Transcript: 2026-10-06 - School Board Work Session

12:17 [ Pause ]

12:28 » – 30 seconds.

12:47 [ Music ]

12:51 » You’re live in 10.

12:53 [ Music ]

12:56 » Five, four, three, two.

13:01 » Good afternoon.

13:02 The October 6, 2026 work session is now in order.

13:06 Paul, roll call, please.

13:08 » Ms. Wright.

13:09 » Here.

13:10 » Mr. Trent.

13:11 » Here.

13:12 » Mr. Thomas.

13:14 Ms. Campbell.

13:15 Mr. Season.

13:16 » All right.

13:17 We have a bit of a unique situation this afternoon.

13:19 So we have a couple of our board members who are traveling and

13:23 will be arriving a little late.

13:24 So we do have a presentation that’s the first order of business

13:28 that’s on the agenda.

13:29 And we talked to the people that were presenting and they’re

13:33 comfortable with presenting.

13:33 We just– the board cannot take any action whatsoever and we don’t

13:36 have a quorum.

13:36 But they’re able to present still to us as with the advice that

13:40 we’ve been given from legal counsel.

13:41 So let’s go ahead and start with the Pledge of Allegiance,

13:44 please.

13:44 » I pledge allegiance to the flag of the United States of

13:51 America and to the republic for which it stands, one nation

13:56 under God, indivisible, with liberty and justice for all.

14:03 » All right.

14:04 Thank you.

14:05 Dr. Rendell, will you let the board know about the items on the

14:07 agenda for today, please?

14:08 » Thank you, Madam Vice Chair.

14:10 So on today’s agenda, we have a presentation from Pineapple Cove

14:14 Classical Academy about a possible new school to open in the

14:18 south part of our county.

14:19 Then we have a topic discussion/presentation from our

14:22 transportation department about a new enterprise system that we’re

14:26 going to go to.

14:27 Then we have a series of board policies to review.

14:31 For those that don’t know, almost all of these policy revisions

14:35 are the result of changes in legislation by our legislative body

14:39 in Tallahassee or changes in regulations by the State Department

14:43 of Education.

14:43 So we have a bunch of those to go through.

14:45 Then we have two board discussions, one on SB538 and the other

14:50 one on Policy 0169.1.

14:52 The first is a presentation about a possible charter school

14:55 opening in the south end of our county.

14:57 So I’m going to turn it over to Dr. Meyer and her team and the

15:09 team from one of our charter partners.

15:17 » Good afternoon, board members.

15:19 Dr. Rendell and Mr. Gibbs.

15:21 I’m here to present Dr. Gunter and her team as they have

15:25 submitted an application for a charter school.

15:28 It is Pineapple Cove Classical Academy at Emerald Lakes.

15:32 It is a replication of their high-performing school at their

15:36 Palm Bay campus.

15:37 So I’d like to turn it over to her to introduce her team and

15:40 give an overview.

15:41 » Thank you.

15:43 » My name is Dr. – it might not be on.

15:46 » Pull up on the little switch at the top.

15:51 » You’re good.

15:52 » All right.

15:53 My name is Dr. Kelly Gunter.

15:54 I’m the director of school operations for Pineapple Cove

15:56 Classical Academy.

15:57 Thank you for having us today.

15:59 To my right, I have Tara Angiron, who works on my management

16:02 team as our coordinator of special projects.

16:04 John Moran, who is our founder.

16:06 And Manny Ramirez, who is our director of school culture.

16:08 So we are the members of the management team that serve a lot of

16:12 the district level functions that you would see served by your

16:15 district staff for our schools.

16:15 So I know many of you are familiar with Pineapple Cove, but I

16:19 just want to give you a brief history.

16:21 We’ve been a member of the charter school community here in Brevard

16:24 County since 2013 when our first charter was approved.

16:27 I’ve authored the charter applications for our original school

16:30 and our subsequent schools in West Melbourne and at Lockmore.

16:33 We currently have about 2,900 students enrolled in our three

16:37 schools with over 350 faculty and staff and a wait list of over

16:41 1,500.

16:42 This year, we received 3,500 applications for admission to our

16:46 three campuses.

16:47 We are a classical school affiliated with Hillsdale College and

16:51 the Hillsdale College K-12 Education Office.

16:53 We were the first charter school in this county, which is to be

16:57 a classical school, which is really exciting.

16:59 We’ve just undergone a large expansion at our West Melbourne

17:02 campus, adding 24 classrooms, track and field, soccer field, and

17:06 hopefully Performing Arts Center is our next phase.

17:09 Notably, we’ve had Secretary Linda McMahon at our schools in the

17:12 last year, and Dr. Henry Mack will be joining us on Monday for

17:16 our Hoogland Center for Teaching Excellence run by Hillsdale

17:18 College as his first kind of foray as new commissioner of

17:22 education.

17:22 So we’re excited to welcome him as well.

17:25 When we look at Emerald Lakes and we look in that region, I know

17:28 south end of the county has been from a capacity standpoint kind

17:31 of a challenge for the district.

17:32 And so we are looking as a charter partner to help expand on

17:36 that capacity.

17:37 We’ve been working with Ms. Han to look at some of the concurrency

17:41 needs and things in that south end of the county.

17:43 I know most of the elementary schools, middle and high schools

17:46 are at capacity there.

17:47 And so we as a charter partner would love to be able to help,

17:51 you know, offer some capacity for that end of the county and

17:55 even into Indian River County.

17:57 Notably, we have a couple other kind of irons in the fire as

18:00 well.

18:00 Mr. Mann has been working pretty hard to get a trade school up

18:03 and running as well.

18:04 We feel like trade is a, you know, it’s a priority at the state

18:07 level, it’s a priority at the district level, and it’s something

18:09 our community desperately needs.

18:10 So the Emerald Lakes campus would be our fourth campus, would be

18:14 again serving as a high performing replication of our Palm Bay

18:18 school.

18:18 Currently, all of our schools are A or B rated schools and do

18:21 quite well.

18:21 We have clean audits, so we tend to do what’s best for kids is

18:25 really our desire.

18:26 So I’m happy to answer any questions or anything the board may

18:31 ask.

18:31 No, I appreciate you guys coming out. You guys are honestly one

18:35 of the highest performing charter schools that we have in our

18:36 county.

18:36 So we’re grateful for the work that you do. And you are correct.

18:38 Our capacity issues in the south end of the county are something

18:41 that we constantly are trying to balance on how are we going to

18:44 solve these issues.

18:45 So I’m excited for the possibility of that being a solution.

18:49 I don’t particularly have any questions at this point. The board’s

18:52 not taking any action today.

18:53 This is really just hearing about what your ideas of your

18:56 expansion are.

18:56 And then I guess at a later date, you’ll come back before us and

19:00 present to us. But Mr. Trent, do you have any questions?

19:02 Exactly the same, though. It’s exciting to hear all the

19:05 successes you guys are having.

19:06 So thank you for serving our students in the way you do. So we’re

19:11 curious to hear this out as well.

19:13 And the trade school as it develops, I’m curious to hear how

19:16 that is.

19:16 That’s an area of conversation that I think is happening all

19:19 over the place.

19:19 So do you have any idea of where you’re looking at possibly

19:23 planting a trade school at?

19:24 Yeah. There’s a piece of property across the Lockmark campus.

19:28 We’ve got a there’s a significant facility planning that would

19:31 need to happen because of the neighborhood area of that

19:34 particular school.

19:34 But that’s the middle high school.

19:38 OK. A junior senior kind of model. OK, that’s good.

19:42 We did. I received one email with some concern from a community

19:45 member and I’ll just go ahead and mention it because I feel like

19:48 it’s worth noting.

19:48 They were concerned over traffic issues that are happening with

19:51 the current campus that you had with the addition on there.

19:53 So if there’s some special attention that can be given to that,

19:56 it will help by building the schools.

19:58 Yeah, exactly. Yeah. Yeah. School as a as a traffic. OK.

20:02 We’ve also engaged in a traffic study for that as well.

20:05 Wonderful. Wonderful. Thank you. We appreciate you, Dr. Endell.

20:07 Do you have any. I do not. OK. Well, thank you so much for

20:10 looking forward to the application.

20:11 Come back before us. Appreciate it.

20:22 All right. Dr. Endell, just for clarification purposes, the next

20:25 item on the agenda is the enterprise transportation management

20:28 system conversion.

20:28 Is this a matter that will require any kind of voting?

20:31 Eventually it will.

20:32 Not today. Today, they’re just sharing the information with the

20:36 board.

20:36 We can wait till the other board members get here if you want to

20:39 take a short recess. Let’s take a short recess and reconvene.

20:41 I believe we should be able to reconvene around one thirty.

20:45 We should be. I would believe so. So we’re going to take a short

20:50 recess and we’ll be back at one thirty. Thank you.

21:14 Thank you.

21:44 You.

27:34 .

50:04 What’s important here is that we’re not just looking at savings.

50:08 We can achieve today.

50:10 We’re looking at the long-term sustainability of the savings.

50:32 We’re looking at the long-term sustainability of the solution.

50:36 Over the first five years, we’re projecting approximately $745,000

50:38 in savings

50:38 Over the first five years, we’re projecting approximately $745,000

50:40 in savings

50:40 Over the first five years, we’re projecting approximately $745,000

50:42 in savings

50:42 compared with continuing with our current three-year vendor

50:44 model.

50:44 compared with continuing with our current three-year vendor

50:46 model.

50:46 Just as importantly, we have a much more predictable annual cost

50:52 at about $510,000 per year.

50:56 We’ve also accounted for the future.

51:04 Tyler’s renewal and tablet replacement model

51:08 includes planned replacement

51:12 of the 300 tablets in years six through 10.

51:16 We’re now looking at a system that becomes a major unexpected

51:20 expense down the road.

51:22 Even with the hardware replacement built in,

51:24 Tyler estimates the annual cost

51:28 of $5,000.

51:32 When we look beyond the initial five years,

51:36 we’re not only seeing significant savings,

51:40 but we’re also a much more predictable

51:42 but we’re also a much more predictable cost structure

51:46 and a plan for future hardware replacement.

51:50 The next question, then,

51:52 is what we’re getting for that investment.

51:58 Tyler provides a comprehensive transportation platform

52:02 that brings together

52:04 the major tools our department needs in one system.

52:08 It supports everything from routing

52:10 and GPS to parent communications,

52:14 student scanning, driver workflows,

52:16 and activity trips.

52:18 All while integrating with the Tyler fleet maintenance system

52:22 we already use.

52:24 The proposal also decides to support our operational needs,

52:30 including outfitting vehicles,

52:34 tablets, GPS,

52:36 and scanning equipment.

52:40 The implementation timeline.

52:44 The implementation is designed to be phased

52:48 over this school year

52:50 to ensure the system is fully ready

52:54 for the start of the 27-28 school year.

52:58 Year one invoicing begins July 1st, 2027,

53:02 while implementation work begins

53:04 following what we hope

53:08 what we hope

53:10 is board approval on October 27th.

53:14 Following board approval,

53:16 Tyler will begin the GIS routing map work

53:20 Software implementation begins in January,

53:24 followed by the installation of the tablets,

53:26 GPS units,

53:28 and scanners

53:30 starting in April and through the summer.

53:34 We will also conduct a summer school pilot

53:38 that includes software, tablets,

53:40 and parent app.

53:42 The goal is to go live

53:44 at the start of the school on August 10th,

53:46 with Tyler providing additional on-site

53:48 and implementation support

53:50 throughout the first several months

53:52 of the school year.

53:54 So again, the timeline as indicated on the screen.

54:00 Ultimately,

54:02 this is about doing more with less.

54:04 We can simplify

54:06 our transportation technology,

54:10 improve operational efficiency,

54:12 and leverage an investment

54:14 we already have,

54:16 while projecting approximately

54:18 $745,000

54:20 in savings

54:22 over five years.

54:24 Thank you for your time,

54:26 and are there any questions?

54:30 Board members?

54:32 Ms. Campbell?

54:36 Thank you for bringing this resource to us.

54:38 One of the questions

54:40 I asked is when can they start,

54:42 and you already answered that.

54:44 But I just, you know,

54:46 one of the things that we

54:48 deal with is

54:50 as we’ve taken on the,

54:52 when we started the new step of the Reaxium,

54:54 right, the whole different model,

54:56 we’ve never done anything like that before,

54:58 is the impacts to students and families,

55:00 and sometimes it’s user error,

55:02 the families don’t realize they’re not getting notifications

55:04 because the school doesn’t have their right

55:06 numbers and things like that.

55:08 But what do you see could be

55:10 an impact to students and families

55:12 to solve here beyond,

55:14 I mean, or is it just the financial piece

55:18 with it being integrated?

55:20 I’m going to defer that to Shannon,

55:22 who has led this project.

55:24 Okay.

55:26 My mic’s really loud, sorry.

55:32 There you go.

55:34 Thank you, Ms. Campbell.

55:39 What I believe it’s going to be

55:41 on one inclusive system,

55:43 what’s the current problem now that we have

55:45 is that we have separate systems

55:47 that don’t exactly talk to each other.

55:49 Okay.

55:51 So I think it’s going to improve the communication

55:53 and the efficiency of that communication

55:55 to parents

55:57 as well as, you know,

55:59 teachers and staff members.

56:01 Okay, good.

56:03 Are there any other entities,

56:05 districts that are using Tyler?

56:07 Okay, I know obviously we’re using them

56:09 but I know some of the other entities

56:11 that are using Tyler in this way.

56:13 I do.

56:15 Some of my colleagues that are out of state

56:17 swear by Tyler.

56:19 Some of my conferences that I’ve attended,

56:21 they swear by the Tyler product.

56:23 Okay, and we’re happy with,

56:25 I’m assuming we’re happy with what they’ve done

56:27 on the maintenance side.

56:29 Okay, no, I think that’s great.

56:31 So the full implementation of your next school year,

56:33 is there any of this we can do?

56:35 You know, it’s a software implementation.

56:37 That’s just getting up and running,

56:39 but we’re not going to actually switch to anything

56:41 over as far as the GPS or the routing or anything

56:43 until it’ll all happen all at once.

56:45 Okay, all right, thank you.

56:47 Thank you.

56:49 That’s a similar question to Peter’s answer.

56:51 Mm-hmm.

56:53 Do you need any extra advantage?

56:55 Yeah.

56:57 Save the money. Absolutely.

56:59 And it is good to have something on your

57:01 So we’re in complete confidence

57:03 in you and your team,

57:05 so thank you.

57:07 I’m sure you’ve been through everything already

57:09 of what could and couldn’t happen.

57:11 Yeah.

57:13 I like the timeline.

57:15 You know, I like doing that for the summer school thing.

57:17 Mm-hmm.

57:19 I think it’s really smart, so you got our confidence.

57:21 At least you have mine, so thank you.

57:23 Thank you, sir. Thank you.

57:25 All right, thank you, guys.

57:27 I appreciate you.

57:29 I like the idea of this being under one program.

57:31 I want to ask you,

57:33 and it’s correct that we’re gonna have an onboarding fee

57:35 that’s gonna be pretty substantial.

57:37 $758,000 to switch over, is that right?

57:39 On the one-time implementation

57:41 services and hardware

57:43 for our sales quotation?

57:45 That’s amortized here.

57:47 Yes, yep.

57:49 That’s amortized in the total cost.

57:51 There it is for the five years.

57:53 Is that how that’s going to happen, or no?

57:55 Yes.

57:57 Okay.

57:59 The actual cost to the district

58:01 doesn’t start until July 1, 2027.

58:03 July 1, 2027.

58:05 Okay.

58:07 Once you guys approve this

58:09 on the next board meeting,

58:11 we start immediately at no cost at that point.

58:13 Okay.

58:15 Right now,

58:17 with the three different services

58:19 that we have in place,

58:21 we’re looking at $596,000 annually

58:23 that we’re spending from a district standpoint.

58:25 Correct.

58:27 This one will be costing us $510,000,

58:29 but that savings at $86,000

58:31 that you had mentioned came in.

58:33 Okay.

58:35 Yeah, the upfront cost was a concern,

58:37 but it sounds like if they’re going to spread it out

58:39 over the five years,

58:41 then that kind of eliminates that.

58:43 I don’t have any,

58:45 I guess the only apprehension I have is just,

58:47 honestly, we’ve just got our parents all on Re-Axiom.

58:49 I feel like we got them, you know,

58:51 we amped that thing up and got everyone using it,

58:53 and so that’s going to be a learning curve

58:55 and trying to get them to use new technology.

58:57 I don’t like new technology, but…

58:59 But the process should be the same.

59:01 Okay.

59:03 It’s just a different organization

59:05 that this,

59:07 yeah, they’re still scanning the process.

59:09 The process will remain the same.

59:11 Right, and so it’s just a different app.

59:13 It’s going to be one app and you’ll be able to do the same thing.

59:15 So they’ll still be able to track their student in real time

59:17 to figure out where they’re at, if the bus is running late.

59:19 What about communication?

59:21 Will it go through Tyler now,

59:23 or will it come through BPS,

59:25 if the bus is running late to families?

59:27 It will go through Tyler,

59:29 because right now we’re using Bus Bulletin.

59:31 Okay, Bus Bulletin.

59:33 And that will be a part of the Tyler platform.

59:35 Okay, and then the routing system,

59:37 because I know that is very, very, very detailed.

59:39 So, I mean,

59:41 they’re comfortable with taking it all on

59:43 and looking at all of our routes,

59:45 and they feel like they can get that done quickly.

59:47 This is what they do.

59:51 All right, well, if it saves our district money,

59:53 we’re just going to have to teach everyone the new stuff,

59:56 you know, new program. I’ll have fun stuff.

59:58 So thank you. Dr. Rendell, do you have any questions?

1:00:00 A couple things just to add on to.

1:00:02 Mrs. Campbell asked, when do they start or when can they start?

1:00:04 Officially, full implementation is August 10th,

1:00:07 but as Mr. Trent pointed out,

1:00:09 this includes area pilot in the summer,

1:00:11 during summer school.

1:00:12 And we do transport kids to and from summer school,

1:00:14 so this would be the perfect time for us to use the system,

1:00:17 the whole system, and make sure we understand it

1:00:19 and it does what it needs to do.

1:00:21 We’re pretty excited about going to one platform

1:00:23 for all three functions.

1:00:25 Yeah, absolutely. I didn’t ask this question.

1:00:27 I probably should have asked it.

1:00:28 How many buses do we have total right now on our fleet?

1:00:31 364.

1:00:35 364. Okay, so this is up to 370, so we’re covered.

1:00:39 Yeah, we’re covered.

1:00:40 You’re talking about the tablets, right?

1:00:42 Yeah, I mean, it looks like all the equipment

1:00:44 and software and everything, yeah.

1:00:46 It’s like up to 370 vehicles. Okay.

1:00:48 Sorry, I just thought of that question.

1:00:50 That’s a good question.

1:00:51 All right, welcome.

1:00:54 Hello.

1:00:55 All right, I don’t think we have any other further questions.

1:00:57 Thank you.

1:00:58 I’m looking forward to simplifying,

1:00:59 getting everything under one house makes sense to me.

1:01:01 Yes.

1:01:02 Yes, and it saves money.

1:01:03 Thank you.

1:01:08 All right, Mr. Susan, you want me to give you a minute,

1:01:10 because you’re jumping in.

1:01:12 Or you want me to just keep going,

1:01:13 because I can keep going if you want me to.

1:01:15 Okay.

1:01:19 She did.

1:01:20 So just to bring you up to speed,

1:01:22 we’ve gone through the charter school application presentation,

1:01:24 and that was the enterprise transportation management system

1:01:28 conversion.

1:01:28 So we are now on to board policy review,

1:01:30 and I will happily turn the meeting over to you, sir.

1:01:34 All right, so out of curiosity as we’re doing this,

1:01:40 we have a series of them right here.

1:01:43 Yeah, your mic may not be on.

1:01:46 We have a couple of ways that we can do this.

1:01:49 We have – and thank you, Ms. Mina, so much for being here.

1:01:52 I ran away.

1:01:53 Oh, sorry.

1:01:54 Thank you so much for putting all this together.

1:01:56 This is great.

1:01:57 So there’s a couple ways we can do this.

1:01:58 I know it looks like you guys have your notes.

1:02:04 So I think that – thank you for checking.

1:02:08 We can go through and say, okay,

1:02:10 give me the list of ones that you want to go over.

1:02:13 Or we can go zero, one, two, four, standards of ethical conduct.

1:02:17 You know what I mean?

1:02:18 So I don’t know what you guys feel, how you want to do it.

1:02:22 When we were doing these in the past, I said what I would say is,

1:02:25 tell me which ones you want to review.

1:02:27 The ones that were not, we just, you know what I mean, move

1:02:30 through.

1:02:30 Or we can go one by one if you want.

1:02:33 I think one by one.

1:02:34 But if you need a minute to go through them, you know what I

1:02:36 mean?

1:02:36 I still have notes on there.

1:02:38 Do you have?

1:02:39 I have the numbers.

1:02:40 Yeah.

1:02:41 If you want to go, you know, if anybody has anything.

1:02:44 So would you rather go give me the numbers?

1:02:48 Read the numbers and go?

1:02:49 Okay.

1:02:50 All right.

1:02:56 Everybody ready to get started?

1:02:57 I’m ready.

1:02:58 All right.

1:02:59 So zero, one, two, four, standards of ethical conduct.

1:03:02 I have notes on this one, so I can go first.

1:03:04 Do you as well?

1:03:05 Okay.

1:03:06 All right.

1:03:07 So looking at this policy, and I’m guessing this is probably

1:03:11 pulled directly from Neola,

1:03:11 but there’s some wording in here that I have concerns over in

1:03:15 bullet point number 10.

1:03:16 So one of this thing, including sexual orientation, transgender

1:03:20 status, or gender identity, I’m

1:03:21 not really sure.

1:03:22 That’s not a protected class when it comes to, that one caught

1:03:26 me off guard a bit.

1:03:27 I wasn’t really understanding why we’re putting that in here.

1:03:29 I don’t feel like it’s appropriate either.

1:03:32 It’s in our.

1:03:33 The existing policy.

1:03:34 It’s in our.

1:03:35 That’s currently the policy.

1:03:37 What do you call that thing on the bottom of the non-discrimination

1:03:40 notice?

1:03:40 Correct.

1:03:41 The black print is current policy.

1:03:42 Yeah.

1:03:43 Okay.

1:03:44 Well, when I saw that, I know this is not in the green or the

1:03:46 red that we’re changing,

1:03:46 but I thought that didn’t, and it didn’t also match up with what’s

1:03:50 on the FDL, or the Florida

1:03:51 Department of Education.

1:03:52 So that was the other thing when I looked up their information,

1:03:58 which I saved.

1:03:59 Hang on.

1:04:00 I’m like, they were different.

1:04:01 So I’m like, should we probably go with the same, because it’s

1:04:04 principles of professional

1:04:05 conduct of the education profession in Florida.

1:04:08 That is the link.

1:04:09 Hang on.

1:04:10 That language is straight out of our non-discrimination notice,

1:04:13 which is found on the bottom of just

1:04:14 about every published document that we’ve.

1:04:16 But the board changed it in 2016 before all of us.

1:04:19 Can I ask a question, though, legally speaking?

1:04:21 Is that a protected class?

1:04:23 It seemed odd to me.

1:04:25 It’s going to really depend on Supreme Court.

1:04:28 For employees, it is, so you cannot distinguish.

1:04:31 That’s the Supreme Court case that said we can’t discriminate

1:04:34 based on transgender or

1:04:35 sexual orientation status.

1:04:37 Not that we would, but I’m just saying it seemed odd.

1:04:39 Right.

1:04:40 So it is under sex as a protected class.

1:04:43 The Supreme Court has never weighed in on what sex covers at the

1:04:47 school level, K-12.

1:04:49 So it’s kind of up in the air right now.

1:04:52 So could we just be covered with, if we said just left it at sex,

1:04:56 wouldn’t that.

1:04:56 That’s what this is, it’s just specifying for sure because it’s

1:05:01 in the parenthetical

1:05:02 there after sex.

1:05:04 So it’s just letting everybody know that does include those

1:05:08 different classifications.

1:05:09 So the district has, in the past, taken the stance that those

1:05:13 categories are protected

1:05:14 as sex.

1:05:15 Well, I guess my feelings are I think we should at least align

1:05:18 with what the Department of

1:05:19 Education has listed on their site for, and their site just, it’s

1:05:23 almost verbatim word

1:05:24 except for these things that we put in parentheses are not on

1:05:28 what’s on the Department of Education.

1:05:30 So, board, that’s going to be your will, and if you want to keep

1:05:33 it the way that it is,

1:05:33 but my feelings are I think it would be smart to align with what

1:05:36 the state already has outlined

1:05:38 here.

1:05:39 Okay.

1:05:40 It says on the DOE, just for reference, it says shall not harass

1:05:43 or discriminate against

1:05:43 any student on the basis of race, color, religion, sex, age,

1:05:47 national or ethnic origin, political

1:05:48 beliefs, marital status, handicapping, conditions, sexual

1:05:52 orientation, or social and family

1:05:53 background, and shall make reasonable effort to assure that each

1:05:56 student is protected from

1:05:57 harassment or discrimination.

1:05:58 Discrimination on the basis of race, color, national origin, or

1:06:02 sex includes subjecting

1:06:03 any student to training or instruction that espouses, promotes,

1:06:07 advances, or compels such

1:06:08 student to believe any of the concepts listed in section 1000.05,

1:06:14 subsection 4a, Florida

1:06:15 statute.

1:06:16 Which, so.

1:06:17 How about we let the others weigh in?

1:06:24 Okay.

1:06:25 I think we know what you’re saying.

1:06:30 Ms. Campbell?

1:06:31 This was a big point, not this, but the policy that changed our

1:06:34 non-discrimination notice

1:06:35 was one of the longest board meetings I can think of.

1:06:38 I think my family members who were here back in 2016, if I’d

1:06:41 been on the board at the time,

1:06:42 I would not have voted to change the language to include those

1:06:47 two particular pieces.

1:06:49 But here’s the thing, our non-discrimination notice does have

1:06:54 that.

1:06:54 I, just practically, if we’re talking about students who are not

1:06:58 harassed, we are, regardless

1:06:59 of what the things are, we’re not going to allow students to be

1:07:02 harassed or discriminated

1:07:03 against.

1:07:04 Now, if someone wants to come and say, I’m a transgender person,

1:07:06 you’re not letting me

1:07:06 go to the bathroom of my training, you’re discriminating against,

1:07:09 I think we would,

1:07:09 I know where we would hold that line, and that would have to go

1:07:12 to the courts.

1:07:12 And it’s actually already gone to the courts, right?

1:07:14 And the St. Johns County versus Adams handled that for us.

1:07:19 So when it comes to those kinds of things, and if it’s going to

1:07:23 come to sports, I mean,

1:07:23 all those things get settled in the courts, but, you know, we

1:07:26 can hold the line of the

1:07:26 decisions that we’ve made and what follows state law, what

1:07:30 follows state board education

1:07:30 policy.

1:07:32 So, you know, but when it comes to harassment or discrimination,

1:07:37 you know, the definition

1:07:38 that we would have, you know, here would be my thing, and I hate

1:07:43 the word optics, but

1:07:44 if you take any of those things out of there, the optics are we’re

1:07:46 going to allow harassment

1:07:47 and discrimination against those things.

1:07:49 And I don’t think that’s what you’re trying to say.

1:07:51 No, it’s not what I’m trying to say.

1:07:52 I’m just saying I feel like it’s inappropriate.

1:07:53 This obviously was implemented before I was on the board, but I

1:07:56 don’t, I think it should

1:07:57 align with what the state board of education has literally

1:08:00 posted on our website.

1:08:01 I don’t see why we would differ from that.

1:08:04 Because, again, our nondiscrimination policy is where that

1:08:09 language comes from.

1:08:10 It’s on our website, it’s on our budget documents, it’s on

1:08:14 everything.

1:08:14 So it’s just consistent with everything that we have.

1:08:17 Okay.

1:08:18 Well, if that’s affordable, I guess I’ll wait for everyone else

1:08:21 to weigh in.

1:08:21 Do you want me to continue with the other things I had on this

1:08:24 policy, or do you want

1:08:24 me to – Yeah, I think that’s what it’s about.

1:08:26 Okay.

1:08:27 All right.

1:08:28 Yeah, different item.

1:08:29 She can go first.

1:08:30 Okay.

1:08:31 So I had questions in regards to a lot of this policy.

1:08:34 The wording on it is funky, because typically you see, like,

1:08:37 district staff members, administrators,

1:08:39 or officials do not exploit a relationship with a student for

1:08:43 personal gain or advantage.

1:08:45 Shouldn’t that say shall?

1:08:46 Like, it says do all over here, and I’m like, all these do’s

1:08:49 should be shalls to me.

1:08:50 I’m like, I don’t – they seem weird.

1:08:52 That’s probably a Neola move.

1:08:53 The shall is legally vague.

1:08:56 Courts have not appreciated the use of shall, because it has

1:09:00 multiple meanings, depending

1:09:01 on the context.

1:09:02 So they’re probably trying to be more – More specific.

1:09:06 Yeah, specific as far as we’re going to do it.

1:09:10 And that’s just the language they chose.

1:09:11 I can’t tell you why.

1:09:12 Well, I mean, some of them, just grammatically speaking, doesn’t

1:09:15 really make a lot of sense,

1:09:16 and I’m like, why is this – Can you point us in the direction

1:09:18 of one of the ones you’re

1:09:19 talking about?

1:09:20 Well, it’s on number 11, and then if you continue on to page

1:09:25 number – it’s page number 14 in

1:09:27 our handout.

1:09:28 Like, number 3, 4, 5, 6, 7, they all say it’s do or does.

1:09:33 Yeah, it looks like they took out shalls and – They took out

1:09:36 shalls, yeah, of all these.

1:09:37 Well, you have to go – if you go back up to C, where it says

1:09:40 obligation to the profession

1:09:41 of education requires that members of the board do what is

1:09:44 necessary and appropriate

1:09:45 so that – jump to number 11 – a district staff member

1:09:49 administrator official does not

1:09:50 assist with entry into or continue – so it’s a continuance of

1:09:54 that first sentence at C.

1:09:55 I think once we get so far down it, you have to always go back

1:09:57 and look at where it’s coming

1:09:58 from.

1:09:59 I don’t have a problem with the grammatical part of it.

1:10:01 I think it flows from the header.

1:10:05 And then I didn’t know if this mattered or not, but on number –

1:10:10 it would be page 14 carrying

1:10:12 over to page 15, number 12.

1:10:15 The statute listed there I think should be 435.04 subsection 2.

1:10:20 We don’t have the subsection on there.

1:10:22 What page are you on?

1:10:24 Well, I don’t know.

1:10:25 She printed these out to me, and I don’t know if these are the

1:10:27 most recent ones or not.

1:10:28 What does it say if the bill is printed?

1:10:29 Because I think that’s consistent.

1:10:30 Page 15 of 147?

1:10:32 No.

1:10:33 It’s the next policy.

1:10:34 Oh, you’re not – okay.

1:10:35 No.

1:10:36 So what?

1:10:37 No, it’s still the same policy, I think.

1:10:38 So what’s your –

1:10:39 Standards of ethical conduct.

1:10:42 I’m still on the same one.

1:10:45 Yeah.

1:10:46 I’m on ours.

1:10:47 I went with the good old-fashioned paper.

1:10:48 Sorry.

1:10:49 You’re killing trees.

1:10:50 I’m not sure.

1:10:51 Okay.

1:10:52 Well, maybe the line item.

1:10:53 What’s the heading?

1:10:54 Right.

1:10:55 So if you look at what’s online, it is only –

1:10:58 Let me see.

1:11:00 What’s the heading on the top of the page you want to look at?

1:11:05 There’s no heading on the top of the page.

1:11:07 It’s a continuation of a bullet point, though, so it would be

1:11:12 district staff member, administrator,

1:11:13 or official self-reports within 48 hours to the district

1:11:17 authority.

1:11:18 As determined by the superintendent, any arrests for felony or

1:11:21 misdemeanor offenses listed

1:11:22 in Florida statute.

1:11:23 Oh, yeah, yeah, yeah.

1:11:24 Okay.

1:11:25 So on page 8.

1:11:26 Okay.

1:11:28 So what did you want?

1:11:29 I think it should have subsection 2 in there, because when I was

1:11:33 looking at the Florida

1:11:34 statute, I’m pretty sure – hang on.

1:11:36 Let me go pull it.

1:11:39 FS.

1:11:40 FS 435.04, subsection 2.

1:11:44 Sure.

1:11:45 Yeah.

1:11:47 So basically, it’s letter C through 12.

1:11:56 Yeah.

1:11:57 I think it should have the 2, but I could be incorrect on this

1:12:00 one.

1:12:00 When I was looking at the statutes, that’s where I’m like, this

1:12:04 one says we’re in a different

1:12:04 section to cite the same thing.

1:12:06 I think it’s all together, because I’m assuming the sentence

1:12:11 says, you know, such self-report

1:12:12 is not to be considered, the next sentence begins, in addition,

1:12:16 board member shall.

1:12:17 Shall?

1:12:18 It says shall?

1:12:19 Self-report any conviction, because that’s a new sentence.

1:12:23 I know.

1:12:24 I’m teasing.

1:12:25 And while she’s looking for that, I’ll just throw this in here.

1:12:29 The only thing that I have a problem with is that second

1:12:33 paragraph is – was stricken,

1:12:35 and most of the time, and especially in the changes for today,

1:12:39 when a paragraph gets taken

1:12:40 out, it’s because it got put back in some other place.

1:12:42 I did not see that.

1:12:44 And although it may be not strictly necessary, I just think it’s

1:12:49 a – again, I don’t usually

1:12:51 worry about optics, but I don’t think it’s a good look to take

1:12:54 out the part that says

1:12:54 board members must have a sincere desire to serve the

1:12:57 educational needs of the community,

1:12:58 decisions must be based on the best interests of students and

1:13:01 not on political or personal

1:13:02 interests.

1:13:03 I have no desire, whether I’m on the board or not, to see that

1:13:05 paragraph taken out.

1:13:06 So I think it’s an easy thing to not redline that.

1:13:10 No, the intentions of the board, but it’s just not a good look.

1:13:13 Yeah, I don’t – I don’t know who brought that recommendation.

1:13:15 I don’t have any –

1:13:16 It’s Neola, I think.

1:13:18 Right, these are almost always Neola suggestions to clean up

1:13:21 language.

1:13:21 Let’s put it back in.

1:13:23 I’m not opposed to putting it back in.

1:13:25 I don’t think that matters.

1:13:27 I don’t know what I found now at this point because I’m trying

1:13:30 to find it and I can’t

1:13:30 lay my eyes on it.

1:13:31 This is 2024.

1:13:32 That’s why.

1:13:33 Okay, hold on.

1:13:34 Sorry.

1:13:35 Could we get some consensus on that?

1:13:39 I know Mr. Susan, you may know her.

1:13:42 Yeah, yeah.

1:13:43 There we go.

1:13:44 Can you restate it?

1:13:45 Go to the second paragraph, the one that was redlined.

1:13:48 I just don’t see a reason why we would want to take that out.

1:13:51 Let’s just put it back in.

1:13:52 It didn’t get put back in any other place, so I think it’s –

1:13:55 You want to keep it?

1:13:56 Yes, keep it.

1:13:57 Yeah.

1:13:58 I’m on board.

1:13:59 I’m fine with that, too.

1:14:00 All right, so we’re keeping that second paragraph.

1:14:02 Yeah.

1:14:03 It wasn’t reinstated in another place in the policy, so it’s

1:14:08 pretty important to keep it.

1:14:12 I guess – oh, that was the only one.

1:14:14 Question, Paul.

1:14:15 If you don’t list, like, any of the subsections, then the entire

1:14:17 –

1:14:17 Yeah, the entire statute will be applied, so yeah.

1:14:20 I think we’re good to just have the statute, but if you want to

1:14:24 put the one with the laundry

1:14:25 list on it, then I can certainly find that and put it in there.

1:14:28 Yeah, but if we just left it open into the –

1:14:30 If you put the subsection, you’re only applying that subsection,

1:14:34 so if it ever changed in

1:14:36 the future and they added a new subsection, too, and we didn’t

1:14:40 change it, it would not

1:14:41 apply.

1:14:42 Okay.

1:14:43 So I like leaving just the statute.

1:14:44 Just the statute.

1:14:45 Okay.

1:14:46 That makes sense to me.

1:14:47 All right.

1:14:48 And you’re saying that we should not put “shall” on these things.

1:14:53 It’s a preference of the Board.

1:14:55 I don’t think it matters.

1:14:57 Ms. Campbell is right.

1:14:58 They’re playing off their big letter C there, and they didn’t

1:15:03 restart a sentence every time,

1:15:05 so when you read it, you’ve got to read that sentence and then

1:15:09 go to the bulleted point

1:15:12 down below it, and it does read a little bit better that way.

1:15:20 Okay.

1:15:22 I’m not seeing – am I like – members of the Board strive to

1:15:27 fulfill the following

1:15:28 obligations.

1:15:29 I need to pull what we have on the attachments out of my

1:15:32 physical papers because I think

1:15:33 that’s what’s getting the most out of them now.

1:15:37 Would you like to –

1:15:38 Go ahead.

1:15:39 You’re fine now.

1:15:40 How is it?

1:15:41 I mean, I still stand behind the fact that I don’t think that we

1:15:44 should separate out

1:15:44 these three things that are in here.

1:15:46 The optics of it, I just feel like it’s inappropriate to even be

1:15:48 in there because obviously we’re

1:15:49 not going to discriminate.

1:15:50 So I think saying that we don’t discriminate and we list the

1:15:53 protected classes is the smarter

1:15:54 way to go when we start putting other things in there.

1:15:56 To me, that’s my personal preference, but if that’s not the

1:15:59 Board’s wishes, that will

1:16:00 be a decision I guess the Board will have to make.

1:16:02 The protected classes, that’s like specific legal language.

1:16:05 If we’re putting it in every column, we’re not creating

1:16:08 protected classes.

1:16:09 It’s an inclusive language that’s like such as, and that fits in

1:16:15 there.

1:16:15 So we aren’t creating anything.

1:16:17 It’s just saying these categories are included with sex.

1:16:21 Right.

1:16:22 And we are specifying that those are included at sex.

1:16:24 Right.

1:16:25 So for policy purposes, the District’s saying we’re going to

1:16:28 treat these categories as sex,

1:16:30 and we’re not going to discriminate against them.

1:16:32 Well, and I guess my argument on that would be is like we’re

1:16:35 leaving a statute and saying

1:16:36 we want to keep it open-ended so that we don’t put too much

1:16:39 limitation on it, but then in

1:16:39 this one we’re putting specific limitations.

1:16:41 So to me, like why don’t we just call sex sex instead of trying

1:16:45 to list out other things

1:16:46 that could be – I mean, I feel like they’re controversial, but

1:16:50 –

1:16:50 What do you think about pausing on it, bringing it back at the

1:16:54 end, and we’ll try to work

1:16:55 with all of them?

1:16:56 This is a – I think, Mr. Susan, we’re doing – we should talk

1:16:59 about it is what I feel

1:17:00 like.

1:17:01 I’m okay to talk about it.

1:17:02 It’s just that it’s what it is.

1:17:03 Well, I just – I mean, my question would be are you going to go

1:17:06 and change the non-discriminatist?

1:17:07 Are you going to change to, what, 2260, 2266?

1:17:11 That’s what –

1:17:12 Yeah, I feel like they should all align with what are the

1:17:15 protected classes.

1:17:15 Why are we changing it to something else?

1:17:17 What if we leave one out?

1:17:18 If I may, we’re finding something that is cost-insurance in

1:17:21 multiple areas, like Ms.

1:17:22 Chambers said.

1:17:23 I think it’s a broader conversation.

1:17:25 If you allow me to work with Paul on identifying where it is,

1:17:29 because there might be other

1:17:30 language out there that doesn’t – that adds more or less, maybe

1:17:33 it is, and you can be consistent.

1:17:35 We can come back and discuss what that consistency is.

1:17:40 I agree.

1:17:41 I just think it’s a – I think the board as a whole, Mr. Susan,

1:17:44 should talk about this,

1:17:44 just because I don’t – I mean, I appreciate your willingness to

1:17:47 go and talk to Paul about

1:17:47 it, but I – to me, I would keep the –

1:17:50 protected classes.

1:17:51 I don’t want to see a you and Paul conversation.

1:17:53 I think the entire–

1:17:54 - No, it’s not at all.

1:17:55 My conversation with Paul is only the line of

1:17:58 where else this is at inside of our district.

1:18:00 They can understand where else it is

1:18:02 and then bring it back to us for the discussion.

1:18:03 Nobody’s trying not to discuss the topic.

1:18:06 It’s sexual orientation, transgender status,

1:18:09 or gender identity, and that’s what it is.

1:18:12 I just don’t want to let these candles change one

1:18:14 and then have to go change others

1:18:15 and then begin this kind of a formal–

1:18:17 - It applies in this policy as well in C2 as well as C10.

1:18:22 - Right, I just was noticing it in C2.

1:18:23 - So it is in other policies.

1:18:25 I think that’s where Mr. Susan’s going.

1:18:27 We need a laundry list of all the policies

1:18:28 this language appears in ‘cause we’re gonna have

1:18:31 to put ‘em all through at the same time.

1:18:32 Otherwise, you’re gonna have a disconnect

1:18:34 between all of our policies where this appears.

1:18:36 - All right, that’s fine.

1:18:37 I mean, if you want to bring back all the policies

1:18:38 that the language is in and then address it at that,

1:18:41 I’m not opposed to doing that.

1:18:43 Yeah.

1:18:44 - Do you guys want me to pull this one off this track

1:18:46 and then bring ‘em all back together for discussion?

1:18:48 - What I would like to do is,

1:18:51 is this a matter of (mumbles)

1:18:54 - It’ll be as it’s written until we change it,

1:18:57 so it’s up to the board if you don’t want

1:18:59 to change it right now.

1:19:00 - Maybe what we do is we pull it and identify where else.

1:19:02 - I mean, some of the,

1:19:05 so Ms. Wright is bringing up a bunch of things

1:19:07 that aren’t in the green,

1:19:08 that were just already in the policy.

1:19:11 I’m looking at the green because those are some things

1:19:13 that changed state law that had to do with–

1:19:16 - The 112 stuff is gonna exist and apply to us regardless.

1:19:21 - Right, we’re gonna follow the law.

1:19:21 - Because it’s statutory, so–

1:19:23 - Okay, that’s the one about hiring a relative.

1:19:25 - Yes, that’s all the code of ethics for state employees.

1:19:28 - Then there was a part in here about not teaching students.

1:19:33 - That’s the law changed.

1:19:35 - The six, seven, eight, and nine.

1:19:38 - Right, grades eight.

1:19:38 - We’re gonna follow the law.

1:19:40 - Right, whether it’s changed in our policy or not.

1:19:42 - ‘Cause we’ve been following the law

1:19:43 since the law changed,

1:19:44 whether policy’s been changed or not.

1:19:46 - Right, okay.

1:19:48 Yeah, if y’all will just hold on to

1:19:50 whenever you bring it back,

1:19:51 don’t get rid of paragraph two.

1:19:55 - All right.

1:19:56 - I’m not opposed to keeping paragraph two in there,

1:19:57 and honestly, I see what we’re saying

1:19:59 as far as adding the language of the law.

1:20:02 And if we wanna wait and make sure that all of them align,

1:20:05 that’s okay too,

1:20:06 but I think we should definitely just stick to the standards.

1:20:09 - Aligning what state’s direction is.

1:20:12 (muffled speaking)

1:20:22 - Mr. Chair, to keep it on the policy track

1:20:27 is the changes, like we’re asking to approve the changes,

1:20:30 the green language, the red language,

1:20:31 which so theoretically this could stay on policy track

1:20:35 for those changes and then be brought back

1:20:39 for the language that Mrs. Wright is concerned about.

1:20:41 - That’s probably a better move.

1:20:42 - That would keep the other changes on track.

1:20:45 - Theoretically, we could change that language now too,

1:20:48 when we’re, I mean, we could take that out right now,

1:20:51 just because it’s not red lined or green lined.

1:20:53 - Correct.

1:20:54 - Doesn’t mean we can’t alter other parts of the policy.

1:20:55 - Yeah, it’s just that then we’ll have one policy

1:20:57 that’s approved at some point

1:20:58 that is in conflict with other policies.

1:21:04 - If we’re gonna make that decision,

1:21:09 it’s the language is where Mrs. Wright mentioned,

1:21:15 and I just lost it.

1:21:18 - I mean, I’m fine either way.

1:21:19 I just was pointing out you could approve

1:21:22 the suggested changes to keep this policy on track

1:21:26 and still bring back this policy and all the other policies

1:21:29 where that language appears to review to change.

1:21:34 Or we can, we can pause it.

1:21:38 - I think it deals with the timing

1:21:40 because I think what Mrs. Wright wants to do is say,

1:21:44 I’m not gonna move forward with this

1:21:45 ‘cause I don’t feel comfortable about it

1:21:46 and we shouldn’t move forward with it

1:21:47 until we make a decision on it.

1:21:49 And I think that at the same time,

1:21:52 because if this takes, where’s this,

1:21:54 what’s the track on this?

1:21:58 - It’s on the front of the thing.

1:22:00 Final approval, December 8th.

1:22:02 - December 8th.

1:22:03 - Okay.

1:22:04 - So first public hearing is next, board meeting.

1:22:09 One thing I would say is just to think about to what end,

1:22:13 if we’re not gonna change practice,

1:22:14 whether that language in the parentheses is there or not.

1:22:17 Now, the question,

1:22:18 just to bring up a little historical knowledge,

1:22:20 the question brought up to the board in 2016 was,

1:22:24 then we’re opening the doors to bathrooms and locker rooms

1:22:27 and things like that.

1:22:28 And there were members of that board who said,

1:22:29 nope, it’s not gonna happen, not gonna happen,

1:22:31 not gonna happen, and of course it did happen.

1:22:34 And that opened the door and not just that,

1:22:36 I mean, the Bostock decision opened that door,

1:22:38 the Adams versus St. John’s County,

1:22:40 which we were bound by, opened that door.

1:22:42 The board didn’t necessarily make all of those decisions.

1:22:46 But now that we know what the answers to those are legally,

1:22:52 my question would just be to what end?

1:22:53 Just ‘cause we don’t want it in there,

1:22:55 are we gonna change practice?

1:22:57 Are we going to, you know, this,

1:23:00 we are bound by the Bostock decision

1:23:02 when it comes to employees.

1:23:05 We’re not bound to have the language in there.

1:23:06 There are some, I remember going through a few years ago,

1:23:11 there are a few districts who just have the word sex

1:23:13 and they don’t have anything in parentheses.

1:23:15 I think that’s why the state, the state has this one way,

1:23:17 but the districts do have the freedom to expound upon those,

1:23:22 to delineate them, or that’s not the right word,

1:23:24 but you know, what they are.

1:23:27 So just think about to what end is it worth.

1:23:34 Maybe it is, you know, think about that.

1:23:36 - Are you asking for us to put in

1:23:37 on what the feelings are on this?

1:23:39 - I mean, yeah, ideally, I don’t feel comfortable

1:23:41 moving forward with the policy

1:23:42 the way that it’s written right now.

1:23:43 I feel like it should align with the protected classes

1:23:47 and that’s the safest way for our district

1:23:48 because if that changes later on,

1:23:50 then we change the policy.

1:23:51 But right now we’ve added additional wording in there

1:23:54 that’s not necessary to be in there

1:23:56 and I just don’t see the benefit of doing that

1:23:58 because I mean, what is it?

1:23:59 Like 56 different things that could be now?

1:24:01 So we could list all kinds of things in here where,

1:24:03 you know, so that’s why I’m just going,

1:24:05 why are we, why did we carve out this?

1:24:07 This was before my time,

1:24:08 but I feel like if we’re touching this policy

1:24:10 and we’re revising it right now,

1:24:11 let’s make it align with what the protected classes are

1:24:14 for discrimination, protected from discrimination.

1:24:18 That’s what I feel like.

1:24:19 - Did you wanna weigh in on, I’m sorry, Ms. Campbell.

1:24:21 - No, I don’t have anything else.

1:24:22 - Okay, Gene, did you wanna weigh in on this?

1:24:31 - Yeah, it does seem like Ms. Wright is very adamant

1:24:36 and I don’t disagree that, you know,

1:24:38 if we don’t feel comfortable with,

1:24:40 or if a board member doesn’t feel comfortable

1:24:42 with the way it’s currently written,

1:24:44 moving forward with that at all,

1:24:46 I know we could move forward, you know, on the other,

1:24:48 but I think Mr. Susan, you said that,

1:24:51 and even Ms. Campbell said, you know, pull all those out.

1:24:54 You guys talk about, let’s bring that back together.

1:24:56 This was before we were on the board

1:24:57 and if we’re not comfortable with that language,

1:24:59 let’s make the changes all at once

1:25:01 and then move forward.

1:25:02 We don’t wanna have certain policies

1:25:05 have that language in it and others do not.

1:25:07 So I would be for, you know, just pulling this completely

1:25:13 and then bringing it all back together

1:25:15 so we can talk about it.

1:25:15 ‘Cause it may be a little bit more of a discussion.

1:25:20 - Ms. Wright, do you wanna say anything else?

1:25:22 - Ms. Campbell.

1:25:23 (laughing)

1:25:24 - No.

1:25:27 I like the idea of doing sex and not having to

1:25:30 just continue, you know what I mean?

1:25:33 So I’m in favor of moving to the direction

1:25:36 that Ms. Wright had.

1:25:38 I would just, so if you need a vote to move that direction,

1:25:42 you can, I just wanna try.

1:25:43 - There’s no vote.

1:25:44 It’s consensus of the board.

1:25:45 - I know there’s lots of workshops.

1:25:46 - Right now, the consensus seems to be

1:25:48 to not move forward with these recommended policy changes.

1:25:51 - For the record, I think the disability portion of it too,

1:25:54 we shouldn’t be listing out three different disabilities

1:25:56 when there’s a plethora of disabilities.

1:25:58 So it should just say disability.

1:26:00 So I know we’ve been focusing on the sex portion of this,

1:26:03 but I just, if you look at that,

1:26:04 I’m like they’re listing out, I think it’s what HIV,

1:26:06 it’s like three things.

1:26:08 I’m like, including HIV/AIDS or sickle cell trait.

1:26:10 I’m like, why did we do that?

1:26:12 Why did we not just say we’re not gonna discriminate

1:26:13 on disability?

1:26:14 - There’s probably some statutory reason

1:26:17 why those are specifically listed out.

1:26:20 - Ms. Wright, what I would say is that

1:26:22 any disability that’s given their information

1:26:24 on how to deal with HIV, I would want to know

1:26:29 if you guys want to pause and bring that back,

1:26:32 or if you guys want to stop this one right now

1:26:35 and change before it goes to the next letter

1:26:37 so that it can run out.

1:26:40 I’m in favor of just keeping it clean

1:26:42 because I know from when I used to write laws

1:26:44 in Tallahassee, the easier it is with less extra stuff

1:26:48 that needs carrying.

1:26:50 There’s no way in town that I’m gonna allow anybody

1:26:52 to be heard for, perhaps, those individual classes.

1:26:57 - Right.

1:26:58 - And I think you’re in alignment with that.

1:27:00 So, what’s the direction that you’re going to use

1:27:03 when you want to stop this one and change it

1:27:05 for the next step, if you want to bring it all back

1:27:07 and pause and answer that.

1:27:12 - I mean, I– - Because ultimately,

1:27:13 we haven’t heard the majority yet from you.

1:27:15 - Right. - There’s too few

1:27:16 that I can overcome.

1:27:17 - Am I heard?

1:27:18 - I don’t, I think it’s a bigger,

1:27:23 I say, it’s a bigger conversation,

1:27:24 but we’re not actually gonna change anything in practice.

1:27:26 - Right. - So–

1:27:27 - It’s just making it a lot– - You know.

1:27:31 Trying to find the state non-discrimination policy.

1:27:37 - My vote would be, let’s go ahead and keep paragraph two

1:27:39 in there, that’s redlined, as Ms. Campbell had asked for.

1:27:42 I think that that’s good in that we clean up the language

1:27:44 that’s on number 10 to just stop it at sex,

1:27:49 stop it at disability, not include these things

1:27:51 that are in parentheses.

1:27:53 I think it’s on section, or number 10,

1:27:57 and then it’s also showing up again

1:28:00 on section two– - Yeah.

1:28:03 - Of another, that’d be my vote,

1:28:05 and keep the policy on track.

1:28:08 Make the other recommendation, the other changes,

1:28:11 the green wording.

1:28:14 And then the additional policies that reference this

1:28:16 that need to be brought back before us,

1:28:17 ask legal to gather those up,

1:28:19 and let’s clean them all up so that they’re in alignment.

1:28:23 - Redlined. - Keep it.

1:28:25 - Keep it at sex, and then bring back other things.

1:28:29 - Yeah, keep it at sex, keep it at disability.

1:28:31 Take those parentheses portions away.

1:28:35 - All right, so that’s the definition she has.

1:28:41 - Whatever, wherever you want this time.

1:28:43 We’re gonna make the changes eventually.

1:28:45 - Okay. - Yeah, good.

1:28:47 - All right, it’s a rule about Ms. Bright’s recommendations

1:28:51 of bringing back the red line, keeping it at sex,

1:28:55 and bring back other policies as well.

1:28:58 - So, point of clarification.

1:29:01 This is in employee policy and student policy.

1:29:05 Do you want us to just bring back the student policies

1:29:09 or the employee policy, any policy?

1:29:11 - I think wherever it doesn’t align with the direction

1:29:14 of the department of education.

1:29:14 - It’s gonna have to be in bold,

1:29:16 ‘cause I think our policies generally lump ‘em together.

1:29:18 - Correct. - We did not adopt the books

1:29:20 that separate employees from students.

1:29:22 - Right, 2260 and 2266 have to do

1:29:25 with any kind of harassment and discrimination.

1:29:28 - So we’ll have to bring ‘em all back.

1:29:29 - Correct, we’ll put them on a different track.

1:29:33 - Yeah, we’ll have to re-authorize ‘em and notice them,

1:29:35 and yeah, do that, it’ll be January or after,

1:29:38 before we get to them.

1:29:39 - I really wanted everybody to remember

1:29:40 that also Ms. Bright, when we’re doing all these policies,

1:29:43 we’ll believe in the institutional idea that don’t list out

1:29:46 everything, like this is not consistent,

1:29:48 this area is not just the area that she was consistent

1:29:51 on that, but she would ask if we can just reference

1:29:53 the statute changes, we’ve been consistent,

1:29:57 wanted to reference that before me.

1:29:59 - And then also disability, the things that are

1:30:01 in parentheses around disability, to eliminate those

1:30:03 as well, just stop it at disability.

1:30:08 I wanted to clarify that, ‘cause that was, sorry.

1:30:11 - Yeah, as long as there’s not a legal reason why,

1:30:13 we have to leave those on there.

1:30:14 - Okay, all right, I think that’s good.

1:30:17 - And that may be federal.

1:30:19 - Paul, do you feel– - No, I’m looking at ‘em.

1:30:20 - Good direction on that. - Okay.

1:30:21 - Yeah, okay.

1:30:23 - Program of instruction, 2215.

1:30:26 Does anybody wish to discuss this one?

1:30:28 - I didn’t really have one on this one.

1:30:30 - All good? - All good.

1:30:32 - Ooh, all right, physical, I was like, okay.

1:30:36 2280, physical education.

1:30:42 Now I gotta get there.

1:30:44 I did not have anything, oh, wait, what happened to,

1:30:48 oh, I guess I skipped right over it.

1:30:49 What is that, 2280?

1:30:50 No.

1:30:54 This is the one that, I thought they’d already

1:30:56 put that rule, but when I went back, I think it was

1:30:58 the State Board of Education is one that said

1:31:00 marching band can qualify for PE, but now this

1:31:03 is just putting it in state statute.

1:31:04 - Correct.

1:31:06 - And I just had one question, ‘cause B and D

1:31:07 kind of are close to each other, is there a way

1:31:09 to combine those two, that’s the note I made on here.

1:31:11 I’m like, a lot of this is like carryover,

1:31:14 like it seems like this could be one bullet point

1:31:16 instead of two, so completion of two years

1:31:18 of marching band shall satisfy one.

1:31:19 Credit requirement for physical education

1:31:21 and completion of one semester of the senior veteran

1:31:23 marching band and physical activity

1:31:25 that are part of the participation of marching band.

1:31:27 - Say that again?

1:31:29 - It’s the difference on semester or it’s two years

1:31:32 and we couldn’t combine them.

1:31:34 - Okay.

1:31:35 - That’s the delineation.

1:31:38 - Okay, I mean, they both are referencing this dance class

1:31:40 for a half of a credit, the physical education for it.

1:31:43 That’s why I just wondered, like is there a way

1:31:44 to combine them, ‘cause they do sound similar.

1:31:51 - We can absolutely combine them, I think.

1:31:54 They just wanted to be clear of two years equates

1:31:57 to the whole requirement, whereas the same courses,

1:32:01 so if it’s dance or marching band by semester,

1:32:04 so I think they broke it down, but if–

1:32:06 - Okay.

1:32:07 - If we wanna put it as one bullet.

1:32:11 - As long as it can be consistent.

1:32:12 The D doesn’t talk about the IEPs.

1:32:15 - Yeah, bring them over there.

1:32:16 - Yeah, it does, it says the very last sentence,

1:32:17 requirement for the adaptive physical education of the–

1:32:19 - Oh, no, I do see it, I do see it, okay.

1:32:21 It’s just in a different order.

1:32:23 Yeah, sure.

1:32:26 - I’m just trying to get less bullet points

1:32:27 to the policy shorter, ‘cause it overlaps some of it.

1:32:31 - Virtual, are we okay with that?

1:32:33 - Yep.

1:32:35 - Virtual instruction.

1:32:39 - Okay, another thing, I think, you know.

1:32:42 - Good, I’m just gonna try, all right.

1:32:47 2-4-2-1, Career and Technical Education.

1:32:49 - I have something, but I gotta find it,

1:32:51 so I don’t know what.

1:32:52 Oh, actually, I already got clarification on this,

1:32:54 because I was, I’m just gonna say it publicly,

1:32:55 because I’m sure other people might listen to this,

1:32:57 or look at it and, you know, what the heck?

1:32:59 So, middle school students may not earn

1:33:02 more than two CATE digital tool certificates per school year.

1:33:05 I had asked Ms. Harris, why is that?

1:33:07 Is that something the district’s imposing,

1:33:08 or is that the state, it’s the state,

1:33:09 so just for clarification purposes,

1:33:11 if anybody’s upset, wondering why their student

1:33:13 can’t take another digital class, it’s not us,

1:33:15 they didn’t do that, we’re just complying

1:33:16 with the state policy.

1:33:17 - And didn’t they also restrict which ones

1:33:18 we can offer at which grade levels?

1:33:20 - Yes, they’ve, and I will just say

1:33:22 that that’s gonna probably be an ongoing trend,

1:33:25 where they’re, ‘cause they’re doing a lot of auditing

1:33:27 on what grade levels, and things that we used

1:33:30 to do in 11th grade are, you know,

1:33:32 only gonna be ninth grade available,

1:33:34 so they’re really looking at grade level bands.

1:33:38 - All right, 2431, interscholastic and interscholastic.

1:33:47 - Yeah, this was really good.

1:33:49 These are some good changes, I feel like,

1:33:51 ‘cause I sit on the, or until this last month,

1:33:55 I sat on the Florida School Music Association,

1:33:56 and they had some similar things,

1:33:58 or it’s just, the rules around home school,

1:34:00 students participating, charge schools were just,

1:34:03 it was confusing, right, so this just makes it clear,

1:34:06 who can participate, and who cannot,

1:34:08 and of course, tie that to the ability

1:34:10 that we have now to charge students

1:34:12 who are not BPS students for participation

1:34:15 in those activities at all, it just makes it clear,

1:34:18 it makes it better for everybody all around.

1:34:21 - Yeah, I like this policy, too,

1:34:23 I had a couple things I just wanted to highlight,

1:34:24 because I, from a district standpoint,

1:34:26 I’m looking forward to this being published,

1:34:28 as it should be, so it sounds like, you know,

1:34:30 we will be publishing a complete list

1:34:32 of fees by activity on our website,

1:34:34 the beginning of each school year.

1:34:36 I’m hoping that that will show up on each school site,

1:34:38 as well as our district website,

1:34:39 I don’t know if there’s a way to link the two,

1:34:41 ‘cause I think a lot of times, people seek out a school,

1:34:43 they don’t necessarily go Brevard Public Schools,

1:34:45 so if we put the fees on Brevard Public Schools,

1:34:48 they might miss it if they’re going to find out,

1:34:50 hey, I’m gonna go there. - Well, we need to link back,

1:34:51 because if you wanna participate in baseball at X school,

1:34:56 you have to go through the PEP,

1:34:57 if you’re gonna use a PEP scholarship,

1:34:59 you have to go through that, right?

1:35:01 - Yeah, I mean, it can be in several different places.

1:35:04 - Yeah, okay.

1:35:05 - Athletic enrollment, but also in the re-enrollment packet.

1:35:07 - Right, but it makes sense to me to link back to one place,

1:35:09 so that way we don’t have to go fix it in 50 places.

1:35:12 - Yeah, fair. - And we make changes

1:35:13 every year. - Fair.

1:35:15 I did have a question on the transportation portion of this,

1:35:17 ‘cause it says on here, the parent of the student

1:35:19 participating in the interscholastic,

1:35:21 or interscholastic athletic activity,

1:35:26 boo, that’s a mouthful, must provide transportation

1:35:29 of the student to and from the school

1:35:32 at which the student participates,

1:35:33 the school in which the student is enrolled,

1:35:35 the school at which the student participates

1:35:37 in the activity, and the board are exempt

1:35:39 from civil liability arising from any injury

1:35:41 that occurs to the student.

1:35:42 So that’s just basically saying we’re not,

1:35:46 I mean, if parents transport,

1:35:47 we’re not responsible for it, correct?

1:35:49 - That also says that we’re, you can’t ride the bus to,

1:35:56 you can’t ride our transportation to get to the activity.

1:35:57 Now, does it mean, like, if the baseball team

1:35:59 plays an away game, you can’t ride that bus,

1:36:01 but the way this, ‘cause I had that question.

1:36:03 - It’s getting to the school.

1:36:03 - Right, it’s getting to school.

1:36:04 In other words, we don’t have to provide transportation

1:36:06 to the school that you wanna participate in.

1:36:08 - Okay, all right, that makes so much more sense,

1:36:12 ‘cause I was like.

1:36:12 - Yeah, no, no, that made me pause, too.

1:36:15 - I was like, what?

1:36:16 - So if you want your kid to participate

1:36:17 in a sport that your school doesn’t offer,

1:36:19 that’s fine, but you have to get ‘em there.

1:36:21 - Can’t we just say it like that?

1:36:22 That makes so much more sense than this.

1:36:24 This is confusing, ‘cause while I’m reading it,

1:36:26 I’m like, what, what is this, what is this saying?

1:36:28 - They’re using the statutory language.

1:36:29 - Right, I mean, can we add a sentence that just says.

1:36:33 - You have to get ‘em there?

1:36:34 - Yeah, if you want your child to participate

1:36:37 in a sport in a school outside of their own school,

1:36:39 you’re responsible for transportation.

1:36:40 Like, would that be a possibility to just add that?

1:36:42 ‘Cause I feel like that’s layman terms

1:36:43 on how most people speak and would understand it,

1:36:45 ‘cause it’s very.

1:36:48 - That, I don’t wanna make any changes,

1:36:50 ‘cause that’s like the policy.

1:36:51 - You don’t wanna change that, okay.

1:36:51 We wanna make the policy as confusing as possible.

1:36:55 Okay.

1:36:56 - Whoever’s put on the district website

1:36:57 can put that sentence, you have to get ‘em there.

1:36:59 - All right.

1:37:00 - Somebody quote me.

1:37:02 - Mr. Dean, do you have any questions on that?

1:37:03 - No, I’m good.

1:37:04 - Okay, next up, 243.01, participation

1:37:08 by transfer students.

1:37:10 - This is also, I just have to make a note,

1:37:11 this is also a really good thing,

1:37:13 ‘cause we did have kind of a wild west going on

1:37:14 where a student could play football at one school

1:37:16 and then transfer in the middle of the year

1:37:17 and play basketball at a different school or track.

1:37:19 And I think that FHSAA and the state legislature

1:37:22 did a good job of saying, no,

1:37:23 we’re not gonna have any of that shenanigans

1:37:25 unless you have a legitimate move in your family.

1:37:28 You gotta stay at the same school

1:37:30 and play sports at the same school

1:37:32 unless you have one of those

1:37:33 where your school doesn’t have that sport.

1:37:36 This was a good change.

1:37:37 - Yeah.

1:37:38 - All right, everybody good?

1:37:38 - Yep.

1:37:39 - All right, 2450, adult and community education.

1:37:43 - The only thing I had on this

1:37:44 is before that first red line,

1:37:45 this district, the N should be striked

1:37:48 or else we’ll have two Ns, it’ll say NN.

1:37:50 - Oh, you said that.

1:37:51 (laughing)

1:37:54 - Ms. Campbell, did you miss that?

1:37:55 - I did, I did.

1:37:58 I actually have a typo coming up here in a minute.

1:38:00 - Do you?

1:38:01 Oh, I have one too.

1:38:02 Is it on 3211?

1:38:03 - Yeah.

1:38:04 - Oh, we found the same one.

1:38:05 All right.

1:38:06 - It’s missing Y.

1:38:08 Yeah.

1:38:09 - Okay.

1:38:10 - That’s easy enough.

1:38:11 - Okay.

1:38:12 - Are we good?

1:38:12 - Yep, good there.

1:38:13 - All right, 2460, exceptional student education.

1:38:17 - I’m good there.

1:38:18 I don’t have anything on this one.

1:38:19 - Ms. Campbell?

1:38:20 - No, I’m good.

1:38:21 - Mr. Chun?

1:38:22 - No.

1:38:23 - Okay.

1:38:26 - All right, 3120, employment of staff.

1:38:33 - I think this was pretty simple changes here.

1:38:35 - Yeah, I didn’t think that.

1:38:36 I don’t have anything on this one.

1:38:38 - Yeah.

1:38:38 - You’re good?

1:38:40 - I’m good.

1:38:41 - Okay, 3120.08, part-time extracurricular personnel.

1:38:51 Any questions?

1:38:52 - No, this is the new, the Teddy Bridgewater rule.

1:38:56 - Yep.

1:38:57 Any questions from you, June?

1:38:58 - I’m good.

1:39:01 - Okay, appointment, assignment,

1:39:02 transfer and promotion of staff.

1:39:05 - I do have some questions.

1:39:06 - 3130, okay, go ahead.

1:39:09 - This first green bullet point,

1:39:11 so the change on here,

1:39:13 it is only for the purposes of initial appointment

1:39:16 and assignment and reappointment and assignment

1:39:20 that the term good cause means the board has determined

1:39:23 any of the following,

1:39:24 that the nominated employee fabricated

1:39:26 or material exaggerated their credentials or background,

1:39:30 that the nominated employee

1:39:31 does not meet the minimum requirements for the position

1:39:33 or that the nominated employee’s educator certificate

1:39:36 has been revoked by another state.

1:39:37 So my question was, I mean,

1:39:39 that sounds like we’re putting really strict parameters

1:39:41 around good cause.

1:39:43 And I’m like, what about if it’s poor performance

1:39:45 or repeated attendance issues or insubordination

1:39:47 or other things like that?

1:39:48 - That wouldn’t be the initial appointment.

1:39:50 - Right, but this comes straight

1:39:53 out of the school board bill of rights,

1:39:55 which actually did.

1:39:57 So this is basically saying it’s a school board.

1:40:00 If the superintendent points recommend someone

1:40:02 for appointment, we cannot say no

1:40:06 if we don’t have these specific good cause.

1:40:08 We can’t go, I don’t like that person.

1:40:09 I’ve got too many phone calls about that guy.

1:40:12 And so I’m gonna vote no.

1:40:14 We have to follow the law.

1:40:15 And that was delineated.

1:40:17 This language came straight out

1:40:18 of the school board bill of rights that passed this year.

1:40:20 - Okay, and so, because this says reappointment as well,

1:40:22 so it doesn’t say reappointment assignment.

1:40:24 It doesn’t say just for the initial appointment.

1:40:27 - Right, but it’s for, yeah, you have to have it

1:40:29 when the superintendent recommends you have

1:40:30 to have good cause.

1:40:31 This is the interpretation that the cases

1:40:33 have always had legally.

1:40:35 So if you had asked me two years ago what good cause is,

1:40:38 this is what you would have gotten

1:40:40 ‘cause that’s where the courts have ruled.

1:40:42 So they just codified that this past year

1:40:44 and Neola is adding it to the policy.

1:40:49 But anytime the superintendent makes a recommendation,

1:40:51 you have to have good cause to deny the recommendation.

1:40:54 - Well, and I wholeheartedly agree with that, right?

1:40:56 Otherwise it could be the wild west of just,

1:40:59 you know, I understand that.

1:41:00 But my concern was with the limitation of good cause,

1:41:03 I’m like, what about, I feel like there’s other,

1:41:06 is there no other legal premise for good cause

1:41:08 other than literally what they’ve listed here, that’s it?

1:41:10 - Not from the court’s interpretations

1:41:12 of what good cause means.

1:41:13 If the superintendent has made the recommendations

1:41:15 statutorily, that’s his right and authority

1:41:20 to make those recommendations, the school board

1:41:22 cannot deny the recommendation without good cause

1:41:24 and that’s where the courts have ruled.

1:41:26 - So the only reason, the only things for good cause

1:41:29 is that they fabricated or exaggerated

1:41:32 their credentials or background.

1:41:34 - That they did not meet– - That they don’t meet

1:41:35 the minimum requirement of the position.

1:41:38 Or that their educator certificate

1:41:40 has been revoked by another state.

1:41:42 That’s the only, those are the three good cause reasons.

1:41:44 Couldn’t be poor performance.

1:41:46 - No, that would be– - Called out of work

1:41:47 excessively. - That would be on them

1:41:50 to discipline for poor performance or non-renew.

1:41:52 They can non-renew annual contract teachers.

1:41:54 PSC teachers have contractual rights

1:41:56 if they get a certain evaluation,

1:41:57 they’re entitled to reappointment.

1:42:00 And you can’t deny it based on those reasons.

1:42:02 - Well, that was my question on that, but thank you.

1:42:04 I guess that, if that’s what the law is, then.

1:42:07 - Well, this is the law. - We shall come on.

1:42:09 - Well, it’s not the law.

1:42:11 - They added it to the Bill of Rights

1:42:12 that they passed this last legislative session.

1:42:14 - Right.

1:42:17 - It’s the same school board. - So, yeah.

1:42:18 They pulled it out of the case law

1:42:20 and just stuck it in those rights.

1:42:22 - So, when they did the school board member

1:42:23 Bill of Rights, they didn’t actually add anything.

1:42:26 It was kind of like when they did

1:42:27 the Parental Bill of Rights,

1:42:27 they just put it all in one place.

1:42:29 And so, this pulled it all and went to one place.

1:42:32 It was things that good school boards across the state

1:42:35 were already doing good practice.

1:42:36 One of the things says, if one board member gets something,

1:42:38 then we all have access to it.

1:42:39 Well, we’re already doing that.

1:42:40 But they’re, believe it or not,

1:42:42 our school boards across the state, if that doesn’t happen.

1:42:44 And there were also school boards

1:42:45 who were saying no to superintendents for not good reasons.

1:42:49 And then the school board could get sued

1:42:50 for saying no. - Right.

1:42:51 - So, this just delineates, like,

1:42:53 these are what you can and cannot do.

1:42:55 - I guess I’m just concerned with the fact

1:42:56 that those are the only three reasons that’s good cause.

1:42:59 Poor performance doesn’t matter.

1:43:01 You know, insubordination doesn’t matter.

1:43:03 I guess it’s disciplinary.

1:43:04 And at that point, I don’t know if that part was like–

1:43:06 - Yeah, insubordination would be a disciplinary action.

1:43:09 - Right, and I’m sure it matters, but it matters.

1:43:12 - It would matter to the superintendent

1:43:14 and his recommendation.

1:43:16 - Right, all right, so we’re trying,

1:43:17 superintendent, then you have that.

1:43:19 He’s like, I’ll take care of it, thank you.

1:43:21 - Hard job, hard job.

1:43:23 - Okay.

1:43:25 All right, that was my only question on that one.

1:43:29 You’re not a fan?

1:43:29 (laughs)

1:43:31 - Well, fair enough.

1:43:33 - All right, next up is…

1:43:37 - Whistleblower protection.

1:43:39 - Whistleblower protection. - Yeah, this is

1:43:40 where the typo was.

1:43:41 - Three, two, one, one.

1:43:43 - In the last paragraph, it needs to have a Y,

1:43:47 so it’ll say upon receipt of a legally sufficient report.

1:43:51 That’s the only one.

1:43:52 - And then in the very first paragraph,

1:43:54 there also is– - You found another one?

1:43:56 - I did, yeah.

1:43:57 And independent contractors who entered into a contract

1:43:59 with the district, two must report.

1:44:02 I mean, that’s, that two should be struck.

1:44:06 - Correct, two should be struck.

1:44:08 - In the very first paragraph.

1:44:09 - Oh, the two, gotcha.

1:44:14 - Okay, besides the typo, is it good on you?

1:44:16 - Yeah, besides the last paragraph.

1:44:17 - Yeah, everything else is great.

1:44:18 - Three, two, two, zero.

1:44:20 - I didn’t have anything on this one.

1:44:21 - No.

1:44:22 - Evaluation of personnel.

1:44:24 - No.

1:44:25 - Okay.

1:44:26 Five, two, two, three, absences for religious instruction.

1:44:31 - I think I asked a question about the last paragraph.

1:44:35 - Oh. (laughs)

1:44:36 - Was that in statute?

1:44:37 But it’s not in statute.

1:44:38 That is in Florida Administrative Code.

1:44:43 - I have two things on this one.

1:44:45 - ‘Cause the statute gave the DOE rulemaking authority,

1:44:48 so that’s the rule.

1:44:50 - Okay.

1:44:51 So part of the question I had was the last sentence

1:44:52 about requiring the religious institution

1:44:55 to provide evidence of adequate insurance for that purpose.

1:44:58 It’s kind of vague, but also specific.

1:45:01 But that came straight out of Florida Administrative Code, so.

1:45:03 - So then do we, I mean, it says,

1:45:06 as determined by the board, that was my question,

1:45:07 like, what does that mean?

1:45:09 What is adequate insurance by the institution?

1:45:11 And the board has to establish that?

1:45:12 I mean–

1:45:13 - Our risk management has certain provisions,

1:45:16 depending on what’s happening.

1:45:17 - With thresholds.

1:45:17 - Yeah, it’s usually one million, three million.

1:45:20 - Okay.

1:45:21 And so I’m just wondering, what does this process look like?

1:45:23 If a student’s like, hey, I’m gonna, I need to, you know,

1:45:26 I would like my religious–

1:45:27 - Well, it would be the parents have to sign off, generally.

1:45:29 - Right.

1:45:30 - And they have to make all the arrangements,

1:45:32 and the school has to say, you can’t do it

1:45:34 during this period, that period, and that period,

1:45:36 because those are your core classes.

1:45:38 - Right.

1:45:39 - And generally, they can’t disrupt core classes

1:45:40 and core education.

1:45:41 So, and then, it’s usually, usually you see it

1:45:43 from where I know it’s happening during lunch.

1:45:47 So, somebody comes onto campus, parents have signed it

1:45:50 that that institution can take these kids off campus

1:45:53 for their religious instruction, and they take them,

1:45:57 maybe feed them lunch and do some sort

1:46:00 of religious instruction off campus.

1:46:03 And they bring them back for their afternoon classes.

1:46:06 - So when that happens, they, this is not necessarily new,

1:46:10 it’s just–

1:46:10 - It’s been going around for a while,

1:46:12 it’s just rules are starting to filter down

1:46:15 on how this is going to happen,

1:46:16 ‘cause it’s inconsistent in who’s doing what and how.

1:46:19 - Okay, and then C and D to me,

1:46:23 I feel like are the exact same thing.

1:46:24 Am I misreading this?

1:46:26 I mean, a statement from the parent or guardian eligible

1:46:28 student will indemnify and hold the board harmless

1:46:30 with respect to any liability arising from the conduct

1:46:32 which does not occur on property under the control

1:46:34 and supervision of the board.

1:46:37 A statement of acknowledgement by the parent or guardian

1:46:40 that the district is not responsible for harm

1:46:42 to the student or student’s property that occurs

1:46:44 while the student is away from board property

1:46:46 during the release.

1:46:47 - Well, one’s personal liability, one’s their property.

1:46:50 So if they take their backpack and lose their phone

1:46:52 while they’re off campus, we’re not responsible

1:46:54 for the phone, but if they also get into an accident

1:46:56 off our property, we’re not responsible for that.

1:47:00 So one’s personal and one’s their property.

1:47:03 - A lot of lawyers are trying to tally students

1:47:06 that leave campus to still leave their apartments.

1:47:08 - Okay, all right.

1:47:10 All right.

1:47:13 Good deal.

1:47:14 Those are the only things I have.

1:47:16 - All right, we’re good.

1:47:18 Next up, veteran anaphylaxis

1:47:22 and self-administration and penetration.

1:47:25 - Good.

1:47:26 - Members, okay?

1:47:27 - Yeah, I think I’m fine with this one.

1:47:30 Epinephrine.

1:47:33 They don’t like our word EpiPen.

1:47:34 We’ve had to take that out of there and use the FDA.

1:47:38 It’s probably trademark.

1:47:39 - Five, three, three, five, care of students

1:47:40 with chronic health conditions.

1:47:42 - I’m good on that one.

1:47:45 They’ve just basically changed the EpiPen language

1:47:48 all over the place.

1:47:49 - Yeah.

1:47:49 - Very, very important.

1:47:50 Next up, 5410.01, promotion, acceleration,

1:47:54 and placement, and retention.

1:47:56 Any other questions on that?

1:47:57 - I’m good on that one.

1:48:05 Yeah, no, I’m good.

1:48:07 (mumbles)

1:48:11 - All right, 5430, class rank.

1:48:15 - The policy is what it is,

1:48:17 but I had a question as far as,

1:48:19 is this going to change how we do things?

1:48:22 ‘Cause this is basically the state saying all,

1:48:26 and it makes sense why they would do this,

1:48:27 but all the districts have to do

1:48:31 their grade point averages the same way.

1:48:35 Is this changing how Brevard does it,

1:48:37 or are we already doing it the quote, unquote, right way?

1:48:41 - I’ll wait for Mrs. Harris to come up here,

1:48:43 but in reality, I don’t think it changes how we do things.

1:48:45 It just changes what the weights are

1:48:48 with transcripts for state universities

1:48:51 and that kind of thing.

1:48:52 - And this is tied to our student progression plan, too.

1:48:55 - So our way of work won’t really change here in Brevard.

1:48:59 It’s just unifying it so that different districts

1:49:02 don’t have, you know, like a student in Osceola

1:49:06 could have taken the exact same coursework

1:49:08 with the exact same scores and grades

1:49:10 and have a different GPA.

1:49:11 - Okay, which simplifies it for the colleges

1:49:14 and things like that, I would guess.

1:49:17 - And when the state put out what their guidance was,

1:49:21 it matched what’s in our progression plan now.

1:49:24 - That’s the main thing I wanna know is,

1:49:25 are we gonna have to change anything?

1:49:26 So if the answer is no, I mean, we have to do it anyway.

1:49:29 - Correct.

1:49:30 - All right, thank you, that was all I have.

1:49:33 - 5514, use of personal transportation devices.

1:49:38 - All right, do I have anything on this one?

1:49:43 - When I read this one, it was devices,

1:49:46 it was just a little word we used for like–

1:49:50 - ‘Cause your hoverboard counts.

1:49:51 - Yeah, your e-bike.

1:49:52 - Hoverboard, e-bike.

1:49:53 - Your golf cart, we had to change it.

1:49:54 It was bicycle, we changed it because of the golf carts.

1:49:57 - All of the things.

1:49:58 - Bicycles, e-bikes, ‘cause e-bikes,

1:50:00 you get in our control.

1:50:01 - Okay, next up, 5780, parent, student,

1:50:07 student parent rights.

1:50:09 - This is another auto injector.

1:50:11 - Mostly the EpiPens.

1:50:12 - Rule, yep, yep, yep.

1:50:16 - I’m good there.

1:50:21 - That is a really long policy.

1:50:25 131, there we go, we’re almost at the bottom.

1:50:32 - Oh, this is the George Washington neighborhood.

1:50:34 - Zero, the American flag, the flag of the state of Florida

1:50:36 and the official motto of the state of Florida.

1:50:39 Anybody have any problems with this?

1:50:41 - No, no one has, I don’t have any problems with it.

1:50:42 I just, I’m gonna go ahead and say this

1:50:43 because I know that there’s an individual

1:50:44 who is very much watches all of our board meetings

1:50:47 and emails the board on a routine basis,

1:50:49 but I wanna mention this again.

1:50:50 To be able to display the Bill of Rights,

1:50:52 and ideally, I mean, I would love that

1:50:55 in like every secondary civics class.

1:50:58 From, I just feel like it’s a good principle for,

1:51:01 obviously, they’re going through these lessons as it is,

1:51:03 but if we could put the Constitution,

1:51:05 the Constitution’s a little more complicated, I think,

1:51:07 as far as how long– - We’re running out of space.

1:51:09 - Yeah, I know, all these things,

1:51:10 but I’m like, I would love to see that posted

1:51:12 in all of our classrooms so that it’s a,

1:51:14 if kids are wondering around looking at things,

1:51:16 maybe they’ll read those things and understand.

1:51:19 - I did have a question because the language here

1:51:21 is subject to legislative appropriation,

1:51:23 which is what the law says to do.

1:51:24 Did we get the appropriation and are they giving us money

1:51:26 for all the George Washington and Abraham portraits?

1:51:29 - I have no idea.

1:51:30 - So there was an appropriation in the budget for the state,

1:51:33 so there’s a statewide, a bucket.

1:51:35 We have yet to receive information on how much we get

1:51:39 out of that bucket and what the process is.

1:51:42 - It was my understanding that they had picked

1:51:44 the portraits, the official approval,

1:51:46 you can’t just go put your own George Washington, right?

1:51:49 - Correct.

1:51:49 - No, no, you have to use the official portraits

1:51:52 that the state has chosen, they’ve picked them,

1:51:54 so we’re in a hold until we get–

1:51:56 - Correct, the Smithsonian portraits, Smithsonian portraits.

1:52:02 We did clarify that we don’t have to get the three by five

1:52:05 ones, we can get smaller ones, but–

1:52:06 - We can print our own.

1:52:08 - Well, I’m not sure about that yet either, so.

1:52:12 - Might be copyright issues if you don’t buy a license.

1:52:15 - Yeah, but it’s gonna happen though,

1:52:20 and when it does, we’ll make sure we take some pictures.

1:52:23 Proof of life kind of thing.

1:52:24 - Again, I’ll just mention it, I would like to see us

1:52:27 get to a place where we post the Bill of Rights

1:52:29 and the Constitution as well.

1:52:32 - I like where you’re coming from.

1:52:33 It’s just they move classes every once in a while,

1:52:35 we gotta carry over.

1:52:36 Here, you’re gonna teach American history,

1:52:39 here is your Bill of Rights, that’s what makes it terrible.

1:52:42 - Yeah.

1:52:42 - I’m against it.

1:52:44 Okay, we’re all good there though, nobody needs to change,

1:52:46 suggest that Jean Pinks, not Jean,

1:52:49 George Washington Pinks, okay.

1:52:51 9215, school support organizations,

1:52:54 had a little bit of discussion around that.

1:52:55 - Here we go.

1:52:56 - Yeah.

1:52:57 (laughing)

1:52:58 - We got a lot of good stuff.

1:52:59 - I’ll kick us off.

1:53:00 I had further conversation with different people,

1:53:04 athletic directors, and of course I think I told you guys

1:53:06 I talked to band parent association presidents

1:53:10 and a handful of principals, and they’re all concerned.

1:53:15 And the concerns are all like worst case scenario concerns.

1:53:19 Right, we have one school that has somebody,

1:53:22 and I’ll just use this as an example

1:53:24 without naming names, but let’s say,

1:53:27 a famous statewide trial attorney,

1:53:30 whose names are on lots of buses, his name,

1:53:32 is the dad of, I’m gonna pick a different sport,

1:53:38 on the diving team at one of our schools,

1:53:40 and that parent donates $50,000 to the program,

1:53:45 and so how is that fair when the swim coach

1:53:48 is not getting any of that or whatever.

1:53:50 And of course, you know, but the reality is,

1:53:53 even in that extreme scenario

1:53:56 of the student support organization,

1:53:58 let’s say the Dive Booster Club gets the $50,000,

1:54:02 that parent, that donor cannot dictate where that goes.

1:54:09 It has to be decided by the booster club, right,

1:54:13 or the parent association.

1:54:15 They are the ones who have to vote and say,

1:54:20 this is how we wanna spend that money,

1:54:21 and even though that donor can say,

1:54:22 I’m giving this $50,000, and I want it to go to the coach,

1:54:27 they can’t unilaterally decide that.

1:54:29 If the parent organization then says,

1:54:31 no, actually, we need new fill in the blank for our pool,

1:54:36 right, right, so it will still be up to the organization

1:54:40 to make that decision.

1:54:41 Their officers, however their bylaws are.

1:54:45 So I think, you know, everybody’s talked to us,

1:54:48 can we do this, can we restrict it this way,

1:54:50 and you know, Paul’s made it very clear,

1:54:51 staff has made it very clear that once we step in

1:54:55 and start making rules, then all these organizations

1:54:59 are subject to Title IX, and it could be a big hairy mess.

1:55:02 It’s probably gonna be somewhere in the state,

1:55:03 hopefully not in Brevard, gonna be a big hairy legal mess

1:55:06 if someone challenges it.

1:55:07 But I don’t like making decisions in these cases like this

1:55:12 on worst case scenarios that are not as likely.

1:55:15 You know, the law says that these organizations

1:55:17 can give supplements up to the highest paid administrator,

1:55:21 so they could give a football coach supplement

1:55:23 up to Dr. Rendell’s salary.

1:55:26 That is not likely.

1:55:30 But if this, and the other concerns people have had,

1:55:33 and I try to lay these fears as this would somehow

1:55:35 kinda like the state lottery money become,

1:55:38 that the board would choose, oh, we’re gonna use this money

1:55:40 to supplant what we’re giving, and we’re not doing that.

1:55:44 And I told this person, those supplements for coaches

1:55:47 are all, and directors and club sponsors,

1:55:49 are all negotiated with the union.

1:55:52 So unless the union agrees with those changes,

1:55:54 we’re not going to get rid of those supplements,

1:55:56 and probably never will decrease them.

1:55:59 The question I had is, and I don’t know

1:56:03 if you can answer this, but if we have organizations

1:56:07 that aren’t necessarily a one school organization,

1:56:10 for example, a certain band booster club,

1:56:13 or a certain school’s sports booster club,

1:56:16 if it’s, let’s say, I mentioned this,

1:56:18 Children’s Hunger Project, or we have a nonprofit

1:56:20 that is a, this supports our robotics team,

1:56:23 so we’ve got all those robotics teams,

1:56:24 they cost a lot of money, and those,

1:56:27 or let’s say junior achievement.

1:56:29 And I haven’t talked to those people,

1:56:31 I’m just like doing hypotheticals here.

1:56:33 If they said, you know what, I’ll give you an example,

1:56:35 Children’s Hunger Project has a person at each school

1:56:38 that they serve who is a contact person.

1:56:39 I might be a teacher, the principal,

1:56:40 assistant principal, counselor, social worker,

1:56:43 who is helping to coordinate,

1:56:44 because the Children’s Hunger Project

1:56:45 doesn’t have the name of the kids,

1:56:46 so they drop off the meals, and that person

1:56:47 makes sure the meals gets the kids.

1:56:49 If the Children’s Hunger Project wanted to say,

1:56:51 we want to pay those people, ‘cause it’s extra work,

1:56:54 they’re not getting paid for, a $250 a year stipend,

1:56:57 can we do that, would that fall under this?

1:57:01 Could it fall under this?

1:57:02 - It could, potentially.

1:57:04 - If they meet the definition. - As an SSO, yeah,

1:57:05 if they meet the definition of an SSO,

1:57:07 they certainly could.

1:57:09 - Or a robotics, a robotics–

1:57:13 - Your chess club could have an SSO form,

1:57:16 and they support–

1:57:18 - But does it have to be tied to a school,

1:57:19 or could it be its own entity in the county,

1:57:21 like if there was a STEM non-profit support organization

1:57:25 in the county, county-wide, and they said,

1:57:28 we want to give all the robotics coaches extra money,

1:57:31 or JA said, we want to give all the teacher sponsors

1:57:34 for the clubs, does that count?

1:57:36 - I think they could potentially count, yeah.

1:57:38 - Okay, the only thing that I saw

1:57:39 that would make it tricky is,

1:57:40 we have chosen principal for all these,

1:57:42 which I think is appropriate,

1:57:44 but if we had district-wide entities,

1:57:47 that might have to change.

1:57:50 - Who’s the principal for?

1:57:51 - Yeah, it could be the principal of each location,

1:57:55 so if they are going out raising money for those entities,

1:57:58 the principals are generally, by policy,

1:58:00 required to sign off on that activity.

1:58:02 So Children’s Hunger Project couldn’t go out and say,

1:58:06 I’m raising money for Viera High School,

1:58:08 without going to the school

1:58:10 and getting permission to do that.

1:58:12 They would have to say, hey, we want to raise money

1:58:14 for providing supplements for these schools,

1:58:16 so they would have to reach out to those schools

1:58:18 and raise the money on behalf of those schools

1:58:21 with their permission.

1:58:22 So unless there’s an amendment to that policy,

1:58:26 designating for district or multi-school fundraisers,

1:58:29 someone at the district does it.

1:58:30 Right now, per policy, each principal has to sign off.

1:58:33 - Okay, okay.

1:58:34 That’s fine, I just want to throw that out there,

1:58:36 because there may be other,

1:58:37 we’ve had a long conversation

1:58:38 about the robotics teams last year,

1:58:40 and this could be a way,

1:58:42 and a lot of them have their own sponsor organizations,

1:58:44 but it could be a way that a nonprofit somewhere

1:58:47 in the county could sponsor more than one team,

1:58:49 could pay the sponsors with that,

1:58:53 because they’re working a lot of hours

1:58:54 and we can only give them so much.

1:58:56 So that’s all my question.

1:58:58 I don’t see any revisions in here

1:58:59 that I want to make regarding to that,

1:59:00 but I just had a question as to how it could be used.

1:59:04 - Great question.

1:59:07 All right, anybody else?

1:59:10 - Yes.

1:59:10 - That’s all I have.

1:59:11 - You know I have things to say about this one.

1:59:13 - Okay, Mr. Trapp.

1:59:19 - I should get something in here before Megan goes, right?

1:59:21 - No, it’s fine.

1:59:22 (laughing)

1:59:23 Yours would be a little–

1:59:24 - No, actually, Ms. Campbell,

1:59:26 you brought up a lot of good things there,

1:59:27 so I had something very similar to that as well,

1:59:29 but it is, to me, I’ve been talking to Paul,

1:59:33 it is a yes, we approve it, or no, we don’t,

1:59:37 and there’s a reason there.

1:59:38 It was put into statute without the guardrails,

1:59:42 is because we’re gonna see how things go in some areas,

1:59:45 and we may have to revisit this,

1:59:48 because many of the feedback we’ve received from coaches

1:59:54 are the worst case scenarios,

1:59:57 and many of those are not gonna come to fruition.

2:00:01 So I didn’t see any changes I needed to make,

2:00:04 and I’m looking forward to the next chapter of this,

2:00:07 honestly, thank you.

2:00:09 - Okay, now, Ms. Wright, make a comment.

2:00:12 - All right, well, I feel like this is my chance

2:00:13 to speak about this, because we did talk about it,

2:00:15 but we talked about it on an off-site,

2:00:17 and it wasn’t, the public didn’t really get

2:00:18 to hear us speak about this.

2:00:19 And so, just to back up real fast,

2:00:21 and talk about what we’re doing here,

2:00:23 what this policy is going to be,

2:00:24 it’s going to allow for school support organizations,

2:00:28 i.e. boosters, to be able to fundraise and pay coaches on,

2:00:33 you know, I’ve spent a lot of time speaking

2:00:35 to a lot of different people about this, community leaders,

2:00:38 booster presidents, our principals, our athletic directors,

2:00:41 and every district is different, I recognize that.

2:00:44 So my district is unique, and so I’m gonna obviously

2:00:46 advocate for what I think is best for my district,

2:00:48 even though this policy is going to impact district-wide.

2:00:51 So I’ve been very, very vocal about the fact

2:00:53 that I don’t think that this is a good idea,

2:00:55 because what I have seen, historically, a few things.

2:00:57 Number one, when I’ve gone in and started peeling back

2:01:00 layers of this booster club phenomenon,

2:01:04 they are different everywhere, and it seems like

2:01:06 there’s not a real firm grasp on what’s happening here,

2:01:10 and as we’re going through this policy,

2:01:12 I’m like, well, in some ways, maybe this will streamline it,

2:01:14 so that could be good, right?

2:01:16 So I’m trying to find the silver lining here on this.

2:01:19 But what I’m concerned about is, right now,

2:01:21 that we don’t have consistency in application

2:01:23 of what’s happening with the boosters on the ground,

2:01:25 and even so, that some just randomly decided to dissolve

2:01:28 when we started asking questions,

2:01:29 I started asking questions.

2:01:31 Right, so that causes concern, right, obviously.

2:01:33 So I will say, in here, this policy talks about it

2:01:40 possibly being a 501(c)(3) organization.

2:01:44 Paul, is there anything that prevents us

2:01:46 from requiring them to be a 501(c)(3)?

2:01:51 - No, not necessarily.

2:01:53 If that’s how we’re gonna define our SSOs.

2:01:56 - Our SSOs?

2:01:57 - I’m pretty sure the state statute says

2:01:58 they have to be a 501(c)(3).

2:02:00 - Well, no, there’s nonprofits,

2:02:01 which are not necessarily all 501(c)(3), so there’s–

2:02:05 - I was thinking Senate Bill 258.

2:02:07 - Have to double check.

2:02:08 - Okay.

2:02:09 - Mr. Raymer, off the top of your head.

2:02:12 The athletics director policy,

2:02:14 do you remember if it says 501(c)(3) in that Senate bill?

2:02:21 Okay, oh, actually, we have it in front of us, too,

2:02:23 I think, somewhere.

2:02:24 - It’s 538. - Yeah, correct.

2:02:25 You should have a copy.

2:02:26 - Oh, is that not the one they included?

2:02:28 Oh, 538.

2:02:29 Oh, yeah, this is the right one.

2:02:30 I’m sorry, I said the wrong bill.

2:02:33 - So what we have in here in this,

2:02:35 the prior approval process says

2:02:37 that the SSO’s status as an organization,

2:02:39 or nonprofit organization foundation,

2:02:41 or a chartered member of a nonprofit organization

2:02:43 or foundation provided, however,

2:02:45 that nothing in its section shall require

2:02:47 that the organization be a 501(c)(3) organization

2:02:51 under the Internal Revenue Code.

2:02:53 So is that coming straight, I mean,

2:02:55 is that because we’re not allowed to require them to be?

2:03:01 - I would just like to, clarification on that.

2:03:04 And then, a few things I just wanna highlight here.

2:03:16 - We also might wanna look at our policy

2:03:19 on student support organizations,

2:03:21 because– - It’s like 9210, I think.

2:03:23 - 9210.

2:03:42 - No, it’s 9211 firms,

2:03:44 I should boost your clubs and other fundraising activities.

2:03:50 They have to submit their bylaws.

2:03:52 - Yeah.

2:03:55 - They have to purchase liability insurance.

2:03:59 They have to complete and submit

2:04:00 a facility use agreement form.

2:04:03 And they have to submit their tentative goals and objectives

2:04:06 and fundraising plans for the next school year

2:04:07 for their principal to review.

2:04:10 And they have to advise the principal

2:04:12 of any changes that they make.

2:04:18 - I’m just gonna, I wanna say this

2:04:19 based on what you just said, Ms. Campbell.

2:04:21 - It doesn’t say 501(c)(3).

2:04:23 - If you go to any of your schools right now

2:04:25 and ask to see that on your boosters,

2:04:27 I would be curious how many of them can supply you

2:04:29 with those documents on the boosters we currently have.

2:04:32 And I’m just saying that as a precautionary word,

2:04:35 because that’s what I have found,

2:04:36 and I can’t imagine that we’re completely unique in that.

2:04:40 One of the things that this says on here

2:04:41 is that the SSO shall file a statement of total revenues

2:04:43 and disbursements at the end of each school year.

2:04:45 They should also provide a digital record

2:04:47 of annual remittance of insurance coverage.

2:04:50 Is the board gonna have any,

2:04:52 I mean, I don’t think we’re allowed to say,

2:04:53 like, what is the adequate insurance coverage,

2:04:55 or is that something risk management is going to determine?

2:04:59 - Yeah, they would likely weigh in.

2:05:02 - Okay, I think it’s extremely, extremely,

2:05:05 extremely crucial to bring this one out

2:05:08 because approval is required before the SSO

2:05:11 undertakes any fundraising activity

2:05:13 to ensure that there is minimal conflicts

2:05:15 in the scheduling of fundraising.

2:05:16 This approval shall not make the fundraising activity

2:05:19 a school-sponsored activity.

2:05:20 But that’s one of the things I have heard

2:05:22 multiple times from businesses

2:05:23 is they are hit up by everyone.

2:05:25 And so if the booster is doing what they’re supposed to do,

2:05:29 which is coordinate with the principal

2:05:31 and the athletic director,

2:05:33 there would probably not be as much overlap

2:05:35 of people asking the same companies for additional money.

2:05:40 So just putting that out there.

2:05:44 - Here’s the atomic bomb response to that,

2:05:47 and I’ll just use that term as like, here’s the out.

2:05:50 If we have a booster club or organization

2:05:53 that is behaving badly,

2:05:55 the principal is the one that can pull the trigger

2:05:57 and say, no, we’re done with you.

2:05:59 And they have to shut it, they can shut it down.

2:06:01 They have the authority to do that, and they have.

2:06:04 We’ve had multiple booster clubs, PTOs

2:06:07 who have broken the rules, and we’ve shut them down.

2:06:10 And the principal has the one, because by our policy,

2:06:13 this one and 9211 that says you didn’t follow the rules,

2:06:18 and so you no longer exist.

2:06:21 We do have that authority.

2:06:23 - Yes, yes.

2:06:24 I would like to see in the record keeping requirements

2:06:26 that we add D, valid incurred insurance.

2:06:29 I would like to see that be part of the requirement

2:06:33 if we’re allowed to do so.

2:06:35 - It’s in 9211.

2:06:37 - So then can we add it just as one of the bullet points

2:06:39 for the record keeping requirements?

2:06:41 Would that be okay to do?

2:06:45 ‘Cause it says on here, there’s three things.

2:06:46 We’re asking for detailed statements

2:06:47 and receipts of disbursements, minutes of any meetings,

2:06:49 and a copy of the charter bylaws and documentation

2:06:52 of its recognition as a non-profit organization,

2:06:55 which to me, you know.

2:06:59 - So you want to add to that in the title?

2:07:04 - Okay, so they don’t have to be a 501(c)(3).

2:07:06 So if you’re just a little school with a little team,

2:07:08 that is a lot of work to have to become a 501(c)(3).

2:07:10 That makes sense.

2:07:11 But they still have to be a district approved

2:07:13 or school approved organization.

2:07:16 - Well, it’s a requirement of paperwork.

2:07:17 I mean, I think from a, I guess this is just,

2:07:21 I’m trying to be as cautionary as possible.

2:07:23 And I’m hoping that it’s a nothing burger

2:07:24 that I’m worried about.

2:07:25 But I am concerned about what this does to the district.

2:07:28 And I think it would be smart if we were able

2:07:30 to put the requirement of a 501(c)(3)

2:07:32 ‘cause it might weed out legitimate

2:07:35 versus illegitimate organization.

2:07:37 So, you know, just throwing up some articles

2:07:40 of incorporation and getting an EIN, you can do that.

2:07:42 I could do that right now while we’re in this board meeting

2:07:44 and call myself a non-profit booster

2:07:46 and go out and fundraise on behalf of whatever.

2:07:48 Obviously I would need the consent of the principal

2:07:50 and all that, but I’m just saying that.

2:07:51 My concern is, and I’m gonna say what I’ve said before,

2:07:54 if there is a commitment that is made

2:07:55 on behalf of a booster to pay a coach

2:07:58 a certain amount of money, they go into contract,

2:08:00 let’s just say, and something happens mid season

2:08:03 that causes that coach to be terminated from our district,

2:08:07 I feel like there’s gonna be an extreme amount of pressure

2:08:09 applied to our principals to say,

2:08:10 “Hey, you know, we gave this coach $50,000,”

2:08:13 or whatever the dollar amount is.

2:08:14 I mean, my North End schools, God bless them,

2:08:16 they’re not gonna be doing that,

2:08:17 but I feel like there’s gonna be

2:08:19 an extreme amount of pressure there,

2:08:20 and then I think there’s also gonna be pressure of,

2:08:22 “Hey, I donated XYZ dollars to the booster club.

2:08:25 “I want Johnny on,” you know, whatever team.

2:08:27 So these are the concerns that I have,

2:08:29 and then, you know, the recruiting possibility,

2:08:31 I think, exists there as far as our staff

2:08:33 poaching amongst other ones, right?

2:08:35 Like which booster can raise the most amount of money

2:08:37 to take our coaches?

2:08:38 So, you know, a continuance of a program or consistency.

2:08:41 I can see how this can be a good thing,

2:08:43 and hear me when I say I 100% agree

2:08:45 that coaches need to be paid more money.

2:08:46 So like I don’t want the public to come out

2:08:48 and think I’m saying coaches make enough

2:08:50 and we shouldn’t give them more.

2:08:51 That’s not at all what I’m saying here.

2:08:53 I’m saying I feel like this mechanism opens the door

2:08:56 to what could become a very much have and have nots.

2:08:59 In certain areas, this will be great.

2:09:01 In other areas, this won’t be great,

2:09:02 and if we don’t have good oversight right now,

2:09:06 I’m concerned with what this will do for the future.

2:09:09 So I don’t like this policy.

2:09:11 I’ve said it before, I don’t support this.

2:09:12 I know that the board fulfills differently,

2:09:14 but I don’t feel as though we should move in this direction.

2:09:17 I think it’s the wrong answer for our district,

2:09:18 but it will be the will of the board.

2:09:22 - Yeah, just to add a couple things here is,

2:09:25 we also wanna make sure that principals

2:09:30 are allowing these organizations also.

2:09:33 If they do meet the qualifications,

2:09:36 that we don’t have a building principal,

2:09:38 just say I don’t want any of those organizations,

2:09:40 ‘cause that really puts the school at a disadvantage.

2:09:45 So that’s not my concern.

2:09:46 I had a concern, I mean, I had an athletic director

2:09:49 said that there are schools and principals

2:09:50 that don’t even want any of this.

2:09:52 So that, I mean, that’s something we may have to look at,

2:09:54 is if an organization comes to the school and presents,

2:09:58 they are a qualified SSO, that they,

2:10:04 do they just have the right to say,

2:10:05 I don’t want any, I don’t want any PTO or any boosters?

2:10:09 - For them to become an SSO,

2:10:10 they would have had to have been approved by the principal.

2:10:12 In the process.

2:10:13 - So the principal at a certain school just says,

2:10:15 I don’t want any of them at my schools.

2:10:16 I mean, that’s a possibility.

2:10:18 And that was a fear of a coach that I had talked.

2:10:20 - I think that’s always a possibility.

2:10:22 I don’t think that’s gonna be a reality though.

2:10:23 - Okay, that part’s fine there.

2:10:25 - ‘Cause they want the support.

2:10:26 I mean, there’s so many things that the schools–

2:10:28 - Or they don’t want the headaches on that, yeah.

2:10:31 And I had a second part, which I already forgot,

2:10:32 because I didn’t say it first.

2:10:36 Yeah, do that.

2:10:37 - So just so you know, Ms. Wright,

2:10:39 I wouldn’t have to take what you said 100%

2:10:41 from the head and spoke to a lot of my

2:10:46 athletic directors, coaches.

2:10:47 One meeting I had had like 130 people

2:10:50 and I literally had to go through each one of them.

2:10:53 And what was amazing was is that they had,

2:10:55 all had different perspectives, which was cool.

2:10:58 Do you need any more?

2:11:00 I’ll let you know before I get started.

2:11:01 - No, quickly was, between the haves and have-nots,

2:11:05 and this was from another head coach,

2:11:06 I had it written down somewhere, that said,

2:11:08 “Look, don’t let them think that the smaller schools

2:11:10 “or whatever are gonna be on the outs on this,”

2:11:12 because they knew for a fact

2:11:14 that there were really good coaches that said,

2:11:17 “I wanna pick that little school or that less known school,

2:11:20 “but I just can’t do it for the money.”

2:11:23 So they were losing out, not necessarily because of,

2:11:28 you know, they were getting offered somewhere else,

2:11:30 but if they were offered just anything, you know,

2:11:32 to make it at least to come out from out of state

2:11:34 or out of the county it was,

2:11:36 and they chose that particular school,

2:11:38 but they just couldn’t for that very reason.

2:11:41 So I told them I would make sure that was known,

2:11:44 that they’re like, “No, take care of it.”

2:11:46 It was a school out of my district as well,

2:11:50 but they just said, “No, the communities,

2:11:52 “they offer unique situations for coaches and staff.”

2:11:56 And he just felt that, you know,

2:11:59 the schools are not necessarily gonna have

2:12:02 the haves and have-nots.

2:12:02 And we discussed that before, which ones,

2:12:04 who are we to say the boosters are gonna-

2:12:07 - I don’t think it’s gonna be who we all think it is.

2:12:08 - Exactly, and that’s what this overwhelming was

2:12:11 from school to school, or from coach to coach

2:12:13 also talking about because of the, you know,

2:12:16 there’s many of alumni that would wanna come back

2:12:18 to their school, and they’re not just gonna go

2:12:20 somewhere else in the county, so.

2:12:23 But yeah, those are the couple of concerns.

2:12:25 Go ahead, Matt, sorry.

2:12:26 - No, so those are some of the things I heard.

2:12:28 I wanted to kind of touch on some of these.

2:12:30 There is, Ms. Wright, you are not in any way wrong

2:12:34 about your concern about booster clubs.

2:12:37 So what I did was I did a search across the whole state

2:12:39 and said, “Hey, who’s really doing

2:12:40 “the booster club piece well?”

2:12:43 And what I found was is that Bay County

2:12:46 developed a huge amount of like,

2:12:48 they have a whole webpage, booster club resources,

2:12:51 they have everything, registration forms, all of that.

2:12:55 So what I wanted to do is tell you that I heard you,

2:12:58 what I’d like to do is develop something like this

2:13:01 and possibly bring back the booster club policy

2:13:04 so that we can work through it to build all of this in

2:13:08 to make sure that it’s what we agree.

2:13:10 ‘Cause you’re not wrong with the booster clubs

2:13:14 being mismanaged in many cases.

2:13:17 So what I’d like to do, if it’s okay with you guys,

2:13:21 is bring back the booster club piece and say,

2:13:24 “Okay, I’d like to try to replicate this kind of stuff,”

2:13:27 and then also if there’s anything inside the booster club

2:13:31 policy that you’d like to change,

2:13:32 you’d like to talk about it.

2:13:33 Because I’ve had some significant problems in the past

2:13:36 with some of the booster clubs.

2:13:37 One, one of our principals decided to hire the treasurer

2:13:43 and then actually have the treasurer take the money

2:13:45 out of the booster club and put it into the school’s account.

2:13:47 - But you can’t do that now.

2:13:48 - Right, there’s like a bunch of stuff.

2:13:50 So I’ve seen what you’re saying,

2:13:51 and I don’t think it would be wrong to not admit to it.

2:13:55 So yes, I agree to that, and if it’s okay with you guys,

2:13:57 I’ll put something like this together for you guys to look at

2:14:00 which will might help each one of them.

2:14:01 - So that would be policy 9211,

2:14:03 is that what you’re referring to?

2:14:04 - I think so, but it might be in other places.

2:14:07 I’ll just take a look.

2:14:08 The main policy for the boosters, I think, is that one.

2:14:10 But sometimes there’s other things that are tied to it,

2:14:12 so I’d like to pull them, bring them back,

2:14:14 and just say, “Hey, let’s look at this and work through it.”

2:14:18 I did speak at one point to, it was a lot of them,

2:14:21 and it had like athletic directors, coaches,

2:14:24 everybody else on there, and what was really surprising

2:14:28 was that when the head coaches came up, they said,

2:14:29 “Listen, man, we wanna let you know,

2:14:32 “if we are able to get money, we’re not taking it.”

2:14:35 I said, “What do you mean?”

2:14:36 And they said, “We’re going to our assistant coaches.”

2:14:38 They said, “Right now, the participation in sports

2:14:41 “is so low because, one, kids aren’t doing it,

2:14:44 “others, they lack that JV, freshman coaches

2:14:50 “to be in there because there’s such turnover.

2:14:52 “It’s usually the young guy gets thrown in there,

2:14:53 “he doesn’t know what he’s really doing and try to do it.

2:14:56 “He feels that if he was able to raise money for stipends,

2:15:00 “he would be able to have those coaches receive it.”

2:15:02 And then I asked, every single coach on there,

2:15:05 there was like six head coaches of various sports,

2:15:08 every one of them agreed that they would not

2:15:10 take the stipend themselves, but rather give it

2:15:12 to their assistants, which whether, I’m not saying

2:15:15 that that would change in your minds,

2:15:16 I just thought that was a significant thing to know about,

2:15:19 but our coaches are that, they’re not, you know what I mean,

2:15:23 ‘cause it’s hard out there, I don’t know if some of them,

2:15:27 I was surprised at that.

2:15:29 And then the one said, there was one from Merritt Island

2:15:32 who said this, and it caught me, and I said,

2:15:35 he said, “If there’s a law out there,

2:15:38 “why wouldn’t you allow the community to make the choice?

2:15:41 “Why is it that you wouldn’t allow them to say

2:15:43 “we want to invest in our teachers, our coaches, our people?”

2:15:48 And he said, “I understand that some others might not.”

2:15:51 And I said, “You know, there’s some truth behind that,

2:15:53 “but there is some that say I want to invest in my school,

2:15:56 “and they have a whole lot more resources

2:15:58 “to invest in the school.”

2:16:00 And then I said, I asked them all, I said,

2:16:02 “How many of you guys think that this would be an issue?”

2:16:05 Half the coaches told me, they said,

2:16:07 “If we even raised more money,

2:16:08 “I wouldn’t even put it towards coaches’ stuff,

2:16:10 “I would still put it towards–”

2:16:11 - Buy more stuff for the kids.

2:16:12 - Right, buy more stuff for the kids.

2:16:14 And one of them said, “Hey, I want to let you know,

2:16:17 “even if I said I need more money for my booster club,

2:16:20 “I won’t do this because they’re gonna fight me on it

2:16:22 “because they think that all the money should go back,

2:16:24 “which is what you said.”

2:16:25 So I was really surprised that when I had all those coaches,

2:16:29 and I’m not kidding you, there was a lot,

2:16:30 that there wasn’t one guy that said,

2:16:32 “I can’t wait to have this because I don’t get paid.”

2:16:34 And I went, “Whoa.”

2:16:36 And that really caught me.

2:16:39 But the one that said, “Make that choice,

2:16:41 “allow the community to make the choice for your school,”

2:16:45 and then I went into this.

2:16:47 I went in and I remember when I was the coach at Space Ghost,

2:16:49 and what you said earlier was 100% right.

2:16:52 I don’t know if you guys are aware,

2:16:53 but in Port St. John, there’s like five businesses.

2:16:55 There’s like a Kelly’s, there’s like a couple other places,

2:16:58 there’s like a Publix.

2:16:59 - Kelly’s isn’t even there.

2:17:01 - It’s not there anymore.

2:17:02 (laughing)

2:17:05 But the thing is is that there’s like five businesses,

2:17:07 and literally on the wall,

2:17:09 they have almost every sports group, right?

2:17:14 So when we were there, I coached and I said,

2:17:16 “Man,” I said, “We’ve got to raise more money.”

2:17:19 So we were able to set up fundraising

2:17:22 that went outside the school.

2:17:23 There’s like, I had our entire team flipping burgers

2:17:26 at the Daytona 500.

2:17:27 We had, you know what I mean?

2:17:28 We had all of these,

2:17:29 and we ended up raising a significant amount of money,

2:17:32 and we took our kids to go to over the summer to work out

2:17:37 and compete against other programs.

2:17:39 So I did want to just say, in some instances,

2:17:41 if there’s a will, there’s a way to raise that revenue.

2:17:44 I asked, just so everybody knows,

2:17:46 the big boogeyman in this whole thing is Biera,

2:17:48 and I asked some of the people.

2:17:50 - The most affluent area, thank you.

2:17:52 That’s okay.

2:17:54 - I’ll be honest with you.

2:17:56 I don’t think that the effluency that is here is recognized.

2:17:59 It’s not what everybody thinks it is.

2:18:01 - Mr. Susan, are you guys raffling off a Bronco right now?

2:18:04 - That is not, I’m not even gonna comment on that.

2:18:08 But here’s the thing is is that there’s no,

2:18:10 there is no, I will not comment on that right now,

2:18:14 but the thing is is that the overall,

2:18:17 when I spoke to the principal,

2:18:18 when I spoke to the athletic director,

2:18:19 when I spoke to all of them,

2:18:20 ‘cause I tried to do my due diligence for you,

2:18:22 is that they said we won’t be able to raise that revenue

2:18:27 because our program, like, it depends on the coach.

2:18:30 So they had a coach come in, Coach Mays,

2:18:32 who now coaches at All Bay, when coach came in,

2:18:35 they had businesses from end zone to end zone.

2:18:38 They were competing deep into the playoffs.

2:18:40 That program was humming.

2:18:41 And then he took a job up north,

2:18:43 and they don’t even raise a third of it.

2:18:45 So it’s a, I think that the idea that,

2:18:50 concerned about booster clubs, yes,

2:18:53 but the intent over what it is,

2:18:55 I feel confident in what, doing the tour,

2:18:58 and I appreciate you asking us to do that.

2:19:01 But I do, I do feel good about this,

2:19:03 and I’ll be completely transparent.

2:19:05 I can’t wait to try to draw for STEM activities

2:19:09 in multiple schools, not just my son’s,

2:19:11 because I’d love to do that,

2:19:13 but I wanna do, I wanna really draw out some stuff.

2:19:15 So I’m in favor of it.

2:19:17 - And I think that’s the category that we miss,

2:19:19 is that if we’ve got a PTA at an elementary,

2:19:21 we don’t think, we think about this as sports.

2:19:23 It may be banned.

2:19:25 But if we’ve got a PTA that says, you know,

2:19:27 we wanna make sure all our club sponsors

2:19:29 at the elementary level are getting an extra whatever,

2:19:32 and if they’re a principal approved PTA, they can do that.

2:19:36 They can give them an extra couple hundred dollars,

2:19:38 which, where the district, the club sponsors think,

2:19:40 are making $500, maybe, before millage extra.

2:19:44 - Here would be my caution as you guys move forward in this,

2:19:46 and because Ms. Wright mentioned something about that.

2:19:48 I would hesitate, I would caution you against

2:19:53 making the rules for an SSO2 strict, a booster, whatever,

2:19:57 because I’ve been on enough to know,

2:20:00 it’s sometimes really hard to get people involved.

2:20:04 I’m on a very active band parent association,

2:20:07 but still, I mean, and you have to do concession stand

2:20:10 two time in the season, you have to do whatever,

2:20:12 and sometimes it’s, sometimes it’s easy,

2:20:14 sometimes it’s so hard, so don’t make it harder,

2:20:18 because, you know, keep it with, you know,

2:20:21 what’s legal and what’s responsible,

2:20:23 but like, if we’re putting, when you talk about

2:20:25 making 501c3s, ‘cause I thought that was in there,

2:20:27 but it’s not, if you talk, that’s a lot of time,

2:20:31 legal advice, and that money and effort

2:20:34 could go into supporting the students,

2:20:35 rather than making sure they have

2:20:37 all the things that they need.

2:20:39 I just, I would just put some cautions on that,

2:20:42 ‘cause, and again, if people are misbehaving,

2:20:46 the board, the district, the principal has what they need,

2:20:49 the legal office to shut it down if it gets out of control,

2:20:53 and I agree with Mr. Trent, I think this is gonna be

2:20:55 something that we’re gonna, you know,

2:20:56 that the legislature does a ready, fire, aim practice,

2:21:00 and we’ll probably be coming back next year at fixing it.

2:21:03 - I hope that I’m wrong, I really do.

2:21:05 I would actually be relieved if I was wrong

2:21:07 about what I’m concerned about this opening up,

2:21:09 and I just would like to see consistency

2:21:11 in application of what we’re currently doing.

2:21:12 That would make me feel a little better.

2:21:13 I think when I started looking at this,

2:21:15 that’s what really was like, oh my gosh,

2:21:17 I mean, let alone the north end, but I’m like,

2:21:19 we just, it’s like the booster wild, wild west,

2:21:21 and so I feel like once we get that in line,

2:21:24 and maybe that this will happen now,

2:21:25 with this policy revisions, and that will be

2:21:27 the silver lining in this, I would love nothing

2:21:31 more than to be wrong, and I would love nothing

2:21:32 more than this to be a great benefit

2:21:33 that provides additional revenue to programs

2:21:36 and to coaches, and you know, I don’t want to be right

2:21:40 in that, but I’m just concerned,

2:21:41 and I think that’s why I give caution to it.

2:21:44 - I did, I am very happy that we did not have

2:21:47 to call Kevin Robinson up for the thing.

2:21:49 - Kevin Robinson’s probably really happy

2:21:51 we didn’t have to come up here.

2:21:51 - He was very nervous about hiding in the back,

2:21:53 and so for doing so, I was thinking,

2:21:55 I was like, who could be the person

2:21:57 that could manage all the booster clubs?

2:21:59 Like, who could be the one that would be overseeing

2:22:02 all of the booster clubs? - He already does.

2:22:03 - It’s his principal, it’s his principal in the policy.

2:22:05 - I’m not sure, principal, but there–

2:22:07 - You can’t see him shaking his head back there, go on.

2:22:09 - Does he get an additional supplement for that?

2:22:11 - Well, if he starts his own booster

2:22:12 and they raise enough money.

2:22:13 - We know he’ll ask for it. - We know he’ll ask for it.

2:22:16 - He won’t, though, that’s the problem, he won’t.

2:22:18 (laughing)

2:22:20 - Anyways, thank you, Mr. Robinson,

2:22:22 for all that you do for our schools,

2:22:23 for our athletic programs, I really appreciate it,

2:22:24 just wanted to take a minute for you.

2:22:26 So with that, I think we’re good on this topic.

2:22:28 - Point of clarification, Mrs. Wright had asked

2:22:31 for a letter D to be added under SSO’s requirements.

2:22:36 Is that the direction of the board, or?

2:22:38 - I feel it, from my perspective, I feel very confident.

2:22:42 The requirement was that they have to carry insurance

2:22:45 and show that. - Right.

2:22:46 - I think that is, without a doubt, respectful

2:22:49 and it should be with what we have.

2:22:51 If you’re interacting with our children,

2:22:52 you should have that.

2:22:54 - Do we, we don’t have the insurance?

2:22:56 - It’s not, it’s not– - It’s not listening

2:22:58 to the record keeping requirements.

2:22:59 It’s listed above, but it’s just saying we’re not–

2:23:01 - We’re gonna make it– - Right, just–

2:23:03 - To maintain a– - At a minimum, the following.

2:23:06 - Certificate of insurance. - Right, right.

2:23:08 - So I feel like it should be one of the items listed there.

2:23:11 - That’s normal, we already did that, right?

2:23:13 - But we should be able to show–

2:23:14 - ‘Cause our 9211 says they have–

2:23:15 - We do, but I mean, just to put it in the–

2:23:17 - Yeah, just reiterate it here, that’s not a good idea.

2:23:20 - Okay. - Yep.

2:23:21 - Everybody good? - Yep.

2:23:23 - I think that took care of number three.

2:23:24 - It did. - Correct, that takes care

2:23:26 of the next discussion items.

2:23:27 You only have one item left.

2:23:28 And that’s policy 0169.

2:23:31 - So next up we have policy 169.1.

2:23:36 - Mr. Chair, can I just for a moment,

2:23:37 I know Mr. Thomas sent us all an email

2:23:40 and said not to respond to it,

2:23:41 but I feel uncomfortable having this conversation

2:23:43 since this was his initiative.

2:23:45 If we’re gonna present ideas on this policy change,

2:23:47 I just don’t feel like that’s fair to do

2:23:49 without him being here.

2:23:50 - Okay. - I don’t know, Board,

2:23:52 what your will is on this,

2:23:53 but I feel like he needs to be here,

2:23:54 ‘cause what if one of us makes recommendations

2:23:56 and we move forward with policy

2:23:57 and this has been an initiative he led,

2:23:59 and he doesn’t even get to weigh in his voice on it.

2:24:01 So to me, I feel like because he is absent today,

2:24:03 we should wait until he is here

2:24:05 and then bring this back at the next workshop, if possible.

2:24:08 - I’m fine with that, but if we could, at minimum,

2:24:10 have a discussion about what we’re gonna do tonight

2:24:12 so that we are not making it up as we go along.

2:24:16 We had talked at the work session two weeks ago, right?

2:24:22 I don’t know what the date was.

2:24:27 Well, I was gonna say,

2:24:28 the very simplest thing was just to turn the cameras on.

2:24:31 But we’ve also talked about time limits,

2:24:33 putting them back together.

2:24:34 So can we at least have an agreement or discussion

2:24:37 about what we’re gonna do tonight?

2:24:39 My recommendation was at minimum,

2:24:40 we just vote to turn the cameras on.

2:24:43 I think we can do that easily enough.

2:24:45 Right, Paul?

2:24:47 - You can amend, yeah.

2:24:48 You can make a motion to supersede your policy tonight.

2:24:52 - Okay.

2:24:54 - I’m fine with that.

2:24:55 I mean, I already gave you guys my idea

2:24:57 on what I think is the easiest solution for the policy.

2:24:59 I don’t have an objection to that.

2:25:01 I think that–

2:25:03 If I may, one of the things I want to bring up

2:25:06 in the conversation is that the actual,

2:25:10 when somebody comes up and makes allegations

2:25:13 and stuff like that,

2:25:14 one of the things that we may be able to do is report it.

2:25:18 Right?

2:25:19 And then if anybody acts inappropriate, edit it,

2:25:22 and then put it to the, and then post it later on.

2:25:26 But it gives us the opportunity to stop from anybody.

2:25:30 I’ve watched so many times people who are employees

2:25:32 of the district get bailroaded by somebody who comes in

2:25:34 and says that something happened to them today.

2:25:37 And then I’ve seen them just implode and say,

2:25:40 call me and say, what can we do?

2:25:42 You know, this person said all these things about me.

2:25:45 And then, have true, have not.

2:25:48 Is that within our right?

2:25:49 And I’ll ask you guys for your guidance on it,

2:25:52 but Mr. Kibbs, is that within your right,

2:25:55 our right as a school district to pause?

2:25:57 And you know, if it’s claimed, post it,

2:26:00 but then at a later date, like a day later or something?

2:26:02 - We have edited out like adult language from our thing

2:26:05 and posted the clean version

2:26:06 and they have to request the unedited version.

2:26:09 It’s a public record.

2:26:10 - But we’re not required to live stream, so.

2:26:13 - There’s no requirement to record video

2:26:15 or live stream any of it, so.

2:26:17 - So we could record it.

2:26:19 And then if it’s clean, put it to the internet, no problem.

2:26:22 They get it recorded, but it gives us that opportunity.

2:26:25 I’m not sure if you guys weren’t on the board,

2:26:27 but it was pretty bad before this policy came in.

2:26:31 That was the one thing that I liked about it, so.

2:26:34 Just wanted you guys to think about it.

2:26:35 - I think we’ll probably get a little negative feedback

2:26:36 about not live streaming

2:26:37 ‘cause people like to watch it in real time.

2:26:39 It doesn’t change the effect of the vote

2:26:41 and if they know, oh, it’s likely to pop up the next day.

2:26:44 I just, I think we might get a little feedback.

2:26:46 It’ll be interesting to see, for the people at home,

2:26:49 if they have to wait till the next day or whatever.

2:26:50 I mean, I’ll say this again.

2:26:52 My personal, when I’m watching stuff like that

2:26:54 is I can watch it on my own time at 1.25 speed or 1.5 speed

2:26:58 or sometimes even two times speed.

2:27:00 You’re really talking slow.

2:27:01 And you can’t do that when you’re watching in real time,

2:27:03 but I, one of the things to go along with,

2:27:07 well, I feel like we could have had this conversation

2:27:09 if John’s not here.

2:27:11 Well, we are better when we balance each other’s,

2:27:13 but if one of the benefits about pushing this out

2:27:16 a little bit is we can see how tonight goes

2:27:19 with the one change that we made

2:27:20 and that when we talked about that,

2:27:22 let’s just kinda see how things go if we make these changes

2:27:24 and then put it in policy depending on how things go.

2:27:28 I think, we’ll see.

2:27:31 But I think that’s a good recommendation, Mr. Susan.

2:27:34 - I just, I’ll be completely, I don’t care.

2:27:37 Like there’s been times where somebody comes,

2:27:39 says something about me and I said, “Let him talk.”

2:27:40 I’m not there, I don’t care about that.

2:27:43 It’s just to protect our children and our staff

2:27:46 and our parents.

2:27:47 We’ve seen at least little ones on here since.

2:27:51 I would just, that’s the only thing I ask.

2:27:53 I just, that’s where I was going.

2:27:56 And I didn’t, I agree with you, John should be here.

2:27:58 I didn’t want him to feel

2:27:59 like I was trying to do this when he wasn’t here.

2:28:01 So that was the thing that I was throwing out there.

2:28:04 - Are we? - What do you guys thought?

2:28:05 - One more clarification point.

2:28:07 So from what Mr. Susan’s talking about,

2:28:09 if we have the scenario that we brought up before

2:28:11 that the parent comes up and says,

2:28:13 “Johnny Smith at my child’s school,

2:28:17 fill in the blank school.”

2:28:19 - Great to my kid. - Right.

2:28:21 Essentially abused my child and they bring up something,

2:28:26 can we edit that?

2:28:29 - Yeah.

2:28:30 - You can edit out your thing.

2:28:31 You just label it edited on the posting.

2:28:33 - Okay.

2:28:34 - We don’t have to post our videos as something we do extra.

2:28:37 - Right.

2:28:38 - There’s no requirement. - I don’t say something.

2:28:38 - Right, if somebody requests it as a public record,

2:28:41 we would have to turn it over.

2:28:45 - Here’s what I’ll say about that.

2:28:46 I just feel like it’s not our job

2:28:47 to govern what the public says.

2:28:48 The only thing we’re responsible for

2:28:49 is what comes out of our own mouths.

2:28:51 And so as much as I hate that,

2:28:53 if that potential could absolutely exist,

2:28:55 we’re not responsible for what somebody else

2:28:57 says at that podium.

2:29:00 To me, I just feel like we’ve heard from all angles.

2:29:03 I’ve heard from all angles that turn the cameras on,

2:29:05 that’s the simplest solution.

2:29:07 And you’re right, Ms. Campbell,

2:29:08 tonight would be a really good example in saying,

2:29:09 “Hey, does this work or does it not?”

2:29:10 And it may change the board’s opinion,

2:29:12 or at least my opinion moving forward.

2:29:13 ‘Cause to me, I’m like, “Hey, just turn the cameras on.

2:29:15 “That’s the solution.”

2:29:16 Let’s do the same thing, agenda versus non-agenda,

2:29:18 ‘cause I do believe the business of the board

2:29:20 should come before the other non-agenda public comments,

2:29:23 and then let’s hear the rest of it,

2:29:24 and then let’s just see how it goes.

2:29:27 I’m not opposed to doing that.

2:29:29 I would say that’s probably the best trial run

2:29:31 that we can have.

2:29:32 And then the next meeting we have,

2:29:34 we’ll have John back here to weigh in on this,

2:29:35 and we can move forward with the board’s will.

2:29:39 - Are you asking to pause moving forward

2:29:43 until John comes back for this type of meeting

2:29:46 moving forward, or are you looking to, like–

2:29:49 - No, I mean, I thought we were just gonna have a discussion

2:29:50 on the policy on how we wanted to change the policy

2:29:52 moving forward, so.

2:29:54 - I think we need to go ahead and decide tonight,

2:29:56 right, I guess right, before non-agenda time,

2:29:59 to take the, I think we need to go ahead

2:30:01 and make that change tonight.

2:30:02 We were kind of in agreement on that last meeting.

2:30:04 - Well, that’ll go from meeting to meeting if we wanted to.

2:30:06 - Right, right. - That’s what Paul said

2:30:07 the last time. - Right, all right.

2:30:08 - So if we’re just making that one change.

2:30:10 - All right, on the 27th, we say,

2:30:11 “Hey, at this morning’s meeting,

2:30:13 “let’s put all the public comment together.

2:30:15 “I mean, we could totally do that.

2:30:16 “We can do whatever we want.”

2:30:17 Everybody gets 16 minutes. - Right, and then you’re,

2:30:20 you’re a matter of–

2:30:21 - For your last meeting, Ms. Campbell,

2:30:22 is that your request? - Right, and then we’re

2:30:24 a matter of weeks. - 16 minutes all on air, okay.

2:30:25 - A matter of weeks of having a new chair

2:30:26 and a new board configuration. - Just kidding.

2:30:28 - So we have a agenda and a non-agenda time, right?

2:30:33 - Tonight. - Right.

2:30:34 - And– - One is currently televised

2:30:36 and one is not.

2:30:37 - The policy moving forward is to keep it agenda,

2:30:40 non-agenda. - Just for tonight.

2:30:41 - Run live stream, right? - Right.

2:30:43 - Are we bringing this back to discuss at a workshop

2:30:46 in this step? - Yeah.

2:30:48 - So this doesn’t move forward until the next step?

2:30:51 That’s all I’m trying to figure out.

2:30:52 - I feel like it should come back for when John is here.

2:30:56 I mean, this was his idea, so I just–

2:30:58 - Do you want it to come back with red lane language?

2:31:01 No.

2:31:02 - I don’t know. - I don’t think

2:31:02 we’re there yet. - I don’t think

2:31:03 we’re there yet.

2:31:04 I think we’re still trying to figure out

2:31:05 what we want the policy to look like,

2:31:06 but I’m just gonna say from my standpoint,

2:31:07 if I had an initiative I was leading out on

2:31:09 and I had to be gone, I wasn’t able to be here,

2:31:11 I’d be really upset if the board went ahead

2:31:13 and made a decision on behalf of one of the initiatives

2:31:15 that I led on.

2:31:17 So that’s just where I’m at with that.

2:31:18 And I know he sent his wishes, but I’m like,

2:31:20 if one of us comes up with some other idea

2:31:22 and then the board moves in a different direction,

2:31:23 he’s not even here to advocate one way or the other.

2:31:25 I just feel like that’s not fair.

2:31:27 So to me, I would say let’s bring it back.

2:31:29 - So I’m hearing Ms. Campbell and Ms. Wright

2:31:32 say you guys are okay with turning them on.

2:31:35 Gene, are you okay with turning them on tonight?

2:31:37 - Well, I mean, we’ll have to have a motion

2:31:39 and a second and a vote on it, right?

2:31:41 - Yes.

2:31:42 Well, there’s no sense in doing that.

2:31:43 - Well, you have to.

2:31:44 - Now you give the direction.

2:31:45 - We would have to, ‘cause we’re making a policy

2:31:46 that we currently have.

2:31:47 - We have to do that from the board.

2:31:48 - I’m okay with it, whatever you guys want to do.

2:31:51 I’m just saying like, we don’t have to bring it up.

2:31:55 Right now, everybody says, no, we don’t want to do it.

2:31:57 - I think you have to bring it,

2:31:58 Paul said we have to vote on it.

2:31:59 - Oh, right, if we were leaving it the same,

2:32:00 we wouldn’t have to make a motion in a second.

2:32:02 - Oh, right.

2:32:03 - What I’m asking, Gene, is are you okay

2:32:04 with turning them live, both of them on live?

2:32:07 That’s it, that’s all I’m asking.

2:32:09 - I’m pretty sure that’s gonna be the will of the board.

2:32:12 - Okay, all right.

2:32:13 So then we’ll bring that up today.

2:32:15 We’ll make that vote, and then we’re gonna pause on this

2:32:17 until John comes back, and then we’ll work out,

2:32:19 and then we’ll bring the red line.

2:32:20 - The red line, yes.

2:32:21 - Yep, okay, sounds like a plan.

2:32:23 Okay, does any board member have anything further to discuss?

2:32:25 - I did, sorry, no, no, no, no edits.

2:32:30 I was just making sure there wasn’t anything else.

2:32:33 A few, I don’t remember which one it was,

2:32:37 a few work sessions ago, Sue came and presented

2:32:41 the CERTACs plan, and we put a pause on it,

2:32:43 but I think that’s a really important document.

2:32:45 I have not looked in the last couple of days

2:32:47 to see if it’s been published,

2:32:49 but it’s part of our sales CERTACs education plan,

2:32:52 and it was a really important tool to me.

2:32:53 Have we published that document, or can we,

2:32:57 or what do you need?

2:32:59 Okay, I would highly recommend whatever,

2:33:01 and I don’t know if we need to vote on it,

2:33:03 or what, but that document,

2:33:04 because when people come and ask me,

2:33:06 what are we doing, they wanna know.

2:33:10 Last time we did the Sales CERTACs renewal in 2020,

2:33:13 every school had a document based off of that

2:33:16 that said, if the Sales CERTACs passes,

2:33:19 we are getting a new roof, classrooms getting painted,

2:33:23 fill in the blank, you know.

2:33:25 - You’re not gonna do it that way at school,

2:33:26 but you need a document.

2:33:27 - Right, right, just something so they can,

2:33:29 so someone says, what are you gonna do with it?

2:33:32 That document that Sue showed us several meetings ago,

2:33:35 and the really important thing was that,

2:33:37 was not only did it show,

2:33:38 this is what we’re planning to do with it,

2:33:40 it showed, this is what we’ve done with the last six years,

2:33:43 and I really, I know for me personally, I need that,

2:33:46 ‘cause I had to go digging around in an ICOC document

2:33:49 to get that list.

2:33:50 I really would think if the board,

2:33:52 if we can kind of give that direction,

2:33:54 I think we need to get that document up and published

2:33:56 on the Sales CERTAC site so that people can get out easily,

2:33:59 ‘cause they wanna know, what are you gonna do with it?

2:34:00 And the truth is, early voting starts in two weeks,

2:34:04 less than two weeks, and, huh?

2:34:07 - Mail ballots are already out.

2:34:08 - Right, mail ballots are already out.

2:34:09 We need to get moving,

2:34:10 and I think we need to publish this document

2:34:11 as soon as possible.

2:34:12 - You guys okay with that?

2:34:13 - Yeah, Mr. Susan, I think it’s my memory–

2:34:14 - I don’t think there’s ever a–

2:34:15 - Correct? - I think we said published it.

2:34:17 - No, I think you had, I think my memory’s so weak.

2:34:20 - We got together– - Did you guys get together?

2:34:21 - Literally an hour later, and then it all worked out.

2:34:23 - Okay, all right.

2:34:24 - So can we get board consensus staff, please?

2:34:26 When, pull the trigger, put it on there.

2:34:28 - Yeah, polish it.

2:34:30 - Just for full transparency,

2:34:31 we met in like an hour later.

2:34:32 - Okay, all right.

2:34:33 - And can you also email that to us?

2:34:36 Thank you.

2:34:37 - Thank you, Ms. Sam.

2:34:38 - Yes, we’ll take care of both of those things.

2:34:39 - Thank you.

2:34:41 - Any other board member have anything else

2:34:42 we can discuss?

2:34:44 I do.

2:34:45 We’re gonna stick around for a minute,

2:34:47 so that we can go into shade?

2:34:48 - Yes. - Okay.

2:34:50 - Yes. - Sorry for the confusion.

2:34:51 - No, no, I saw Paul’s email.

2:34:52 - We have got an email from Paul.

2:34:53 - Just wanna make sure.

2:34:54 - Yeah, no, I got it.

2:34:55 Thanks, shade session.

2:34:56 - All right, thank you.

2:34:57 - Sure.

2:34:58 - Yep.

2:34:58 (gavel bangs)

2:34:59 - All right.

2:35:01 (upbeat music)

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