year.
52:26 OK. Any more questions on objective A4? If not, we’ll move on
52:30 with our last objective, A5.
52:34 I just have a real quick comment because we moved on before I
52:36 got a chance to.
52:37 I just wanted to commend you, Ms. Harris and your team, because
52:40 I know that’s one of my huge priorities,
52:42 just my limited knowledge as I’ve learned that’s just a huge
52:45 need to increase reading proficiency.
52:47 And it’s one of my main focuses for my term here.
52:51 And being that aggressive, I know it’s a passion of yours and
52:54 just want to publicly state I appreciate all you’re doing, all
52:58 you’re putting into it.
53:02 Before we go to A5, I do want to recognize Ms. Harris and Mr.
53:07 Cheatham, our E.T. side of the house and then our curriculum
53:11 instruction,
53:11 because for A1 through A4, we will have a data dashboard
53:16 available for all of our schools
53:18 and for our district administration and staff where we can pull
53:22 a lot of this data in a very expedited manner
53:26 and have it at our fingertips as opposed to a bunch of different
53:29 reports and trying to analyze.
53:31 So it was a labor of love on the side of multiple departments,
53:36 but did want to give them a lot of credit for something that was
53:39 just launched into our schools roughly a week ago,
53:43 where they can now take a look at where are we in college and
53:46 career readiness today?
53:47 Where are we at middle school acceleration? Where are student
53:49 proficiency? Where’s our PM2 data?
53:52 We’re going to enhance that with graduation rate and continue to
53:55 enhance it with some student services panels
53:58 where we can look at discipline data, attendance data, et cetera.
54:02 Everything is a one-stop shop.
54:03 So we wanted to give them a huge round of applause and credit
54:07 for the work that was done that just got launched out to our
54:10 schools recently.
54:13 So moving into A5, this was a new initiative this year, which
54:17 was the expansion of athletics into the elementary level.
54:21 So we successfully put out two elementary athletics this year,
54:28 soccer in the fall and flag football in the spring.
54:31 So in the spring, we had our soccer program at 31 of our
54:36 elementary schools.
54:38 And in flag football, we are up to 35 of our elementary schools
54:42 participating.
54:44 So our goal is to get to 50 of our schools at each of the sports
54:47 out of the 56 that are eligible to participate.
54:51 So a pretty lofty goal. I really would believe that we can get
54:54 to 56 and get all of our schools heavily involved in this
54:58 opportunity for students.
55:00 So as you see on the screen and in the notes that you have, we
55:03 had over 1,200 students participate in elementary athletic
55:06 soccer.
55:07 And we anticipate that a number will be at least 1,200, if not
55:10 potentially higher with flag football.
55:12 We are still gathering data that just started last week.
55:15 So the all the schools are really finalizing their rosters and
55:19 formalizing the process.
55:21 So very excited about this opportunity for our elementary
55:24 students in grades three through six.
55:27 And the schools that have taken the leap of faith to participate
55:30 in this and give the school,
55:32 give the students something outside of just a traditional
55:34 elementary experience that we can do here in Brevard just a
55:37 little bit different for them.
55:39 So really, really excited as this continues to grow.
55:44 For those of you that are listening or for our board members, I
55:46 will invite you to our flag football jamboree,
55:50 which will be on March 8th at a variety of schools throughout
55:53 the district so we can get you the schedule.
55:56 Typically, we break all schools participating in the quadrants
55:59 of roughly four or five schools.
56:02 We have about eight to 10 quadrants, depending on the schools
56:06 participating and the locations.
56:08 And then they go all the schools arrive to one central location
56:12 in that basically that section.
56:15 And then they all play one another in games. And so we just did
56:19 that for our soccer.
56:21 It was a terrific experience and it was just great to see the
56:24 students on a Saturday out there, families, community members,
56:29 just really embracing this opportunity.
56:31 So a great initiative that we’re excited. And Kevin Robinson is
56:34 doing a terrific job working with elementary schools.
56:38 We’re making sure that they have all of the materials that they
56:41 need, all the resources that they need in order to just launch
56:44 this right away.
56:45 All we ask them to do is designate a coach. We get them all the
56:49 equipment, we give them all the training information,
56:51 we give them all like practice plans and all the other materials
56:54 that they would need to just open up and be successful.
56:57 So really, really excited about that for our S2 initiative,
57:03 which is increasing elementary student awareness.
57:05 As this was our first year we were we were learning while doing
57:08 right.
57:09 So we were really working through the process as we were
57:12 implementing the initiative.
57:14 So we will continue to work on that side of the house of making
57:17 sure that well in advance all schools are designated that will
57:21 be participating.
57:22 We’re getting information down to them, getting a coach
57:24 designated earlier than we did this year.
57:26 And that students can then sign up to participate in the
57:30 athletic opportunity.
57:32 So really excited, once again, that we are providing this
57:34 opportunity to our elementary students.
57:37 And we’ve seen a tremendous participation from our students.
57:42 But more importantly, that Jamboree is fantastic with the
57:45 parents that attend and the community members and certain
57:48 schools do.
57:49 They brought in food trucks. They brought in banners. Some
57:54 brought in officials. It was just a really neat event that kids
57:57 truly, truly enjoyed being a part of.
58:00 And all of them showed up on a Saturday. That was that was the
58:02 best part.
58:10 I wanted to tell you. Go ahead, Mr. Thomas. Go for it. You know,
58:15 last year you guys had done so many great things coming across
58:19 the finish line.
58:21 And then I think it was I grabbed Rendell and Ramer and we were
58:24 sitting there and I said, how about just come on elementary
58:27 school?
58:28 And you guys said, well, we’ve got to check with the board and
58:30 everything else. And it’s been you guys.
58:33 Thank you for ultimately it says it is one of the coolest things
58:36 as a board member to make a decision.
58:39 And then all of a sudden it turns into something where there’s
58:41 thousands of kids doing it. So I think that that’s awesome.
58:45 I did want to say we were sitting with Miss Murphy today in Coco
58:49 and she said that this was incredible.
58:52 I think she said she had over 100 kids trying out at hers for
58:56 the soccer.
58:57 Yeah. And the reason is, is exactly why we did this, which was
59:00 they don’t have the opportunity to play sports in some of these
59:03 schools.
59:04 And we have kids that are getting instead of playing sports and
59:07 being enriched into that athletic minded individuals,
59:11 they end up playing on their screens and getting involved in
59:13 other things.
59:14 So by the time they get to middle school and high school, they
59:16 don’t want to play.
59:17 And this gives that opportunity as a vertical integration to
59:19 getting sports into that elementary school and carrying it on.
59:23 Dr. Endell promised me that I was not allowed to ask for any
59:26 more sports for a couple of years just so that we could.
59:29 But I do know that there’s a big desire to play some more sports.
59:32 So maybe in a year we can reinvent this strategic plan for an S3
59:38 that says we’ll we’ll put six sports together by 2030 or
59:41 something.
59:42 But I just from the bottom of my heart, you guys, I want to say
59:44 thank you. I think every board members there.
59:47 But I did want to say one last thing. One last ask. There were
59:50 some kids in the regionals that were saying they could beat the
59:53 other regionals.
59:54 So we don’t really have a true championship. Can we pull a true
59:56 championship for the flag football and say, hey, on March 12th
1:00:00 or something, all the regional teams can go play each other?
1:00:04 So we could look at that. We typically or whatever it is,
1:00:07 whatever, whatever. Afterwards, we can do that.
1:00:10 We operate off a five week season for the school. So they
1:00:13 basically practice for five weeks, twice a week.
1:00:16 We put parameters on how often they could practice and how long
1:00:19 they could just to make sure that we were not overextending
1:00:23 staff or overextending students.
1:00:26 So then the Jamboree, we schedule strategically the weekend
1:00:29 prior to us going on to spring break.
1:00:31 Right. So not leading in the spring break. So we would have to
1:00:34 take that into consideration.
1:00:36 I do want to mention that with flag football, Mr. Cheatham
1:00:40 connected us with Gary Miracle, who is the Sun Tree flag
1:00:44 football person, and he helped lead our coaches conference.
1:00:48 So a big shout out to Gary and his team for helping lead our
1:00:51 coaches meeting that we held the Friday prior to the season
1:00:55 starting.
1:00:56 And he offered to try to enhance what we do with the Jamboree in
1:01:00 the future and the location and how we can maybe bring more, if
1:01:04 not all schools together and just have one be a long day.
1:01:08 But a day of, you know, all the schools coming to one
1:01:11 centralized location, have the opportunity to play schools from
1:01:14 all over our county.
1:01:16 And I’ve already started talking trash to my other neighboring
1:01:19 school districts, so to say they can bring some teams over to
1:01:22 lose, too.
1:01:23 So I think this is good. This is a lot of fun. So thank you.
1:01:27 And we all know that students involved in athletics and involved
1:01:30 in sports, you know, the benefits that come from that academically,
1:01:34 their social well-being, the way in which they interact with one
1:01:38 another, the way in which they’re able to navigate sometimes
1:01:41 their emotions and resiliency and obviously successful outcomes
1:01:46 and then struggles that all come with it.
1:01:47 So it makes them more well-rounded. So we’re glad to start that
1:01:50 down at the third grade level and hope that that continues all
1:01:53 the way through the 12th grade year.
1:01:56 Discipline, everything.
1:01:57 Mr. Chair?
1:01:58 Yeah.
1:01:59 I’m just curious, does it have to be in this time period or can
1:02:02 it be moved a little bit later to align with high school
1:02:06 football so maybe the winners or something could be played at
1:02:09 some of the local spring halftime and spring football games?
1:02:14 Yeah, so we actually staggered it to not align with – that
1:02:17 could be something we look at with high school football because
1:02:20 we encouraged our elementary schools to reach out to their local
1:02:23 high schools to have football players as their coaches and
1:02:26 football players to volunteer and assist.
1:02:28 That’s awesome.
1:02:29 So we didn’t really want to hinder that potential opportunity,
1:02:32 so that’s why we did soccer in the fall and flag football in the
1:02:36 spring.
1:02:37 But we could definitely look at doing that, and if we add the
1:02:39 six more, at some point we’re going to have to move something,
1:02:41 right, Mr. Susan?
1:02:43 Yeah, my only thought was just to integrate it more.
1:02:46 Oh, those elementary school kids are going to be eventually
1:02:48 going to those high schools.
1:02:50 Oh, yeah, 100%.
1:02:51 Yeah, we even talked about hosting.
1:02:53 So one of the neat things about soccer is –
1:02:55 I’m talking football.
1:02:56 Well, I know, but I was going down to – we actually had one of
1:03:00 our jamborees was held at Bayside High, and it was really neat
1:03:05 to watch the elementary students from that area, West Side, Port
1:03:08 Malabar, right, that were playing on the Bayside big field,
1:03:12 right, playing on the soccer field.
1:03:12 They did the full length, the goals and everything, it was
1:03:15 painted, like it was awesome.
1:03:18 So we had talked about, you know, bringing that to high schools,
1:03:21 flag football, soccer, I know you’re talking football, but – so
1:03:25 that they can get that experience and see what they could be in
1:03:28 three years, four years, whatever it may be.
1:03:31 So we can definitely look at realigning if we believe that that’s
1:03:34 in the best interest of the programs.
1:03:36 When we – Mr. Thomas, what happened is that we met with all the
1:03:39 rec leagues and everybody else, and they came – initially, we
1:03:43 said, okay, here’s the idea.
1:03:45 We met with them all, and they said, please offset it, because
1:03:47 what happens is that if we take some of those kids who want to
1:03:50 play that flag football season, they take away from the rec
1:03:53 league, plus what Mr. Raymer was saying is that they have those
1:03:55 coaches from the high school go down.
1:03:58 Football high school coaches can go down and integrate many of
1:04:01 their offensive and defensive schemes into the middle school and
1:04:04 elementary schools.
1:04:06 It just gets really cool when they’re offset, but I do think you
1:04:09 could have, like we have spring football, we could have like a
1:04:12 little quick thing to ignite it.
1:04:14 Any expansion of athletics you want to go for, I’m right here
1:04:17 with you, man.
1:04:18 But I did want to let you know the reason behind the offset was
1:04:20 because of that, that’s all.
1:04:22 I appreciate that.
1:04:23 We could talk – we could have our own seminar.
1:04:26 I’m still trying to get them to approve rugby.
1:04:39 Okay. Do we have any additional comments or questions about
1:04:43 anything in the academic excellence goal?
1:04:46 If not, that concludes our presentation for today.
1:04:49 I appreciate team academic excellence and all their work and
1:04:52 efforts, and I appreciate the board’s attention.
1:04:55 And we’ll see you next month.
1:04:57 We’ll actually be doing two.
1:04:58 We’ll be doing exceptional workforce and community connection.
1:05:02 Awesome.
1:05:03 I look forward to seeing you then.
1:05:04 Thank you.
1:05:05 Thank you so much.
1:05:06 I do want to thank you for your time.
1:05:07 The effort you guys are putting into this is amazing.
1:05:11 Something I didn’t point out, but I will now that it’s over, is
1:05:15 it’s refreshing, Ms. Harris, to hear that proper placement of
1:05:19 students sometimes will overcome the importance
1:05:23 of – to push a certain class, and I think that’s so important.
1:05:27 As a math teacher myself, I saw that and questioned that year
1:05:30 after year, so thank you for doing that.
1:05:34 Also, we can see what a well-balanced group up here, because we
1:05:39 know the links between music and academics and sports and
1:05:44 academics,
1:05:44 and I think I have two of each that would push both of those.
1:05:48 And it’s really nice to see and refreshing to see that our
1:05:51 district is really pushing every area to make our students’
1:05:56 experiences that much better here in Brevard.
1:05:58 So you can never have enough school spirit, so thank you.
1:06:02 Very good presentation.
1:06:03 And I’ll just add, the way each of you guys are very valuable in
1:06:05 your areas and your teams, but the way you guys work together
1:06:08 and integrate,
1:06:09 I’ve been personally impressed with.
1:06:10 It’s cool to see how you each run with your areas, but you
1:06:13 collaborate well together, so thank you.
1:06:16 And we need to give Cynthia a huge shout-out, because the last
1:06:19 time a strategic plan was done for our district,
1:06:22 we didn’t have amazing Cynthia here leading this, so she’s done
1:06:24 an exceptional job.
1:06:26 So thank you for all the hard work in driving this, because this
1:06:28 is tremendous.
1:06:29 This is how we get to where our goal is, and so we thank you
1:06:32 from the bottom of our heart for all the work you put in on this
1:06:34 as well.
1:06:35 Well, thank you so much.
1:06:36 No plat tires yet, so we can lose.
1:06:40 I ask a lot.
1:06:41 Thank you so much.
1:06:42 Thank you.
1:06:46 Dr. Rendell.
1:06:49 Thank you, Mr. Chair.
1:06:50 Yeah, so the next topic that we’re going to cover is we’re going
1:06:53 to look at some data.
1:06:55 When the state changed the school accountability model two years
1:06:58 ago to a series of tests instead of one test at the end of the
1:07:04 year,
1:07:05 we found that to actually be very valuable.
1:07:08 So for those who aren’t aware, those watching, the state
1:07:12 accountability system, the state assessments, the state tests,
1:07:16 everybody wants to call them,
1:07:18 in the past there would just be one annual test, late in the
1:07:20 spring, that kind of thing.
1:07:22 We’d get the student scores over the summer, and you could plan
1:07:25 for the coming year, but the data is kind of old by then,
1:07:29 and it’s just not really helpful when you’re trying to make
1:07:32 informed academic decisions.
1:07:35 And so the model that was implemented two years ago, basically
1:07:39 the students take three tests, and in theory the same test three
1:07:45 times.
1:07:46 You know, progress monitoring one occurs at the beginning of the
1:07:47 year, so they kind of take the test at the beginning of the year,
1:07:51 and then they take the test in the middle of the year for
1:07:54 progress monitoring two,
1:07:56 and then at the final part of the year they take a test for,
1:07:59 excuse me, progress monitoring three.
1:08:02 And so we have data from progress monitoring two, so we want to
1:08:06 share that with you now.
1:08:09 Before Ms. Francis starts, I just want to share today the
1:08:12 Florida Department of Education is presenting to the Senate
1:08:16 based on some of the feedback from stakeholders around the FAST
1:08:20 assessment.
1:08:21 So some of that I’ll interject as we go along, but I’m
1:08:24 interested in to see what that says.
1:08:27 Some of the ideas, and Nada, you speak up if I misspeak at all,
1:08:32 but when we looked at what they were presenting to Senate,
1:08:34 they were looking at things like if a student scores proficient
1:08:38 on one or two, can they be exempted from three, or can that be
1:08:44 utilized?
1:08:45 So it’s some of those things, and they had some counter opinions
1:08:48 just saying,
1:08:49 “Well, we would say that if a student were proficient at PM2
1:08:53 that they’re on track, but that data point, we would want to
1:08:57 design instruction to accelerate that student.”
1:09:00 And so they would still take three so that we could measure
1:09:02 those acceleration practices.
1:09:04 But as Dr. Rendell said, I think the power behind having a state
1:09:07 assessment multiple times is it’s not a gotcha.
1:09:11 It is to drive instruction. What happens at the end of the year,
1:09:15 you are prepared for, and you’ve designed instruction in
1:09:18 response to those data checks.
1:09:21 Good afternoon, Mr. Chair, members of the board, Dr. Rendell.
1:09:29 So before, what I’m going to present for you today is I’m going
1:09:32 to show you the comparison between PM2 to PM2 from ‘23 to ‘24,
1:09:39 for K2, and three years’ worth for three through 10 in both ELA
1:09:44 and mathematics.
1:09:46 We’re going to focus on the percent of students scoring at level
1:09:49 three and above, which is considered on grade level performance.
1:09:54 So before we start looking at the K2 data, one of the things,
1:09:57 one of the components that’s really critical for us to
1:09:59 understand is what are the expectations of the state?
1:10:03 So the state expects kindergarten students for all PM to take
1:10:07 the early – STAR early literacy.
1:10:10 First grade students for PM1 and 2 to take the STAR early
1:10:14 literacy. For PM3, they take the STAR reading.
1:10:18 For second graders, the expectation is that for all PM windows,
1:10:21 they will take the STAR reading.
1:10:23 However, there’s a couple of caveats to this.
1:10:26 If a student in kindergarten or first grade scores an 852, then
1:10:30 for the next window, they would take the STAR reading.
1:10:34 So let’s – I’ll give you an example.
1:10:36 For PM2, Little Nada, kindergarten student scores an 852.
1:10:41 Then for PM3, I would take the STAR reading.
1:10:46 Then for second grade students, what we do in Brevard is for
1:10:48 students that cannot pass the practice test, and we have some,
1:10:53 in second grade, we allow them to take the STAR early literacy
1:10:57 so that the teachers have that rich data to be able to move them
1:11:00 forward.
1:11:01 And the same thing holds true for any first grader that takes –
1:11:04 that’s supposed to take the STAR reading in PM3,
1:11:07 but they can’t get past those critical questions, so we allow
1:11:10 them to go back and take the STAR early literacy so we have that
1:11:14 rich data.
1:11:16 They still – for that first grader example she gave, they would
1:11:20 take the PM3 in the reading assessment, but they would have the
1:11:23 early literacy so that we have the data point as well.
1:11:27 So when we look at the data, we notice that K and first grade
1:11:31 and second – I’m sorry, kindergarten and first grade both
1:11:34 demonstrated growth,
1:11:37 whereas first grade – excuse me – demonstrated a four
1:11:42 percentage point growth.
1:11:45 When we look at – and this is all based on percent at level
1:11:49 three and above.
1:11:51 So what’s interesting with the first graders, there were only 1,380
1:11:55 students that participated in that first grade reading, STAR
1:12:00 reading.
1:12:01 Remember what we talked about. They’re not expected to take it
1:12:04 for PM2.
1:12:05 So 1,380 students of ours – of our public schools, and 80% of
1:12:10 those 13 – excuse me – 1,300 students scored proficient – I’m
1:12:16 sorry – at level three or better.
1:12:20 » Something just before we move on to the math, just based on
1:12:23 that senate presentation for today, we were able to glean some
1:12:26 data from that presentation that I just wanted to share.
1:12:30 For the state, looking at K2, the state maintained in all areas,
1:12:36 whereas Brevard, we demonstrated increases everywhere but second
1:12:39 grade with a slight dip.
1:12:41 And so I always look at, yes, we want to be moving, but I want
1:12:44 to be moving faster than the state.
1:12:46 And so we were able to confirm that in kindergarten and first
1:12:49 grade, our amount of growth even exceeded what the state average
1:12:53 was.
1:12:54 » Mr. Chair?
1:12:55 » Yes.
1:12:56 » I’m just curious. Are these scores used at all to evaluate
1:12:59 whether a student would be recommended to stay in the same grade
1:13:03 or repeat a grade?
1:13:05 » Absolutely. This is data that is used for that.
1:13:08 We have what we call a decision tree, and that is submitted to
1:13:10 the Department of Ed, Department for Reading.
1:13:13 It’s called Just Read Office.
1:13:15 And so we have decision trees, but this is a driver that would
1:13:19 say we may have an issue here, but we wouldn’t want to make one
1:13:23 – that’s a very big decision, so we wouldn’t do it on one data
1:13:27 point.
1:13:28 And so for intervention and also to identify a student having
1:13:31 substantial deficiencies, we look at multiple pieces of data,
1:13:35 this being one, and then we usually give some deeper assessments
1:13:40 to figure out, okay, you’re not on grade level, but why?
1:13:43 And so we look into those data points, and then we look at a
1:13:45 whole picture of data, and that is the data that’s used to make
1:13:50 promotion decisions.
1:13:53 The only grade level where FAST data is required for promotion
1:13:58 would be third grade.
1:14:01 But even within that, we have good cause exemptions that a
1:14:03 student could earn, so if they don’t do well on the PM3, we have
1:14:07 other pathways in which they could be exempted and placed in
1:14:11 fourth grade.
1:14:12 » And to your point, one of the ways that the state has been
1:14:16 reporting their data is they’ll take all of the start early
1:14:20 literacy and combine it with the reading and come up with a
1:14:24 percentage.
1:14:25 So for us, 39% of our students were on grade level – level
1:14:30 three or better, which is on grade level performance.
1:14:35 When looking at the math data, for kindergarten, we realized
1:14:39 that we went up five percentage points, and for second grade,
1:14:45 when you combine K12, 33% of our students for PM2, overall, we’re
1:14:52 at level three or better.
1:14:55 And again here, the state average was a 2% increase over last
1:15:01 year, and you see here for us in Brevard, we had 5% increases at
1:15:08 kindergarten and second grade.
1:15:12 When looking at the ELA for grades three through ten, we’re
1:15:16 looking at the same percent at three and above, and when we look
1:15:21 at grades three, four, five, we noticed that there was a decline
1:15:26 with sixth grade, 59% of the students performing at level three
1:15:30 or better with a two percentage point increase.
1:15:33 And again, we’re looking at the state performance, and we have
1:15:37 – Nada just attended the state meeting for assessment directors
1:15:41 around the state and saw that this is similar data to what other
1:15:48 districts are seeing in these grade levels.
1:15:54 When reviewing the mathematics data, we realized that – did I
1:16:00 miss the secondary? My apologies. I’m sorry.
1:16:03 When reviewing the grades seven, eight, nine, and ten, we
1:16:07 noticed that grade ten had the largest increase with four
1:16:11 percentage points with 49% of the students performing at level
1:16:15 three or better, with seventh and eighth grade also
1:16:18 demonstrating large increases of three percentage points.
1:16:22 And I think if we think back to the end of last year, in grades
1:16:25 three through ten, we saw increases in every grade level in ELA,
1:16:29 and so our secondary – that’s why I noticed, like, this is a
1:16:31 definite high point.
1:16:33 We want to commend our secondary schools that they’re really
1:16:37 having student outcomes that are increasing over even last year
1:16:42 that were high.
1:16:44 The mathematics grades three through six tell a little bit of a
1:16:49 different story, and I will let Ms. Harris address the – when
1:16:54 you look at sixth grade, we have 39% of our students scoring at
1:16:58 level three or better.
1:17:00 So, again, we do know that our surrounding districts are seeing
1:17:06 some dips as well, but I need you to know what we are doing
1:17:12 about this data. It was designed so that we would react to it
1:17:14 and not be waiting for PM3.
1:17:14 So I just want to do a shout-out for the team in the back
1:17:18 because we’re doing some really deep dives to interpret this
1:17:22 data and see what is the issue and peel it back. We are looking
1:17:27 at, is it a curriculum problem? Like, under the curriculum lens,
1:17:30 we would look at resources.
1:17:30 Are we using the right resources that are aligned with the
1:17:34 benchmarks? We’re also looking at instructional audit. So in
1:17:39 that case, we’re looking at if we have the right resources and
1:17:43 they’re aligned, then is delivery of that product?
1:17:47 Like, how do we intervene with our content specialists and our
1:17:50 instructional coaches between now and the end of the year to
1:17:53 close the gap?
1:17:54 And so that is direct collaboration between the CNI team and the
1:17:58 school leadership team because we create the information and the
1:18:02 pacing guides and all of that, and then our school leadership
1:18:06 directors are out boots on the ground seeing, are the materials
1:18:10 being implemented as designed?
1:18:12 And so we’re doing that as we speak. We are collecting that
1:18:15 information to say, okay, our professional development for
1:18:18 teachers moving forward, is it going to be on, we need to do
1:18:21 more of this resource and maybe less of this resource?
1:18:25 Or is it the delivery needs to be a little tighter? And what
1:18:29 that means is, you know, my instructional practices, am I
1:18:33 following the plan to a T or am I, you know, maybe getting looser
1:18:38 and we need to refine some of our practices?
1:18:42 So what I did, this is seventh and eighth grade, you’ll notice
1:18:46 that there is an increase for two percentage points for seventh
1:18:50 grade with 46% of our students scoring at level three or better.
1:18:55 Eighth grade has always been an anomaly because most of our
1:18:57 eighth grade students are either in algebra, and some of them
1:19:00 are even in geometry. Do you like to address that also?
1:19:04 Yes, I think that that is data points that you are very familiar
1:19:07 with, is our eighth grade students, they’re typically sitting in
1:19:11 that pre-algebra for that, and then they’ll take algebra as
1:19:14 ninth graders.
1:19:15 And so this data point represents students not taking algebra or
1:19:21 geometry as eighth graders.
1:19:24 So the next two slides, what I wanted to do was demonstrate how
1:19:27 we’re doing as a district so that we can compare ourselves to
1:19:30 how the state reported that they were doing as a state.
1:19:34 So when we look at PM1 data, the state reported they had 36% of
1:19:40 their students on grade level, scoring at level three or better,
1:19:45 and Brevard has 39% of our students scoring at level three or
1:19:49 better.
1:19:50 Although a one percentage point dip, but nonetheless, we’re
1:19:53 still reporting above the state.
1:19:55 When we look at PM2 data, the state reported 45% of their
1:20:00 students at level three or better, and Brevard has 49% of their
1:20:05 students.
1:20:06 Now you’ll notice that we’ve maintained from 2023 to 2025
1:20:09 consistent, so we’ve moved up a little bit from PM2 and just a
1:20:13 slight dip from PM1, but nonetheless, we’re still performing
1:20:17 above what the state is seeing.
1:20:19 And not only are we performing above the state average, but we
1:20:22 are growing at a faster rate.
1:20:24 So we’re increasing at a faster rate.
1:20:26 The state increased at 9% and BPS increased at 10%.
1:20:32 So we’re still above when we’re talking about growth and
1:20:36 movement.
1:20:38 And this is the same comparison for math. For PM1, we saw a two
1:20:42 percentage point decrease, and we’re still at 16% of our
1:20:46 students performing at level three or better, and the state is
1:20:50 at 15% of their students performing at level three or better.
1:20:54 Although we saw a four percentage point decrease in PM2 from 24
1:20:59 to 25, however, we are equal to the state at 31, so what Ms.
1:21:04 Harris was saying about the conversations we’ve had with other
1:21:08 districts that are similar size to us,
1:21:11 everybody is seeing the same kind of indicators with their math,
1:21:15 and when you look at the state data, it confirms what we’ve been
1:21:19 told.
1:21:20 And then I feel like we’ve been always very transparent in
1:21:23 naming what’s going very well and then opportunities for growth.
1:21:27 And so I feel like I need to point out that the state is
1:21:31 increasing at a rate of 16%, and BPS is increasing at a rate of
1:21:36 15%.
1:21:37 So we have work to do just as far as yes, we’re right there at
1:21:40 the average, but statewide was 1% faster in moving.
1:21:49 Are there any questions?
1:21:55 I’m going to say something. You can’t see those slides and not
1:22:00 respond to them, so there is work to be done, right?
1:22:05 I mean, this is the stuff I agree that will keep you awake at
1:22:08 night, and what are we doing?
1:22:10 If we’re giving them the best materials, where is the breakdown
1:22:12 coming? Is it coming from the teacher? Is it coming from the
1:22:14 principal?
1:22:15 What’s happening? And so what can we do to try to address it?
1:22:19 Because even if we’re moving faster than the state, I think it’s
1:22:22 still alarming the rates that you’re seeing.
1:22:25 Being a three on grade level and you’re seeing some of those in
1:22:29 the teen percentage, that’s not anything I think anybody’s going
1:22:33 to celebrate right now.
1:22:34 So thank you for being honest and transparent. I’m glad that you’re
1:22:36 honest and transparent.
1:22:37 It’s very important to call it what it is, but we have a lot of
1:22:40 work to do.
1:22:41 And I think it was very timely, and we didn’t really initially
1:22:44 plan it to be right on the heels of academic excellence,
1:22:48 but you saw our goal is to be hashtag top 10, and we made some
1:22:53 very aggressive benchmarks and metrics.
1:22:58 And so when we see a decline, we’ve talked, yes, we look for
1:23:03 trends, okay, so we’re not alone, but our goal is to be better.
1:23:09 And so we – I want, you know, for Dr. Rendell and all of you to
1:23:14 know that we have never been more laser focused on the why,
1:23:21 because we can create – we know about school improvement, and
1:23:24 we know, but we have to get to the why.
1:23:27 Is it at the school level? Is it at the teacher level? Where is
1:23:30 the breakdown?
1:23:32 Why we have fewer students proficient at this time than we did
1:23:36 last year.
1:23:37 Yes, we tested earlier. You will hear people say that, but when
1:23:40 you talk about number of instructional days,
1:23:43 that does not equate to the dips that we are seeing.
1:23:47 One of the other things, I think there is so much power in this
1:23:51 new practice of data comms,
1:23:53 not only for holding our principals accountable for their role
1:23:57 in school improvement,
1:23:59 but I think I have been on several campuses recently where while
1:24:03 that was uncomfortable maybe, you know, initially to come and
1:24:07 speak,
1:24:07 you know, to your plan publicly, I will say a lot of the
1:24:09 principals are replicating this on their school sites.
1:24:13 I was at Gulfview Elementary this morning, and they were sharing
1:24:16 how they brought their teachers in,
1:24:18 and really looking at the data and, you know, what is the plan
1:24:21 in your classroom, and really having those questions answered,
1:24:26 because we know the number one indicator for student performance
1:24:28 is that classroom teacher,
1:24:30 and our teachers are working very, very hard, and we just want
1:24:32 to make sure they are working hard on the right things.
1:24:35 And so really that is just refining and reflecting.
1:24:39 We are doing a lot of collaboration across the state with
1:24:42 instructional practices, looking at materials,
1:24:45 and that was part of that curriculum audit that I mentioned.
1:24:48 We pretty much nailed down that it is not the what we are using,
1:24:52 because districts that are getting different outcomes are using
1:24:57 the exact same thing.
1:24:58 So now it is how and with what fidelity are we using materials.
1:25:03 Thank you.
1:25:05 I had a question about the K through 2 data that was on the
1:25:10 slide, on the fourth slide.
1:25:13 So if a kindergartener or a first grader moves early over into
1:25:18 the STAR reading,
1:25:20 then that kind of makes that early literacy data a moving target,
1:25:25 hard to track, you know,
1:25:26 because it could go down for those early grades, and maybe it is
1:25:30 because a lot of kids jump ship and accelerated, right?
1:25:34 I mean, to borrow a secondary word.
1:25:36 So is that, I mean, this is kind of a new, the STAR test, all of
1:25:40 that is all new,
1:25:42 and I know we are just getting our feet under us as far as like
1:25:44 having standards,
1:25:45 but how, you know, how are we, this is just for us to look at,
1:25:50 right?
1:25:50 There are still so many variables in there, it makes it
1:25:52 challenging.
1:25:53 There are several variables, and so you could not with any type
1:25:58 of clarity look at PM1 to PM3 data for first grade,
1:26:02 because it is not, every time it could be potentially different
1:26:05 students.
1:26:06 Right.
1:26:07 Depending on what assessment they are taking.
1:26:09 What I can tell you, and I hate to keep going back to the data
1:26:12 coms,
1:26:13 but Ms. McDonough in that data com discussion is talking about
1:26:17 at the teacher level,
1:26:19 and so we are pulling the data by teacher and then by student.
1:26:23 So if you are making an individual plan for a student, you are
1:26:27 looking at that data is, you know,
1:26:30 is Tara, was she at the early literacy, and I had that data
1:26:33 point, but now she is moving here,
1:26:35 so what does her instructional plan look like?
1:26:38 So classrooms are having to look at it at the student level.
1:26:41 Yeah.
1:26:42 Just because this is a global approach, and even the Department
1:26:45 of Ed has told us out of the Just Read office,
1:26:48 that this year’s K2 data really should be considered the
1:26:51 baseline for us moving forward,
1:26:53 but it is not, it is not as clean as it is with other grade
1:26:56 levels,
1:26:57 just because students could be taking, dipping in and out of
1:26:59 other tests.
1:27:00 Right.
1:27:01 If I may add.
1:27:02 So one of the ways that I mentioned earlier that the state is
1:27:06 looking at the K2 data
1:27:08 to mitigate some of the issues that you just mentioned is they
1:27:12 are combining the start early literacy and the reading.
1:27:16 So if we combine ours, our percent is 39 percent of our students
1:27:20 are level three or better,
1:27:22 whereas the state has 35 percent of their students.
1:27:24 Right.
1:27:25 And if we do the same thing for math, we had 33 percent of our
1:27:31 students and the state had 32 percent of our students.
1:27:34 So one of the ways that they are trying to mitigate those issues
1:27:38 with the start early literacy versus the reading
1:27:41 is combining all of the students to come up with one.
1:27:44 Yes, you look at it by grade level, but then you combine both to
1:27:47 look at it as a whole.
1:27:49 Right.
1:27:50 Yeah.
1:27:51 Got to pick something.
1:27:52 So I – first of all, I appreciate the individual meetings that
1:27:56 you had with us, Ms. Harris,
1:27:59 so that we could dig in and not be surprised by what was going
1:28:02 to be presented.
1:28:04 I also appreciate the regular updates that the board gets after,
1:28:07 you know, good news or bad news or in between.
1:28:11 I – it is very clear to me that you guys are focused, that it’s
1:28:15 not time to panic.
1:28:17 If I’m hearing, other districts are doing the same thing, but it
1:28:21 is time to work, and it sounds like you’re already going.
1:28:23 I just have to brag on your work and our principal’s work
1:28:27 because of my school visits over the last few weeks,
1:28:29 almost to a person, every principal has had conversations with
1:28:32 me about the datacom meetings,
1:28:34 about where they are, about what their strategies are and the
1:28:37 things they’re putting in place and the PLC meetings they’re
1:28:41 having.
1:28:42 Sometimes I’m like – they’re like, you have to go, we’re done
1:28:45 with our school visit because I have a grade level meeting I
1:28:48 have to get to,
1:28:49 and that takes priority over a school where we’re going for a
1:28:50 visit.
1:28:51 So – but they’re definitely talking about it and using it.
1:28:56 So you guys are – you’re doing the right work.
1:28:59 And I’ll just reiterate, it’s not time to panic, but it is time
1:29:02 to respond.
1:29:03 Yeah.
1:29:04 Yep, yep.
1:29:07 Anything else?
1:29:10 That was the point I was going to make before my throat started
1:29:19 acting up.
1:29:21 The idea that we have PM1 data, PM2 data to help inform our
1:29:25 instructional decisions throughout the year is so valuable.
1:29:30 You know, we’re kind of midway through the journey, and in some
1:29:32 areas we’re actually farther ahead than we were last year,
1:29:36 but in some areas we’re not.
1:29:38 In some areas that we’re not, we’re like significantly farther
1:29:41 below than where we were last year.
1:29:43 So – but now we have that data.
1:29:46 Now we know what we need to focus on.
1:29:48 I mean, the PM2 data is by strand, by standard, so we can see
1:29:52 what areas our students are struggling in so we can attack that
1:29:56 for the last few months of the year.
1:29:58 So I think it’s really valuable that we have this data.
1:30:03 I think it’s honorable that we’re sharing the data publicly.
1:30:07 We shared it with you guys each individually, but we’re sharing
1:30:09 it publicly.
1:30:10 We want everybody to know where we are.
1:30:13 We know where we want to be at the end.
1:30:15 And so we were very successful last year, and we’re still in
1:30:20 striking distance of all those same targets.
1:30:23 So, you know, hopefully with a lot of hard work on the right
1:30:26 work, you know, we can be there at the end of the year.
1:30:29 So not all gloom and doom.
1:30:30 This is data that we can use to make decisions.
1:30:35 » No, exactly.
1:30:37 I was going to say some of the same things as a former
1:30:40 instructor.
1:30:42 You know, always having that test at the end of the year, boy,
1:30:45 we just wished we had some information earlier in the year.
1:30:49 You know, some of us did it in our classes where we did
1:30:51 something early on and then halfway.
1:30:53 But, I mean, this is what we asked for.
1:30:55 It’s working.
1:30:56 We’re getting the data.
1:30:57 Now we need to be reactive towards the data.
1:30:59 So, again, Matt, you said it right.
1:31:01 I mean, this is what I would consider a half-time score.
1:31:04 And, I mean, now the work begins, right?
1:31:07 A lot of times the teams that win are the half-time adjustments
1:31:10 that are made.
1:31:12 But I have complete confidence in the two of you and your team.
1:31:16 The questions we asked in our one-on-one meetings, you knocked
1:31:19 them out of the park.
1:31:21 From what I’m getting when I’m visiting schools and talking to
1:31:23 principals and teachers is they feel that it’s a district fight
1:31:26 now.
1:31:27 It’s not just their scores.
1:31:29 That they feel that it’s part of a team and a plan, so they
1:31:32 thank you for making them feel that comfortable
1:31:35 and making those changes in the classroom.
1:31:37 So, I just look for big things to happen from here until the end
1:31:40 of the year.
1:31:41 Thank you so much.
1:31:47 » Thank you.
1:31:50 » All right, so thank you, Mr. Chair.
1:31:51 The next topic is an update on a pretty ambitious project that
1:31:56 the Board had launched several months ago.
1:32:01 And part of the presentation will be a little bit of a history
1:32:04 review.
1:32:05 But we have had conversation and work on the possibility of
1:32:11 constructing a separate day school for some of our most needy
1:32:15 students.
1:32:16 And this is a situation that kind of occurred by happenstance
1:32:20 two and a half years ago.
1:32:22 When we had two charter schools that service these students
1:32:24 close at the last minute.
1:32:26 And we took on educating those students as we should.
1:32:31 And as we did that, the journey kind of grew a little bit.
1:32:36 The Board started looking at options about how we could serve
1:32:39 those students better.
1:32:41 And so, we started talking about having this separate day school,
1:32:46 a new building constructed.
1:32:49 And we want to give you the update on where we’re at with that
1:32:53 process now.
1:32:54 And at the end, we’ll kind of ask for direction from the Board
1:32:57 as to keep going down this road or not kind of thing.
1:33:01 Because that’s the thing, we’re kind of at an inflection point
1:33:02 where we got to make a decision.
1:33:04 So, I turn it over to Sue or Pam.
1:33:08 » Pam first.
1:33:11 » Good afternoon.
1:33:12 I want to first thank– I have Mrs. Bland who is a director of
1:33:18 alternative programs as well as Dr. Baez who’s a director for
1:33:24 program support in our ESC.
1:33:26 This has been a collaborative effort with Sue working together
1:33:31 as a team.
1:33:32 But I wanted to really talk about the journey of how we got here
1:33:37 for our new–
1:33:39 for our request for a new separate day school.
1:33:43 We want to focus on making sure that everyone knows that with
1:33:47 our students, especially our students who are at a separate day
1:33:50 school,
1:33:51 there are most fragile students and they are the ones that have
1:33:55 the most needs out of all of our students.
1:33:59 So, with that, I want to remind you of when I first started back
1:34:04 in May of 2023, I think it was on the day I got appointed.
1:34:10 It says write this down, Pam, that Gardendale was a concern and
1:34:15 it needed to be a focus of mine.
1:34:18 So, there was a concern with the programming and I worked with
1:34:23 Mrs. Bland and Dr. Baez and we put a plan in place for that.
1:34:28 But then there were also some concerns from the safety and
1:34:32 facility side of the house.
1:34:34 And I worked with Sue on making sure that we put a temporary
1:34:40 Band-Aid on what was needed for Gardendale at the time.
1:34:45 So, if you look at the flowchart here, this is how we got here.
1:34:50 So, I started in May and then in July, we put together a plan, I
1:34:54 did a presentation to the Board of how we were going to put
1:34:58 supports in place.
1:35:00 And we did put supports in place. We had a model classroom. We
1:35:04 did a lot of professional development.
1:35:07 My team went in, did side-by-side coaching. We really did a
1:35:10 gradual release.
1:35:12 We were in that school all the time from July until December.
1:35:18 It was an expectation and we did not leave until we felt like
1:35:21 they were ready for us to still provide support but not to be
1:35:26 there on a daily and weekly basis.
1:35:29 So, we actually did a gradual release of that support.
1:35:33 And then in September of 2023, I had the pleasure of going with
1:35:37 board members and the team and we actually had an opportunity to
1:35:40 go to Orange County and visit Magnolia Separate Day School.
1:35:45 And really was like, wow, this is like a dream of what we would
1:35:51 like to see in our schools.
1:35:55 And then in May of 2024, a conceptual, we were given direction
1:36:00 to go ahead and at least start planning out and designing and
1:36:04 looking at the programming to design a new building.
1:36:09 And we did that and we brought that to the board.
1:36:15 But when we think about a separate day school today, you’ll hear,
1:36:19 OK, this particular school is only servicing 156 students.
1:36:23 But when we think about currently we’re servicing 70 students
1:36:26 and that’s give or take.
1:36:28 But with that, we need the capacity to grow and for some of our
1:36:32 students who have those severe behavioral concerns that could
1:36:37 actually be able to go there,
1:36:40 we’re stifled now because we really don’t have the space.
1:36:43 So, when we think of our separate day school, these students,
1:36:46 this is specifically designed to support students who are most
1:36:50 neediest as far as behavioral and academics.
1:36:54 We really want to make sure that they have specific things in
1:36:56 place.
1:36:57 And we saw at Magnolia, those classrooms were small.
1:37:00 There was a lot of support. They had the resources in those
1:37:04 classrooms to meet.
1:37:06 It was like night and day. The staff, they raved about it.
1:37:10 They were not getting paid a whole lot, but they didn’t have a
1:37:13 whole lot of turnover because they had smaller classrooms.
1:37:16 They felt like the students had what they needed.
1:37:19 So, with that, Gardendale, currently we offer a more individualized
1:37:23 and focused educational experience for our students.
1:37:27 And we really need to think about the intensive support.
1:37:29 When we think about intensive support, we don’t offer these
1:37:32 supports in our regular gen ed setting and we could not.
1:37:37 So, these students are in this for therapy.
1:37:40 It may be for behavioral needs, which is the other social and
1:37:44 emotional needs.
1:37:46 So, a smaller classroom will benefit them as far as even the
1:37:52 student to teacher or adult ratio.
1:37:56 So, when we think about that, we really want to have a three to
1:37:58 one ratio in some of our classes and a five to one ratio in
1:38:02 others in addition to additional support.
1:38:09 If we were afforded to have a new building, this would provide
1:38:12 expanded opportunities for our students to participate in some
1:38:16 new elective classes offered.
1:38:18 Currently, we do not offer music.
1:38:20 And so, these students would have an opportunity to, I mean, we
1:38:23 saw it in the classroom at Magnolia.
1:38:25 It was like, wow, those kids were so excited and they performed
1:38:28 for us and they really did a great job.
1:38:30 And we want to have our students experience this opportunity as
1:38:34 well.
1:38:35 In terms of culinary arts, Ms. Bland actually surveyed the
1:38:39 students to see what is it that you really would like to have if
1:38:43 you could have any type of elective class.
1:38:47 And they chose culinary arts because they know that they can
1:38:50 provide, you know, they can sell things, they can create things.
1:38:55 And we also had an opportunity at Magnolia to be served and see
1:38:59 some of those kids in the kitchen doing, I mean, just loving
1:39:02 what they were doing.
1:39:04 So, that was an aha moment.
1:39:06 So, in culinary arts, these kids will learn how to – the
1:39:10 cooking techniques, nutrition and food safety, which we know is
1:39:14 important.
1:39:15 They’ll integrate math into that because they have to know about,
1:39:17 you know, two-thirds, that kind of thing, as well as prepare for
1:39:22 culinary arts in this particular class.
1:39:26 Industrial arts is currently provided at the secondary level but
1:39:30 not to the full extent of what we really want to provide for our
1:39:35 students.
1:39:36 It’s very limited due to space and to safety as far as having,
1:39:39 you know, the equipment and all of that.
1:39:42 So, this particular classroom will be built for our students to
1:39:46 have – take advantage of this opportunity, and this would be a
1:39:51 CTE certification for that, so very excited about that.
1:39:56 As well as we had the opportunity to see what we called last
1:40:01 year, the See This at Magnolia, where this is offered for our 18
1:40:06 to 22-year-old students.
1:40:08 We really want them to know life skills so they can be
1:40:11 productive, you know, in our society.
1:40:14 And these – we teach the basic skills in our life skills class
1:40:17 where they learn how to budget, cook, you know, have the economy,
1:40:21 focus on self-care and decision-making, all of those things
1:40:24 which are good, good everyday life skills that we want all of
1:40:27 our students to have.
1:40:29 But this is specifically so these kids can function in a regular
1:40:34 setting.
1:40:35 As well as vocational classroom, currently, we – this will just
1:40:40 provide the opportunities where they’ll get career preparation,
1:40:43 and we’ll be able to provide them with entry layer –
1:40:47 level skills so they can you know find a position hopefully to
1:40:52 be productive
1:40:53 citizens in our society. We also want to have the hospitality
1:41:01 lab have that we
1:41:03 saw that in Magnolia again I keep referencing that because this
1:41:06 was like
1:41:07 aha moment if we could just we could just see it. These kids
1:41:10 will learn how to
1:41:11 clean, set the table, do all of those things that will teach
1:41:16 them new skills
1:41:17 as well as build their self-esteem. Some of these I mean they’re
1:41:21 so excited when
1:41:22 they can do independent and perform independent opportunities
1:41:26 and we want to
1:41:27 equip our students with the skills and knowledge that they can
1:41:30 lead to
1:41:30 meaningful employment and we know that’s the ultimate goal for
1:41:35 our students. Some
1:41:39 of the essential needs for a successful separate day school we
1:41:42 want to currently
1:41:43 we do not have this in all of our classrooms in Gardendale. We
1:41:47 know this is
1:41:48 very important to have in classroom restrooms and this will
1:41:52 really maximize
1:41:53 that time the time for learning in the classroom with kids don’t
1:41:56 have to have
1:41:56 someone walk them taken away from instruction in the classroom
1:42:00 they’ll
1:42:01 have it inside the classroom and every one of our classrooms so
1:42:04 this will
1:42:04 minimize unsupervised visits to the restroom. And single point
1:42:10 of entry was
1:42:12 very important even where we’re at right now you know we don’t
1:42:14 want kids jumping
1:42:15 the fence we don’t want them roaming single point of entry means
1:42:19 that you
1:42:19 come in one way you can go out only one other way but it’s very
1:42:24 very secure and
1:42:26 this is a safety concern so we want to make sure that our kids
1:42:32 are safe and
1:42:33 they’re learning and that they have access to school but we have
1:42:36 a safe
1:42:37 learning environment for all of our students and we don’t have
1:42:39 to worry
1:42:40 about you know students eloping and things of that nature. So
1:42:44 when I think
1:42:45 back on my journey when I came to Brevard Public Schools I think
1:42:52 about
1:42:53 some of the common rooms. Misty wanted that and we created one
1:42:57 or two of these
1:42:58 but we really need to have access to more of these in our pod
1:43:02 areas so kids
1:43:03 can go and self-regulate if they’re upset or if they’re not
1:43:08 having a good
1:43:09 day where we really can go in and they can really calm and relax
1:43:14 and have this
1:43:16 environment where students are learning to improve their
1:43:19 behavior and manage
1:43:20 those behaviors and we do not have those in every area in our
1:43:25 current location.
1:43:26 And then the observation rooms we do not have these at all at
1:43:31 Gardendale this is
1:43:32 where this we can go in observe and collect data without
1:43:36 interrupting the
1:43:37 classroom and really looking at the students in real time and
1:43:41 how they’re
1:43:41 functioning in the classroom so we can get services and supports
1:43:44 to them sooner.
1:43:45 So you know these are all types of interventions if we can get
1:43:50 in there and
1:43:51 get all the collect all the data we can provide interventions
1:43:55 very in the
1:43:57 appropriate manner for these particular students and when I
1:44:01 think back on it I
1:44:02 think success is a journey and not a destination and that’s by
1:44:05 being in
1:44:06 Sweetland. We’re on a journey and I know we can thrive and do
1:44:10 better for these
1:44:11 students and I really hope that we will consider moving them to
1:44:16 a location that
1:44:17 is conducive to their learning and what their needs are. They’re
1:44:21 small but they’re
1:44:22 mighty.
1:44:34 So good afternoon everyone. As Pam said this has been quite a
1:44:38 journey we’ve been
1:44:40 working on this for quite a while. Ms. Bland and I were kind of
1:44:43 teammates in
1:44:44 the oh my gosh we suddenly need a separate day school project
1:44:47 that happened
1:44:48 several years ago and I think all of us agree that there’s a
1:44:50 better way to serve
1:44:51 our students. We’ve had concerns about the transportation issues
1:44:56 and trying to
1:44:56 find a central location just concerns about the facility
1:45:00 renovations that have
1:45:01 been ongoing at Garden Ale trying to do a better job but it’s
1:45:03 just not the right
1:45:04 place for those students and so we’ve been working really hard
1:45:08 in
1:45:08 collaboration with Student Services to try to find the right
1:45:12 solution for this.
1:45:12 And I have sort of similar slides that have a bit of history
1:45:17 that just kind of
1:45:18 walks through the board work sessions where we’ve been before
1:45:21 you and kind of
1:45:22 talking through the process. You do have in your package kind of
1:45:25 a compilation of
1:45:26 those presentations that show you how we got here. But more or
1:45:30 less where we are
1:45:31 now is we have Harvard Jolly Architects Renee Tressella is
1:45:35 principal with Harvard
1:45:37 Jolly and has been leading the project as our consulting
1:45:40 architect. Dave
1:45:42 Lindemann and Chris Payne our project manager have been working
1:45:45 with Mr.
1:45:45 Tressella and we have developed what I think is going to be a
1:45:49 good solution in
1:45:49 collaboration with the Student Services team. So we just wanted
1:45:53 to kind of show
1:45:54 you today where we are. This is the Kennedy Middle School site
1:45:57 and we’ve put
1:45:59 a lot of effort and a fair degree of resources into making sure
1:46:03 that this
1:46:04 project can in fact integrate into the Kennedy Middle School
1:46:08 site. And so we’ve
1:46:10 tested a few different different arrangements of the building
1:46:14 and the
1:46:14 traffic circulation and we believe that this will work pretty
1:46:18 well and will
1:46:19 allow Kennedy to function independently and of the separate day
1:46:24 school and that
1:46:25 will work independently with different times of arrivals of
1:46:28 students and
1:46:29 teachers and such and and we will not need to really share much
1:46:33 in the way of
1:46:34 facilities other than the kitchen facility at Kennedy will
1:46:38 provide the
1:46:39 food for the students at the separate day school. So that’ll be
1:46:42 a savings for
1:46:43 us. And then this shows you a little bit more detail how the
1:46:47 site will be laid
1:46:49 out. And then this slide shows you the detail of the building
1:46:55 layout and so
1:46:56 worked very closely with Student Services to align the spaces to
1:47:00 best
1:47:00 serve serve the students and the faculty and I’ve now reached
1:47:04 the level of my
1:47:05 understanding of what I can explain about that but Mr. Tressella
1:47:10 and Ms.
1:47:10 Bland, Ms. Bias and Ms. Dampier I’m sure can go into more detail
1:47:14 if you’d like
1:47:15 some more information about the alignment of the spaces. It’s
1:47:20 about a
1:47:20 44,000 square foot building designed for 156 students including
1:47:27 EBD and IND
1:47:29 functions as well as some shared spaces that Ms. Dampier
1:47:32 described and so for me
1:47:35 we are ready to go full forward with design and the project so I
1:47:39 just wanted
1:47:40 to show you this is where we are we believe it fits we believe
1:47:44 it works we
1:47:45 believe it’s programmed appropriately for the students that we
1:47:48 will be serving
1:47:49 as we put a lot of effort into checking those things to make
1:47:52 sure that it will
1:47:52 in fact work. And then our next steps is that we will proceed
1:47:57 with the full
1:47:58 design we will shortly go out for an RFQ for a construction
1:48:01 manager we’d like to
1:48:02 get a little bit farther into the design process but we want to
1:48:07 have a
1:48:07 construction manager on board so that we can work side-by-side
1:48:10 with the
1:48:10 construction manager and the architect as we finish up the
1:48:14 design and then
1:48:15 anticipate pre-construction in fall of 25 and starting
1:48:18 construction around
1:48:19 January of 26 opening around July of 27. We will do our best to
1:48:25 accelerate that
1:48:25 but that’s kind of the typical schedule if we were to just
1:48:29 proceed in our normal
1:48:31 fashion. The key point is that we will need funding to be in
1:48:34 place in fall this
1:48:36 year in order to execute a construction contract and so I’ve
1:48:39 taken a quick look
1:48:40 at our funding scenario. The estimated cost is right around 20
1:48:45 million kind of
1:48:46 all in site work FF&E. This project is eligible for educational
1:48:51 impact fees
1:48:52 because it is providing additional student stations. We have
1:48:56 been
1:48:57 accumulating and using north area impact fees which grow at a
1:49:01 slower rate than
1:49:02 the south area. So right now we have about six ish million that’s
1:49:07 reserved
1:49:08 for this project. So that’s cash in hand. We have allocated some
1:49:13 small amount of
1:49:13 capital in this fiscal year. We haven’t used that yet. We do
1:49:18 have Harvard Jolly
1:49:19 under contract for the full amount of the design so that’s
1:49:22 already off the
1:49:23 table. So we really just need to fund the construction and FF&E.
1:49:27 So some of my
1:49:28 thoughts on funding strategies we can continue to use the north
1:49:32 area impact
1:49:32 fees. At this moment there is not a demand for a different
1:49:36 project so that
1:49:38 makes good sense. Philosophically this facility does serve
1:49:43 students from the
1:49:44 north and the south. We’ve batted around the concept of whether
1:49:48 we should use
1:49:49 some south area impact fees. That would need to be a decision
1:49:52 that we run
1:49:53 through our educational impact fee benefit district committees
1:49:57 as well as
1:49:58 the school board as well as the County Commission but that is
1:50:01 not in my opinion
1:50:02 out of the question. We probably need Mr. Gibbs to weigh in on
1:50:06 that but the
1:50:07 facility is pretty much right on the boundary so it’s just over
1:50:11 the boundary
1:50:12 of the line between north and south. We could also allocate
1:50:17 additional capital
1:50:19 and we can also look at the line of credit financing. I’ve
1:50:23 talked with Mr.
1:50:24 Ford about that and you know there’s possibilities that are open
1:50:27 in that
1:50:28 arena as well so I I think today we would like to ask you to
1:50:33 consider us
1:50:34 moving forward with the design with the intention of building
1:50:37 the facility and
1:50:37 we collectively myself Ms. Lisinski Dr. Rendell and our
1:50:42 financial folks are
1:50:43 going to need to come up with some strategies for this project
1:50:46 as well as
1:50:46 the South Brevard projects that we talked about I think last
1:50:49 month or a few
1:50:50 weeks ago. So if you have questions about the layout of the
1:50:54 building I have our
1:50:56 folks here that can answer those and otherwise we are good to go.
1:51:00 So thank
1:51:00 you. Let me just start off by saying how excited I am about this
1:51:09 so I don’t I
1:51:10 don’t share a lot about my previous life prior to being on this
1:51:12 board but I ran a
1:51:13 home health agency that specialized with working with
1:51:15 individuals with
1:51:16 developmental disabilities for ten years and so walking into
1:51:19 that school and
1:51:21 seeing some of the things I was seeing mind was completely blown.
1:51:25 Shout out to
1:51:26 Magnolia thank you Orange County for letting us come and take
1:51:29 the field trip
1:51:29 of all field trips because really I think it did really plant
1:51:32 the seed in
1:51:33 all of our minds of how we could serve this population who
1:51:35 already has so many
1:51:36 additional challenges that we do not have how can we serve them
1:51:39 better. So I
1:51:40 am excited you have my full blessing let’s go forward let’s do
1:51:44 good work
1:51:44 let’s get this built. I when we’re looking at the impact fees
1:51:48 you know I
1:51:48 because it does serve the entire district I think it would be
1:51:51 smart of us
1:51:51 to look at this coming from south and north end because it
1:51:55 serves the entire
1:51:56 district but I also understand there’s a huge need in the south
1:51:58 end for schools
1:51:59 and so you know kind of looking ahead to the future and what we’re
1:52:02 gonna do there
1:52:03 I know you’re juggling all those things. It could be a zero-sum
1:52:06 game so we’re
1:52:08 gonna look at that as a package yeah the best way to do that. I
1:52:12 love the the
1:52:13 hybrid approach you know I talked to Mr. Ford yesterday and so I
1:52:17 don’t know that
1:52:17 they don’t love it as much because we you know when we took the
1:52:20 line of credit
1:52:21 we built the middle school we didn’t we didn’t use the line of
1:52:23 credit which I’m
1:52:24 extremely proud of this board for not using that line of credit.
1:52:26 We want to be
1:52:27 good stewards of the dollars we have and we want to make sure
1:52:29 that we’re
1:52:30 fiscally responsible so I love that idea from a lender
1:52:33 standpoint obviously I’m
1:52:34 probably they’re probably not so excited because they would
1:52:37 prefer the loan which
1:52:39 I understand but yeah I’m excited about this I am I’m like go
1:52:43 forward do good
1:52:43 work let’s make this thing happen yesterday so yeah so first off
1:52:51 we need to
1:52:52 make sure that Mr. Thomas gets its own private field trip to
1:52:55 Magnolia School so
1:52:56 you can get an idea of what we’re what we’re talking about. This
1:53:01 is this is
1:53:02 great work I’m excited to hear about the music classroom of
1:53:05 course but also the
1:53:06 other spaces you know just breezing through the the floor plans
1:53:12 and the
1:53:12 design it looks incredible and I am absolutely a let’s move
1:53:19 forward and
1:53:20 let’s get it done you know it comes to funding I hear you
1:53:24 appreciate you
1:53:24 wanting to balance it out but I appreciate my compadre from the
1:53:28 north
1:53:28 here recognizing you know we we’ve got stuff I want to build as
1:53:33 much as we can
1:53:33 without debt at all and so if we can you know and a lot of times
1:53:38 every time
1:53:39 quarterly that we vote to move the next step for our impact fees
1:53:43 almost always
1:53:44 those North fees once we built what we did at MIMS and a couple
1:53:47 other places
1:53:48 right we’re using it to pay off debt which the debt some of it
1:53:53 north-south
1:53:53 that kind of all get shuffled around I if we can do this using
1:53:57 the impact fees
1:53:57 and and get out of this building debt-free and and be able to
1:54:01 take care of
1:54:02 the other needs that you just presented to us three weeks ago
1:54:04 with the south
1:54:06 impact fees plus we’re gonna have to do some other financing
1:54:09 there I that’s what
1:54:10 I would prefer but but yes you know to put your foot on the
1:54:16 accelerator and
1:54:16 let’s go I I’m glad we’ll at least be breaking ground before I’m
1:54:20 done on the
1:54:21 board so but I think this is the right thing to do for students
1:54:25 and I love that
1:54:26 we’re opening up the capacity thank you for mentioning that
1:54:29 because I have I
1:54:29 think we’ve had conversations with parents through the years of
1:54:34 and
1:54:35 teachers feeling like that wasn’t where they their child was was
1:54:39 not the correct
1:54:39 placement but we just didn’t always have those placements let me
1:54:44 ask you one
1:54:45 question I have about blast so we’re long County and we have
1:54:48 long established
1:54:49 blast programs in multiple areas and we’ve added some even is
1:54:53 the idea that
1:54:54 we continue to have those blast programs in certain areas this
1:54:59 is dr. bias
1:55:00 question maybe and give her all the microphones and then this
1:55:06 would be just
1:55:06 for those people who are in the kind of the central area so we
1:55:11 do we have seven
1:55:13 total and in fact last year we moved Clear Lake into and split
1:55:17 it with Coco
1:55:18 and Viera so those are our newest it’s a really good balance
1:55:22 between the seven
1:55:23 from the top of the county to the bottom and some are in that
1:55:26 range of maybe 18
1:55:28 to 20 and others are in like a 10 to 12 range so the balance
1:55:32 right now is really
1:55:33 really good we don’t have plans to add anymore but the fact that
1:55:38 Gardendale
1:55:38 will have an opportunity to experience some of those same things
1:55:41 for 18 to 22
1:55:43 year olds and post-secondary is pretty exciting so right yeah no
1:55:47 I love that
1:55:48 you guys incorporated those ideas into the plan I just wanted to
1:55:50 make sure
1:55:50 because I know like our people done in South Palm Bay they’re
1:55:52 probably don’t
1:55:53 want to drive to Rockledge to Kennedy you know the area to when
1:55:57 they have a
1:55:58 awesome program down there that’s been going on for a lot of
1:56:01 years I was just
1:56:02 gonna add to we do have project search so that’s at our
1:56:06 hospitals right so the
1:56:07 experience there Palm Bay is gonna be a new one so adding that
1:56:11 down south is
1:56:11 gonna have an impact on some of our blast sites because the
1:56:14 students are
1:56:14 interviewing and then being accepted into the internship that’s
1:56:18 kind of
1:56:18 balanced out as well but the addition of the project search so
1:56:21 it really expands
1:56:22 our opportunity to meet those needs you know that is that is
1:56:26 great thank you
1:56:28 yes I really like the gym that was in there oh my god have some
1:56:33 athletic
1:56:34 programs inside there but um no I did want to say thank you one
1:56:37 of the
1:56:37 opportunities we might want to look at for the funding is is
1:56:41 also are they
1:56:42 gonna share chillers or are they gonna have separates they’re
1:56:50 gonna share I’m
1:56:52 sorry ernate or so they will be standalone I was gonna say
1:56:56 because if
1:56:56 they’re if they’re shared on some sort of a system you could use
1:57:00 the half cent
1:57:01 sales tax when you upgrade to reduce some cost you know I mean
1:57:05 there’s some
1:57:05 opportunities there where you can share some of the resources
1:57:08 and maybe draw
1:57:09 down some of it because you’re upgrading facilities from Kennedy
1:57:12 at the same time
1:57:13 just as an idea but if they’re standalone separate then there’s
1:57:16 I don’t
1:57:16 think you can but from a designs perspective if we do like you
1:57:19 know
1:57:20 Vieira High School has some big chillers over there sometimes
1:57:22 you can run to two
1:57:23 facilities off of one and then utilize that with the half penny
1:57:26 cent sales tax
1:57:27 if Kennedy’s low and then there’s just some other opportunities
1:57:30 there thank you
1:57:32 this is really good I’m really excited about it after we went
1:57:35 over there and I
1:57:35 saw what was provided to those Orange County students and we
1:57:38 could do that here
1:57:39 thank you and dr. indell thank you obviously I’m the newbie so I
1:57:47 don’t have
1:57:48 a lot of experience being able to see what y’all are talking
1:57:51 about I did have
1:57:51 some initial questions but obviously seeing my colleagues
1:57:55 enthusiasm for the
1:57:56 project I really would love to go see Magnolia if I could if I
1:58:02 may we were the
1:58:04 architects for Magnolia as a firm and myself so anytime you’d
1:58:08 like to go
1:58:09 somebody will tell me I’m sure I can make that happen I know you
1:58:12 guys did
1:58:13 before but I’m happy to facilitate that I’m done thank you one
1:58:19 of the things
1:58:19 that when I was a teacher at Space Coast a lady named miss
1:58:23 Daniel Campbell ran
1:58:24 the blast program there and I built a lot of outdoor facilities
1:58:27 for her I
1:58:28 built a butterfly garden I built a garden for her with the you
1:58:32 know what I
1:58:32 mean and everything else and those blast students were really
1:58:36 really into you
1:58:37 know what I mean turning the turn in the soil one of the things
1:58:40 we saw over there
1:58:41 at the Magnolia day school was they had a large like an
1:58:45 agricultural area I
1:58:46 didn’t see it on there so if there’s an opportunity to kind of
1:58:49 look at that I do
1:58:50 know that those are some great opportunities for those kids
1:58:53 because
1:58:53 getting them out and getting them moving and turning their hands
1:58:56 like that works
1:58:56 really well so it was just one of the things I saw there that I
1:58:59 didn’t see
1:59:00 here plus we have a big agricultural initiative to tie AG in and
1:59:05 Kennedy’s
1:59:05 got a lot of those fields that don’t get used in the back you
1:59:08 know what I mean so
1:59:09 there might be something to do so that’s all just an idea thank
1:59:13 you
1:59:14 exciting times so obviously full steam ahead and as far as
1:59:20 financing I look
1:59:21 forward to hearing some of your ideas we’re always amazed at
1:59:27 what you can do
1:59:27 with the financing options there and I’m sure you’re looking
1:59:30 forward to all the
1:59:31 combinations and permutations that we may have for financing but
1:59:36 I think we’re
1:59:37 in a good position and it’s exciting to be able to provide for
1:59:42 the students all
1:59:45 the students and in this particular case both from the north
1:59:49 side north and the
1:59:50 south so I look forward to watching this project start and
1:59:56 finish and again
1:59:58 wonderful job and I appreciate any other questions for dr. Endell
2:00:03 nothing no I
2:00:05 think as has been said a lot of really really good work has been
2:00:08 done on this
2:00:09 project so we’re ready to go we just wanted one more final
2:00:13 approval before we
2:00:14 go any further thank you so mr. chair I didn’t know if you
2:00:23 wanted to take a
2:00:23 break before we start the policies guys we think it’s gonna be
2:00:26 five minutes yeah
2:00:28 all right yeah we’ll recess for five minutes
2:00:44 you
2:09:28 all right the last topic on the agenda today is policy review
2:09:29 please open the
2:09:32 attached documents for review thank you for such an amazing job
2:09:45 miss Lena for
2:09:47 making sure we’ve had all of our policies all right so does any
2:10:05 a board
2:10:05 member have any anything we want to start on the first one at
2:10:09 zero one six
2:10:11 nine point one mr. chair yes for the public participation
2:10:21 correct yeah yeah
2:10:23 so I looked at the two proposed ones and I just like to submit a
2:10:32 few thoughts and
2:10:33 also potential some things I’d like to see personally I’d
2:10:36 personally like to see
2:10:37 changed if we’re gonna be modifying our public participation
2:10:41 policy I think we
2:10:43 should be looking to expand engagement not restricted and so I
2:10:48 think we all
2:10:50 want varying perspectives we all want transparency we all want
2:10:55 to you know
2:10:55 promote engagement and so I don’t want to make any policy that
2:11:00 is geared towards
2:11:01 any dynamic that exists right now because that dynamic could
2:11:05 change
2:11:05 politically five years from now so I like to make you know I
2:11:09 like to have a
2:11:09 free encourage as much participation as possible and a couple of
2:11:17 things I’d like
2:11:18 to change one is very minor one is in the first paragraph of
2:11:21 both both of the
2:11:23 examples it says that the members of the public shall be given a
2:11:28 reasonable
2:11:29 opportunity to be heard on a proposition before the board and
2:11:33 personally I don’t
2:11:34 see why we even need to include the word reasonable just that
2:11:37 they should be
2:11:37 given an opportunity to be heard next one would be on for the
2:11:48 portion where
2:11:50 there’s there we’re talking we’re talking about the public
2:11:54 addressing
2:11:55 agenda items before at the beginning of the meeting I personally
2:11:59 would like to
2:12:00 have three minutes on each agenda item not three minutes
2:12:04 collectively so as I
2:12:05 understand it if we had ten things on the agenda and somebody
2:12:09 wanted to speak
2:12:10 on five of them they’d have to condense their comments to a
2:12:13 total of three
2:12:13 minutes at the time a lot of when we go to speak I would like to
2:12:17 have public
2:12:19 comment before each agenda item so we can allow maximum
2:12:23 participation among
2:12:26 the public and those are my comments okay Paul’s the word
2:12:34 reasonable in there
2:12:35 for legal purpose yeah it’s a Neola included it because they you’re
2:12:42 only
2:12:42 required by law to provide a reasonable time in some districts
2:12:46 say up to 30
2:12:47 minutes or 60 minutes for public comments so the more speakers
2:12:50 you have
2:12:51 the less time they get to address the board so that’s why it’s
2:12:54 in there okay
2:12:55 and just one final comment on that just my perspective is is
2:12:59 that we’re not
2:13:00 we’re in no hurry you know we’re here on any particular item the
2:13:04 public should be
2:13:04 able to address us I don’t disagree with three but let you know
2:13:07 having a time
2:13:08 limit but they should be able to address us on each item that
2:13:10 they have a concern
2:13:11 about and we’re not in a race to get done with the meeting we’re
2:13:16 here for
2:13:16 them and we’re here to create the best policy as possible so we
2:13:19 should be able
2:13:20 to I think we should afford the public the maximum amount of
2:13:23 opportunity to
2:13:24 speak okay so I wanted I just have a thought that that word
2:13:37 reasonable
2:13:38 actually comes straight out of statute so without I was just
2:13:40 trying to pull one
2:13:41 up but I don’t have a problem with reasonable I think it’s I don’t
2:13:46 for me
2:13:47 it’s not an offensive or a limiting thing it’s just one of the
2:13:51 things that
2:13:52 we have actually in the policy I think this would go to
2:13:55 reasonable is there’s
2:13:56 actually a part that says that the public comment doesn’t have
2:14:02 to be in the
2:14:02 same meeting for example if we we I don’t know that we’ve done
2:14:10 different of
2:14:10 this specific thing but if we knew there was a big thing coming
2:14:13 up and we were
2:14:14 gonna take a vote and there was gonna be lots of public interest
2:14:16 we could have a
2:14:17 separate meeting you know or if we’ve known we had people people
2:14:21 well actually
2:14:21 we have done this before but I’m let me play out my scenario if
2:14:24 we want to have
2:14:24 a special meeting because we knew there were going to be people
2:14:26 coming out in
2:14:27 droves and we have a special mean just to hear all the public
2:14:29 comment we can
2:14:29 take the vote at another meeting don’t have to have any public
2:14:31 comment at that
2:14:32 right that’s part of our policy and one of the times we actually
2:14:35 did engage that
2:14:35 was during the mask decisions we had had public comment for
2:14:42 months and so we
2:14:45 actually had a meeting where we didn’t not have public comment
2:14:47 but we shorten
2:14:48 it all down to one minute a piece I think because we’d heard
2:14:51 lots of things
2:14:52 about masks and really didn’t need necessarily more public
2:14:55 comment about
2:14:55 masks at that particular time so I I think you know I don’t have
2:15:02 problem with
2:15:02 reasonable we can go back and forth and see the comments before
2:15:05 every item I
2:15:06 it’s interesting because I we’ve had different people come up
2:15:10 with different
2:15:11 suggestions and say oh you should do like the county
2:15:13 commissioners you should
2:15:14 only this that the other we have we have you know the authority
2:15:17 and reasonableness to
2:15:18 make it how we want I don’t know that I would be in favor and me
2:15:22 individually of
2:15:23 doing for every single item but you know because the consent you
2:15:28 know I think
2:15:29 there is a possibility for it to be abused you know and I’m not
2:15:35 saying we’re
2:15:36 in a hurry but you know we have had different at different times
2:15:40 opportunities when we have policy hearings where people can come
2:15:44 up and
2:15:44 speak six different times they can come up and speak at the
2:15:48 times when we approve
2:15:49 50 policies in one meeting they had the opportunity they could
2:15:52 have come up and
2:15:52 spoken 50 times so but so we have but at least to put consent
2:15:58 together really
2:15:59 besides consent the only thing that we have that we don’t have
2:16:02 separate if we
2:16:02 have anything to vote on besides consent we have a public
2:16:05 hearing for which is a
2:16:07 separate public comment time the action agenda so which really
2:16:10 is just the
2:16:13 contracts procurement those are the main things but anything
2:16:17 beyond that has it
2:16:18 separate has its own separate public comment time so if you want
2:16:21 to separate
2:16:22 out the contracts I guess so but I I wouldn’t I’m not
2:16:25 particularly favor of
2:16:26 separating out for every single thing but rather you know if we
2:16:28 wanted to have
2:16:29 an extra one we could do it if anybody had public comment time
2:16:32 on public
2:16:33 comments on any particular contracts which would go under
2:16:36 procurement and I
2:16:38 pardon me mr. chair I’m gonna go through when I first looked
2:16:42 through I went through
2:16:43 what Mary Jo sent us which was the Neola and then Paul sent us
2:16:46 the one that he
2:16:48 had recommended and which was really our policy with some
2:16:53 changes I the thing so
2:17:00 want to make sure that we which was good because we had a
2:17:02 section in there about
2:17:04 signs which the Neola policy didn’t have we want to make sure we
2:17:07 have that
2:17:07 information about signs so that people are informed before they
2:17:12 come sorry and
2:17:19 we also had our own rules about the sign up which I think we
2:17:22 need to continue to
2:17:23 have that that people can sign up all the way to the beginning
2:17:26 of the public
2:17:27 comment time but I would say we want to make sure if we could
2:17:30 add a word in
2:17:30 there that says the first public comment time so people can sign
2:17:34 up all the way
2:17:35 to we get to that first public comment time and that’s when it’ll
2:17:39 end for both
2:17:39 sessions and I don’t know it says that specifically thank you
2:17:46 Paul for putting
2:17:47 these definitions also the Neola policy deleted irrelevant and I
2:17:51 think that’s a
2:17:51 really important part and actually I think you put it in a
2:17:53 couple different
2:17:54 ways about irrelevant because we don’t really need people coming
2:17:58 talking about
2:17:59 things that we have absolutely no control over like the space
2:18:04 shuttle
2:18:04 program not being canceled or you know I’m just trying to think
2:18:07 of random
2:18:07 things that actually haven’t come to us but we’ve had just as
2:18:10 irrelevant or more
2:18:11 things come to us I think it’s important to define those all
2:18:13 those definitions
2:18:14 for us to allow for us to prohibit profanity expletives that’s
2:18:20 in a
2:18:21 reasonable way I think that takes care of some of my concerns I
2:18:24 know with some
2:18:24 of the changes that we have been challenged to do by the courts
2:18:28 I feel
2:18:29 like okay don’t call it obscene don’t call it abusive but it’s
2:18:32 still profane
2:18:33 and I think for decorum sake which the state law allows for us
2:18:36 to do we need to
2:18:37 include those definitions there was one thing when we talked
2:18:43 about yesterday
2:18:44 remember what it was I can’t remember now because I didn’t write
2:18:46 it down which
2:18:47 part things where we needed to add a word oh yes yes yes so yes
2:18:54 so in board if
2:18:56 you’ll look if you’re looking at the one that has all the red
2:18:59 lines on the
2:18:59 highlights it’s on its page five not that one it’s the it’s the
2:19:09 word doc I’m
2:19:09 sorry I don’t I didn’t ask for paper copy because I preferred to
2:19:12 have mine
2:19:12 digital sorry there is a section about the FCC and we’ve been
2:19:18 challenged on
2:19:19 this a couple of times that because we’re a public entity we don’t
2:19:22 have to
2:19:23 follow FCC guidelines but we do have the option to say that the
2:19:27 board adopts the
2:19:29 FCC guidelines when it comes to indecent profane content
2:19:34 obviously you know the
2:19:35 state says parents can come and read from books that are they’re
2:19:40 they’re
2:19:40 challenging and our media centers but I’m not the reason why I
2:19:46 would I would
2:19:47 want to potentially do that is because there are some things
2:19:51 that are in the
2:19:52 FCC regulations that I think even excluding profanity you know
2:20:00 FCC one of
2:20:01 the thing quotes it’s in here if FCC describes profane content
2:20:04 as content
2:20:04 that excludes grossly offensive language there’s considered a
2:20:08 public nuisance I
2:20:08 would put forward that I think if someone is going to use a
2:20:12 racial slur in
2:20:13 public comment time that’s not necessarily an expletive but it
2:20:18 would be
2:20:19 inappropriate and against decorum now that could also go under
2:20:23 inciting which
2:20:23 the policy that the changes that Paul put forward to us includes
2:20:29 inciting
2:20:29 language but I think here’s a possibility for us to just say you
2:20:33 know
2:20:33 we’re gonna even whether we’re videotaping it or not the board
2:20:36 chooses
2:20:37 to align our rules of decorum with the FCC whether or not we
2:20:42 actually have to
2:20:44 abide by them or not but I I just again just to have some kind
2:20:50 of decorum that
2:20:51 we can we can maintain can I can I weigh in on this just I mean
2:20:54 obviously we’re
2:20:55 talking about it’s a conversation I don’t know how it would be
2:20:58 the board’s
2:20:59 responsibility to regulate the public comment to comply with FCC
2:21:03 I think we
2:21:04 could really get ourselves in the weed here weeds again with are
2:21:06 we gonna
2:21:07 listen to the comment in its entirety I mean there’s a lot that’s
2:21:09 going on that
2:21:10 I would be hesitant to say we’re gonna comply with FCC
2:21:13 regulations because I
2:21:14 I’m afraid that we will be in a policing situation again as we
2:21:19 have been in the
2:21:20 past that’s my personal thoughts on that Paul can you weigh in
2:21:24 on FCC regulations
2:21:25 which part I mean it the FCC provides some additional guidance
2:21:29 from the
2:21:30 perspective of profanity and content that may be helpful to a
2:21:36 board on what
2:21:37 reasonable as far as the quorum goes and those rules are already
2:21:41 out there so
2:21:42 you’re not trying to start from scratch like our definitions and
2:21:46 things that you
2:21:48 know the chair would have some guidance to lean on and that’s
2:21:50 why when I spoke
2:21:51 with Howard and Jennifer they were you know kind of let’s expand
2:21:55 the FCC stuff
2:21:56 and include some more of their guidance on our policy obviously
2:22:01 it’s up to you
2:22:02 guys whether you want to include that or not but if we weren’t taping
2:22:05 them then
2:22:06 it would be irrelevant correct I mean it’s all that only matters
2:22:10 for FCC rules
2:22:12 apply if you’re broadcasting on network television right so if
2:22:16 you adopt their
2:22:18 standards for your meeting as far as reasonable decorum goes you
2:22:21 can apply it
2:22:22 during your public comment whether you’re broadcasting on
2:22:25 network anyways
2:22:26 you wouldn’t be held legally liable by the FCC if you’re not
2:22:30 broadcasting on
2:22:30 network but you’re just saying we are taking their standards for
2:22:34 what’s
2:22:34 appropriate during six and ten o’clock and applying it to our
2:22:38 meetings that’s
2:22:40 where you would be incorporating their standards okay all right
2:22:46 well I’ll let
2:22:46 the competition continue sorry go ahead miss Campbell yeah that
2:22:50 was kind of
2:22:50 where I came to a pause I may come back around later but that’s
2:22:53 those are the
2:22:53 those are my initial thoughts on this the only thing is we I don’t
2:22:59 think we
2:22:59 included in here any piece about we’ll need to give direction on
2:23:04 cameras
2:23:09 they’re cutting the camera I thought there was something where
2:23:13 we okay yeah
2:23:14 we cut at the non-agenda items I thought I’m sorry what letter I
2:23:23 mean I promise
2:23:28 you where is it I know I just I lost track
2:23:38 that’s okay yeah so one of the things we do is is we have the
2:23:53 form that they are
2:23:54 to identify the agenda item or the non agenda item ahead of time
2:23:58 what’s that so
2:24:01 I just wanted to make sure because it’s it dances around this
2:24:05 this policy to be
2:24:06 honest with you guys I’m glad that Paul did what he did and put
2:24:09 this together
2:24:09 because this policy is kind of a it’s probably it’s been
2:24:12 rewritten like three
2:24:13 or four times so you have like carryover from other policies and
2:24:16 you’re reading
2:24:17 some of it sometimes and you’re like bring it where’d that come
2:24:19 from and I
2:24:20 remember where it came from so just my main points was is that
2:24:23 we always have
2:24:24 somebody fill out a form identifying if they’re gonna speak to
2:24:26 the agenda item
2:24:27 or if they’re gonna speak to the non agenda item right that way
2:24:29 it separates
2:24:30 it and we get it clear we it didn’t speak to this but we we kind
2:24:34 of have it
2:24:34 in there that they’re allowed to fill out those forms all the
2:24:38 way up until we
2:24:38 start public comment and the reason for that is is that I’ve
2:24:41 seen a lot of in
2:24:42 the past whether they’re employees of the district or moms or
2:24:45 dads or somebody
2:24:46 that are getting off work and having it at the start of the
2:24:48 meeting kind of cuts
2:24:49 them out because there’s no way they can get here so I think
2:24:51 giving them the
2:24:52 opportunity to speak up until the time that we go to public
2:24:55 comment is good and
2:24:56 that’s for the first time so not that you can come into the non
2:25:00 agenda item
2:25:00 and show up at you know eight o’clock at night and with a bunch
2:25:02 of people and
2:25:03 start speaking also the public speaking I read it in one and I’m
2:25:09 not sure if it
2:25:09 was in the other should if they’re speaking to the agenda item
2:25:12 it has to be
2:25:12 about the agenda item it can’t be that they’re you know what I
2:25:15 mean moving on
2:25:16 you know start talking about a bunch of other stuff and you know
2:25:19 what I mean
2:25:20 ramble and stuff like that and then agenda items versus non
2:25:24 agenda items we
2:25:25 have the agenda items going on during the board business and
2:25:28 then the non
2:25:29 agenda items afterwards Paul I was confused because some of the
2:25:32 it says
2:25:33 what I thought we did was we end the business meeting and then
2:25:37 we sit and
2:25:37 wait for the speakers to speak and stuff like that is that
2:25:40 correct is that the
2:25:41 proper process you mean are you adjourning the meeting yeah you
2:25:46 adjourn
2:25:46 you can if that’s how you want to set it up but then the board
2:25:49 is not required to
2:25:50 stay there’s right if you guys don’t like what you’re hearing I
2:25:53 I can’t
2:25:54 prevent all of you from getting up and walking out of the board
2:25:57 meeting well if
2:25:58 you don’t adjourn the meeting I have to have three members
2:26:01 sitting in the room
2:26:02 otherwise it’s like we got to stop the meeting because I don’t
2:26:06 have a quorum
2:26:06 I’ll be honest with you I think that we should all stay for
2:26:08 those not agenda
2:26:09 items you know what I mean through them and I know that it’s
2:26:11 difficult sometimes
2:26:12 but I think that’s our due diligence but I do know that I think
2:26:16 that we should
2:26:17 adjourn it just because of the way the legalities and everything
2:26:20 else do it and
2:26:20 we can sit there and listen to them I I would make that
2:26:23 recommendation and then
2:26:24 I would also say that our agenda items you move to three minutes
2:26:28 just like we
2:26:29 had and then for the non agenda items afterwards we can move to
2:26:33 one minute
2:26:33 with the board chair being able to give extension for more
2:26:35 minutes if they want
2:26:36 to the reason I came up with that is not to cut back on people’s
2:26:40 speaking times
2:26:40 but the issue is is that I saw that with the Department of
2:26:43 Education and it went
2:26:45 very well when people are there to speak about a topic then they
2:26:48 can do it in a
2:26:49 minute and the board chair can say I extend the time if they
2:26:52 would like to
2:26:53 those are just some of my suggestions but I know we’re workshopping
2:26:56 around but
2:26:57 I think we’re in a pretty good spot with most of it but so just
2:27:01 a thought nice
2:27:02 nice name that’s right I hear what you’re saying promise and I
2:27:07 actually I
2:27:08 agree with you we don’t want to limit public participation and
2:27:11 the governance
2:27:12 of what the board is doing I think the problem that we have
2:27:14 right now or that
2:27:15 we have seen happen is that a lot of times the public comment
2:27:18 isn’t regarding
2:27:19 governance it’s regarding other things and so that’s taking us
2:27:22 away from
2:27:22 really what we’re supposed to be doing I I like the idea of
2:27:26 splitting agenda
2:27:27 versus non agenda I think that that would be smart for the board
2:27:30 to do so
2:27:31 that’s kind of what this policy that Paul’s picked up has laid
2:27:33 out for us I
2:27:34 don’t support adopting the FCC rules and regulations that’s me
2:27:39 personally I don’t
2:27:39 think we should do that because I’m concerned that it’s going to
2:27:43 put us in a
2:27:43 situation to stop someone from saying something because we’re
2:27:46 concerned we’re
2:27:46 violating FCC regulations when really again we’re not supposed
2:27:51 to police the
2:27:52 public comment that was one of the big messages that we got from
2:27:55 what came out
2:27:56 of some recent litigation yeah that real quick yeah one of the
2:27:59 things that we
2:28:00 were concerned about going with the FCC was because we didn’t
2:28:03 want them to speak
2:28:04 in those terms while we were online right public but if we move
2:28:08 that to the
2:28:09 non agenda at the end and we allow them to speak afterwards
2:28:12 without the cameras
2:28:13 right then I think it dovetails into what right you don’t
2:28:15 necessarily need
2:28:16 the part of it so in order to give people ample time to speak
2:28:21 about about
2:28:24 the agenda items because they might have it may very well have
2:28:30 six agenda items
2:28:31 on there that they want to speak about and that is gonna be very
2:28:34 hard to get in
2:28:35 front of us and give us a you know clear thought of what they’re
2:28:37 trying to say
2:28:37 for six agenda items in three minutes would the board’s appetite
2:28:41 be to extend
2:28:42 maybe the possibility if they list so many agenda items we can
2:28:46 rank it I don’t
2:28:46 know it’s one through five they get three minutes if they want
2:28:50 to speak for
2:28:51 more than that I don’t know how are we over complicating it I’m
2:28:53 just trying to
2:28:53 think of how do we balance the idea of letting them have the
2:28:56 ability to speak
2:28:56 and be able to convey what they want to us as a board hear them
2:28:59 that is our
2:29:00 responsibility is to listen to the public and hear what they’re
2:29:02 saying in
2:29:03 regards to things that we’re governing and voting on so I can
2:29:07 help in all the
2:29:09 years I’ve been on the board I’ve never seen anybody not be able
2:29:12 to speak to the
2:29:13 agenda items they have right so they had the three minutes and
2:29:16 no matter what was
2:29:17 on there I never heard anybody moving through multiple agenda
2:29:20 items not to say
2:29:21 that that’s not true that’s the reason that I put in there the
2:29:25 board chair can
2:29:26 give the opportunity to extend and you know and I know it just
2:29:28 as well that
2:29:29 when somebody’s up there trying to pour their heart out to us
2:29:31 and give us their
2:29:32 opinion right stuff like that that the board chair can extend
2:29:35 and I think that
2:29:35 would be the opportunity to do so I’m open to ideas but I do
2:29:38 know that once we
2:29:39 start doing that it starts opening I like where where where Paul’s
2:29:45 out where
2:29:45 Thomas is going I do I like what he’s saying about expanding I
2:29:49 just know we’ve
2:29:50 never seen it to where I just be honest that an individual comes
2:29:53 in and says
2:29:54 okay I’m gonna speak about these 15 we’re gonna go through it
2:29:56 because we
2:29:57 don’t still usually don’t have that so I think that it’d be
2:29:59 cleaner to just say
2:30:00 board chair can extend the conversation if they’re bringing up
2:30:04 good points in
2:30:05 there is that not in here already that we can extend minutes
2:30:08 upon a one and not
2:30:09 the other I just wanted to kind of Homer like if I could clarify
2:30:12 just that one
2:30:13 point mr. Susan that’s I definitely would like to when I say
2:30:18 have three
2:30:19 minutes for each agenda item the conversation needs to be germane
2:30:22 to what
2:30:23 we’re talking for that agenda item in my experience and I did it
2:30:26 for eight years
2:30:27 on a city council that had a similar policy to what I’m
2:30:29 suggesting it was not
2:30:31 abused I’m saying it’s not it you know there are certainly
2:30:34 potential but
2:30:35 there’s always potential in anything but but it does afford on
2:30:40 specific especially
2:30:41 where that’s going to come up and majority of the time I think
2:30:44 is going to
2:30:45 be on issues there are a couple of big issues or serious issues
2:30:48 that we’re
2:30:48 addressing in a particular board meeting it gives the public a
2:30:52 chance to talk
2:30:52 about that without rushing through it gives us a chance to
2:30:55 understand what
2:30:55 they’re talking about yeah instead of just trying to fit
2:30:58 everything into three
2:30:59 minutes no and I know and that’s and so like our large issues I
2:31:02 look back and
2:31:03 miss Campbell you can agree with me or disagree but our large
2:31:05 issues usually
2:31:06 come at the when we do our policies so our policies all have
2:31:10 separate speaking
2:31:12 engagements on each one of them whether that was and those aren’t
2:31:18 abused I mean
2:31:19 from what I saw you most of time there’s not public comment no
2:31:22 it’s not I mean
2:31:23 honestly we’ll have some on these but the chair calls them up
2:31:32 and it’s not
2:31:33 even a sign-up time if you want to speak on this policy lineup
2:31:36 and it’s still
2:31:37 the three minutes I personally think they should sign up before
2:31:43 they do it I
2:31:44 agree with mr. Susan as far as up to have a cut-off after the
2:31:47 start of the
2:31:47 meeting but having people sign up for the for particular agenda
2:31:52 items allows
2:31:53 the chair to run or Paul to the poem Paul and the chair to run
2:31:57 the meeting you
2:31:58 know with some some structure maybe we define that I don’t have
2:32:09 any it’s the
2:32:11 primary agenda items consent for instance unless something’s
2:32:13 pulled off
2:32:14 of it I guess we could leave it where somebody can comment on
2:32:16 something that’s
2:32:16 not pulled off the agenda item if we but you know I’m going back
2:32:21 my memory I
2:32:22 think we allowed that in there but very rarely was there a
2:32:25 comment about the
2:32:26 consent agenda if nobody pulled something the way we do it now
2:32:35 is the
2:32:36 public comment time comes before the board has opportunity to
2:32:38 pull anything
2:32:39 so we don’t even take a motion to accept the consent agenda
2:32:44 until public comments done I could see how but however we have
2:32:47 had before where people come up and
2:32:49 during the public comment sign which is before all that they
2:32:51 address something
2:32:52 that concerns one or more board members and so then the board
2:32:55 member pulls it so
2:32:56 we can write discussion that happens but we wouldn’t have more
2:33:00 public comment
2:33:00 then it would just be or prior to when then we first announced
2:33:05 the consent
2:33:06 agenda so we could sign up for the consent agenda not knowing
2:33:09 that
2:33:09 something’s pulled or not just like I think last week last
2:33:12 meeting we had
2:33:13 concern over field trips I think I was on the consent anyways so
2:33:19 we see
2:33:19 something on a consent agenda that that they want to comment on
2:33:22 they can comment
2:33:23 on it whether we pull it or not they could just have it and it
2:33:25 might cause
2:33:26 one of us to say hey you’re right I want to pull that good after
2:33:29 you brought that
2:33:30 point somebody brings a point out yes so pertaining to what you
2:33:38 had said Miss
2:33:40 Campbell though that met the issues that we’re gonna have public
2:33:44 comment on we’ve
2:33:44 had public comment time before it gets to the board meeting
2:33:48 policy meeting where
2:33:49 they can come up and it hasn’t been abused which then would in
2:33:53 turn then we
2:33:54 don’t need to make a in my opinion special policy for it to be
2:34:00 in our in
2:34:01 our board meeting because it’s not being abused or used as much
2:34:05 in our
2:34:06 policymaking sessions so I’m all for not limiting speech that’s
2:34:12 why I’m for
2:34:12 giving more multiple times you know on agenda items and at the
2:34:17 end I would not
2:34:19 be in support of per agenda item because we haven’t had like I
2:34:24 think that said it
2:34:26 I don’t believe we’ve had many three-minute talks and then they
2:34:30 were
2:34:30 talking about the specific agenda item and needed more time to
2:34:32 talk about an
2:34:33 agenda item we just haven’t had that so we’re actually I mean we
2:34:38 potentially
2:34:39 could be you know doubling public comment time if we give them
2:34:43 two different
2:34:44 points to speak you know it is a business meeting that’s where
2:34:48 we need to
2:34:49 conduct our business and it it’s one thing I did learn at FSBA
2:34:52 in December
2:34:53 was even sometimes board members don’t even realize the purpose
2:34:58 of a business
2:34:59 meeting it’s to conduct the business of the district and what it’s
2:35:03 not is just
2:35:05 to inform the public it’s part of a you know we need to be in
2:35:09 sunshine to
2:35:10 conduct our business but it isn’t a an evening to just do
2:35:17 nothing but inform
2:35:18 the public of what we’re doing they’re informed by watching us
2:35:21 that’s that’s
2:35:22 why we have to do an under sunshine so we can’t get caught up in
2:35:25 that sometimes
2:35:26 a yes vote or a no vote is fine we don’t need to explain it for
2:35:29 15 minutes
2:35:30 afterwards to the public because trust me they know how to get
2:35:34 in touch with us
2:35:35 and they’re gonna call us and they’re gonna email us and we can’t
2:35:38 do that with
2:35:38 every vote and we give them that time we don’t even have to have
2:35:42 that time in
2:35:43 there but we give them that time to speak for nothing on our on
2:35:46 our agenda
2:35:47 at the end over and beyond the time that we’re gonna give them
2:35:51 potentially on a
2:35:53 specific agenda item so I’m all for that more speech the better
2:35:57 mr. Susan you had
2:35:59 mentioned you know what I’m gonna be twice as generous than you
2:36:03 I mean I I
2:36:04 would think maybe you know two minutes at the end you know I
2:36:07 would like to give
2:36:08 speakers more time on agenda items and non agenda items so I
2:36:12 mean they speak
2:36:13 for five minutes in front of the board they can get a lot of
2:36:16 information out a
2:36:18 lot of topics out some on the agenda item and some at the end on
2:36:21 the non
2:36:21 agenda item and I would also be for adjourning and then having
2:36:28 our public
2:36:29 speaker or the public comment time I believe then when they’re
2:36:33 done you know
2:36:34 we’re out of sunshine and we need to you know we’re already
2:36:37 adjourned so we can
2:36:39 we can move on I think it’s a it’s a it’s a cleaner cut and of
2:36:44 course we’re
2:36:46 all I would assume we’re all going to stay and stick around you
2:36:50 know but in
2:36:51 talking to some of the boards around the state that’s they they
2:36:55 do that and it’s
2:36:57 been successful so I think that’s where you see where I’m coming
2:37:03 from absolutely
2:37:04 that and that is that is true as well and we continue one to
2:37:07 hear that and I
2:37:08 think it’s important that we hear from people who always be
2:37:11 there I’ve never
2:37:12 you know what I mean but I just my whole thing is is that that
2:37:16 non-agenda item
2:37:17 usually I’ve seen it in the past I’m okay to go to two minutes I
2:37:20 mean I’m
2:37:21 just my whole thing is is that if we wanted to listen to them
2:37:23 and stuff like
2:37:24 that if they can’t get it out in a minute then you can always
2:37:26 just say hey
2:37:27 I’d give you an extra time right but if somebody’s a boy those
2:37:31 policies written
2:37:31 is it takes a board vote takes your time which is fine that’s
2:37:33 the board well it’s
2:37:34 just to clarify if that’s that extended time it’s not let’s vote
2:37:38 on the so this
2:37:39 person can get extra time that is if we’re gonna say you know
2:37:42 for this meeting
2:37:42 we’re only gonna have 30 minutes which our policy you say only
2:37:45 30 minutes then
2:37:45 we vote to have more 30 minutes of public comment time that’s
2:37:49 not give this
2:37:49 extra first and I that one I think is dangerous because if even
2:37:53 if the chair
2:37:54 and allowed to extend you talked about viewpoint discrimination
2:37:57 I want to hear
2:37:58 more from you that’s why I’m taking the timer never could come
2:38:05 fast enough you
2:38:06 know I mean I think we’re dangerous I think in danger of getting
2:38:09 in trouble
2:38:10 for that I think it’s better for just say three minutes thank
2:38:12 you they’ve got
2:38:13 more to say and they didn’t get it in in the three minutes then
2:38:17 or whatever
2:38:18 minutes yeah I was done you can address the adjoining thing and
2:38:25 clearly we’re
2:38:26 kind of split on this I didn’t actually haven’t addressed this
2:38:29 and yet I don’t
2:38:29 think mr. Thomas or mr. I have either when we have that vote
2:38:34 last week or last
2:38:35 meeting and put forward the motions about splitting splitting
2:38:38 back up and
2:38:39 turn the cameras off my expectation this is not what happened
2:38:44 and it happened so
2:38:44 fast I didn’t like getting their best if my expectation was not
2:38:47 that we would
2:38:47 actually adjourn the meeting before we cut the cameras off I
2:38:50 thought we were
2:38:50 just gonna cut the cameras off and continue on so we need to
2:38:53 make it we did
2:38:54 make a decision somebody made the point in that that once we
2:38:58 adjourn the meeting
2:38:58 that the rules don’t apply because the meetings not on but I
2:39:01 here’s the thing I
2:39:02 know we I’m not comfortable sitting here and say well we know we’re
2:39:05 all gonna
2:39:06 stay I feel like not because the rules won’t apply but and not
2:39:11 to make
2:39:11 everybody sit here but the meeting is still going on and the
2:39:14 danger we ran into
2:39:15 at the end of that meeting was the meeting was adjourned so
2:39:18 sunshine no
2:39:19 longer applied so we really shouldn’t have had any other
2:39:22 conversation now in
2:39:23 truth and board will have to police ourselves on this but and
2:39:26 the chair will
2:39:27 have to help police who if the chair is at the time but we
2:39:30 really at that point
2:39:33 shouldn’t be directing the superintendent to do anything or
2:39:39 making
2:39:40 decisions we certainly shouldn’t be voting on the things that
2:39:43 are that late
2:39:43 in the game and I think our policy even says and has always said
2:39:46 anything that
2:39:47 comes before it would be put on an a later meeting so but I do
2:39:50 think we
2:39:51 should still still do it there’s one little part in here though
2:39:54 that says so
2:39:54 so my my input would be not to adjourn the meeting but just turn
2:39:58 the cameras
2:39:59 off have the meeting and then when the last person’s done the
2:40:03 chair says the
2:40:04 meeting is is adjourned unless you know superintendent thinks of
2:40:08 something
2:40:08 really quick that he forgot to tell us you know not not hard
2:40:12 fast rules but we
2:40:13 certainly shouldn’t be deliberating at that point in the meeting
2:40:16 there is a
2:40:16 place that says and the end of a small letter I the board will
2:40:23 return on camera
2:40:24 to join the meeting I don’t think we need that I had that
2:40:27 conversation with
2:40:27 you Paul I think we can we can just adjourn the meeting off
2:40:30 camera there’s
2:40:30 no reason why to keep the YouTube video go video on pause for 45
2:40:35 minutes for
2:40:36 people to sit there and wait till we come on and say that
2:40:38 meeting adjourned
2:40:39 so I I don’t I don’t think we need I think we need to adjourn it
2:40:42 after public
2:40:43 the last public comment I am not in favor of the one minute for
2:40:48 non-agenda
2:40:49 we just had this conversation we give people more opportunities
2:40:52 by allowing
2:40:52 agenda non-agenda whether people liked it separate before or not
2:40:56 when we did
2:40:56 have it separate it gives people more opportunity they have to
2:41:00 share with us
2:41:01 which addresses I think what you’re talking about because when
2:41:03 we have had
2:41:03 that split people take advantage of it and in a good way if they
2:41:06 needed to and
2:41:07 had more time to talk about different things when we made that
2:41:12 change being on
2:41:13 the board with mr. Seuss and we made that change back in 2021
2:41:18 the three
2:41:20 minutes two minutes one minutes and the one minute at the end
2:41:23 besides the
2:41:24 cameras which we never did because the outcry now there’s a
2:41:26 different things we
2:41:27 have all the extra complicating factors the three to one was one
2:41:31 of the most the
2:41:32 people complained about one minute it is hard to get in there
2:41:35 and I think that
2:41:36 part of our job is listening so because of the variety of topics
2:41:39 that people
2:41:39 would want to talk to I’m not in favor of restricting I think we
2:41:43 need to leave
2:41:43 it at three minutes it’ll be fine last time you’ll be fine in
2:41:46 the future and I
2:41:50 yeah and just circling back to FCC it’s fine if we don’t put it
2:41:54 in there because
2:41:54 they Paul written some great definitions of irrelevant of profanity
2:42:00 of all those
2:42:01 things it was just it’s not a I just want to clarify it was
2:42:04 right that it’s
2:42:05 not that we would need to that we would worry about it we do
2:42:08 have a cable
2:42:09 channel that’s what it applies to doesn’t fly to you - we have
2:42:12 cable
2:42:12 channel but as some people have shared with us we’re government
2:42:15 entities so
2:42:15 it’s not that work I’m worried about us getting our hands
2:42:18 slapped it just was
2:42:19 some good definitions if we don’t want to go with it that’s fine
2:42:21 Paul’s got
2:42:22 great definitions in there again I go back to my concerns which
2:42:26 are the things
2:42:29 that those definitions don’t cover that would in my mind
2:42:33 absolutely violate
2:42:34 decorum but also you know because I people and to be complete
2:42:42 let’s just
2:42:42 let’s just put it on the table I don’t think that people who
2:42:45 sued us about
2:42:45 their public comment time want the right to come in here and
2:42:48 throw like racial
2:42:49 slurs right if they are they’re not the people that I thought
2:42:52 they were I don’t
2:42:53 think there’s anybody who thinks that’s a First Amendment right
2:42:56 to come in here
2:42:57 and throw racial slurs I don’t see anything in here besides the
2:43:02 FCC
2:43:02 guidelines that specifically to me that’s also abusive but
2:43:06 thanks to the
2:43:07 lawsuit we’ve decided and our attorneys not just all attorneys
2:43:10 as we don’t put
2:43:12 the word abusive in there okay but how are we going to have
2:43:16 decorum I’m sorry
2:43:17 I’m getting a little up because it frustrates me because it’s
2:43:21 been turned
2:43:22 into you just want to stamp out and not let me say what I want
2:43:25 to say no I want
2:43:26 you to not stand at that podium and speak a student’s name which
2:43:30 by the way
2:43:30 let’s just be clear I’m gonna go off for just a little bit you
2:43:32 don’t mind mr.
2:43:33 chair this upsets me because due to the new rules thanks to the
2:43:38 dessert 11
2:43:39 circuit decision a parent can walk into our board meeting and
2:43:42 during public
2:43:43 comment time and say my son’s classmate Charlie Brown is is you
2:43:51 know I think
2:43:52 he’s cheating and whatever and and guess what now we can’t stop
2:43:56 them so if people
2:43:58 ever wonder why we’re turning the cameras off and they’re so
2:44:02 upset I’m
2:44:04 sorry I as a board member who has you know along with my
2:44:07 colleagues who has
2:44:08 while we have authority over this I don’t want to allow people
2:44:12 to stand up
2:44:13 there and say a student’s name a teacher’s name and index they
2:44:17 can they
2:44:18 can sue them for libel and whatever and people can record it put
2:44:21 out social me
2:44:21 okay but not over our YouTube channel I don’t think you need to
2:44:26 be able to say a
2:44:26 child’s name and the 11th circuit doesn’t allow us to prevent
2:44:32 that am I
2:44:33 correct mr. Gibbs personally directed so that’s not just to our
2:44:37 principles and
2:44:38 our staff who now can get their names thrown the bus and fine
2:44:42 whatever if I
2:44:42 wants to do that it’s it’s allowed but that also means they
2:44:46 could say it about
2:44:47 a student and it could be absolutely false so calm yourself down
2:44:55 Oh but these
2:44:57 are the things I don’t want to allow racial slurs on our YouTube
2:45:00 channel I
2:45:00 don’t want to allow expletives our YouTube channel if somebody’s
2:45:03 reading
2:45:03 from a book fine whatever that’s the law we’re gonna do it but
2:45:06 even though we
2:45:07 have stopped them for using expletives in reading materials and
2:45:11 then we didn’t
2:45:11 pull the books because we stopped them for profanity and not for
2:45:14 sexual content
2:45:15 and I think we can still do that I think miss Wright did a good
2:45:18 job in those
2:45:18 decisions as the chair so that’s that’s where I’m going but I
2:45:21 don’t want us to
2:45:22 make the time shorter I think I was clear on the other stuff but
2:45:25 we’re gonna
2:45:25 have to make decisions on the to adjourn or not to adjourn and
2:45:29 how much time to
2:45:30 give the non agenda time and I hate that we always spend so much
2:45:33 time talking
2:45:33 about this dadgum policy but not that it’s not important
2:45:37 decision but you
2:45:39 know we just we need to get Paul some clarity mr. chair sure oh
2:45:46 no I was just
2:45:47 gonna ask yes so if you would Paul give us some insight on the
2:45:52 journey or not a
2:45:53 journey advantages this I mean if you want to adjourn I will I’m
2:45:59 gonna have to
2:46:00 draft some language I did not build that in to my proposal so I’ll
2:46:03 have to draft
2:46:04 some language on how that would work I would likely build in the
2:46:07 board agrees
2:46:07 to remain in the room during the non adjourned and provide you
2:46:11 know time for
2:46:12 members to speak for however long you want to provide the
2:46:15 speakers and I would
2:46:16 say reason I would add into the policy that reasonable decorum
2:46:19 standards will
2:46:20 still apply during the public non-agenda public comment so I can
2:46:23 get around some
2:46:24 of that the problem I have is it would just be the board policy
2:46:28 saying you
2:46:29 agree to stay in the room you obviously as miss Campbell pointed
2:46:33 out couldn’t
2:46:33 discuss anything after the fact you’ve adjourned your meeting so
2:46:36 that’s a
2:46:37 problem I did not contemplate adjourning the meeting on my
2:46:41 proposal so I’d want
2:46:42 to think through some of that I would recommend you just cut the
2:46:46 camera feed
2:46:47 and then adjourn after the public comment does and the only
2:46:50 reason that I
2:46:51 to be honest with you it’s not that I’m trying to get it to her
2:46:54 because I plan
2:46:55 on always I everybody knows I’ve always been all about people
2:46:58 speaking no matter
2:46:59 what they say I just listen to them and let them go when I was
2:47:02 chair but the
2:47:04 thing is is that what I was more concerned about was the
2:47:06 legality of
2:47:07 showing the agenda items on camera and then not showing the non-agenda
2:47:12 can
2:47:12 items on camera opening us up for a discrimination or something
2:47:16 like that is
2:47:18 the reason that I said if you just cut it we listen and then we
2:47:21 go that’s it I
2:47:22 would I would expect the board members to make sure that they
2:47:26 attend but it
2:47:28 just makes a different dynamic if there’s gonna be a bunch of
2:47:31 people that
2:47:31 are coming in about a topic or something like that staff might
2:47:35 be able to go home
2:47:36 we can sit and listen to these people speak and then you know
2:47:38 make our
2:47:39 judgments and go home it’s not an agenda item so we don’t have
2:47:41 to vote to it that
2:47:42 moment it’s not anything that’s coming up it’s just that they’re
2:47:45 bringing up
2:47:45 something in the public my whole thing was is that if we you
2:47:48 know it’s one
2:47:49 thing if we allowed staff to go home during that time and we don’t
2:47:53 vote on it
2:47:54 we’re not gonna do anything we just listen I makes no difference
2:47:56 for me I
2:47:57 don’t care if we agenda adjourn or not it’s just the the fact of
2:48:01 opening us up
2:48:02 for the lawsuit either way it was all I cared about that’s all
2:48:08 so just a couple
2:48:09 things just to clarify my position on it I am for a journey the
2:48:13 meeting after
2:48:14 everything is done after public comment I’m for having the three
2:48:18 minutes for
2:48:19 both agenda items although I want for each agenda item but the
2:48:25 three minute
2:48:26 per speaker and then the three minutes for for public comment at
2:48:30 the end for
2:48:31 non-agenda items and I will just remind the board just because
2:48:35 we had we’re
2:48:36 talking about the strategic plan a little while ago and one of
2:48:40 our
2:48:41 objectives or for community connection was to enhance our social
2:48:45 districts
2:48:46 reputation and appeal by building trust and I think even if it’s
2:48:52 not used by us
2:48:53 making the step of saying we’re gonna allow three minutes per
2:48:56 agenda item I’m
2:48:56 doing a little bit of lobbying here by the way but that takes it
2:48:59 that takes a
2:49:00 step that it would be unexpected in the community that we’re
2:49:03 opening it up to be
2:49:04 to allow more public comment and I think that sends the right
2:49:07 message I don’t
2:49:09 think it’s I just think it sends the right message to the
2:49:12 community I don’t
2:49:12 think it would be abused and I think it could be beneficial and
2:49:15 if it got to the
2:49:16 point where it turned out to be abused and we can always don’t
2:49:18 change the
2:49:18 policy but anyways that I’ve said my piece on that one yeah I
2:49:24 just want to
2:49:25 make sure you knew I was in favor of a journey after everything
2:49:29 legally you’re
2:49:31 recommending that we don’t have it televised or have it videotaped
2:49:34 I would
2:49:35 cut the feed before non-agenda and again you don’t have to
2:49:39 broadcast any part of
2:49:40 the meeting you just have to have minutes so we could say we’re
2:49:43 not
2:49:43 recording the meeting at all if you wanted to so that’s not a
2:49:46 requirement we
2:49:47 choose to record and broadcast so that’s fine but yeah I would
2:49:50 recommend not and
2:49:51 what what is your legal recommendation based on for shutting off
2:49:55 the camera one
2:49:56 it’s like it protects as miss Campbell said anybody that says
2:50:00 something you
2:50:00 don’t have to worry about it going out on our feet if they want
2:50:03 to record it on
2:50:04 their phone and put it on their Facebook that’s fine they’re
2:50:07 creating that
2:50:08 liability just like if they set it on camera they’re creating
2:50:12 their liability
2:50:13 but it just protects the district some and we aren’t providing
2:50:17 that forum for
2:50:18 them to violate anybody’s personal thank you dr. Endell she’s
2:50:22 had a question for
2:50:23 Paul what if we they recessed the meeting at the end we’re done
2:50:28 with all
2:50:28 of our business they recessed the meeting have public comment
2:50:31 meaning
2:50:32 still in session or it’s in session day right it’s not in
2:50:37 session but the board
2:50:38 members bound to stay because we haven’t adjourned me you’re
2:50:40 right the meeting’s
2:50:41 still pending but you’re gonna be in the same boat they aren’t
2:50:45 really in session
2:50:46 if they’ve recessed so it’s just like if when we recess and take
2:50:50 a break here
2:50:50 you’re not supposed to conduct business during that time so they
2:50:53 would still be
2:50:54 bound by that I think if they just put this note up saying or at
2:50:59 the end of the
2:51:00 meeting they would just cut the feed and I don’t know how that
2:51:04 would look on
2:51:04 camera if it just goes black as we’re letting staff go at that
2:51:08 point so they
2:51:08 don’t have to sit around for an hour and listen to public
2:51:11 comment before we
2:51:11 adjourn that’s something the board would have to decide it are
2:51:14 we going back on
2:51:15 camera or not going back on camera to adjourn if we’re going
2:51:19 back on camera to
2:51:21 adjourn then it would just say board is taking public comment
2:51:23 and that’s what
2:51:24 I’ve seen other districts do right they don’t show any public
2:51:26 comment they just
2:51:28 say taking public comment and then when public comments over the
2:51:32 feed comes back
2:51:33 on dr. indell can let staff you know when we finish the agenda
2:51:48 apart and we
2:51:50 get to non-agenda public comment staff’s free to leave at that
2:51:52 point if he wants
2:51:53 to let his staff go I’m gonna land on my vote this is going out
2:52:00 with this so I
2:52:00 I would be in I’m in favor of splitting the comment agenda
2:52:03 versus non-agenda and
2:52:04 moving non-agenda to the end of the meeting and not televising I
2:52:07 think we
2:52:08 should give the opportunity for three minutes for agenda and
2:52:10 three minutes for
2:52:11 non-agenda so they have the opportunity actually speak more to
2:52:13 us than they
2:52:13 normally would that would give them six minutes total in case
2:52:16 they wanted to
2:52:17 address other things I don’t think we should adjourn the meeting
2:52:20 until after
2:52:21 the public comments are done just for the legality purposes of
2:52:24 us I think
2:52:25 it’d be very easily to violate sunshine because we’ve now
2:52:28 adjourned a meeting
2:52:28 and we’re still here and what happens if we say something that
2:52:31 we’re gonna vote
2:52:32 on yeah I think it just gets us into the weeds that we could
2:52:35 potentially really
2:52:35 get in some trouble so that’s kind of where I land on it and I
2:52:38 would opt to
2:52:39 remove the FCC portion of it just because unfortunately or you
2:52:43 know
2:52:43 unfortunately fortunately the only mouth that we’re responsible
2:52:47 for and what
2:52:47 comes out of it is our own and so we can’t we can’t stop someone
2:52:50 from saying
2:52:51 things that we don’t like as much as I don’t like that and I
2:52:53 wish everyone
2:52:54 would hold decorum and hold their selves in a respectable manner
2:52:57 it’s not our job
2:52:58 to necessarily police that it’s our job to listen and be
2:53:00 responsive as the
2:53:01 government agency that we are but they get to say what they want
2:53:05 that’s that’s
2:53:06 the freedom of speech that is a blessing for our nation that a
2:53:10 lot of countries
2:53:11 don’t have that so that’s where I land on on all these things
2:53:34 total for the
2:53:35 agenda items not three on each and then three additional minutes
2:53:39 at the end for
2:53:40 an agenda so if there’s something they want to talk to us about
2:53:42 that’s not on
2:53:42 this agenda they can bring it up when the cameras are off in
2:53:45 case there’s
2:53:45 something that that comes out that maybe isn’t so nice so to it
2:53:52 looks like
2:53:54 there’s a definite three minute three minute you know I mean
2:53:57 these kind of
2:53:58 things my only concern was to make sure that legally we’re okay
2:54:02 is there a way
2:54:03 that the chair can recess the meeting for a second let staff go
2:54:08 home get reset
2:54:09 it then open it back up without the cameras on and and run it
2:54:13 yeah give us a
2:54:14 better legal perspective if the question is gonna be does the
2:54:17 board want to come
2:54:18 back on camera to adjourn no so I mean if you’re at that point I
2:54:22 would say you
2:54:23 would probably take a recess like we’re gonna take a five minute
2:54:25 convenience
2:54:26 break everybody go meeting they can shut down in there we’re
2:54:30 gonna before we go
2:54:31 into non-agenda public comment staff if the superintendent wants
2:54:35 to let him go
2:54:35 and they want to leave can leave a lot of times during that non-agenda
2:54:39 public comments somebody may say something that you know the
2:54:42 superintendent wants to say hey can you go talk to so-and-so in
2:54:46 the back and
2:54:47 tell them the details so they can be addressed at that point by
2:54:51 the
2:54:51 appropriate staff members
2:55:02 no as long as as long as we’re looking like I don’t you know me
2:55:05 I’m not ever
2:55:07 gonna shy away from having people speak so if it’s okay that we
2:55:10 can do all of
2:55:11 what we just said then we’re good I think that if we but if
2:55:13 there is gonna
2:55:14 be a series of people that are there we can say hey we’ll just
2:55:17 take a recess let
2:55:17 everybody go home and then we’ll come back and we’ll you know
2:55:20 listen everybody
2:55:20 speak yeah well isn’t it the fact that we’re kind of taking a
2:55:26 recess is because
2:55:26 we’re kind of can so we would still cut the cameras with one
2:55:30 person so we would
2:55:32 still our meeting would look the same and they just would not
2:55:36 see that at the
2:55:36 very end I mean we’re gonna end our we’re gonna end our video
2:55:44 part of the
2:55:44 of the meeting the same every time yeah I didn’t hear is
2:55:50 everybody okay with
2:55:52 having them fill out the agenda and non agenda start time at
2:55:56 public comment just
2:55:57 make sure we’re all okay with that you give guidance for this
2:56:05 evening’s meeting
2:56:07 on on what the chair should do yeah obviously if you’re gonna
2:56:11 split comment
2:56:12 you have to have a motion so because currently the policy is it
2:56:15 all goes at
2:56:16 the same time so the goal is we’re gonna split it and kind of
2:56:19 implement this
2:56:20 tonight you’re gonna need a motion specifically laying that out
2:56:27 I believe
2:56:28 you guys adjourned the last time so you would want to you’d want
2:56:32 to say hey
2:56:33 we’re gonna the motion would be something along the lines of I
2:56:36 move to
2:56:36 split public comment front between agenda and non agenda
2:56:41 providing three
2:56:41 minutes to each with non agenda occurring after the business
2:56:45 portion of
2:56:46 the meeting on camera sure right and followed by the adjournment
2:56:51 and if
2:56:51 you’re gonna turn off camera you can put that in there yeah all
2:56:55 right so you’re
2:56:56 good then I’m good yes it looks like it’s we’ve got approval or
2:57:03 or direction
2:57:04 to to give the public 100% more speaking time at our board
2:57:08 meetings don’t so it
2:57:12 sounds it is it’s exactly that and I’m happy to have that I too
2:57:17 then agree with
2:57:19 the direction of splitting the time way and we’ll just adjourn
2:57:23 afterwards off
2:57:24 camera so it looks like we have clear direction all right and
2:57:28 FCC rags in or
2:57:29 out outside okay I need some are we gonna say each individual
2:57:54 policy or we
2:57:55 can say reintroducing each individual policy you got it I can
2:58:02 try and do it
2:58:03 yeah you got two ones the next policy it’s a slight change to CTE
2:58:07 really as a
2:58:10 result of neola recommendations and most of these are all neola
2:58:15 recommendations
2:58:16 so if you just want to say does anybody have any comments about
2:58:18 the rest of them
2:58:19 we can take it that way too that’s kind of how I thought so we’ll
2:58:24 do that right
2:58:24 now do you have anything you want to add not for this one it’s
2:58:30 very minor change
2:58:30 just that the superintendent would submit right for board
2:58:32 approval and
2:58:33 legislative updates yep yeah I mean so I have no problems in
2:58:41 does any board
2:58:41 member have any further topics they want to discuss on these on
2:58:47 any of them you
2:58:50 do pull they thought they were just update yeah for the most
2:58:55 part staffs
2:58:56 just recommending Neola changes cuz Mila updated so we’ll have mr.
2:59:08 defray oh no
2:59:10 3430 yeah which one 3430 I can’t remember and I guess this is
2:59:21 our policy
2:59:21 with adjustments but we have serious and maybe it’s because it’s
2:59:26 in the leave the
2:59:34 leave of absent guide the guidebook it’s right here I’m sorry it’s
2:59:37 right but I’m
2:59:39 not seeing the two years in here because currently we have that
2:59:46 that’s the max
2:59:46 amount of time you can take leave and even though I think we
2:59:49 have some ways
2:59:49 around it like for example the BFT officers have taken longer
2:59:55 than two
2:59:56 years I’m not really sure how that works but is there is that
2:59:58 that is also in the
3:00:00 leave guidebook so it’s not necessarily in the policy I didn’t
3:00:07 mean to that’s
3:00:09 quite right we’re looking at 3430 one of the questions mrs. yeah
3:00:13 questions the
3:00:13 two-year thing that’s actually in contract right that’s not in
3:00:17 policy
3:00:18 about this a maximum amount of time you can take is Lee of leave
3:00:22 it so it’s a
3:00:23 one-year leave with the option for two and that is in the not
3:00:26 policy but the
3:00:27 board in the guidebook okay okay so all that’s there and are
3:00:34 these are these
3:00:36 highlights these new materials are this is this on the old
3:00:38 updates or some of
3:00:39 these came from okay all right okay good that was it that’s all
3:00:44 thank you
3:00:46 sorry I had a question on this the next policy which is 5121 our
3:01:08 open
3:01:09 enrollment controlled open enrollment policy um a couple things
3:01:15 so on the
3:01:15 second page of this policy we we cap them at 95% of the
3:01:20 microphone on okay
3:01:21 right we cap them at 95% for allowing them to take transfers in
3:01:25 would the
3:01:26 board have any appetite for increasing that percentage I know
3:01:28 that that’s kind
3:01:29 of ideally I mean if a school is at 98% that means they still
3:01:34 have 2% more
3:01:35 capacity that they could take on so if a student will want we’re
3:01:38 wanting to
3:01:38 change or transfer to that school and we see them hit at 95 and
3:01:42 we could
3:01:43 potentially some schools might throw a roadblock up and say nope
3:01:46 we’re at 95
3:01:47 not doing it anymore because we’ve hit capacity so my thought
3:01:50 was will we
3:01:51 entertain the idea of increasing the capacity or is there any
3:01:55 reason maybe
3:01:55 I’m not thinking of that we wouldn’t want to increase the
3:01:58 capacity from 95 to
3:01:59 a number that’s closer to a hundred so we could permit
3:02:02 flexibility to for
3:02:03 students to be able to move or transfer to schools after no yeah
3:02:07 basically the
3:02:08 95% is so that we don’t in over enroll like when you have
3:02:11 students and move in
3:02:12 to the zone school and they so they’re guaranteed a seat right
3:02:17 at school at
3:02:19 some point you might over you might increase over by size there’s
3:02:26 you know
3:02:27 there’s that 95% cap is so that we don’t end up over enrolled
3:02:32 the other thing is
3:02:33 that if you if you elo into a school then unless you violate the
3:02:38 conditions
3:02:39 of your elo with behavior attendance and things like that you’re
3:02:42 you’re pretty
3:02:43 much guaranteed a renewal every year so let me just give you a
3:02:46 scenario West
3:02:47 Side Elementary which we just talked about the last meeting is
3:02:49 bursting at
3:02:50 the seams any family that you load for their child to be there
3:02:53 starting in
3:02:54 kindergarten are not zoned for West Side zone for let’s say
3:02:56 Columbia they zone in
3:02:57 for West Side we have to keep them at West Side even though now
3:03:00 West Side’s
3:03:01 over 100% and so they may not be they weren’t at 100% with the
3:03:06 kid and this I
3:03:07 say this because of this actually a real example from last year
3:03:10 we have to keep
3:03:11 those kids in that school and potentially because we have
3:03:14 sibling
3:03:15 preference then all of their family into a school that is now
3:03:19 not just nearing
3:03:20 capacity but now over capacity so it’s not always going to
3:03:24 happen but I want to
3:03:25 say there’s something in the policy that allows the
3:03:27 superintendent some
3:03:28 flexibility it does well they can freeze a school so that’s
3:03:31 right capacities
3:03:33 defined right so the overclass size concern is really primarily
3:03:39 for
3:03:39 elementary when you get into the secondary what you could be
3:03:43 doing is
3:03:43 creating a situation where a zoned student doesn’t have access
3:03:47 to courses
3:03:48 because the non zone students have filled all those seats okay
3:03:55 certain
3:03:55 electives things like that and so I think it’s a way of trying
3:03:59 to save those
3:04:00 last few seats for zone students if they arrive after the year
3:04:03 starts and again
3:04:05 my only thought in this like I said is that if I don’t this
3:04:07 could be utilized
3:04:08 as a tool to stop someone from being able to transfer into a
3:04:11 school where
3:04:12 there is actual room for capacity because they might one day
3:04:16 have a
3:04:16 capacity issue I mean to me you know obviously you want to
3:04:19 utilize a hundred
3:04:20 percent capacity of all of our schools that would be ideal and
3:04:24 especially if it
3:04:25 were a student that maybe was coming from you know looking at
3:04:28 like a charter
3:04:29 school for instance say they were transferring from Charter or
3:04:31 home school
3:04:32 or private school and I would hate that to be a roadblock I just
3:04:37 wanted to add
3:04:38 that we do consult before a school so yes we look at the 95 but
3:04:42 we also
3:04:43 consult with several members of cabinet before freezing a school
3:04:47 to look at
3:04:48 things like is this a school that’s in an area where we know
3:04:51 there are several
3:04:53 neighborhoods that are in process where we’re gonna keep adding
3:04:57 students versus
3:04:58 a frozen school that may be in a more stable right community
3:05:02 like there’s not
3:05:02 new growth they’re just full and then in that case when we have
3:05:06 conversations we
3:05:07 we have conversations around can we are we putting them on the
3:05:11 frozen list just
3:05:12 on their percentage or and that’s where we’re trying to be more
3:05:16 cautious with
3:05:17 especially in areas like the south or here in viera is you know
3:05:20 just looking
3:05:21 at potential growth throughout the year because like westside
3:05:24 for example zone
3:05:26 students are coming every day and but that would be different
3:05:29 than a school
3:05:30 maybe in an area where there’s not a lot of new growth but they’re
3:05:33 sitting at 95
3:05:34 we might not necessarily freeze them so just their percentage
3:05:38 alone we’re not
3:05:39 automatically freezing them that is the number that we target
3:05:43 that would could
3:05:44 freeze them but we also look at is there growth or not in that
3:05:48 community to keep
3:05:50 that could potentially make over class size or course is not
3:05:53 available to zone
3:05:54 students okay and all of our choice schools are a hundred
3:05:57 percent correct
3:05:58 like those ones we are never stopping those ones at 95 correct
3:06:01 we do hold in
3:06:03 dr. Mary you want to come up we do have to hold a percent for
3:06:08 military and
3:06:10 something to consider is while we are not really changing the
3:06:13 definition of
3:06:14 what the military child is under purple star district status we
3:06:18 hold a percent
3:06:20 of seats for not only active but also military veterans okay all
3:06:25 right which
3:06:25 is good I support that 100% one of the other things I thought
3:06:28 about it again
3:06:29 because I you know we are trying we’re in a competitive market
3:06:32 right for
3:06:32 education this is that we absolutely are competing with charters
3:06:35 with private with
3:06:36 home school you know the lottery system that we have for some of
3:06:40 our schools
3:06:41 would this be and I’m just throwing this out there this could be
3:06:44 a horrible idea
3:06:44 it could be a horrible idea I don’t know but what you know we
3:06:48 have this tier
3:06:49 system for the lottery but what if we added a tier for a student
3:06:52 who was
3:06:52 coming to us from a private school home school charter school so
3:06:58 it gives them
3:06:59 not necessarily you know if they’re gonna leave that school and
3:07:04 come back
3:07:04 into our schools which is what we want we want them in our
3:07:06 schools right we
3:07:07 want them to be educated at BPS would that be something that
3:07:11 maybe would be
3:07:12 beneficial to the board to the district as a whole an old-timey
3:07:16 phrase comes to
3:07:17 mind okay dance with the date that brung yeah I think I’ve butchered
3:07:21 that but it’s
3:07:22 something I think we tracked people by having excellent programs
3:07:30 yeah can’t get
3:07:31 anywhere else I hate the idea of giving it advantage over just a
3:07:35 people who have
3:07:36 been going through the process all along it because then maybe
3:07:40 that family guys
3:07:41 will find it I don’t think you’re solving a problem I think you
3:07:44 might be
3:07:44 crying out well kind of what I was thinking I thought those same
3:07:47 things
3:07:47 through but I was just thinking also hey if it was a tool that
3:07:49 cut it we could
3:07:50 use to attract back maybe well maybe a beneficial could use it
3:07:54 as a tool to
3:07:55 leave and then come back yeah that’s true okay never mind
3:07:57 scratch that one
3:07:58 horrible idea all right anyone else oh sorry sorry there was I
3:08:25 got stuck on
3:08:26 that one I was going down to see okay I thought we’d already
3:08:29 fixed the holiday
3:08:31 the holiday when when we did our whole that we had taken out all
3:08:35 those we’ve
3:08:35 done it before but it keeps changing okay okay yeah what do you
3:08:42 mean that
3:08:42 keeps me all right and now Neil is saying keep the list in the
3:08:47 superdome
3:08:47 office cuz that changes you don’t have to change the policy
3:08:50 every single time
3:08:50 okay that’s why it was originally staff chose to not have the
3:08:54 list because they
3:08:55 didn’t want to be responsible for going through we decided these
3:09:00 are our
3:09:01 holidays but not these so yeah we’re wanting to remove the list
3:09:05 so that if
3:09:07 you have a you know held religion and you have a holiday then
3:09:11 staff can decide
3:09:13 whether it’s a legitimate holiday and or just say hey you saying
3:09:16 it’s a holiday a
3:09:16 religious holiday we’re gonna let you up right sorry I know we’re
3:09:20 pushing to the
3:09:21 time but there were a couple things corporal punishment policies
3:09:23 on here and
3:09:24 I would like to know why cuz there’s no edits is it just adding
3:09:26 those legal
3:09:26 things statues okay stirring it up for no good reasons I had an
3:09:36 issue with the
3:09:36 next one the five seven seven one I letter D I am not
3:09:40 comfortable with this
3:09:42 I believe that anytime that we are searching Oh students that we
3:09:47 need to
3:09:48 make sure that it is the person conducting this search is this
3:09:51 gender of
3:09:51 the students so I know that that may not always be the easiest
3:09:55 solution but I
3:09:56 really feel adamant that we need to not say if available I think
3:10:00 it needs to be
3:10:01 no we we have to have here comes miss okay miss amperes coming
3:10:05 up this was an
3:10:12 issue mainly at our elementary school so that’s why we’re if
3:10:15 available the first
3:10:17 when we put in procedures the procedures would be that the
3:10:22 gender of that they
3:10:23 identify with but if it’s not available they were asking and
3:10:28 calling what do we
3:10:29 do what do we do for elementary school so this gives us a little
3:10:33 flexibility
3:10:33 that they’re gonna try the first thing would be for them to have
3:10:37 the person
3:10:39 that was their gender but it’s not available sorry because if
3:10:47 you have an
3:10:48 elementary school that has all female and female administrators
3:10:52 which is
3:10:53 frequently and all female staff except maybe like I mean then
3:10:56 you’re gonna ask
3:10:58 a teacher who wasn’t trained in any of those things to do a
3:11:00 search or what we
3:11:01 were doing was pulling someone from another school and it just
3:11:05 wasn’t
3:11:05 conducive to let me clarify this may it has to be in the
3:11:16 presence do you have to
3:11:18 have two staff members doing that so there has to be one there’s
3:11:22 some
3:11:22 protections there the protection is that there’s two adults in
3:11:28 the room right
3:11:28 right they may not be of the gender of the student right right
3:11:31 right okay and
3:11:32 now the other thing maybe you have one person on campus who can
3:11:34 do it but if
3:11:35 it you have to have two and that campus doesn’t have two males
3:11:38 who are trained
3:11:38 and qualified to do that yet a few years ago we didn’t have this
3:11:45 policy this
3:11:46 requirement at all it’s changed last year the final policy super
3:11:56 excited
3:11:57 about miss Harris at a conversation about PEP we’re finally
3:12:02 getting and it’s
3:12:03 free if you guys don’t are aware provide virtual now is
3:12:07 available on the
3:12:08 marketplace for families who are utilizing the PEP scholarship
3:12:11 and miss
3:12:12 Harrison her department and dr. Meyer are trying to get us on
3:12:17 the road to
3:12:17 having our schools like so the kids can use their PE scholarship
3:12:22 to come take a
3:12:23 class on campus it’s just a slow road and that’s not all our
3:12:26 fault so the
3:12:27 policy that we have here I know you guys have further meetings
3:12:31 going on so does
3:12:32 this do you feel like this policy as given by Neola meets the
3:12:36 needs that you
3:12:37 anticipate coming without having to do any changes after you
3:12:40 meet this week we
3:12:41 actually just met yesterday or today I can’t remember when we
3:12:45 met but it was
3:12:46 either yes I think it was yesterday and some clarity that I just
3:12:50 feel like we
3:12:51 are good with this policy but when you get to PEP student
3:12:54 participation in
3:12:55 certain district activities based on our pilot with Brevard
3:13:00 virtual this cannot
3:13:02 lie at the school level and so I just I want clarity around we
3:13:07 do not have a PEP
3:13:09 staff we are working with finance like this will be something
3:13:14 that will get
3:13:14 very big very quickly but looking at other districts and what
3:13:19 they’re trying
3:13:19 to roll out everybody’s trying to roll this out I just want to
3:13:22 clarity that a
3:13:23 through F will not be like August we won’t be able to offer all
3:13:28 of those
3:13:29 courses okay and so I just want to clarity is this will be a
3:13:33 great
3:13:33 opportunity for Brevard and I think it will be very attractive
3:13:37 to families but
3:13:39 in looking at we’re gonna have to go slow to go fast on this
3:13:42 just because if
3:13:43 we do this and it it’s not smooth it will be a detractor we want
3:13:49 this to be
3:13:50 an attractor and I think it’s important that we do it strategic
3:13:54 and looking at
3:13:55 some districts are just going with core that’s not where we’re
3:13:58 gonna like
3:13:59 attract element people aren’t gonna call us and say I want to
3:14:01 take the fourth
3:14:02 grade math class what I do think will be very attractive is
3:14:05 elementary music I
3:14:07 think some of those pieces and so I just want to clarity around
3:14:12 a through F that
3:14:13 this will not be done we’re running with yes right to deliver so
3:14:21 I I for one of
3:14:22 em in favor of like for example interest classic extracurricular
3:14:25 student
3:14:26 activities if we haven’t figured out what that cost is going to
3:14:28 be because
3:14:29 the state is not giving us any guidance on how much any of this
3:14:31 how much to
3:14:32 charge for any of this if we haven’t figured out we don’t roll
3:14:34 it out until
3:14:35 we till we do there are opportunities for them to do enrollment
3:14:40 other ways
3:14:40 with the scholarship is my understanding because I could do it
3:14:42 directly with the
3:14:43 college I I thought district virtual instruction we already have
3:14:47 that going
3:14:48 at least start it off yeah I mean whatever we can do whatever
3:14:52 you guys
3:14:52 determine is the proper because there are some courses that cost
3:14:57 us more money
3:14:58 you know if a kid is in art or even their science classes we
3:15:02 give because
3:15:03 the board approves it you know what a dollar eighty per student
3:15:07 for art
3:15:08 supplies or whatever well that needs to come from the
3:15:10 scholarship so maybe it
3:15:12 costs a little bit more than taking a regular class for them to
3:15:15 take anything
3:15:15 that has an extra fee or whatever so I whatever you guys are I
3:15:19 want I’m ready
3:15:19 for us to go I’ve been ready for us to go I know it’s not your
3:15:22 fault though
3:15:22 we’re not going yet but I I’m fine with let’s put it in here but
3:15:26 only roll out
3:15:27 what we’re ready to do we now have our committee is meeting
3:15:30 weekly at this
3:15:31 point so this will we do 100% plan to roll it out but with some
3:15:37 parameters
3:15:38 just from learning again with our BBS pilot is families can be
3:15:42 awarded the
3:15:42 scholarship but they have not been funded right and what happens
3:15:46 is if we
3:15:47 take those students and then when the funding comes in they don’t
3:15:51 pay the bill
3:15:52 we have no recourse to that so we’re looking at just other
3:15:55 districts are
3:15:55 we’re all creating contracts at this time of what the agreements
3:15:58 will be and
3:15:59 things around funding because we definitely don’t want to have
3:16:03 students
3:16:04 come in you know if they haven’t been funded then we they’re
3:16:08 getting the FTE
3:16:09 we’re not and we’re providing the service so just looking at a
3:16:13 lot of
3:16:13 those kind of stickier seems like they should almost pay for the
3:16:17 course upon
3:16:18 enrollment not completion that’s what we’re that’s what we’re
3:16:20 wanting to do we
3:16:21 want to do that because different than the BBS setting if they
3:16:25 drop out of a
3:16:26 course or stop showing up no harm no foul it’s it’s they can
3:16:30 take larger
3:16:31 numbers whereas for us they could be potentially in a CTE course
3:16:35 taking a
3:16:35 student from the only other thing that I just wanted to mention
3:16:43 is under
3:16:44 contracting the course participation that’s just when we get
3:16:48 into this fee
3:16:49 payment this is written vague enough but once we move forward we
3:16:53 will bring what
3:16:54 our contract will look like and some pricing at both the
3:16:58 elementary level and
3:16:59 the secondary level that when we we speak of like these
3:17:03 acceleration courses
3:17:04 if we want to go into offering seats potentially in IB or ace we
3:17:10 will also be
3:17:11 calculating into that price the amount the bonus FTE that we don’t
3:17:16 get for a
3:17:17 teacher saying student you’re gonna have to pay for the
3:17:20 assessment and then also
3:17:22 we’re going to have to charge for the bonus the teacher could
3:17:25 earn should they
3:17:26 pass that test yeah and those are so when I when I met with when
3:17:32 I had my
3:17:33 homeschool meetings back in October this was a lot of the
3:17:36 conversation this was
3:17:37 the main drive and they brought up the same thing and one of
3:17:41 them is suggested
3:17:41 look just like if we don’t pay because I mentioned that same
3:17:45 thing if they said
3:17:46 they don’t pay they’re not gonna not try to come back to the
3:17:50 school district they
3:17:50 will pay eventually so maybe they just get put on a list that
3:17:53 says they didn’t
3:17:54 pay until they do they can’t come back and register for classes
3:17:56 and take the
3:17:57 test because well right but the thing is is that there’s an
3:18:00 opportunity there
3:18:00 overall so if that happens you can just put them on a list of
3:18:04 can’t register
3:18:05 until for another course until they do it but I will tell you
3:18:08 that this is one
3:18:09 of the biggest opportunities we have when I met there was
3:18:12 teachers that were
3:18:13 there that I had recognized from when I taught who had students
3:18:17 with special
3:18:18 needs that wanted them to learn a certain way at home but then
3:18:21 also
3:18:21 provide opportunities for their kids when I worked at when I was
3:18:25 a coach I
3:18:25 used to pull the homeschool list in the area around me and have
3:18:28 the homeschool
3:18:29 kids come and play sports with our teams like this is we are one
3:18:33 Brevard we’re
3:18:33 here together and I think that this is a good step one of the
3:18:36 ways we can
3:18:37 calculate miss Campbell if we don’t have to wait for the state
3:18:39 to give it to us I
3:18:40 don’t think but we can calculate our own calculation correct so
3:18:43 you can calculate
3:18:44 how much it costs for the class like an automotive class there’s
3:18:48 money that
3:18:48 comes in from capital and everything else that we may want to
3:18:50 just add a
3:18:51 little bit right there’s there’s costs inside there that we can
3:18:53 calculate
3:18:54 pretty quickly to figure out how much that course truly costs we’re
3:18:58 not
3:18:58 waiting for the state the state’s not giving it’s not hard to
3:19:06 put together
3:19:06 pricing won’t be the holdup what we we have to create systems
3:19:10 just because we
3:19:12 had an example at BBS where a clerk was looking in and said oh
3:19:16 this is a
3:19:17 homeschooler and went into fix because you know normally they’re
3:19:21 reviewing that
3:19:21 data that’s so important because a pep student you know might
3:19:24 look like a
3:19:25 homeschooler but if we mess that up and and don’t we change them
3:19:29 to a
3:19:29 traditional homeschooler we’ve now cost that family the
3:19:33 scholarship forever and
3:19:34 that would be on us with no way to recoup so we just want to
3:19:38 make sure we
3:19:38 have very tight systems I think one of the other things that
3:19:42 people don’t know
3:19:43 is that the amount of teachers that are homeschool parents now
3:19:46 we will also use
3:19:47 with the retention and recruitment because some of those parents
3:19:50 will bring
3:19:51 them back there many of them make the teetering decision right
3:19:54 on elementary
3:19:55 to go into high school and a lot of them recently and in the
3:19:58 recent past have
3:19:59 decided to keep their kid in homeschool I think by opening this
3:20:03 door will allow
3:20:03 us to not only help with students coming in but then also we
3:20:07 would also see a lot
3:20:08 of our former teachers who left the profession to come back
3:20:11 because their
3:20:11 kids are in the schools so I think it’s a it’s great the time I
3:20:14 spent with this
3:20:15 homeschooler families were amazing that’s it thank you anything
3:20:23 else guys all
3:20:25 right there’s no further business this meeting is adjourned
3:20:45 you