Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 they’re basically Department of Education compliance documents.
0:05 I am sure
0:07 that as we reflect back on the Cape View Roosevelt process that
0:10 we went through,
0:11 there was some conversation around what’s in the educational
0:14 plant survey,
0:15 what’s in the five-year work program, and so we’re in the cycle
0:20 of that now for
0:22 the update to the five-year work program, which is very late for
0:26 the Department of
0:26 Education to bring that out to us. The educational plant survey
0:30 is actually
0:31 done every five years, and we are about three and a half years
0:35 into that cycle,
0:36 but we are able to do updates through a spot survey. So we have
0:39 some changes
0:40 going on in our facilities, and those will be highlighted in
0:43 those
0:44 documents that will be on your agendas coming up here in May,
0:47 and so I just
0:47 wanted to kind of give everyone a brief update. Following the
0:51 update, we will be
0:52 submitting these to the Capital Outlay Committee, which is our
0:55 intergovernmental
0:56 coordination committee that includes representatives from our
0:59 municipalities
0:59 and Brevard County, and so they will have an opportunity to
1:04 review the drafts of
1:05 both of these documents before they are on your agenda for
1:08 approval coming up
1:09 here shortly. So the first document is the educational plant
1:13 survey. As I
1:13 mentioned, we do this every five years. We have an update coming
1:17 up in 2028 that is
1:19 a full redo of the educational plant survey, but as we make
1:24 changes, we can do
1:25 something called a spot survey. In this document, the facilities
1:31 are kind of
1:31 identified as to use, and so we have some changes in uses that
1:35 we will be
1:36 highlighting in the spot survey coming up here shortly. So those
1:40 changes include
1:42 the Cape View Elementary change from school to ancillary use. We
1:48 decided to
1:48 move that to ancillary use because we’re still talking with the
1:52 City of Cape
1:53 Canaveral and some of their ideas about how to potentially
1:56 utilize the facility,
1:58 so didn’t want to presuppose the outcome of how we are using
2:02 that facility, so
2:04 right now it’ll be scheduled as ancillary use, but I would
2:07 expect that
2:07 we’ll do some updates to that in the future. Roosevelt
2:10 Elementary, there will
2:11 be students moved from Cape View to Roosevelt, so in the
2:15 educational plant
2:16 survey, there’s student allocations to the schools based on the
2:20 Department of
2:21 Education allocation of capital outlay full-time equivalence,
2:24 yet another
2:25 measure of enrollment. The Clear Lake Education Center, we are
2:30 noting the state
2:30 appropriation for the new health care building that’s come in,
2:34 and we’ll be
2:35 working through that process to construct that building in the
2:37 future.
2:38 The Gardendale Education Center, we will be noting that there is
2:42 a new separate
2:43 day school under construction at the Kennedy campus, and then
2:47 eventually we
2:48 will do a spot survey for whatever disposition the board directs
2:53 on
2:53 the Gardendale facility on Merritt Island, so that’ll be a
2:56 future update as
2:57 well. And then the final one is South Pine Grove, this is
3:00 located on Wickham
3:01 Road in the City of Melbourne. We’re changing that recommended
3:04 use to
3:05 ancillary for the time being. I do have some conversation coming
3:09 up with the
3:09 City Manager in Melbourne to kind of talk about the future of
3:12 that building
3:12 as well. So from where I’m sitting, this is kind of an interim
3:16 step, we want
3:17 to get some of these things in the educational plant survey, but
3:21 there may
3:22 be additional spot surveys coming up, probably in the fall would
3:26 be my guess
3:27 is when that we might redo this cycle again before we do the
3:30 full update in
3:30 ‘28. So the schedule for this document, we have the work session
3:35 today and then we
3:36 will send this out to the Capital Outlay Committee. Our interlocal
3:39 agreement
3:40 allows the Capital Outlay Committee 15 days review before board
3:43 action, and so
3:44 this will be on your agenda for May 12th for approval of the
3:48 spot survey for the
3:50 educational plant survey.
3:51 Can I ask a quick question before you go to the slide?
3:53 Sure.
3:54 I just wanted to clarify, the South Pine Grove School, that’s
3:56 the location of the former South ALC?
3:59 Yes ma’am, South ALC on Wickham Road.
4:01 One more, can I ask a question?
4:03 Sure.
4:03 Are you done? Sorry, Ms. Gabel.
4:05 Just for the public’s reference, can you tell the board who is
4:09 on the Capital Outlay Review Committee?
4:12 So the Capital Outlay Committee includes representatives from
4:15 all municipalities
4:16 with the exception of Palm Shores and Melbourne Village. Those
4:21 two are not
4:21 a party to the interlocal agreement, so all municipalities have
4:24 a representative
4:25 and Brevard County, and so they are kind of the group that we go
4:30 to from a
4:31 planning perspective. We meet quarterly and occasionally we’ll
4:34 have a special
4:34 meeting and we talk about things like enrollment and projections
4:39 and new
4:39 facilities and those types of things. So that is our intergovernmental
4:43 coordination body.
4:44 And one of us, who is it this year?
4:46 Is it Jim? I think it’s Jim.
4:49 On the Capital Outlay?
4:50 Yeah, I think so, yes.
4:52 Thank you.
4:53 You’re welcome.
4:56 And then the other document that we talked a lot about is the
5:01 five-year
5:01 work program. This is a document the Department of Education
5:06 opens conceivably
5:08 in the September-ish timeframe. This year it opened in March and
5:12 so we’re kind of
5:14 catching up with that process. Our team, Mr. Lindeman in
5:18 particular, works
5:19 with the finance team to get the analysis of the different
5:23 funding
5:24 sources that are included in the district work program and then
5:27 we also
5:28 include our projects and so it’s kind of a it’s a messy document
5:32 but again it’s a
5:33 compliance document. From where I’m sitting we use the student
5:38 accommodation
5:38 plan much more rigorously in terms of decision-making whereas
5:44 this is more a
5:45 reflection of what we were planning to do with decisions that
5:47 have been made as
5:48 a result of the other planning processes that we do. So this
5:53 document will be
5:54 updated based on the fact that it is open but we’re hopeful that
5:58 we’ll get
5:59 back into the regular cadence again so there’ll be another work
6:02 program coming
6:03 out perhaps in the fall once the DOE opens it on their regular
6:08 annual cycle.
6:09 So what is going to be in the five-year work program is all of
6:14 our big capacity
6:16 projects so we have the new separate day school, the South
6:19 Elementary project that
6:21 is the West Side Elementary classroom addition, the Bayside High
6:25 School
6:25 classroom addition, the Edgewood technology lab, the robotics
6:30 lab and some
6:31 of these that one in particular and the Myla project these are
6:34 in here
6:35 because we are still spending money in fiscal year 26 so there’s
6:38 a column for
6:39 funding that we’re using in fiscal year 26 so even though they’re
6:42 finished and
6:43 in use basically because we’re spending money in this fiscal
6:47 year they’re still
6:48 going to be listed in the five-year work program. We also have a
6:52 south area
6:53 capacity project and that one is undefined it’s an impact fee
6:58 project and
6:58 it will be either some version of k8 work at Sunrise Elementary
7:05 it could be a
7:06 new elementary new k8 in south area could be new elementary
7:11 capacity in the
7:13 south area so there are a number of options that might be
7:16 available that we
7:17 would put under that project heading so it’s in there to show
7:20 the expected
7:21 impact fee accumulation and the intent to build another
7:25 elementary or k8 school
7:27 in the the south area. The other projects that are in there
7:31 under the other
7:31 category again the adult education healthcare building the
7:35 transportation
7:36 facility we do not have a location nor is that funded but wanted
7:40 to identify it
7:41 in the work program and then the closeout of the Myla Elementary
7:45 project.
7:46 This one has a slightly different schedule Mr. Lindemann and the
7:50 finance
7:50 team are still working through some of the financial aspects of
7:54 this plan so we
7:55 anticipate sending that to the Capital Outlay Committee at the
7:58 end of next week
7:59 there is a 30-day review committee review period allocated for
8:04 Capital
8:04 Outlay Committee and so this will be on your May 26th board item
8:07 our board
8:08 agenda and that concludes my presentation. Thank you Ms. Hand
8:14 that was
8:14 really a great presentation. Dr. Endell what would you like to
8:17 do now? Well I
8:18 think we can move to the next presentation it might it’s the
8:22 voluntary pre-kindergarten presentation might take a minute to
8:26 change some slides.
8:26 Okay. Just take a minute. We’ll be ready to go in just a few
8:30 minutes. Sounds good.
8:31 You need us to take a recess we’re good to just kind of do it.
8:37 We’ll be good. Okay.
8:38 Good morning board and Dr. Endell thank you for letting me
8:51 present about VPK. I’m
8:53 excited. So today my presentation will outline four areas for VPK.
9:01 We are going
9:02 to talk about the VPK impact, VPK programs, VPK expand expansion
9:08 and
9:08 community outreach for VPK and its enrollment. So I always like
9:15 to start
9:15 with this slide because it tells you the importance of why VPK.
9:19 So for children
9:21 who enter kindergarten behind roughly 75% will never catch up to
9:25 their
9:26 classmates. Again if a student attends VPK they are almost
9:32 without doubt
9:33 improved readiness for school. Also our VPK data is showing
9:41 improvements for
9:42 third grade ELA by attending VPK and finally it also supports
9:48 high school
9:48 graduation and this data is from the FLDOE and our learning
9:53 coalition. So did
9:55 you know that 90% of a child’s brain is developed by age five so
10:04 this helps us
10:05 with our mission to try to get every single Brevard Public
10:10 Schools VPK seat
10:11 filled. This is driving that mission. This slide right here this
10:17 is showing VPK
10:19 positive results for kindergarten readiness. Our state issued
10:23 some data
10:24 that I felt like I wanted to share because it’s super important.
10:28 VPK
10:28 completers which means that a student that has completed at
10:33 least 80% of the
10:35 540 hours required to be in VPK, 72% are showing kindergarten
10:43 ready. Another huge
10:45 impact for why we want our kids in VPK. Whereas VPK non-completers
10:51 are 54%
10:53 kindergarten ready. So in our VPK classrooms play is essential
11:00 so if you
11:01 get to walk some of our classrooms we hope that you see play
11:05 inside the
11:06 classroom and outside the classroom. Why is it so important? It
11:10 helps with
11:10 cognitive development which really is like helping them with
11:14 literacy problem
11:15 skills and then social skills. When you’re playing you’re
11:19 learning how to
11:20 get along with others you’re learning how to self-regulate and
11:24 then of course
11:24 physical development it really helps with that fine and gross
11:28 motor skills. So
11:30 when you’re in our classrooms hopefully you see pictures like
11:35 this. Also just
11:37 also highlighting impact for VPK we can see Brevard data is
11:44 showing that it is a
11:46 positive impact. If you go to our district report card under
11:51 assessment
11:52 you will see the percent scoring level 3. 70% of VPKers that
11:59 attended and
11:59 completed are showing level 3 or higher. So again just the
12:05 impact that VPK is
12:07 having on third grade proficiency. Can I ask a quick question
12:11 just about this
12:12 slide? Yeah. So obviously we see a slight dip from 23-24 to 24-25
12:17 is this
12:18 accounting for only Brevard VPK or is this all of Brevard County’s
12:23 VPK which
12:24 doesn’t necessarily that’s not necessarily a BPS school? So this
12:28 is a
12:29 total of Brevard County our public school. Our public schools
12:34 only okay yes
12:35 all right and obviously the dip I don’t I’m sure you guys are
12:39 probably
12:40 researching that and figuring out why or why is it going down
12:42 from one year to
12:43 the next. Have you found anything in your research? Just the
12:48 amount of completers
12:50 we need the children to finish and complete. People do sign up
12:55 for the
12:55 program but then different circumstances cause them not to
12:59 complete. You can see
13:00 in the data previous we need that 540 hours to complete. Okay
13:04 thank you. Yes so
13:07 I also want to talk about our pre-kindergarten programs. We have
13:12 three
13:12 types at BPS. We have the VPK which I’m going to talk about in
13:16 just a minute. We
13:17 have our head start threes and our VE pre-kindergarten programs
13:21 and so our VPK
13:23 which I am highlighting today we have four different types of
13:27 opportunities
13:28 and so I would just want sometimes people get confused about our
13:32 different
13:32 types of BPS VPK so I’m gonna explain them. So our step forwards
13:37 are at our
13:39 Title 1 schools. Our blended they can be at a Title 1 school or
13:44 a non Title 1
13:45 school and they are a blended combined with 10 general edit ed
13:50 students and
13:50 eight ESC students and our head start program which I will
13:55 highlight in a few
13:57 minutes. They are our federally funded program and they are our
14:02 four-year-olds
14:03 that use that VPK certificate and then we also have four
14:07 opportunities at four
14:09 of our local high schools which is great for the high school and
14:13 just also
14:14 getting people excited about teaching. So what sets Brevard
14:20 apart? I love this
14:22 slide because our VPK programs we have certified teachers we
14:28 have ongoing
14:29 professional development and we have classroom support. Our
14:33 content
14:33 specialists they go out and support classrooms on a day-to-day
14:38 basis and so
14:39 that support really helps those students and the teachers. We
14:43 also have full day
14:44 free programs and that is one of the things that when we go out
14:48 in the
14:48 community we talk about it’s all day and it’s free and then
14:52 again we’re very
14:53 fortunate because we have paraprofessionals in every single one
14:57 of
14:57 our VPK classrooms. So I really want to highlight this slide so
15:04 ongoing
15:04 professional development really supports quality instruction and
15:09 so this slide
15:10 shows positive results. Last year we started thinking outside
15:15 the box and we
15:16 did class size bite PD sites so we did like 15 minute PDs for
15:21 paras and for
15:23 teachers just to log on and we did it for almost a whole
15:27 semester and you can
15:28 see the data is very positive and you might say like what is
15:32 class? Class is a
15:34 scoring system our teachers go through so we have individuals
15:38 that are trained
15:39 in class they go to our VPK classrooms and they actually observe
15:44 the teacher
15:44 student interactions and they give us a score. So the state
15:50 threshold is four and
15:52 then we said no that’s not high enough so BPS we our threshold
15:56 is five and you
15:58 can see our data 79% met that five where a hundred percent met
16:04 four and then with
16:05 this ongoing professional development we increased to 92% which
16:10 you can see is a
16:11 positive result and we do feel it’s all of that professional
16:15 development that we
16:16 are offering in different ways. And then again I don’t I like to
16:23 highlight this
16:23 as well because our VPK classrooms are under accountability. The
16:29 state requires
16:30 a VPK performance metric and designation so as I just spoke
16:35 about class we have
16:37 three buckets that we must score well in. We have the class
16:42 composite score which
16:44 is 50%, learning gains 30% and our achievement is 20%. So our VPK
16:53 students
16:54 take the exact fast assessment that our kindergartners in our
16:58 first grade take
16:59 and so you can see our PM1 data how much improvement they made
17:04 to PM3 and then
17:06 those three buckets come together and they have a score and our
17:12 VPK 87% of our
17:14 VPK classrooms met or exceeded the state quality expectation so
17:19 we are very proud
17:20 of that. I’d like to highlight Head Start. Our Head Start
17:27 program just really
17:29 supports families. We have advocates in each one of our 12 sites
17:35 and those
17:36 advocates they do outreach they work to get students that may
17:42 not know about the
17:43 program in the program so that we can have them kindergarten
17:47 ready and third
17:47 grade proficient. So our also our Head Start classrooms you can
17:53 see have paras
17:54 we’re working on literacy stations with them just doing a lot of
17:58 work with our
17:59 most fragile students and we do offer three-year-old programs
18:03 that roll up
18:04 into our four-year-old programs. And as you know from our last
18:09 board meeting we
18:11 were able to recognize Celeste Rattan who is a VPK teacher at
18:18 Saturn
18:18 Elementary she’s with our Head Start program she is the region
18:23 for Head Start
18:24 Teacher of the Year which is just a huge accomplishment in that
18:28 Head Start
18:29 classroom. She also mentors a lot of teachers and provides
18:33 professional
18:34 development so we’re super lucky and we want to make sure she’s
18:37 highlighted. And
18:38 then as you know we partner with the zoo and this year they were
18:42 not only region
18:43 four’s nominee they are a national nominee for Edward Ziegler
18:48 Innovation Award and we are just wanting to celebrate them as
18:52 much as possible. So
18:56 summer bridge is in is a bridge between VPK and kindergarten so
19:02 last year the
19:03 state gave us a grant and we took students who did not meet the
19:09 threshold
19:10 on the FAST early literacy and we built a curriculum. Our
19:14 teachers alongside
19:16 Head Start teachers wrote the curriculum and they use that data
19:21 to really say
19:22 what areas do we need to get these VPKs ready for kindergarten
19:26 and you’ll
19:27 see on the next slide our data was positive. So I would like to
19:32 highlight a
19:34 hundred hours of focused instruction with about 83 VPK students
19:39 which was the
19:41 most VPK students in region four and why that is is because we
19:47 did a lot of
19:48 outreach the students that did not meet that threshold we
19:51 reached out we called
19:53 we wanted those kids into our summer bridge program so that they
19:57 would be
19:58 kindergarten ready and some of them did come from the outside
20:01 providers and we
20:02 wanted to also capture them for our kindergarten. So the data it’s
20:06 just very
20:07 positive concepts of print 43% to 79 across 11 sites. And then I
20:15 am excited to
20:17 talk about our goals for expansion with VPK you’ve heard all of
20:22 the reasons why
20:22 it’s so important and so in the 26-27 school year we’re using
20:29 grant money to
20:30 have a goal of having two advocate positions on the side where
20:36 it was step
20:36 forward CTE and blended. We have these advocates on the Head
20:41 Start side and
20:42 we’ve decided that you know they do such a great job with
20:45 outreach and getting
20:47 the students that really need VPK where sometimes it’s hard to
20:51 get those
20:51 students we want to hire two one for the north one from the
20:56 south and the pine
20:58 needle will be sort of that middle line and again just
21:01 highlighting that we are
21:03 opening a step forward at Anderson Elementary and that school is
21:07 so excited
21:08 playgrounds being built and we can’t wait for the opening day.
21:12 We have a goal
21:13 for 27-28 to open four new fee based programs we are researching
21:20 and doing a
21:20 lot of number crunching to figure out what this exactly will
21:24 look like we’re
21:25 collaborating with some other people that I’ve met throughout my
21:29 you know
21:30 going to district events and seeing what that looks like so we
21:33 have a goal of four
21:35 and then if we have another designation for a title one school
21:39 we always want to
21:40 make sure we open some type of pre-kindergarten program at that
21:44 title
21:44 one school so again that’s why it highlights future title one
21:48 schools if
21:49 we have future ones we want to make sure that we offer a pre-kindergarten
21:53 program
21:54 at those schools. So the next few slides are just about our
22:00 early childhood
22:02 department conducting outreach to expand awareness and educate
22:07 families and we
22:08 have we have just noticed like if it’s better to get out in the
22:12 community to
22:13 talk about VPK because sometimes people don’t understand why it’s
22:16 so important
22:17 so here you’ll see Luna last year we decided to brand our flyers
22:24 with our
22:25 mascot little Luna so when the community sees Luna they know
22:30 they’re in the BPS
22:32 safe space is when they see those flyers so Luna is out on our
22:36 carpools they are
22:38 on our flyers and hopefully you have seen Luna on our district
22:43 webpage as
22:43 well so here is just an example of the collaboration with GCR
22:50 and having Luna
22:52 as our branding we wanted to make our flyers and PR super
22:57 attractive and just
22:59 welcoming to families when they see it so here’s an example of
23:04 our flower
23:04 flyers and just making the steps to enroll into VPK a little bit
23:10 easier
23:11 because there is a certificate requirement and so sometimes that
23:15 is not
23:16 as easy as it sounds so just making sure that we are always
23:19 looking getting
23:20 feedback making sure we’re tweaking that so you’ll see an
23:24 example of our rap
23:25 cards that we distribute all over the community and then I want
23:28 to highlight
23:29 the middle slide here the middle part for schools that don’t
23:33 have a
23:34 pre-kindergarten program we work with those schools also to make
23:38 sure that
23:38 they understand where are their neighborhood VPK classrooms and
23:42 so if
23:43 someone calls that school they have this page ready to go and
23:46 they can talk hey
23:47 our neighbor next door has a VPK opportunity please call them
23:52 and here I
23:53 wanted to highlight GCR GCR has been a partner of early
23:58 childhood and has
24:00 really helped us with the branding Luna all kinds of different
24:04 things and you
24:05 can see they’re making the website attractive and easy for
24:10 people to enroll
24:11 and that’s something when we meet we talk about what is it hard
24:15 is it easy
24:15 and so they have been our partner along the way we really
24:20 appreciate them last
24:23 year we did two videos dr. Rendell was great and he did the
24:28 first video for us
24:29 he showed the impact of why a student needs to be in the VPK
24:34 classroom and
24:35 then we followed up that video with another video that really
24:40 highlighted
24:40 the classroom experience and showed like parents hey this is
24:45 what can be done in
24:47 a classroom so it was great I’m both videos we have sent across
24:51 churches
24:52 community events using it we still have it on our website things
24:57 like that just
24:57 to get the word out about the importance of VPK but also getting
25:01 parents to be
25:02 able to see what does it look like in our classrooms and then
25:07 here we had such
25:09 a great event we decided to go out in the community there were a
25:12 couple of
25:13 schools that were not where we wanted them to be for enrollment
25:17 so we
25:17 partnered with the Brevard Foundation on this slide and our
25:22 sheriff department
25:23 and mrs. Meyer who’s in the audience today we were a little ice
25:27 cream truck
25:28 drivers and we we went around and we gave ice pops out we went
25:32 to pal we went
25:33 to the dock we went to Boys and Girls Club and we met families
25:37 where they were
25:38 and we distributed flyers but the most thing that they liked was
25:41 the popsicles
25:42 but we were able to talk to so many people about VPK we went
25:47 into
25:48 neighborhoods the sheriff’s had ice cream music playing and
25:52 people came out
25:53 took pictures and it was just a great event better than we even
25:58 anticipated
25:58 and then again our our little team is looking all around the
26:04 community for
26:05 things to participate in and this is just a picture of us at the
26:10 Harry T Moore
26:10 celebration just passing out flyers and whenever we go to pass
26:15 out flyers we
26:16 always bring books with us because we want to see that we went
26:20 kids take books
26:21 to restaurants instead of their iPads so we always hand out a
26:25 book and so you can
26:27 see this little guy he was so excited he had a hardest time just
26:30 picking out what
26:31 book he wanted and then here just again I’m spreading the news
26:36 one of the things
26:37 that we try to do is go to where families are so the PAL program
26:42 we’ve
26:42 had some outreach opportunities there you can see mr. Brian who
26:47 is also in the
26:48 audience he we invited mrs. Meyer and I invited him to go to
26:53 cocoa with us and
26:55 it was just a great night we got to talk to new families and
27:00 just again raise the
27:02 awareness of why VPK is so important and here is the Palm Bay
27:08 pal just an example
27:09 there was a big tournament game that we went to and then I want
27:14 to highlight our
27:15 VP K in kindergarten roundups our kindergarten roundups have
27:21 always been
27:22 a great event and so this year because we enrolled in January
27:27 for VP K we open
27:28 that enrollment to capture students earlier we decided like hey
27:34 let’s think
27:34 out of the box let’s also add VP K to our roundups so we did a
27:38 big training in
27:40 here we showed the teams what it could look like we had hands-on
27:44 activities and
27:45 so even schools that do not have a VP K they have been asked to
27:50 have a table
27:51 have things ready to give family so that they can also advertise
27:57 PR to get every
27:58 seat filled with our VP K program so they are happening as we
28:03 speak they are
28:05 on the website so if you are able to go see an event it’s it’s
28:10 something and
28:12 then here is just a Bear Glenn elementary event they recently
28:18 had to
28:18 try to boost up enrollment and so we partner with scholastic and
28:23 borrowed
28:24 Clifford because who doesn’t love to see Clifford in the car
28:28 loop miss Myers was
28:29 going to dress up and she was it was a hot day too but Clifford
28:33 was in the car
28:34 loop trying to drum up business it was one of the rainy days but
28:38 people still
28:38 came out so you can see what a fun night they had and then again
28:42 just more
28:43 highlighting of we try to get to events we tried to make sure
28:48 that we are out in
28:49 the community just raising awareness so the most recent was the
28:55 Metropolitan
28:56 Missionary Baptist Church they allowed us to distribute flyers
29:00 to a wellness
29:00 Expo things like that help us get our word out the bright team
29:05 we’ve talked
29:06 with them they collaborate with us and allowed us to speak about
29:11 VP K as well
29:11 and our call to actions we also have attended and then our team
29:17 were meeting
29:19 all the time and we’re saying like where our families and so the
29:22 there are two
29:23 events highlighted here where the city of Palm Bay and the next
29:27 slide Coco they
29:29 had different events with the bunny and Easter events and so for
29:33 this one there
29:34 were about 250 families at this breakfast with the bunny so
29:39 every flyer
29:41 was distributed families were talked with and really raised the
29:45 awareness and
29:46 it gives us the point of contact to do families understand that
29:50 BPS has the
29:51 have these programs and able we’re able to talk more about them
29:55 and so you’ll
29:56 see pictures here’s the cocoa of it and also I want to highlight
30:00 our little
30:00 mascot Luna so Luna goes with us now to events and it just helps
30:07 you know drum
30:08 up business so that is my presentation about VBK do you have any
30:14 questions
30:16 we begin with any questions mr. chair I was remiss I did not
30:19 introduce Miss
30:20 Adrienne McDonough director of early right it’s not your fault I
30:24 didn’t know
30:24 started going ready to go and so like okay here we go but as you
30:29 can see
30:29 Adrienne and her team have done a fantastic job so questions if
30:35 I can go
30:36 real quick I just want to know when you’re coming in my
30:38 neighborhood with
30:39 that ice cream because I’ve got enough kids to fill in
30:44 elementary school so
30:45 when they come out you know it costs me a lot when the when the
30:49 ice cream guys
30:50 come by so I’d love to take advantage of that okay I have a
30:55 couple questions I
30:57 just um so I’ve talked to some families and I’m asking them
31:01 about VP K what what
31:02 is one of the hurdles they have so one of the things that a lot
31:04 of families
31:04 expresses that they are unaware which that seems to be a common
31:08 theme if you’re
31:09 a first-time parent and you’re not sure when to my when does my
31:11 child register
31:12 for school so I would love to see our district take a marketing
31:15 stance of I
31:16 don’t know if we can partner with our local hospitals I don’t
31:18 know I’m sure
31:19 there’s probably some of that information is protected to some
31:21 degree
31:21 but if there was a way to partner with them to make that
31:25 information available
31:27 to our families specifically tracking like hey these would be
31:30 our future
31:31 incoming students one of the other issues that I have heard
31:35 commonly is
31:35 that when we say we have a full day of free VP K that means a
31:39 full school day
31:40 of VP K for free so the other hurdle that they’re having is that
31:44 the child
31:44 care isn’t available for a VP K student once the school day ends
31:49 and I’m not
31:49 sure if that has something to do with the fact of the age of the
31:52 student okay
31:52 sorry I see miss Harris raising her hand back there could be a
31:55 capacity issue but
31:57 that’s a hurdle because parents are like hey if you had
31:59 childcare until five
32:00 o’clock we would absolutely use your VP K service so the doctor
32:05 mayor has worked
32:06 very closely with our BAS team to problem-solve around that and
32:11 at the age
32:12 of students at age four the requirements with the state are very
32:17 different of
32:17 training so what we are exploring BAS staffing continues to be
32:22 something that
32:23 we’re working to overcome and so to have our staff at least one
32:27 or two members at
32:29 each of our sites that have VP K programs to gain that training
32:34 that is a
32:36 challenge we’re continuing to try and problem-solve and overcome
32:39 that we have
32:40 not yet met with success so I’m not saying that we won’t get
32:43 there but the
32:45 training element required to bring in that age group of students
32:48 but you are
32:49 correct we hear that a lot from the community of I’m seeking VP
32:53 K outside of
32:54 BPS because of after-school child care right we are working on I
32:59 think that
32:59 would be a game changer for our district as far as our
33:02 enrollment I think you
33:03 would see we would have no issues whatsoever with any of these
33:05 programs
33:05 ever being enrolled if we were able to offer that one of the
33:09 other things that
33:10 concerns me to some degree and I want to get clarification on
33:14 this so the funding
33:15 sources that are coming the title one or the federally funded so
33:19 if it if we have
33:20 VP K that is in a title one school and the school is no longer
33:24 title one
33:24 anymore what happens to that VP K unit I already know the answer
33:29 but I’m gonna
33:29 I’m gonna ask for you to tell everyone that is a great question
33:33 so if a school
33:35 loses title one status we can’t have a title one funded program
33:40 at that school
33:41 and if we were to use fund 100 district dollars to maintain that
33:48 program it
33:49 would be considered supplanting with federal funds so what would
33:52 be required
33:53 a perfect example is Pinewood Elementary this year lost title
33:57 one funding so we
33:59 moved that unit because if the district said hey we’ll use
34:02 district dollars to
34:03 maintain that VP K program at a non title one school we would
34:07 have to also
34:08 add at least one more program using district funds at a non
34:14 title one school
34:15 so that it would not be considered supplanting with federal
34:19 funds and so
34:20 federal funds have to go beyond district commitment of their
34:25 dollars and so
34:26 that’s what happens is when we lose title one status we would
34:30 then have to
34:31 basically add two programs using the district dollars in order
34:35 to keep one
34:36 right but usually we move that title one yes unit to a new title
34:42 one school that
34:43 is our practice right and that works well it I mean sometimes
34:48 depending on on
34:48 the location of the school and how far they are apart that may
34:51 not work for all
34:52 families but the concern is that it could make the the VP K unit
34:56 a bit fluid
34:57 so if it’s there or if you have a school that’s on the cusp of
35:00 it so from a
35:00 district standpoint I just want to make sure that that we’re
35:03 reiterating to our
35:04 staff hey you need to go ahead and call the families I know
35:06 everyone doesn’t
35:07 like those surveys that go out I’m a parent of a BPS student I
35:10 understand I
35:11 get frustrated with them too but the surveys are how the title
35:14 one funding
35:15 tracks with the school so we need those surveys filled out and a
35:18 lot of times
35:18 survey participation is minimal for whatever reason but that can
35:22 impact the
35:22 school’s funding to the degree of losing an entire program so it’s
35:25 very very
35:26 crucial and one of the things that we have really looked at is
35:31 now and having
35:32 schools qualify for title one status we are using direct connect
35:36 instead of just
35:37 the application right for that reason because return of the
35:40 applications was
35:41 sometimes a barrier for some schools we have really looked at
35:48 those schools we
35:49 only have two or three schools that are usually on that cusp of
35:52 title one or not
35:53 and really looking at what programs do they have because you are
35:57 correct we we
35:58 have had a practice of moving those programs out of a title one
36:02 school into
36:03 a nearby title one school if the school a were to lose their
36:07 status but it’s
36:08 something that we continue to monitor fortunately our most of
36:13 our title one
36:14 schools remain pretty consistent yeah all right thank you you’re
36:20 doing great
36:20 work out there so I honestly I’m like I’m sure Bernard is
36:23 probably very
36:23 excited to hear this conversation and you made it into the
36:25 slides which I’m
36:26 like he absolutely deserves that because you’ve been championing
36:29 VP K for as long
36:29 as I’ve been on this board so I’m excited to see that the good
36:32 work continue and
36:33 anything that you need as far as help or support from the board
36:35 please relay that
36:36 back to us because I believe in this mission wholeheartedly and
36:39 we can see
36:39 evidence that it is working with the data that you’re providing
36:42 so thank you
36:43 thank you so much miss Campbell so as I was going through and
36:48 you had the slide
36:49 of the different types of VP K programs that we have and you
36:52 have the high
36:53 school CTE I had a question which schools and it was on a later
36:56 slide but
36:56 it was very small print and I thought was worth highlighting
37:00 that the four the
37:01 four high schools that have VP K programs which means they have
37:04 a
37:04 certified VP K teacher but they also get extra hands-on because
37:07 they have all
37:07 those students coming from the education CTE program so you’ve
37:12 got lots of lots
37:13 of people helping guide the students but those are Merritt
37:15 Island High School
37:16 Palm Bay High School satellite high school and Vera high school
37:19 so I just
37:20 thought it was worth highlighting because if I look at this page
37:23 in your
37:23 presentation that shows in addition to those four high schools
37:26 all the
37:26 elementary schools I have them your the elementary school that
37:29 it’s closest to
37:30 your house may not have one but there’s probably one not very
37:33 much farther away
37:33 so we really have a north to south that is that’s just fantastic
37:45 because we
37:48 really do have them all over you know I’m not a big fan of frogs
37:56 but Luna so cute I can get over it I think that’s so cute you
37:59 guys are doing
38:00 such a great job thank you GCR thank you for for getting those
38:04 partnerships and
38:06 and doing all the the you know hitting the road you know because
38:10 that that is
38:11 making a difference and I love to see those numbers going up the
38:14 expansion
38:15 opportunities that just looks great I love the advocate
38:19 positions that are
38:20 that you guys are looking at adding in for our non head start
38:23 programs that
38:24 they can get some of those advantages and the parent
38:26 communication I had a
38:28 question about this the fee-based sites so VP K obviously is
38:32 free so that would
38:33 that be fee-based like you can come to your your for like a non
38:37 title one
38:37 school so that you can pay if you want to do a full day or how
38:40 what kind of
38:41 program are you talking so we’re still researching so our goal
38:44 is to have the
38:46 full day which doesn’t mean the wraparound service as we just
38:51 talked
38:51 about but you do get a little bit of money from the VP case
38:56 certificate so we
38:57 would use that with again the fees from the families to help pay
39:02 the teacher and
39:03 the IA and all the things that go along with the classroom so we’re
39:07 looking at
39:08 that we’re doing a lot of math to break that down of what that
39:11 would cost and
39:13 how much we would charge families because we still want to be we
39:16 want to
39:17 be competitive because we have certified teachers with our VP
39:21 case and we just
39:22 want to make sure it’s doable for a family and then so that
39:26 would enable us
39:28 to put full day VP K in schools that aren’t correct title one
39:32 yes so it opens
39:34 opens the doors some of the areas that we don’t have a VP K
39:38 right now and of
39:41 course we would need the space and the playground but it’s
39:43 something that we’re
39:44 excited about and so our goal is to have four yeah of course
39:48 across the community
39:49 and that also helps fill buildings that have empty space I mean
39:52 we want to be as
39:53 efficient as possible I applaud that I also when we’ve had these
39:58 conversations
39:58 before I I tend to come back to this question which is you know
40:03 a lot some
40:04 families are on one end and they do they say I can’t do VP K
40:07 unless it’s the
40:08 whole day because this is my childcare and they’re happening to
40:10 happen to do
40:11 VP K while they’re in childcare all day long at work but there
40:14 are other
40:14 families who don’t do our VP K because they don’t want a full
40:18 day for a
40:18 four-year-old they they want the three hour a day you know five
40:24 days a week or
40:24 maybe four hour a day three or four days a week like that like
40:27 you know I my kids
40:28 went to one of our churches VP K because I really just wanted
40:31 them to do three
40:31 hours a day that was enough and they’re very successful programs
40:35 yes have we
40:37 ever looked at if we’ve got the space and we have teachers who
40:41 also only want
40:42 to do a half-day part-time job are we looking at that offering
40:47 where we have
40:48 space part-time VP K option so that is on we have a model of
40:53 three different
40:54 types of fee base and one model would be the combination of a
40:59 half half day and
41:00 so with that it we’re looking at the math because you do get
41:06 that VP K
41:06 certificate dollar would it be enough to pay our certified
41:11 teachers we may still
41:12 have to do a bit of a fee base but it would definitely support
41:17 that half-day
41:18 program you’re talking about so that is one of the models we’re
41:21 looking for
41:22 we’re just researching right now different ones and looking at
41:26 the cost
41:27 and making sure that it’s you know in the right spaces as well
41:31 yeah no that’s
41:32 fantastic I just always want to throw that out there because
41:34 there are there
41:35 are families who do just want you know want that that’s shorter
41:39 day on the the
41:42 summer bridge excellent work I know we’ve done that in years
41:46 past but it
41:47 sounds like this summer was really y’all’s hard work and getting
41:50 out in the
41:50 neighborhood community really paid off for these 83 students how
41:54 many it says
41:55 100 hours how many weeks is that a summer program so last year
41:59 it was six
41:59 hours and it went all the way through July really ended probably
42:04 around the
42:05 July 20th so we are having it again this year we are doing the
42:10 four hours this
42:10 year and not adding the enrichment aspect to it again some
42:16 families want
42:17 their children that was one of the barriers you know you’ve been
42:20 at school
42:21 all year and they want a little bit of summer so we are doing
42:25 the half day this
42:26 year with transportation on the front end and it goes through
42:31 July around that
42:32 July 20th as well and it is funded by this state the just read
42:37 funds that
42:38 program awesome awesome awesome great job on the professional
42:43 development the
42:43 class scores all those things are paying off the last question I
42:46 had has is
42:47 related to transportation so which of our VP K programs include
42:52 transfer
42:52 patient transportation which which do not so all of ours right
42:57 now do provide
42:59 transportation okay I’m if needed so our title one to title one
43:03 that might be an
43:05 option where we have opened up title one schools to title one so
43:10 if I I’m at I
43:12 zone for Saturn but I want to go to endeavor we do allow that
43:15 that would
43:16 cause a family to have to drive but at every one of our sites we
43:21 do have the
43:22 option of transportation and there are day cares that do pick up
43:27 at some of
43:28 those sites as well and we do try to inform clerks of hey let
43:32 let parents
43:33 know that ABC daycare will do a wraparound service there is
43:39 probably a
43:39 cost to that but that family at least knows that hey that daycare
43:44 will pick up
43:45 and take your child from school to the daycare mm-hmm right
43:52 transportation yes all right that was all my questions thank you
43:56 anyone else
43:57 it’s true so most of the questions were obviously answer that
44:01 was really good I
44:02 did have the the half day in there that question so that’s
44:05 really good to be to
44:07 be investigating that and research it a lot mr. Bryant you know
44:10 for years you’ve
44:11 asked you know what’s the plan what’s the plan I hope you’re
44:13 pretty happy with
44:14 our with our plan this was our plan these ladies right here
44:19 wonderful work
44:21 results come after the the hard work so we appreciate it keep it
44:25 up and again
44:25 anything we can do we’re your biggest cheerleader so board thank
44:30 you for all
44:31 those good questions also so thanks so much I appreciate your
44:35 time dr. Adele
44:36 no I think I want to echo the fact that one of our community
44:40 members one of our
44:42 community partners one of our local advocates has been asking us
44:47 what are we
44:48 doing to get the word out about VPK what are we doing to make
44:51 sure communities
44:52 that families know about these options well we’re doing it so
44:56 and I’m glad he’s
44:57 a part of it so good to see him involved in the activities as
45:02 well that’s all
45:04 mr. chair all right dr. Adele what else do we have so the next
45:11 is a list of
45:12 policy review revisions to suggested policy revisions I don’t
45:16 know if you
45:17 want to take a break before we start into that sure you guys let’s
45:22 take a
45:22 little pause
45:34 you
54:04 okay welcome back to the public we have a series of policies
54:04 that we’re gonna go
54:09 through and review board I think the easiest way to do this is
54:09 just call each
54:13 one if you’ve got something because if you go then she goes as
54:16 general I think
54:17 it’ll just you know so all right so p0 p o 2 1 1 1 parent and
54:17 family involvement
54:28 in the school program does anybody wish to speak to this item I
54:28 just had a
54:32 question on why we’re changing an entire policy for one word it’s
54:36 the difference
54:36 between professional development which is what we’ve always
54:40 called our you know
54:41 ongoing education to professional learning so Paul was that
54:44 driven by
54:45 legislation or yes so now policy that has professional
54:50 development we have to
54:51 go through and revise to now say professional learning money
54:55 that’s going
54:56 to cost a school district policy making for one word yeah just
55:00 to clarify that
55:00 was a result of legislation that was passed at the last
55:03 legislative session
55:04 not just this year but last year it all had to be referred to as
55:08 professional
55:09 learning no longer professional development we do have cost
55:14 savings by
55:14 doing all the same time so I don’t think so I think it’s still
55:18 real we pay by
55:20 word so on the end all right p 0 2 1 2 5 school advisory
55:26 councils for school
55:26 improvement and accountabilities anybody wish to speak to that
55:30 no all right p0 2
55:31 2 6 1 title 1 services I had something written here and let me
55:36 just scroll down
55:36 to it really fast all right under section 8 professional
55:44 learning now not
55:45 development there’s a lot of words that are in this policy like
55:48 the
55:48 superintendent may there’s there’s words are subjective not like
55:52 it doesn’t sound
55:53 as though it’s a policy that we’re going to implement so whereas
55:56 if you say shall
55:57 develop then the expectation is they are to develop so for me I
56:01 don’t like those
56:02 words that are a little gray because it’s like well he can or
56:05 she can or they
56:05 can’t really you know that was my my one complaint on this so a
56:09 board if we want
56:10 to look at that policy and possibly take out the word may to
56:13 shall or eliminate
56:15 that portion of it Paul what’s your thoughts this is entirely up
56:21 to the
56:21 board I have no I haven’t discussed it with dr. Endell to see if
56:25 they are
56:26 intending on doing an administrative procedure or if this is
56:29 something that
56:30 can be eliminated we want to push it to the next workshop so
56:34 that you can
56:35 discuss it with dr. I mean we can get with him and while it’s
56:39 bending and if
56:39 he’s not gonna do it we can revise it before the next meeting
56:47 may and shall have purposes absolutely and you know we’ve bumped
56:53 up against
56:54 some shells that have you know tied our hands and so I mean to
56:57 me as I read this
56:58 that if that if administrative procedures would be helpful and
57:02 the
57:02 development of these staff development activities then we can do
57:06 it and this is
57:08 what it’s gonna have this language probably comes directly out
57:11 of these
57:11 statutes does and so when the statute says may we say may such
57:16 as child we
57:17 say shall so I don’t have a problem with that I think may just
57:21 gives the
57:21 flexibility and how it gets done not on whether the
57:25 superintendent is going to
57:26 develop you know these learning opportunities or the community
57:31 or how
57:32 we communicate it’s just how how we go about establishing them
57:36 or communicating
57:37 them dr. Wendell I guess do you want to lay on this one because
57:42 I don’t for me I
57:43 think if you’re gonna write a policy it should be that the
57:45 direction of the
57:45 policy is shall or I mean that’s my personal opinion but yeah so
57:49 Neola gave
57:50 us the suggested language they’re really good at interpreting
57:54 statute and where
57:55 you have may instead of shall it provides you a flexibility so
57:59 we usually
58:00 prefer to have flexibility okay all right okay are you good with
58:05 that it’s
58:07 the will of the board so my personal opinion is that I would
58:10 prefer the
58:10 words to be more concrete on what they will do instead of you
58:13 know you should
58:14 do something well you shall do it or you may do it versus you
58:19 shall do it so
58:20 that’s my personal opinion but that’s a little the board you
58:25 really want this I
58:28 I’m not I’m not gonna die on this hill I’m just gonna say we can
58:32 punch it to
58:32 the next meeting we can put it to the next meeting and meet with
58:36 just to
58:38 understand this is first time we’re seeing these policies cracks
58:42 out it
58:42 before it is approved which is the whole point of this so that
58:46 we can go let’s
58:46 bring it back to this all right next one p 0 2 2 6 1.02 non-discrimination
58:52 on the
58:52 basis of sex and education programs and activities parents legal
59:05 guardians right
59:06 to know is the title of that one the one that they have listed
59:10 there is actually
59:10 the title of 2266, which looks like.
59:12 So PA is 02261.02.
59:17 Anybody wish to discuss this one?
59:19 I’m going to be such a pain in the butt today.
59:20 I’m sorry, y’all.
59:21 I have one small thing that is a very technical small thing.
59:24 On page number two, under the language instruction
59:30 for English learners, that very first sentence,
59:32 when I first started reading this policy, I was taken back.
59:34 So it says, “The district shall, not later than 30 days
59:38 after the beginning of each school year,
59:40 inform parents of an English learner identified
59:46 for participation or participating in a language
59:49 instruction educational program of the following things.”
59:52 So the word “the” would make a difference.
59:54 Because when I first glanced and was reading this,
59:56 I’m like, wait a minute.
59:57 So every parent’s going to be notified
59:58 that there’s a student in the class that’s
1:00:01 an English learner language.
1:00:02 That was my first interpretation.
1:00:03 But the word “the” would make a big difference right
1:00:06 in front of “inform the parents of an English learner
1:00:09 identified student.”
1:00:11 So very minor.
1:00:13 I don’t disagree with that.
1:00:15 Because you have to get–
1:00:16 there’s a lot of prepositional phrases in that sentence.
1:00:19 Yes.
1:00:20 Paul, are you OK with that change?
1:00:22 That’s fine with me, yeah.
1:00:23 OK.
1:00:24 And it doesn’t change the timeline, right?
1:00:25 Yeah, insert “the.”
1:00:26 Yeah, no, we’re good.
1:00:27 That’s why this meeting’s here, so we can make changes.
1:00:29 Who’s being notified.
1:00:30 Right.
1:00:31 P0237, 1.
1:00:34 Anybody wish to–
1:00:35 David left one off at 2266 is the next one.
1:00:39 OK.
1:00:40 I don’t have anything.
1:00:43 It’s not on my list.
1:00:44 All right.
1:00:44 Yeah, it’s not in the script, but–
1:00:46 I just didn’t know if that was pulled, because–
1:00:48 you want me to go over that one, Paul?
1:00:50 Yeah, it’s fine.
1:00:50 I mean, it was, I think, provided–
1:00:51 2266, anybody got anything?
1:00:53 No.
1:00:54 I do not.
1:00:54 All right.
1:00:55 It’s a legal definition.
1:00:56 P0237, 1.
1:00:59 Anybody wish to work on that one?
1:01:01 A comment?
1:01:02 No, hearing none.
1:01:03 P02421.
1:01:06 Anybody wish to comment on that one?
1:01:10 No, hearing none.
1:01:11 P02450.
1:01:13 Anybody wish to comment on that one?
1:01:15 I know that you’re looking right at me, Mr. Susan.
1:01:17 No, I’m not.
1:01:17 I’m just looking down.
1:01:18 I look here, and then I look there, and then I look there,
1:01:21 and then I look here.
1:01:22 I just have to have at least enough time
1:01:24 to get down to the green parts.
1:01:25 Oh, if you want me to pause and read it, that’s totally fine.
1:01:28 I apologize.
1:01:28 I just know you guys have written all your notes,
1:01:30 and I just didn’t know.
1:01:32 OK, I’ll wait.
1:01:32 I’ll give you a pause.
1:01:33 No, we’re good.
1:01:34 We’re good?
1:01:35 OK.
1:01:35 P03129.01.
1:01:49 OK, P05330.01.
1:01:59 I have something on this one.
1:02:00 OK.
1:02:01 Just, I guess, for clarification purposes,
1:02:04 the policy says an adequate number of school personnel,
1:02:07 and how are we going to determine
1:02:09 what the adequate number of school personnel is?
1:02:12 That’s, again–
1:02:12 It’s the DOE for you right there.
1:02:14 OK, but I’m just saying, should we
1:02:15 have a minimum standard of one, or should we–
1:02:18 I mean, what is an adequate number of personnel?
1:02:22 It’s going to be left up to the board and the superintendent
1:02:25 to determine how many staff on a campus
1:02:27 with one of these students is sufficient.
1:02:31 Later in there, it has that ABCD that
1:02:34 shows what you should consider, how many of them
1:02:38 there are in a school, how many of them
1:02:41 have experienced it, accessibility.
1:02:46 It still doesn’t give you a hard number.
1:02:48 It doesn’t, no.
1:02:48 It just says to take into consideration
1:02:50 when you’re figuring out your adequate number of personnel.
1:02:52 Which is what we would do, but–
1:02:54 Yeah, so typically at each of our schools,
1:02:57 luckily we’re fortunate to have a health care
1:02:58 professional in the clinic.
1:03:01 So that’s obviously one person.
1:03:03 Right.
1:03:03 We always train at least one other person
1:03:06 to fill in for the clinic when the clinic person is not there.
1:03:10 So we’ve got two in every campus already.
1:03:13 So, you know.
1:03:16 A minimum of two?
1:03:17 So then should our policy reflect to say a minimum of two?
1:03:19 That way, that’s the standard?
1:03:22 If you want to add that, that’s fine.
1:03:23 That sets a hard number that if that person resigns,
1:03:27 now we’re out of compliance for a period of time
1:03:30 until we get the second person back up.
1:03:32 Those people were absent that day.
1:03:34 Yeah, so yeah.
1:03:35 I mean, that could create a situation where we’re
1:03:37 constantly, oh hey, I need you to go to this school
1:03:40 or that school to try and cover where we don’t have one.
1:03:43 So I would recommend leaving it flexible
1:03:45 for the superintendent.
1:03:47 Well, and the whole point of this policy
1:03:49 is somebody who’s able to administer
1:03:51 an EpiPen in the event of an allergic reaction.
1:03:54 So there needs to be somebody on campus.
1:03:56 Like if there’s nobody, then that’s a problem.
1:03:58 So I think we need to set a minimum standard of there
1:04:01 must be at least one at a minimum on every campus.
1:04:05 Yeah, so typically, since the health department
1:04:08 provides our health care professionals in the clinic,
1:04:11 they have a pool of subs.
1:04:13 So if one of their people is out,
1:04:14 typically they’re covered by one of those subs.
1:04:16 If not, again, like I said, we have at least one person
1:04:19 on staff that is trained to fulfill those duties.
1:04:22 In most of our campuses, we have more than one person
1:04:25 that’s trained on use of an EpiPen.
1:04:27 So I would just suggest, my minimum suggestion
1:04:31 is that an adequate number at a bare minimum,
1:04:34 there will be at least one.
1:04:35 Like the policy should reflect.
1:04:37 That would be my recommendation.
1:04:39 Well, OK, show me the line where the adequate number is again
1:04:42 because I lost it in the middle of all time.
1:04:44 It’s up at the top.
1:04:45 At the top.
1:04:46 And then they have it under–
1:04:48 Right.
1:04:49 So here, it’s probably not going to happen.
1:04:53 But if we start setting minimums,
1:04:54 let’s say we’ve got a campus and there’s not
1:04:56 a single student on that campus that has that in a health plan,
1:05:00 then we just set up a scenario where every single campus–
1:05:02 and we’ve got some that only have a couple hundred kids–
1:05:05 have to have this person.
1:05:06 Now, obviously the clinic staff, they’re trained.
1:05:08 That’s part of their job.
1:05:10 But I don’t know that we need to do additional things in here.
1:05:17 And I also had a question.
1:05:20 And this was a lifetime ago.
1:05:22 This was when I was a teacher.
1:05:24 We actually received training in how to use an EpiPen.
1:05:26 So is there something in statute or in this policy
1:05:29 that says that if a teacher who’s not
1:05:33 the official trained person administers an EpiPen,
1:05:36 they can’t do that in an emergency situation?
1:05:40 That may be outside the scope of this policy.
1:05:42 But I just don’t want it to go– if we don’t have these people,
1:05:45 this child’s going to die on our campus
1:05:47 because nobody is able to act.
1:05:49 Well, and that’s my concern.
1:05:50 Again, if you set the minimum standard,
1:05:53 OK, then we can go above and beyond that.
1:05:54 I would love multiple people on the campus
1:05:56 to be trained on how to administer an EpiPen.
1:05:58 Well, it seems like we have some pretty good conversation
1:06:00 and questions about this.
1:06:01 Why don’t we push it to the next meeting?
1:06:03 You guys can get a hold of those.
1:06:04 Well, hang on.
1:06:05 We were getting–
1:06:05 It’s already going to be at another meeting.
1:06:07 Like, we don’t need to push it.
1:06:08 But if we’re going to change language,
1:06:10 this is the meeting we need to change the language.
1:06:11 Right, this is the meeting.
1:06:13 We don’t have to change it.
1:06:14 We have a lot to speak with.
1:06:15 [INTERPOSING VOICES]
1:06:16 Keep in mind, the language is that the district
1:06:18 shall provide training to an adequate number of school
1:06:21 personnel.
1:06:24 Right.
1:06:24 So that’s not even saying we’re going
1:06:26 to have somebody on campus.
1:06:27 Correct.
1:06:27 That’s just we’re going to provide the training.
1:06:29 Mm-hmm.
1:06:30 So hold on to this thing.
1:06:32 And are we meeting that standard
1:06:34 if we’re hiring a subcontractor and we’re not actually
1:06:36 training them?
1:06:38 Well, we’re monitoring that.
1:06:39 We do require a minimum of two.
1:06:41 And one of those is an administrator in addition.
1:06:44 And if a kid has a health plan that
1:06:46 requires that everyone that kid comes in contact
1:06:48 is required to be trained, as well as when
1:06:50 they go on field trips.
1:06:51 If they’re taking a kid that’s going on a field trip that
1:06:54 has that, everyone has to be trained
1:06:56 that comes in contact with that kid that’s
1:06:57 assigned to that kid.
1:06:59 So there is ongoing training with that.
1:07:02 And we’ve put it into our contract
1:07:06 where all of the required training for our health
1:07:09 services– we have two days.
1:07:10 One is before school starts.
1:07:13 This was the first time we did it last year
1:07:15 where we put it before school starts
1:07:16 and it’s in the contract.
1:07:17 And then they have another day that they
1:07:19 can do any other type of training before the end
1:07:22 of the school year.
1:07:23 So we have two days.
1:07:24 But it is required if they have a kid that has a health
1:07:27 plan that everyone that kid comes in contact
1:07:30 must be trained.
1:07:32 But overall, we do have the expectation
1:07:35 is that we have a minimum of two people trained.
1:07:37 OK.
1:07:38 So at any given point, a campus could have dozens of people?
1:07:43 Oh, they could have more.
1:07:44 An administrator, I would have the front office staff.
1:07:48 Because you never know if somebody is going to be sick.
1:07:50 I would have more than two.
1:07:53 Or if a kid–
1:07:54 If the board would like, we can add
1:07:56 where it says to an adequate number,
1:07:58 you could put in parentheses, minimum of two.
1:08:00 School personnel and contract personnel, that’s fine.
1:08:03 Since it’s our expectation already.
1:08:05 Yeah.
1:08:05 I think the policy should reflect
1:08:07 what we’re currently doing and what Ms. Dampier’s team is
1:08:09 training.
1:08:12 I do agree with what Mrs. Campbell said.
1:08:15 Because if you have two people trained and one person
1:08:18 is out, you’re in the process of getting someone trained.
1:08:20 If you only did the minimum of two,
1:08:22 if that person– you still have one person.
1:08:25 Of course, we would be trying to get that person.
1:08:27 But you would only have one person at that point in time.
1:08:30 Yeah.
1:08:31 So if you want us to put it, we can move.
1:08:34 All good?
1:08:35 All right.
1:08:37 Sorry, guys.
1:08:38 I know I’m like–
1:08:39 That’s a good addition.
1:08:40 This is the point of it.
1:08:41 It’s currently our practice.
1:08:44 5330.03, administration of EpiPen.
1:08:48 If you look at it, it’s just completely taken out.
1:08:49 We’re striking it.
1:08:50 Yep.
1:08:51 Striking all.
1:08:52 5350, student suicide awareness and prevention.
1:08:55 You guys want to take a look at that?
1:08:56 I just had a quick question about this
1:08:57 and a thought process that kind of came from that safety
1:09:00 summit that we attended.
1:09:03 I know that we put number–
1:09:05 we have the ability to put numbers
1:09:06 on the back of the student IDs, I believe.
1:09:08 I’m looking at Russell Cheatham.
1:09:09 I’m not sure if he’s the right person to ask this question to.
1:09:11 We’re actually required to do that.
1:09:13 So the conversation came up right
1:09:15 on check-in boxes saying, we’ve done something,
1:09:17 but do they actually understand?
1:09:19 Are they aware?
1:09:21 Would there be a possibility to put the suicide awareness
1:09:25 hotline, phone number, in addition
1:09:27 to Speak Out or Fortify Florida on the back of a student ID
1:09:30 so that they had those numbers accessible easily to them
1:09:35 at all times?
1:09:36 For our high school students and our middle school students?
1:09:39 We control them.
1:09:40 Yeah, it’s probably a vendor question.
1:09:41 If it would cost us anything to print those every year.
1:09:45 We’re already required to put certain things on the back.
1:09:47 So you’re asking us to–
1:09:49 So what’s the added other one?
1:09:50 So I’m like, what is yours?
1:09:51 You need to go get it updated.
1:09:53 The Florida child abuse hotline is on there.
1:09:55 You got an old one.
1:09:56 You need a new one.
1:09:57 OK, well, that’s because I’ve never lost my badge.
1:09:59 I have the same OG one.
1:10:00 I didn’t lose mine.
1:10:01 Well, when we had to re-fingerprint last year,
1:10:03 they gave us all new ones.
1:10:04 So you got it.
1:10:05 You got it.
1:10:06 Mine didn’t.
1:10:06 Mine fingerprints were still good.
1:10:07 Clyde took mine away.
1:10:10 Anyways, just a thought process, because this conversation
1:10:12 came up from a roundtable with students out there.
1:10:14 And some of the students were like,
1:10:15 we don’t know about Fortify Florida.
1:10:17 And of course, districts are like,
1:10:19 we teach in Fortify Florida.
1:10:21 The dog, that’s one of the reasons–
1:10:23 one of our officers with dogs have gone into the school,
1:10:25 and that’s one of their primary objectives is–
1:10:27 But I’m just thinking like, well, if you’re able to–
1:10:30 like, listen, we give these kids the phone number.
1:10:32 It’s in the back of their student ID.
1:10:33 I don’t know what the cost is, but board,
1:10:34 would you guys be interested in exploring the idea of what
1:10:36 the cost is to issue it?
1:10:38 Can you find that out and bring it back to the next meeting
1:10:39 there?
1:10:41 It’s not anything for Paul to do.
1:10:42 We’ll take care of it.
1:10:43 OK.
1:10:44 And so the Fortify Florida to speak out and the suicide
1:10:49 prevention number.
1:10:51 On the back of here?
1:10:52 On the back of there for the kids.
1:10:53 Sure.
1:10:54 [INAUDIBLE]
1:10:56 What?
1:10:56 Stop.
1:10:57 We have to make sure that– because there
1:11:00 are some things that are– like, it
1:11:01 may be this one– that are required by the state.
1:11:04 So we have to make sure, wherever we add,
1:11:06 that that state requirement is–
1:11:07 As Dr. Rendell said, he’ll take care of it.
1:11:09 We’re good, Dr. Rendell?
1:11:12 Next up, graduation requirements.
1:11:13 Just as it was pointed out, letter M
1:11:15 there says the suicide crisis hotlines are
1:11:18 supposed to be on the cards.
1:11:19 But not necessarily Fortify Florida.
1:11:22 We’ll figure it out.
1:11:24 We’ll see what it’ll cost and bring it back.
1:11:25 And maybe ours don’t have them because we’re not students.
1:11:28 P05460 graduation requirements.
1:11:33 Anybody have anything on here?
1:11:34 P5460 graduation requirements.
1:11:39 Nope, looks pretty simple, right?
1:11:41 P05517.01.
1:11:45 Just noting we’re changing the policy for one word again.
1:11:48 It’s an important word.
1:11:49 Yes, allowing email.
1:11:51 Yep, OK.
1:11:53 P05520.
1:11:56 Anybody got anything on this one?
1:11:58 Disorder and disorder, right?
1:12:01 This one– this is the one that I brought to you guys before
1:12:04 with a more lengthy process policy.
1:12:06 But I don’t know where the board landed on that
1:12:08 because I actually wasn’t at the last board meeting.
1:12:10 So is this a conversation that we want to have?
1:12:12 Why is my computer’s not– all right, there it goes.
1:12:17 Sorry, I’m just pulling it up.
1:12:19 So if the board’s will is to keep the policy the way
1:12:21 that it is, then that’s the board’s will.
1:12:23 Look, what do you–
1:12:25 I need to look at the email the other one was.
1:12:28 We’ll come back to it while you’re doing that.
1:12:30 OK.
1:12:31 P05530 drug prevention.
1:12:33 What do you guys think?
1:12:36 I had a question about this with other.
1:12:39 Oh, yeah, me too.
1:12:40 What is other?
1:12:41 Right.
1:12:42 Because it just kind of seems like it was randomly added.
1:12:46 I get it because if we start listing out things,
1:12:50 there’s always something that comes up
1:12:51 that we don’t have accounted for.
1:12:56 But why would we need other– the word other one,
1:12:59 we have dangerous controlled substances, chemicals.
1:13:03 I mean, we’ve got almost any prescription or patent drug,
1:13:09 analog steroids, any substances that will look alike, fentanyl.
1:13:12 What is the other?
1:13:12 What were we missing?
1:13:15 For me, when I looked at it, it was
1:13:17 the drugs that are inside the vapes that may not
1:13:19 be controlled substances that are actually
1:13:22 affecting the kids.
1:13:24 We have kids that are taking the vapes, and they’re going–
1:13:27 and they’re having almost allergic reactions.
1:13:29 Their blood sugars are dropping.
1:13:31 We have kids going to the hospital.
1:13:32 You know what I mean?
1:13:33 That made– that’s when I read it.
1:13:36 That’s what I was thinking.
1:13:38 Paul, you want to–
1:13:39 you got anything on it?
1:13:40 I mean, yeah, it creates flexibility for sure.
1:13:42 So instead of just having those listed items,
1:13:45 if something’s going around any given time,
1:13:47 it allows us to do that.
1:13:49 And this is our prevention policy.
1:13:52 So it allows us to have campaigns on things.
1:13:54 Like if we’re doing–
1:13:56 and GCR is starting up the program of anti-vaping
1:13:59 in general, which might not be covered with some of these.
1:14:01 So that makes sense.
1:14:02 OK.
1:14:03 You guys all good there?
1:14:04 Yep.
1:14:05 OK.
1:14:06 P05610, removal out of school suspension.
1:14:10 Anybody have anything on that?
1:14:14 No, those were very minor changes.
1:14:16 And I’m guessing that this one is–
1:14:18 we changed the word hearing to meeting,
1:14:21 and I’m guessing that’s the legality of it since–
1:14:24 Something’s going on there.
1:14:25 Is that right, Paul?
1:14:26 Because we’re changing one word again on this policy.
1:14:28 Wasn’t there also one that they removed–
1:14:30 like, we don’t do a manifestation hearing
1:14:32 if it doesn’t apply to them, if applicable, because–
1:14:36 Right.
1:14:37 They added it if–
1:14:38 Right.
1:14:39 Yeah, they changed the hearing to a meeting
1:14:41 because it’s usually a meeting with the principal,
1:14:44 not necessarily a full-on hearing.
1:14:46 Right.
1:14:48 OK.
1:14:51 All right, P05771.001.
1:14:55 Everybody OK with those?
1:14:57 Yeah, I’m excited about this, actually.
1:14:59 Yeah, that was good.
1:15:01 All right.
1:15:01 Next up, P05772.
1:15:04 It’s the same Safe Harbor provision.
1:15:06 Yep.
1:15:08 All good?
1:15:09 Ms. Campbell?
1:15:10 I’m good.
1:15:11 OK.
1:15:12 P05780.
1:15:16 Student.
1:15:17 This one’s a doozy.
1:15:19 I just wanted to draw–
1:15:20 I wanted to highlight something, because this is something
1:15:21 that I’m sure that you guys have heard
1:15:23 from parents in the community.
1:15:24 It’s on page 8, and it talks about notification
1:15:27 to families when a student is failing in math and reading.
1:15:34 Hang on.
1:15:34 Sorry.
1:15:35 I’m trying to get there.
1:15:37 Well, where do I see?
1:15:42 Hold on.
1:15:42 [INTERPOSING VOICES]
1:15:43 It’s page 9, yeah.
1:15:44 Page 9.
1:15:45 Sorry.
1:15:45 That’s what I was like, OK, I think I’m on the wrong–
1:15:48 just, again, just drawing notification
1:15:50 to the word immediately.
1:15:51 And as a reminder to our families,
1:15:54 focus is available.
1:15:55 Please log on to focus.
1:15:57 Look at your focus app.
1:15:58 You can track your student.
1:15:59 It marks the updates at their party that day.
1:16:02 You can see test scores in real time.
1:16:03 And so I know our teachers have a lot of responsibility.
1:16:06 But this is a big deal, because you
1:16:08 don’t want to hear at the end of a grading period
1:16:10 that your student’s failing in math or reading,
1:16:12 and you didn’t know all along.
1:16:14 So just a reminder to teachers, again,
1:16:16 if you’re seeing this, or to our educators,
1:16:18 please, please, please contact parents.
1:16:20 Bring them in the loop.
1:16:21 Parents are our friends.
1:16:22 They will help if they know and they are aware.
1:16:26 And log on to focus and look at your child’s grades.
1:16:29 All right.
1:16:30 I had a question about the new world scholarships.
1:16:32 So at the bottom of page 7, we have a big section
1:16:37 that we’re striking.
1:16:38 And some of that is added in the green later.
1:16:43 But once we strike that, then that section
1:16:50 will say the parent of a student in kindergarten
1:16:52 through grade 5 may seek a reading scholarship
1:16:55 in accordance with state law.
1:16:58 So there’s no– I mean, I guess if it’s
1:16:59 in accordance with state law, then it still
1:17:01 has to meet the thresholds.
1:17:02 But–
1:17:02 It is defined in state law.
1:17:05 Yeah, it was just so specific before.
1:17:07 And now it’s just–
1:17:09 So because they’re changing the program or what?
1:17:11 Yeah, it does give us–
1:17:12 it does give us most flexibility.
1:17:13 And we’ll have to talk about flexibility.
1:17:16 Because when I first read it, I’m like, oh, everybody
1:17:18 gets a scholarship.
1:17:19 You get a scholarship.
1:17:20 But that’s not the way that it goes.
1:17:22 You have to qualify.
1:17:24 And there is a benefit into not putting
1:17:26 the specific qualifications.
1:17:28 Because then as a legislator, year after year
1:17:30 changes the qualifications.
1:17:31 I just– it has to be in there.
1:17:33 So never mind.
1:17:36 That’s new.
1:17:37 Yeah.
1:17:39 And it’s down there in the part that Ms. Wright was just
1:17:44 talking about.
1:17:47 We kind of have those– that’s more about notification.
1:17:49 But you know, the scholarships– never mind.
1:17:54 Pretend like I didn’t say anything.
1:18:02 I’m good.
1:18:03 Thank you, Mr. Chair.
1:18:04 This is.
1:18:05 [INAUDIBLE]
1:18:08 OK, so we’re all good on that one.
1:18:09 Next one is–
1:18:10 Ms. Wright, are you ready to go back to yours?
1:18:12 I mean, I have the policy here.
1:18:13 And again, board, I gave you guys all copies of it.
1:18:15 And so it’s really the board’s will on, like,
1:18:17 do we want to make a policy that’s
1:18:18 a little more strengthy when it comes to the disorders
1:18:22 and demonstrations, or do we not?
1:18:24 If we want to keep it the way that it is,
1:18:25 I’m OK with that as well.
1:18:26 Paul, you gave us your sample, I think, of–
1:18:29 That was Neola’s template.
1:18:31 And then we have the one that’s already
1:18:33 board approved at 5520 there.
1:18:35 We’re striking out the part about administrative procedures.
1:18:38 That’s the only change.
1:18:41 So the direction– the consensus of the board
1:18:43 was not to go with the bigger policy last time it came up
1:18:48 for discussion.
1:18:49 So if the board wants to move, that’s fine.
1:18:53 And we had a long conversation tonight–
1:18:55 well, I had a discussion about the student code of conduct,
1:19:00 because lots of people came and asked about that.
1:19:02 And we talked about how the discipline would
1:19:05 be consistent with other incidences of that behavior.
1:19:10 For example, students leaving campus,
1:19:11 students causing a disruption, students–
1:19:14 what was the third one that it could be?
1:19:17 I forgot.
1:19:17 Gross insubordination.
1:19:18 That it would be gross insubordination.
1:19:20 That whatever– that the discipline would be consistent
1:19:23 if they did that part of a demonstration,
1:19:24 or if they just did it just because they’re
1:19:27 making bad choices.
1:19:29 So I feel like it’s important to stay consistent with that.
1:19:33 But yet, we still have a policy that addresses it,
1:19:36 and our motivation behind those decisions that we make.
1:19:40 So I prefer it as it is, except for–
1:19:43 I think I’m the one who mentioned that.
1:19:45 Striking the line that says that the superintendent shall
1:19:48 develop administrative procedures when we don’t have them.
1:19:50 Well, the student code of conduct
1:19:51 I guess would be the administrative procedure.
1:19:52 Right, the student code of conduct.
1:19:54 And we want them to rely on that,
1:19:56 which we’ve been trying to refine
1:19:57 more and more over the years.
1:20:00 You know, when I look at it, when
1:20:02 we had this conversation before, one of the problems
1:20:04 that I ran into is that the–
1:20:08 I hear you as far as just walking off campus
1:20:10 and stuff like that, keeping it consistent,
1:20:12 but the overall impact of students doing it
1:20:15 in this manner, whether you agree with it or not,
1:20:18 or what the pieces are, they’re going out and putting
1:20:22 themselves in harm’s way in a different way.
1:20:24 Because if a student is walking out,
1:20:27 it is usually a high political environment.
1:20:31 And what ends up happening is that you
1:20:32 have both sides that are elevated,
1:20:36 creating a situation on our campus.
1:20:37 So for instance, what happened in Nebraska
1:20:40 where the students walked out, and then some of them
1:20:42 got hit by cars because they were inside the parking lot.
1:20:46 Students who just walk off to go to the gas station
1:20:50 or something to eat don’t run into that kind of opposition.
1:20:53 So there is a heightened situation that I personally,
1:20:57 because we went through it, feel that there is something there.
1:21:02 Is that something that you were wanting to bring forward,
1:21:04 Ms. Wright?
1:21:05 Well, I mean, it’s a little more complicated
1:21:07 than just changing the policy because it will end up
1:21:09 ultimately changing the student code of conduct too,
1:21:11 I think, if we were to look at doing that.
1:21:13 And again, I support a student’s right to protest.
1:21:16 This has become such a political issue.
1:21:17 And I’m like, no, if the parent comes and checks a child out
1:21:20 by all means, then that’s acceptable.
1:21:22 But when you walk off of campus, or you
1:21:25 decide that you’re going to cause
1:21:27 a protest on a campus and a major disruption,
1:21:30 I mean, the easier route is to leave it
1:21:31 the way that it is because our student code of conduct
1:21:33 currently covers it.
1:21:34 No two ways around that is the easier route.
1:21:37 But it’s really the will of, does the board
1:21:39 want more teeth in a policy that we
1:21:42 can hold a different standard?
1:21:44 Or do you want to leave it the way it is?
1:21:45 Well, I want to just be very clear.
1:21:47 My position is not let’s take the easier route.
1:21:49 But what we can see from what just happened
1:21:52 is the policy and the student code of conduct that we had,
1:21:55 it worked.
1:21:56 And so when you talk about more teeth,
1:21:59 I guess I would need more of a definition of more teeth.
1:22:01 Because if we’re not going to discipline students differently
1:22:04 from having those behaviors because they’re demonstration,
1:22:06 as if they were just doing them not,
1:22:08 and understanding your safety thing,
1:22:10 but that just changes the reasons why we do that,
1:22:12 not necessarily how we’re going to deal with it.
1:22:14 If we’re talking about contact, the way we treat,
1:22:18 I think you also included things about employees.
1:22:20 Well, we also have employee discipline
1:22:22 that we have in other places.
1:22:23 We have in our contract.
1:22:24 We have in– that’s addressed.
1:22:27 Talk about vendors.
1:22:28 We’re actually about to look at the policy that
1:22:30 has some changes about that.
1:22:32 I don’t actually believe that what you brought forward to us,
1:22:35 I’d have to go back and look at it, and you show me,
1:22:37 because I’ve got my backpack, where is the more teeth?
1:22:40 Where is the more teeth?
1:22:41 Or are we just pulling it all together?
1:22:43 Well, it talks about the fact that the corrective actions can
1:22:45 include loss of privileges, such as extra curricular
1:22:47 activities, athletics, clubs, leadership,
1:22:49 things of that nature.
1:22:50 Right now, our policy isn’t that way.
1:22:51 So our policy says that they can be suspended
1:22:54 if they leave campus from one to three days,
1:22:56 I think, and they could have a referral.
1:22:57 Ms. Dampier, I’m not looking at the student code of conduct.
1:22:59 So forgive me.
1:23:00 I’m kind of spitballing that, because I
1:23:02 don’t have that in front of me right this minute.
1:23:04 This gives specific things.
1:23:06 I mean, you can lose leadership positions.
1:23:08 And those things could still happen,
1:23:10 I guess, technically, with a vague policy.
1:23:12 And that’s just listed specifically.
1:23:14 And as you mentioned, it also does
1:23:15 talk about third-party vendors.
1:23:17 It talks about educators or organizers or things.
1:23:20 It hits all those different areas.
1:23:22 This is a little different than most of the policies
1:23:24 that we have, and I acknowledge that as well,
1:23:26 because we have those broken up into separate sections,
1:23:29 depending on what role you play in the school system.
1:23:32 Well, then that would be a whole different conversation,
1:23:34 because if we’re going to have different kinds of discipline
1:23:38 for the same action–
1:23:40 for example, let me just take walking off campus.
1:23:42 If you’re walking off campus because you’re
1:23:44 skipping school to go to lunch, but there’s one consequence.
1:23:48 But if you’re walking off campus to go to demonstrate,
1:23:52 then you would have that and all these other things.
1:23:56 The meeting that you missed, we had lots of people
1:23:59 who predominantly had a misunderstanding of what we were
1:24:02 voting on in the code of conduct.
1:24:04 And I did my best to try to set them straight.
1:24:07 I clearly missed someone.
1:24:10 But anyway, what you are proposing
1:24:15 is actually what they were talking about,
1:24:19 what they’re objecting, that we are actually going to then–
1:24:21 I would consider it viewpoint discrimination.
1:24:24 If you’re going to have this–
1:24:27 because it has to do with viewpoint or the motivation
1:24:29 behind your action.
1:24:30 If you’re walking off campus, then we’re
1:24:32 going to discipline you as if you’re walking off campus.
1:24:34 If you’re causing a disruption, you’re causing a disruption.
1:24:36 And there’s not going to be an additional set
1:24:38 if you’re causing a disruption because you had a political
1:24:41 something you wanted to say.
1:24:42 It doesn’t matter which side, but it has to do with political.
1:24:46 Because then we’re adding this free speech element.
1:24:49 No, you’re either– if you’re causing disruption,
1:24:51 you’re causing disruption.
1:24:52 I don’t care if you decide to stand in the middle of campus
1:24:54 and throw your clothes off and run around.
1:24:56 It’s a disruption.
1:24:56 If you’re standing in the middle of campus
1:24:58 and you start screaming ISIS bad or whatever, death to whoever,
1:25:05 I mean, it’s a campus disruption.
1:25:07 And we are, I believe, safest–
1:25:10 not easy, but safest legally–
1:25:12 to maintain a position of we’re going
1:25:14 to deal with the behavior because that’s
1:25:18 what the student code of conduct is to address.
1:25:20 We start adding these other layers.
1:25:21 I believe we’re actually not in a safe territory.
1:25:25 That’s not a legal opinion.
1:25:26 That’s Katie Campbell looking at it.
1:25:28 But I go back to my original thing, which
1:25:30 is what we have worked, it worked.
1:25:34 And we dealt with it.
1:25:35 And to add something on, I think it’s unnecessary
1:25:39 and could potentially get us into some questionable grounds.
1:25:42 I disagree on the fact that it’s viewpoint discrimination
1:25:45 because, again, everyone brings up
1:25:46 the incident that took place prior to this board sitting
1:25:48 here when it came to the Second Amendment rights
1:25:50 and what happened there.
1:25:51 Again, different board, different rules.
1:25:53 It is not viewpoint discrimination in any way.
1:25:56 It’s a matter of keeping order on the campus.
1:25:58 But this looks like you gave us a NEOLA recommendation
1:26:01 for this same policy.
1:26:02 Is that what this one was, Paul?
1:26:04 Yeah, I sent you the templates.
1:26:05 The templates for it.
1:26:06 OK.
1:26:09 And again, if the board doesn’t want to do that,
1:26:11 I’m completely fine with that.
1:26:13 If you want to keep it the way that it is,
1:26:14 that’s completely fine.
1:26:15 Our schools are not protest locations.
1:26:17 If you want to take your student off of our campus
1:26:19 and go protest, go protest by all means.
1:26:22 But there is an expectation for every parent, myself included,
1:26:25 who sends their child to school that they’re not walking
1:26:27 into a protest zone of all kinds of political nonsense
1:26:30 that doesn’t belong there.
1:26:32 And so that’s either side.
1:26:34 So I think there was a lot of people
1:26:37 that were mad on both sides of that.
1:26:38 And I’m like, guys, we send our kids to school to learn.
1:26:41 This is a great learning opportunity
1:26:43 to have the conversation of why do we protest?
1:26:45 What are these things?
1:26:46 And what does it look like?
1:26:47 What are your rights?
1:26:48 All those things.
1:26:49 I would love to see our teachers take that approach
1:26:51 and talk to students those days on that.
1:26:53 All right.
1:26:54 I will leave this one alone.
1:26:55 We will– I will say we’ll leave it where it’s at.
1:26:57 I mean, that seems like that’s what–
1:26:59 Gene, where are you at?
1:27:00 The board wants.
1:27:04 This is where I’ll play the medal.
1:27:05 I think they’re both very good points.
1:27:07 But it did work.
1:27:09 And you know, when I get–
1:27:13 if someone ever gets pulled over for speeding, right?
1:27:16 You were speeding, the cop’s not really interested in why
1:27:19 you were speeding, right?
1:27:20 Changing the radio, lost, right?
1:27:22 If you’re walking off campus or you’re
1:27:24 making a disturbance, we have a student code
1:27:28 of conduct and policies that will take care of that.
1:27:30 So Ms. Campbell, you’re right on that.
1:27:32 And that’s important.
1:27:34 And Ms. Wright, that’s a lot of good information
1:27:37 that you gave us there.
1:27:38 And I’d just say maybe not–
1:27:40 maybe not yet.
1:27:42 It worked.
1:27:44 We want our kids to stay in school for–
1:27:46 to educate them.
1:27:48 And we don’t want any kind of disturbances.
1:27:49 And if you do walk off just because you
1:27:51 don’t like your math class or you walk off,
1:27:53 you’re going to join a protest, you
1:27:55 should be suffering very much the same consequences.
1:27:58 So I’ll take this time to say, I think
1:28:02 our district did a fabulous job for our schools
1:28:04 to educate our students what could possibly happen.
1:28:08 And that was just because of the sheer numbers
1:28:10 that we saw of the 20-some thousand high school students.
1:28:15 And we just had a very, very select few
1:28:17 that decided to buck the system.
1:28:20 And so I think we’re good for now.
1:28:23 OK.
1:28:28 I do want to look at it, but I think
1:28:30 we’ve got to put this thing through and then look at it.
1:28:33 So let’s let it move through the way that it is.
1:28:37 And I do have concerns, and I don’t
1:28:38 think that if somebody is walking out
1:28:41 for a protest that could endanger both students
1:28:44 in and out of the school, that that
1:28:46 is the same as going to the gas station to get some food.
1:28:49 All right, P06320, Procurement and Contracting.
1:28:54 There’s some changes in here.
1:28:56 And just an update before you go on there.
1:28:58 Under section D, the cabinet authority
1:29:01 is being changed to 34999 instead of 35 to 100.
1:29:07 Under D, you said?
1:29:08 Yeah.
1:29:10 It’s on page 11 of 13.
1:29:15 I’ll jump in first.
1:29:17 I was– just before we get started,
1:29:19 if I could get Ms. Suhan for the public to–
1:29:24 or somebody to explain the exceeding
1:29:26 the federal micro purchase threshold established
1:29:29 by FAR at 48 CFR part 2–
1:29:32 You didn’t Google that?
1:29:33 Subpart 2.1.
1:29:35 I Googled.
1:29:37 There he is, Mr. Hines.
1:29:39 I just want for the public to understand what that is,
1:29:44 since it’s kind of a rule.
1:29:46 Of course, we could all Google it.
1:29:49 Mr. Hines is the genius behind this place, so go ahead, sir.
1:29:54 So the federal purchase threshold
1:29:57 is set by the federal acquisition requirements.
1:30:04 And it currently is set to 15,000 for quotes.
1:30:10 Right now, we have a threshold of 5,000.
1:30:13 The reason it’s worded this way is our procedures
1:30:15 detail the exact amounts, but when the federal threshold
1:30:19 changes, our procedures can automatically change with them.
1:30:23 I got you.
1:30:24 No, it’s a great way to put it.
1:30:25 I just wanted people out there to think–
1:30:27 I didn’t want people to think we were changing it
1:30:29 to like $100,000.
1:30:30 That’s all.
1:30:31 So I appreciate you doing that.
1:30:33 And then you could say, but below the competitive
1:30:35 solicitation amount established in FAC Rule 6A-1.012,
1:30:42 subsection 7.
1:30:43 What is that, Mr. Hines?
1:30:45 Sorry to put you on the spot and not give you a heads up.
1:30:48 So that’s our Florida educator requirements.
1:30:52 And that threshold is $50,000.
1:30:54 And that has not been changed since 2009.
1:30:58 But if it does change, then our thresholds
1:31:01 will also change with it.
1:31:03 Just wanted everybody to know that.
1:31:04 Thank you, sir.
1:31:07 Mr. Wilson, would you like to come up and speak
1:31:10 to the rules of–
1:31:11 [INAUDIBLE]
1:31:13 Mr. Hines got it.
1:31:15 Don’t go very far, because I’ve got some questions.
1:31:17 OK, yes, ma’am, go ahead and ask Mr. Hines.
1:31:19 And I apologize, Mr. Hines, for not giving you
1:31:22 the heads up on that one.
1:31:24 Yeah, so I recognize that the approval amounts in Section D
1:31:32 may not have changed for a while.
1:31:33 I know they’ve been the same since I’ve been on the board.
1:31:37 I don’t know how far back.
1:31:38 But I would like, before we move through with these changes,
1:31:44 I would kind of like to know the reasoning behind changing,
1:31:48 for example, the board approval from a minimum of $50,000
1:31:50 to $150,000.
1:31:52 And the superintendent, they all got
1:31:55 bumped up quite significantly, some more than tripled.
1:32:00 So if– because I think– and I asked Paul to send me the eola.
1:32:04 The eola just leave these as blanks.
1:32:06 Because obviously, if you’re– I was just using the example.
1:32:09 If you’re in Miami Dade and you’re just
1:32:10 ordering toilet paper, you’re going
1:32:12 to spend more than $50,000.
1:32:13 So I just wanted to get some reasoning before,
1:32:18 because I’m not sure that I, without an explanation,
1:32:21 that I’m comfortable making those kind of adjustments that
1:32:27 are so significant.
1:32:28 If they need to be bumped up a little bit,
1:32:29 because the board approval numbers
1:32:30 and the superintendent approval numbers are–
1:32:33 we’re running into that.
1:32:34 And it’s slowing things down.
1:32:35 We’re– costs have obviously gone up,
1:32:37 inflation, whatever.
1:32:39 But I have a little bit of a problem
1:32:40 bumping them up that much.
1:32:43 I’d agree with you, Miss Campbell.
1:32:46 I think we should–
1:32:47 Any– I mean, I’ll take the input of staff who changed it.
1:32:51 Because this looks like, because it wasn’t the eola set,
1:32:53 and the eola was a blank, but staff put the numbers in there.
1:32:56 Yeah, that’s correct.
1:32:57 I think we talked in cabinet and in procurement
1:33:00 about what thresholds those should be.
1:33:03 And so based on the volume of different contracts
1:33:07 and purchases and the increase in those services
1:33:10 over the years, that’s why we look
1:33:11 to increase those thresholds.
1:33:14 They can be reduced to not that much of an increase,
1:33:17 but those are the numbers that we came up with.
1:33:20 What is the–
1:33:21 Dr. Endell, what is the hold, like the fact
1:33:24 that the timing of the board meeting for the approval
1:33:27 or the process, what was it that kind of–
1:33:29 Yeah, I think it’s all of the above.
1:33:31 It’s like there are certain things
1:33:32 that we want to move forward with quickly.
1:33:34 And the threshold sometimes causes a delay.
1:33:42 We have letter–
1:33:44 I’ll just start with this small amount.
1:33:45 Letter D talks about agreements with a value of less than $35,000
1:33:50 shall be approved by department director or principal.
1:33:52 And before it was $5,000.
1:33:54 That totally makes sense.
1:33:57 I don’t think we had any on this board meeting agenda.
1:34:00 But once a month on the board meeting agenda on the information
1:34:02 item, we asked for all procurement items
1:34:05 that were under our thresholds.
1:34:07 Everything from $49,999 and down.
1:34:11 Sometimes we’ll see a big school,
1:34:14 like let’s say Viera Mill High, and they’re just
1:34:16 trying to rent a prom venue.
1:34:18 And it had to go to Mr. Raymer’s office
1:34:19 to sign off because it’s a big school.
1:34:21 They’re going to have hundreds of kids.
1:34:23 And they had to pay for it.
1:34:24 And the tickets are reimbursing.
1:34:25 And so those kinds of things, it makes sense.
1:34:29 But that one is bumping that one from $5,000 to $35,000.
1:34:32 So maybe the board in later years adjusted again.
1:34:39 But I have a hard time with the doubling and the quadrupling
1:34:43 and the whatever seven times.
1:34:45 So I mean, if doubling it would make sense
1:34:51 so that the board’s threshold is $100,000 instead of $50,000
1:34:56 and the superintendent can go all the way up to $100,000
1:34:59 and the cabinet can go all the way up to $50,000
1:35:02 and the principals can go up to $10,000.
1:35:04 I mean, I haven’t looked at these numbers
1:35:06 to see like regularly what are we happening.
1:35:08 But it feels like doubling would be a more comfortable step
1:35:13 for me than cutting everybody loose quite so much.
1:35:17 So if we look at it, you have the first number
1:35:19 is board approval.
1:35:21 You’re saying $100,000 there just for guidance.
1:35:25 Yeah, that’s kind of what I was thinking.
1:35:26 And then you’re looking at superintendent
1:35:29 looks at $35,000 and $150,000.
1:35:32 What would your suggestion be there?
1:35:34 It would be $100,000 based on–
1:35:36 Right, on the back end.
1:35:37 It just goes from there.
1:35:38 So you’re going to keep $35,000 and then change $150,000 to $100,000
1:35:42 in that regard?
1:35:47 Just for guidance.
1:35:47 It would go like from $50,000 to $100,000 would be a double.
1:35:54 But less the– but the value of the solicitation awards
1:35:57 with the value of–
1:35:59 Right, 52– and actually it would be $99,999.99.
1:36:04 It would be everything up to $100,000 for the superintendent.
1:36:08 And then the cabinet, it would be $10,000 up to the $49,999,
1:36:14 whatever.
1:36:16 And then principals, doubling theirs to $10,000.
1:36:19 I’m sure they’re running into a lot more of those.
1:36:22 $10,000 up to the–
1:36:25 whatever the last number was I said.
1:36:28 $15,000.
1:36:31 I’ll weigh in and give you my opinion on this one
1:36:33 just because this hasn’t been brought to–
1:36:35 this hasn’t been brought to us as far as–
1:36:37 we haven’t had a discussion about this even on this being
1:36:39 a problem that you’re running into.
1:36:41 So I’m uncomfortable with increasing it
1:36:43 without knowing a little bit more
1:36:44 of the back story of like, tell me
1:36:45 how many times it’s slow roll to process
1:36:47 or something’s been hindered because the board hasn’t
1:36:49 approved it in adequate time.
1:36:52 I like the practice that we currently have.
1:36:54 I can see the school initiated agreement.
1:36:56 As you had said, Ms. Campbell, prom is the perfect example.
1:36:59 And field trips, sometimes the same thing.
1:37:00 They go over $5,000.
1:37:02 So to have to bring in a cabinet level
1:37:05 to approve a field trip that can be done at a school site,
1:37:07 I think that’s probably a little redundant there
1:37:10 on what we’re doing.
1:37:11 But I don’t see the need to increase the other ones right
1:37:13 now.
1:37:16 So my vote would be increase the $1,000 to $35,000, which
1:37:19 is the department director of principals,
1:37:21 and leave it where it’s at.
1:37:28 I don’t think we’d go all the way to $35,000 because then I
1:37:31 would put them over the cabinet.
1:37:32 So the cabinet right now has $5,000 to $25,000.
1:37:36 Well, less than $35,000 is the proposal.
1:37:38 Right, right, right, right.
1:37:39 So we’d need to– if you just wanted to change that one,
1:37:43 it would be under $25,000.
1:37:48 So it would be up to that.
1:37:49 Because theirs is up to $25,000, right?
1:37:50 Because theirs starts at $25,000, goes from $25,000 to $50,000.
1:37:53 That’s why I was trying to get all the numbers.
1:37:55 So right now it’s $50,000 and up, $25,000 to $50,000,
1:38:00 whatever, $5,000 to $25,000.
1:38:04 And the principals can only do under $5,000.
1:38:05 Correct.
1:38:06 That’s correct.
1:38:08 Gene, what are your thoughts?
1:38:09 Well, since this is the workshop,
1:38:14 that’s right, you’re right.
1:38:17 We haven’t discussed it yet.
1:38:18 But if you wanted to share some rationale, Dr. Nadell,
1:38:23 where they got those numbers or where they thought
1:38:26 that they were having to snag.
1:38:28 Yeah, well, Mr. Hines can probably jump in as well.
1:38:32 I think in some of the cases, those amounts
1:38:35 are such that we can’t even get competitive bids.
1:38:42 That they’re not going to bid on something
1:38:44 this amount or that amount.
1:38:45 And so with the approval authority being so low,
1:38:50 but then requirements to get bids,
1:38:51 it slows down the process.
1:38:53 We’d have to search out and try to get more bids because that’s
1:38:57 part of our process.
1:38:58 And then we’re not getting bids.
1:39:02 Just to clarify that point, it doesn’t change our bid
1:39:04 threshold.
1:39:05 The requirement to get bids is still $50,000 as set by FAC.
1:39:11 The reasoning behind the price, the threshold changes
1:39:14 is to align us with other Florida districts.
1:39:17 A survey of 21 Florida districts comparable in size to us,
1:39:23 57 of those districts have thresholds over $100,000.
1:39:27 And then 33% of those have thresholds over $150,000.
1:39:31 We are one of a few districts left
1:39:33 that have a threshold of $50,000.
1:39:36 So that was the reason for it.
1:39:37 And then surrounding counties, our six surrounding counties,
1:39:41 all have a threshold of over $150,000 as well.
1:39:46 So that’s where those numbers came from.
1:39:49 If we were to reduce the board threshold to $100,000,
1:39:53 I think the proposal would be adjusted to be–
1:39:55 superintendent would be 35 to 100, cabinet would be 15 to 35,
1:40:02 and then director and principals would be 0 to 15.
1:40:08 I actually– because that’s kind of what we’re–
1:40:12 numbers I was looking at kind of doubling, but more adjusted.
1:40:15 So if that would be better numbers.
1:40:16 I’m in favor of moving it, because like I said,
1:40:19 because I’ve been on the board for now almost eight years,
1:40:21 the numbers have been the same.
1:40:22 And meanwhile, costs have gone up greatly.
1:40:25 Can you explain more what Dr. Wendell was talking about?
1:40:29 Is it because if they have to go through the approval
1:40:31 process through the board that it slows it down
1:40:34 that we’re not getting more bids?
1:40:37 The approval process through the board doesn’t necessarily slow
1:40:39 down bids, it just slows down the execution of the contract.
1:40:43 It slows it down by about six weeks on average.
1:40:48 Based on the numbers that I ran, we would see a reduction
1:40:51 in 24% of agenda items that we take to the board
1:40:54 if we were to adjust our threshold to $150,000.
1:40:57 If we were to adjust it to 100 even,
1:41:00 I think that decrease would be about 15% rather than the 24.
1:41:05 Explain to me why it takes an extra six weeks.
1:41:10 So our process is to have the agenda item prepared
1:41:14 and reviewed by the department
1:41:18 and the cabinet member that’s involved.
1:41:20 And then we have to include it on the agenda item,
1:41:22 and we have to meet those deadlines.
1:41:24 The deadline to get it on the agenda item
1:41:26 for diligent is three weeks prior
1:41:28 to it being released to the board.
1:41:31 Or sorry, I’m sorry, two weeks prior
1:41:33 to it being released to the board.
1:41:34 So we add to the agenda item and make sure it goes
1:41:36 through all the process and the approvals.
1:41:38 So usually that’s where the biggest delay is.
1:41:40 » Right. So if they wanted to have something
1:41:42 on the agenda item for our next board meeting, it’s too late.
1:41:45 » Right. We generally work two board meetings out.
1:41:50 So we just finalized agenda items
1:41:52 for the first meeting in May.
1:41:55 » What I’d like to say is that Mr. Thomas is working
1:41:59 with Ms. Suhan on procurement pieces right now.
1:42:04 I would love to learn more about the increase of 150,000.
1:42:08 I think you’re trying to come somewhere in between.
1:42:10 I feel like you’re like, hey, this is –
1:42:12 » I just assume it come before the board
1:42:14 and the board vote on these matters.
1:42:15 I feel like that’s appropriate.
1:42:17 » I think if we could have that meeting and then come back
1:42:21 in two weeks with this, that would be good.
1:42:24 » I just think if we – I will just tell you, I’m a firm –
1:42:30 I’m getting firmer at not these drastic of changes.
1:42:33 And to be honest, I – in the back of my mind,
1:42:36 actually pretty close to the front of my mind is,
1:42:38 I don’t want us to be as a district.
1:42:41 I think you guys are doing a good job.
1:42:42 We have people who are in integrity.
1:42:44 Procurement of all departments has a very important goal
1:42:48 to save us money because, you know, we’re –
1:42:51 that one that wins you awards if for no other reason,
1:42:54 but also it helps us to be more efficient, to have money
1:42:56 to spend towards salaries and things like that.
1:42:58 So I think people are doing the best job they can.
1:43:00 But I honestly am trying to keep the district
1:43:03 and the board out of news that we don’t need to be in.
1:43:06 And I think this would be a bad story
1:43:09 to open the reins up that much.
1:43:12 So – but I realize – I feel like they do need
1:43:14 to be loosened a little bit because of the process
1:43:17 that it goes through.
1:43:19 So I think the numbers that you just said, which is like –
1:43:21 I think you said 135, whatever, I would be in favor of that.
1:43:25 Assuming that the process that we established a few years ago
1:43:29 of putting all procurement items on information agenda
1:43:33 as we’ve been – so the board can see everything that’s $5,000
1:43:36 or more, so we’re seeing those big ticket items.
1:43:38 They’re coming not just before us, but before the public.
1:43:41 If that maintains, I don’t see a problem with bumping it
1:43:45 up to the numbers that you talked about.
1:43:46 But it sounds like maybe in some one-on-ones
1:43:48 because we are just looking at this for the first time.
1:43:50 It’s a conversation that board members need to have with staff
1:43:54 between now and the next time you look at this.
1:43:56 » And I do want to say the same sentiments as Ms. Campbell.
1:44:01 This is in no way like a question
1:44:03 of anybody not doing the right thing.
1:44:06 This is more about – for me, my perceptive is I think that with
1:44:10 some
1:44:10 of those safeguards, like what Ms. Campbell was mentioning
1:44:12 about having them printed on the board
1:44:14 and everything else are awesome
1:44:15 because we’re going to see it anyway.
1:44:17 It’s just giving you guys the authority to move forward
1:44:19 so you’re not gumming up the process.
1:44:20 I’m there.
1:44:22 I just think that there’s a lot of questions coming from some
1:44:25 of the board members plus Mr. Thomas with this being part
1:44:28 of his thing that he wanted to work on.
1:44:30 I would like him to be weighing in on it.
1:44:31 And I feel like if we’re already having this conversation,
1:44:34 I want to make sure he’s not a part of it.
1:44:36 Okay. But thank you, Mr. Hines, for actually coming forward
1:44:40 with like an amazing presentation.
1:44:42 Like you were not told about any of this and you stood up here
1:44:44 and you just rambled it off like it was second nature to you.
1:44:47 So you do do a great job and thank you.
1:44:49 Appreciate it.
1:44:50 » We probably need to address one other addition
1:44:51 on the policy which is down towards the bottom.
1:44:55 I don’t remember what number it’s under,
1:44:57 but it’s Roman numeral nine, little Roman numeral nine.
1:45:00 » Yep, evidence of mentors.
1:45:02 » Yeah. I didn’t see this line in the NEOLA policy.
1:45:07 I just want to make sure we address the reasoning behind it.
1:45:11 To me it’s obvious.
1:45:12 If we have a vendor who is verbally
1:45:14 or physically abusing a district employee, I mean, you’re done.
1:45:17 I would be surprised if we don’t already actually have
1:45:19 that in our contract.
1:45:20 » We don’t.
1:45:20 I think where we’re just, we need to be crystal clear
1:45:23 because the public might take this and run with it.
1:45:26 In fact, from what I’ve seen they already are
1:45:28 about this making defamatory statements
1:45:30 about the district or its employees.
1:45:32 Can we, maybe there’s already some scenarios
1:45:34 that have happened, but can you kind
1:45:35 of give us the reasoning behind this addition, the policy?
1:45:40 » It’s pretty simple and straightforward.
1:45:42 I think you have people that are vendors of our district
1:45:45 that decide to do things and attack our own people inside
1:45:50 of our school district, they should not be vendors anymore.
1:45:52 That’s pretty simple.
1:45:53 You know what I mean?
1:45:54 I think it’s a pretty simple thing.
1:45:58 » We can probably come up with some examples and share that.
1:46:01 I think, I want to circle back to,
1:46:04 I’m not sure what the direction of the board is
1:46:06 on this policy revision.
1:46:08 » Yeah, it’s just to come back in two weeks
1:46:10 and let Mr. Thomas be a part of it.
1:46:11 » So it’s moving forward at this point is what I’m hearing
1:46:15 and then if changes are made later
1:46:17 on then we’ll make those changes.
1:46:18 » Well, we got a bunch of changes already.
1:46:20 » Yeah, I was going to say, how would it be moving forward
1:46:22 if there’s so many changes that are.
1:46:24 » Ms. Campbell wants to come down to 100,000.
1:46:26 » Right, I mean we can make those red line changes.
1:46:27 We’ll have to do an ad after final approval
1:46:30 that will delay implementation for 28 days.
1:46:34 But that’s all, that’s what the process requires.
1:46:36 I just, I’m making sure I’m not running it or pulling it
1:46:39 and then having to run a second ad and start over with it.
1:46:43 » Oh, you’re saying if we could all agree to.
1:46:45 » Right, it’s already on a track.
1:46:46 It is going to be on the next board work session
1:46:49 for public hearing so you guys can discuss whatever information
1:46:53 is shared at that time and if you want to provide direction
1:46:55 to make changes I can make changes.
1:46:57 I’ll have to just run that second ad
1:46:58 at the end of the process.
1:47:00 » But we can’t make changes.
1:47:02 » You can make changes.
1:47:03 I’ll have to run a new ad saying
1:47:04 that the effective date will be 28 days later.
1:47:07 » Okay, so what would be the advantage to doing
1:47:09 that because if we’re going to have a public hearing
1:47:11 and we’re going to get attacked over what’s in this policy,
1:47:13 if it’s moving forward this way,
1:47:14 I feel like a better process here would be let’s revise the
1:47:17 policy we want and then have the public hearing
1:47:20 so we can hear what the public says.
1:47:21 » You can certainly, yeah.
1:47:22 We can do that.
1:47:23 It’s going to delay this probably three months
1:47:27 because there’s not another track right now.
1:47:29 I have to run a brand new ad set to get it back
1:47:32 on to another track and the next track is already laid
1:47:35 and I don’t know when the cutoff is.
1:47:37 I’ll stop my head.
1:47:38 » Ms. Lena, what are the two meetings in May?
1:47:42 » It’s a rulemaking meeting so there’s other requirements.
1:47:48 » We have an April 28th meeting.
1:47:50 » Right, we have an April 28th we can bring it back to but.
1:47:52 » It’s already on it.
1:47:53 That’s what I’m saying.
1:47:54 » I understand.
1:47:55 » May 26th.
1:47:56 » So you got two dates there that if we brought something back
1:48:00 and put it on the 28th day there, it would be done
1:48:02 by the end of the school year.
1:48:03 » It’s already on for the first meeting in May for final
1:48:06 approval.
1:48:07 That’s what I’m saying is it’s already on that.
1:48:08 The next policy track won’t pick up until I want to say May,
1:48:14 two meetings in May and then final approval in June.
1:48:17 » Why? We can’t run two tracks at the same time.
1:48:19 I’m just out of curiosity.
1:48:20 » Not at this point because the tracks are already running.
1:48:23 I have a 14-day prior to first public hearing
1:48:25 and a 28-day notice prior
1:48:27 to final hearing that’s required by statute.
1:48:31 And then I have the workshop built into it
1:48:33 so that’s three board meetings so minimum.
1:48:37 So I can’t get 14 days right now in the newspaper.
1:48:42 It takes two days so we’re already two weeks
1:48:45 out from the April meeting.
1:48:46 That’s May, first meeting in May is the first available.
1:48:50 Second meeting would be so you’re looking
1:48:52 at a workshop first meeting in May.
1:48:54 » Right.
1:48:54 » First public hearing in at the end of May.
1:48:57 » Right.
1:48:57 » Final approval in June.
1:48:59 That’s like three months away.
1:49:01 » Can we not–
1:49:02 » And there’s only one meeting in June.
1:49:03 » – taking the workshop for this one while the rest are going–
1:49:06 » You can do it– you can do a workshop just to discuss it
1:49:08 but I mean it’s already on for workshop.
1:49:11 That’s what I was saying is it’s already going
1:49:12 to have a public hearing so the public can provide their input
1:49:16 and the board can discuss whatever information is provided
1:49:18 by staff and the superintendent and direct me
1:49:21 to make those changes.
1:49:22 It will stay on track for final approval on its course
1:49:25 and I just run that one ad saying changes were made to it
1:49:28 after the process was started.
1:49:29 It will be implemented 28 days later and I don’t have
1:49:32 to start the entire process over.
1:49:34 » Yeah, because we can still do this conversation today
1:49:37 with the board being more educated and having had a–
1:49:40 we’ll have one more one-on-one with Dr. Undell at least one
1:49:42 if not two between now and then to get input.
1:49:45 And staff could come back and make a–
1:49:46 I mean if every– if all four of us are saying don’t go that far
1:49:49 between now and the 28, staff could do some more redlining
1:49:52 and adjust that down and bring it back to us.
1:49:54 » We can do proposals if that’s what you want.
1:49:56 I wouldn’t recommend making proposals, uploading it
1:49:59 and then coming back for more proposed changes.
1:50:01 I would just say let’s hear what the changes are from the board
1:50:04 overall, make them from once and then I run the ad.
1:50:08 I could do it either way, it’s just I’m letting you know.
1:50:10 We have one meeting in June, I need three total board meetings
1:50:14 and three total board meetings is going
1:50:15 to be into June before this gets approved.
1:50:18 » What is the race?
1:50:19 » We also could have a special workshop
1:50:22 and we can set a different track and–
1:50:24 » I can set– I can set meetings.
1:50:27 » We’re not adding anything else to that because–
1:50:30 » But April’s not– it won’t meet my two-week minimum other
1:50:32 than you can just have a workshop to discuss.
1:50:36 » Mr. Chair.
1:50:36 » Sir.
1:50:38 » Just want to clarify some points.
1:50:39 So, the threshold at 150,000,
1:50:42 there was not really appetite for that.
1:50:44 Keep in mind, Mr. Hines, you know, basically stated,
1:50:48 these changes were based on what we surveyed other districts
1:50:52 and surrounding districts
1:50:53 like our thresholds were much, much lower than most
1:50:56 of our surrounding districts and the districts across Florida.
1:50:58 So that was the impetus for the change.
1:51:01 If we’re going to keep it on the track, Paul, can we change the
1:51:06 150
1:51:06 down to 100 which is what Mrs. Campbell suggested
1:51:09 and then the superintendent’s authority reduced,
1:51:12 you know, that to 99,999.
1:51:14 » We can make those changes now.
1:51:16 » We can change that now and it can stay on track.
1:51:18 » Yes.
1:51:19 » And if the majority of the board,
1:51:20 the next meeting is good with that,
1:51:22 then we move forward with it the way that it is.
1:51:25 » What I’m hearing is, is that Ms. Wright’s not there yet.
1:51:28 » Well.
1:51:29 » Mr. Thomas.
1:51:29 » I’m only one.
1:51:30 » She doesn’t have to be.
1:51:31 » It’s board majority, so again.
1:51:33 » But Mr. Thomas is not here.
1:51:34 » Right.
1:51:35 » I’m telling you right now, like I don’t,
1:51:37 I don’t want to give direction to anything until I hear
1:51:40 in from what everybody has and then Gene’s kind of.
1:51:43 » Well, on this one, if we’re just moving it forward anyway
1:51:47 and the odds are it looks like the odds are we’re not
1:51:52 for the higher threshold anyway, lowering it would just,
1:51:57 it couldn’t hurt anything.
1:51:58 » Right, I, yeah.
1:52:00 » My thing is, is that if it’s either going to be,
1:52:02 it’s either going to be the end of May that we pass this
1:52:04 or the first week in June, right?
1:52:07 » There’s only one meeting in June
1:52:08 and it’s at the end of June, so.
1:52:09 » Right, right.
1:52:10 » So, but I mean like, okay, even if it’s the end of June,
1:52:12 what is the, what are we worried about happening
1:52:14 in the next 30 days that makes the difference?
1:52:16 » Well, I think what Gene is saying is if it’s going to come
1:52:19 back on the 28th, don’t bring it back like this.
1:52:21 Bring it back with some changes because we’ve already,
1:52:23 you know, Dr. Rendell just said that.
1:52:25 There’s not appetite for those kind of dramatic increases.
1:52:28 It might have a chance to move forward
1:52:29 if it’s something that’s a little closer
1:52:32 to where it is right now.
1:52:33 So, if, and that would be my preference, if we’re going
1:52:36 to go ahead and move it, it’s coming back on the 28th,
1:52:37 either way, bring us something different that’s a little more
1:52:40 palatable to the board and because then we might have–
1:52:43 » Then Dr. Rendell can meet with all the school board members
1:52:45 and everything else.
1:52:46 » And we can make a change right now to at least get closer
1:52:47 to what most of us are thinking anyway.
1:52:49 » I mean, I’m okay with doing that if you’re okay with that.
1:52:54 » Yeah, I mean, I, you know where I’m at with this,
1:52:55 but I, that’s fine, I don’t, I just said I’m like,
1:52:57 I like it where it’s at.
1:52:58 But I understand the need for the local school to be able
1:53:02 to approve a higher threshold.
1:53:04 But again, the board as a whole needs to weigh on this.
1:53:07 And so, bring it back and see what comes next, I guess.
1:53:11 » Okay. So, we’re good there.
1:53:13 All right.
1:53:13 » Are we?
1:53:14 » Okay.
1:53:15 » Yes. If we’re going to make the changes that Dr. Rendell
1:53:19 and Mr. Hines talked about, we can do that, redline it,
1:53:22 bring that back at the next workshop.
1:53:24 And any changes after that, I’ll just run that ad
1:53:26 if that’s the will of the board.
1:53:27 If you want me to pull it off at that point, I can do that.
1:53:29 » Okay.
1:53:31 » So, we’re all good on policies now?
1:53:33 » Yeah.
1:53:33 » Okay. So, in, so they, we had discussed before
1:53:37 about the AI coming forward at the next meeting.
1:53:41 We, Mr. Cheatham is putting together a package.
1:53:44 He’s not ready yet.
1:53:46 So, we’re going to see that on the 28th.
1:53:48 In my notes, it says here AI policy discussion.
1:53:51 » Okay.
1:53:51 » So, just wanted to let you guys know
1:53:53 if you have any AI situations that you want to bring forward,
1:53:57 make sure you have it ready on the 28th, okay?
1:53:59 Dr. Rendell, do you have anything else?
1:54:01 » I do not, except a reminder that we want to reconvene
1:54:04 at 1 o’clock, so you’ll be going into recess.
1:54:07 » Are they bringing their robots?
1:54:08 » They’re bringing two robots, yes, sir.
1:54:09 » Do they bring a controller for Gina and I to play with them?
1:54:12 » I imagine there are controllers.
1:54:13 I don’t know.
1:54:14 » Just in case anybody’s watching, I think Ms. Wright
1:54:17 wanted to make sure we mentioned the event that’s coming
1:54:19 on Friday night.
1:54:19 We forgot to mention it during the board meeting, unfortunately.
1:54:22 » Yes, the enlistment ceremony.
1:54:24 » Yep.
1:54:26 » That’s your baby.
1:54:27 You should be making that announcement.
1:54:28 » So, if everybody understands, we have an enlistment ceremony
1:54:31 on Friday night at 5.30 at Viera High School.
1:54:36 It has got over 200 students who are enlisting
1:54:39 into military service.
1:54:41 We have all the JROTC battalions that are being represented
1:54:47 by numbers between 10 and 100 students from each school
1:54:51 that’ll be traveling in, I think Viera’s will have
1:54:53 like their entire JROTC there, which is massive.
1:54:56 We have representatives from Congressman Herodopolis
1:55:00 to elected officials all across the county.
1:55:03 And we have an incredible event where all
1:55:06 of the students are sworn in for military service at that.
1:55:10 It’s a program that we came up with
1:55:14 with an organization called ECAC, which is a group
1:55:18 that came together to support military efforts inside
1:55:22 of our schools, both with scholarships and other things.
1:55:26 It was spearheaded by, in many regards by Tammy Dennis,
1:55:30 who is one of the leaders of that and will be one
1:55:33 of the people that helps put the entire thing together.
1:55:35 It is ultimately put together by Ms. Yvette Cruz,
1:55:39 who’s been doing an amazing job of keeping all of the military
1:55:43 and elected officials in line.
1:55:45 And if you want to talk about a job and a half,
1:55:48 taking those two entities and people
1:55:50 and making sure they’re doing the right thing is insane,
1:55:53 just with the egos and the personalities
1:55:55 and everything else.
1:55:56 So good job, Ms. Cruz, for doing all of that.
1:55:59 But yes, at 5.30, we have the–
1:56:02 - Mr. Chair. - Oh, yes, sir.
1:56:03 - It’s not at 5.30, it’s at 5 p.m.
1:56:06 - Okay. - Oops.
1:56:07 - 5 p.m. - Thank you.
1:56:07 - 5. - 5 o’clock.
1:56:09 Okay, for some reason, I was thinking it was 5.30,
1:56:10 maybe last year was 5 p.m. - Glad we clarified.
1:56:12 - Yeah, we got a bunch of people showing up,
1:56:13 all the things flying over.
1:56:15 So it’s at 5 o’clock, we have a flyover
1:56:18 by the sheriff’s office, we did have flyovers
1:56:21 by all the other organizations.
1:56:23 But when we changed the date,
1:56:25 the date is in this thing called Sun Fund or something
1:56:29 over in Lakeland, which is the largest air show
1:56:32 in the United States, apparently,
1:56:34 and they all go over there.
1:56:35 So we don’t have anybody but the sheriff’s helicopter,
1:56:38 which is awesome.
1:56:39 But we do have some cannons that are being shot off.
1:56:43 Just so you guys know, they are not the little cannon
1:56:45 that we had last year that’s really loud.
1:56:47 They’re the big cannons that are even louder.
1:56:49 So we decided not to have the fireworks
1:56:51 because of the big cannons.
1:56:53 So this is an event that if you are around and at home,
1:56:57 make sure that you’re at because the commitment
1:57:00 that these students are gonna be making
1:57:01 is anything less than spectacular.
1:57:04 So with that, thank you, Ms. Wright, for mentioning that.
1:57:07 - That’s actually Ms. Campbell, so thank you for–
1:57:08 - Oh, thank you, Ms. Campbell.
1:57:09 - She reminded me of her. - Thank you.
1:57:11 - It’s like so good. - All right.
1:57:12 Dr. Rendell, did you have anything?
1:57:15 - We’re recessing until 1 p.m.
1:57:16 - Yep, we’re recessing until 1 p.m., thank you.
1:57:19 (gavel bangs)
1:57:20 Good job.
1:57:27 (upbeat music)
1:58:16 (silence)