Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 music
2:10 Thank you.
22:09 and to get some training so that they know sorry these masks are
22:12 really hard to talk to even harder
22:14 when you’re giant and pregnant um so they can engage with some
22:18 of the students obviously right
22:20 now it’s going to have to be virtually because of our our coveted
22:23 guidelines but um letting those
22:25 high school kids kind of step in and mentor and help train some
22:28 of our students to help them see
22:29 the path that’s in front of them and the opportunities that
22:31 exist right here in brevard
22:33 and their local feeder high school so that’s what we’re planning
22:36 on and we really appreciate all the
22:38 support from office depot they came in with if you think that
22:41 the small car was packed back then
22:43 mr susan you should have seen what it looked like when they
22:46 showed up on our campus so we’re very
22:48 grateful for their partnership and their support and mr mcginnis
22:50 the wonderful work that you’re doing
22:52 over there that’s kind of started all this that our kids have to
22:55 look forward to thank you ms susan
22:58 mr dan do you want to say anything well we were just uh just
23:02 happy to be a part of it and it’s something
23:04 where uh so this and this is office details across the country
23:09 our we got to look in our local community
23:12 and we got to choose a school that uh that we wanted to have
23:15 everybody pull the resources together for
23:18 uh and so it was uh the the items collected and everything was
23:23 the the fact that we were starting
23:26 to do it with uh where it was just going to be a monetary check
23:28 was new to this year so we had over the
23:32 course of i think last year i worked with uh sherwood elementary
23:35 so we get to choose a title one and
23:37 i loaded up the car again and we brought stuff over there and uh
23:40 so it was it was kind of amusing to
23:43 me that when the parade started for the uh you know uh working
23:46 with uh the you know food services and
23:48 being able to give out the goodie bags and the collection of
23:51 stuff when you know covet broke out and
23:53 we were kind of scrambling for a reaction to make sure that
23:55 people weren’t falling through the cracks and
23:57 things like that so it was kind of amusing that the parade
24:00 started over at sherwood i was like hey
24:02 i know my way there so uh and then i wanted i had uh all this
24:06 stuff collected for for croton
24:08 uh as my new title one choice here and so i had all this stuff
24:12 in the office it’s been hanging out
24:13 there with me for the longest time so the um when they when they
24:18 took the approach of hey we want to have
24:21 all the stores in the area we’re not going to be collecting
24:24 goods right now we want to just see we
24:26 want to be able to bring it to our customers to say hey uh do
24:30 you want to help your local title
24:32 one school and we had the like a little saying that we did with
24:35 all the customers and pops up when
24:36 you go to check out and it’s hey did you want to help some
24:39 children in need our local title one school
24:40 even a dollar helps and just reaching out to the community the
24:44 feedback was fantastic so we had uh
24:46 for our local stores we had the store in ogallen here with mr scott
24:49 we had the store in palm bay with
24:51 mr wilson uh my store in vieira and then uh mr corey wasn’t able
24:54 to join us today he had to work
24:56 today but uh the store just off of uh 192 across the mall there
25:00 uh our four stores were able to put
25:02 together uh just shy of two thousand uh two thousand dollars
25:06 there for uh uh for delivery and then they
25:09 actually we we had the program going till women’s he said
25:12 towards the tail end of october so we should
25:15 have another one coming as well so uh and then the fact that
25:18 this is being put towards just planning ahead
25:21 for the future giving uh just the brevard county kind of making
25:25 that stamp and just what makes the this
25:27 area great and just putting it towards that stem program i think
25:30 is going to be fantastic so we
25:32 can’t wait to continue with it and just uh be able to be able to
25:35 give back which has been fantastic and
25:38 an honor uh to be included thanks dan we really appreciate it
25:41 one of the issues that they have is
25:43 is that in our stem programs mr mcginnis could talk about it but
25:46 we’re not going to let him up there
25:47 because he’ll take everybody’s dollars last time i hung out with
25:50 him on my own i ended up with less
25:51 money and every group he ever goes to get he ends up raising
25:54 more money than any man i’ve ever seen
25:56 but mr mcginnis’s program one of the problems we have is many of
25:59 our middle schoolers don’t even
26:00 know what programs we have many of our community don’t know what
26:03 we have so this gives an opportunity
26:05 for the first time for our elementary schools to have a pipe all
26:07 the way through so that those
26:09 children who may not be the the best kids in the world as far as
26:12 being inspired when they come in
26:13 to do books can be inspired that one day i can be an aviation
26:17 tech i can be a pilot and i can work with mr
26:19 mcginnis so it’s kind of a cool concept i think it’s awesome
26:22 they’ve got boeing grumman and a couple other
26:24 groups that are going to be working with them so i just wanted
26:26 to say thank you and that’s it so
26:28 i’ll give you guys a round of applause
26:38 and i didn’t take time last time so i doubled it this time just
26:42 so everybody knows that’s what this is
26:43 about thank you thank you dr mullins thank you miss belford i uh
26:49 actually my highlight was uh was taken
26:53 ahead of me i was going to highlight amelia from hoover middle
26:56 school as well but i’ll take this
26:58 opportunity to remind our community that we are the science
27:03 research leader in the state because of the
27:05 amazing science research teachers and science teachers math
27:09 teachers engineering teachers we have
27:11 in our district who just uh come and inspire our kids and give
27:17 them a glimpse of the vast world that’s
27:20 before them and challenge them to find new ways to to tackle the
27:25 the questions that remain that make
27:28 our world an ever growing and better place so thank you to the
27:31 science teachers at hoover and uh i don’t
27:34 know where amelia went to elementary school maybe in the atlantic
27:37 elementary but we’re gonna go with that
27:39 there you go that helped helped uh add to her inspiration to be
27:43 a science leader as an eighth grader
27:46 so wow thank you thank you dr mullins uh so my shout out this
27:50 evening is actually to the pilot club of
27:53 titusville um was visiting one of my schools the other day and
27:58 in the principal’s office there was this
28:01 huge basket and she said would you like some skittles and i was
28:04 like no it’s an odd thing to offer but
28:07 thanks and she was explaining to me that the pilot club of titusville
28:11 had put together it was so cute
28:13 just a little bag of skittles not like a small bag but you know
28:16 bag of skittles tied up with a note
28:19 of appreciation for all the faculty and staff at the school and
28:22 so um definitely want to thank the
28:25 pilot club of titusville for reaching out to our schools but i
28:28 also want to publicly ask that others
28:33 join with them because i feel like our teams are working so hard
28:37 with so many challenges right now
28:41 our administrators our teachers our staff members that are at
28:45 the schools it’s been an incredibly
28:46 challenging year and i know we’re working on and ensuring that
28:49 we’re stopping by and thanking and
28:51 sending emails of appreciation and those sorts of things but i
28:56 feel like if as a community we could
28:57 really come around our schools right now and make sure that um
29:01 we’re just we’re reaching out to them
29:03 whether it’s just a handwritten note or sent emails would love
29:07 it if every organization in our community
29:10 could adopt the school closest to them and and just do something
29:14 to recognize those those staff
29:16 members at the school to let them know how very much they’re
29:19 appreciated right now and um just some
29:21 realization for the challenges that they’re working through and
29:25 uh really still doing a great job in
29:27 serving our students so thanks to the pilot club and uh may they
29:30 be a guiding light for others
29:32 all right that is going to bring us to the adoption of the
29:38 agenda dr mullins
29:39 miss belford and members of the board on tonight’s agenda we
29:44 have administrative staff
29:46 recommendations two presentations 13 consent items and one
29:50 action item the changes made to the agenda since
29:54 being released to the public on september 15th are as follows
29:57 there were revisions to item a 7 on
30:00 administrative staff recommendations additionally the
30:03 presentations were were renamed to be more
30:05 reflective of the content following the conclusion of the rule
30:09 development workshop the information item on
30:11 policy 84 20.02 emergency policy requiring face coverings was
30:17 removed as the policy process will begin again
30:20 due to substantive changes what are the wishes of the board move
30:24 to approve second moved by mr susan
30:27 seconded by miss mcdougall any discussion please vote
30:31 huh
30:37 i don’t know why mine’s not showing up
30:43 come on mcdougall it’s not if there’s no voting thing there for
30:47 me oh here it is sorry
30:50 hey pam do you have a minute come over here and look because
30:55 there’s something that
30:57 i can’t somebody else tina’s here’s messing up she’s getting
31:02 there
31:03 it’s got a hand frame see it’s like i can’t go down any further
31:07 go down use this one this one this one
31:11 here no this one right here go down there you go oh shoot
31:15 quick there you go i’m sorry thank you pam was it user error yes
31:23 it was user error
31:28 the motion passes five zero dr mullins would you please let us
31:32 know about the administrative staff
31:34 recommendations yes miss belford on uh on item a7 there are six
31:38 persons for the board to consider
31:40 what are the wishes of the board move to approve second moved by
31:43 mr susan seconded by miss campbell is
31:45 what are the wishes of the board move to approve second moved by
31:49 mr susan seconded by mr susan seconded by mr
31:52 is that a five zero in the south side thank you motion passes
32:13 five zero dr mullins
32:22 item a8 is to approve the appointment of the assistant general
32:26 counsel candidate
32:27 miss valerie londano pursuant to the terms of the attached
32:31 employment contract what are the wishes
32:33 of the board move to approve okay is that you miss campbell on
32:37 the second moved by mr susan seconded
32:40 by miss campbell any discussion can i just throw in a hallelujah
32:44 on that one i think uh yeah it’s been
32:47 a long time coming and and going to be a great thing for mr gibbs
32:51 as well as the district please vote
32:54 and the motion passes five zero dr mullins will you please tell
33:09 us about the presentations you have
33:10 this evening miss belford and members of the board tonight we
33:13 have two superintendent reports i will
33:15 present a financial outlook update portion and then miss nada
33:20 francis assistant director of testing and
33:23 accountability will provide us the presentation on state and
33:26 federal accountability give me just a moment
33:45 all right all right this evening uh i want to continue to give
33:55 the board and our community financial
33:56 outlook updates as they come to us as a school district there
33:59 are several different reporting
34:01 agencies and we’ve presented uh in the past so the most recent
34:05 financial outlook is an analysis
34:08 provided by hbec group inc and they have done some financial
34:11 analysis actually specific to provide public
34:15 schools in the past but this was a statewide analysis and it
34:18 broke down district by district and it was
34:20 provided to us before we take a look at that i want to just
34:24 remind the board and the public of the florida
34:28 economic update that was provided on august 25th miss cindy lisinski
34:33 our chief financial officer
34:36 presented the results of the economic and demographic research
34:40 estimating conference held on august 14th
34:44 and at that that that estimating conference identified a
34:48 projected reduction in revenue in the 2021 fiscal year
34:52 of 3.4 billion dollars and a projection of approximately another
34:57 two billion dollars in 21 22.
35:03 what based on that projection and uh and using the most recent
35:09 loss of revenue impact of that magnitude
35:14 for the state of florida we went back to fiscal year 2008 where
35:18 uh during the great recession where brevard
35:21 public schools due to the loss of to the state lost two billion
35:26 dollars in revenue we were able we lost revenue
35:30 that year during through mid-year budget reductions totaling 13.5
35:34 million dollars that was in 2007-8 school
35:37 year by using that same process and extrapolating current state
35:42 revenue loss the 3.4 billion uh it was an
35:45 estimate of approximately 22.4 million dollar reduction
35:49 estimated for this year using that projection projection
35:53 there were some assumptions based on that uh the edr report uh
35:58 which assumed the state
36:00 the state does not use reserves to offset the revenue shortfall
36:03 and that the state would cut
36:05 proportional across all entities that receive general revenue
36:08 funds which public education the
36:11 fbfp formula is funded through general revenue
36:14 now the long-range financial outlook report of the lrfo was
36:22 adopted on september 10th and it is a
36:25 constitutionally required report that provides a comprehensive
36:29 forecast of the general revenue
36:31 expenses and it follows the report that i referenced uh
36:34 previously the current report is provided as a link
36:38 to this presentation for the public to view and it projects
36:42 through fiscal year 2324 and it was adopted by the
36:47 the legislative budget commission there are some assumptions in
36:51 that for uh financial outlook
36:53 uh first that cares acts funds can be used to replace reductions
36:58 in state revenues and projections projections so
37:02 that report or that outlook does make the assumption that the
37:05 state can use cares act to reap to reduce
37:09 uh or replace reductions in state revenues however uh there are
37:14 specific cautions that the cares act
37:17 specifically can prohibit the use of funds to replace lost
37:20 revenue things change day to day week to week
37:24 uh certainly that that that uh could could present some change
37:28 but i present that as one of the assumptions in
37:31 in addition it projects that there will be no general revenue
37:35 budget deficits for 2021
37:37 so hbec group then takes that projection and had two objectives
37:45 in providing feedback to districts across
37:48 the state and that was to develop uh calculations to forecast
37:52 the impact on districts if cares act funds cannot be
37:56 used to replace the lost state revenues as well as um project
38:01 the impact on districts of the legislature
38:05 reduced spending to match the loss of revenue and non-recurring
38:09 general revenue the assumptions um
38:12 the assumptions for hbc’s analysis does not attempt to project
38:17 how the legislature might re might use reserves
38:21 to adjust to address budget deficits and the use of reserves
38:25 obviously would reduce the impacts
38:28 in the projection if that were to be the case so the findings
38:33 provide us with information to
38:36 evaluate adverse conditions that might be encountered and allow
38:42 us a forecast of of what we need to be
38:45 considering and preparing for it’s interesting that this
38:49 analysis done by hbec is is rather consistent and
38:53 uh to the projection that was done by edr in a projection of a 3.86
38:59 percent loss of fbfp funding for 2021
39:03 approximately just under 22 million dollars so very close to the
39:08 extrapolated projection that
39:11 we made after the edr report if there was further reduction to
39:16 address both recurring and non-recurring
39:19 general revenue loss the budget impacts could be as much as 29
39:24 almost 29.5 million dollars
39:27 hbc acknowledges that in their analysis neither that it neither
39:32 estimates the reflects any action by the
39:34 legislature again to you to reuse reserves if the legislature
39:39 does take steps to reduce the base budget
39:42 in 2021 the projected impact for 21 22 would be a better
39:48 forecast as well so early adjustments would
39:51 obviously make favorable conditions better later on and the
39:55 cares act funding or other federal funding
39:58 can be used to replace loss of revenues there may be no no
40:01 reductions in the 2021 budget but again that
40:04 we we have not been provided any assurance that that would be
40:08 the case
40:09 i wanted to just remind the board in the community that we are
40:14 taking these forecasts and outlooks
40:17 with action and that is prudent steps moving forward to ensure
40:23 that we maintain and say sustain the
40:25 financial stability of the organization we continue to analyze
40:30 positions as they become vacant and determine
40:33 if those are critical and necessary for filling at this time we
40:37 have restricted out-of-county travel
40:39 we continue to monitor our contracts for potential savings on
40:44 opportunities to reduce those we continue to
40:48 evaluate our cares act funds in an effort to maintain workforce
40:53 stability we are continuing to work with
40:56 the county and their cares act dollars for additional support
40:59 and assistance in our efforts to manage covid 19
41:02 in our schools they’ve been very responsive and supportive as we’ve
41:06 continued to walk that out
41:08 we’re continuing our district-wide position analysis moving
41:11 forward if there’s a necessity to reevaluate
41:15 positions across the district moving forward and miss lisinski
41:20 is is working on the quarterly
41:23 rebudging process to evaluate laps so we have a more regular
41:26 picture of exactly what our standing is
41:29 moving forward i would share with the board that at this time we
41:32 have not received any additional
41:34 assurances from the department of education beyond the emergency
41:38 order with uh uh past first semester of
41:43 this school year we are on the eve of fte that’s where we
41:48 formally uh assess and count our students
41:52 that gets submitted to the state for funding often called this
41:56 october fte that that process that that
41:59 formal process is still in place and our staff are pre are
42:01 beginning to prepare for what’s called pre-fte
42:05 that starts next week so um with that i’ll take any questions
42:09 from the board or i will introduce miss
42:12 native francis who will come and talk to us about state and
42:14 federal accountability so any board members
42:17 have any questions for dr mullins before we transition all right
42:20 thank you for the update dr mullins you’re
42:24 welcome and as we you know there have been a lot of changes we
42:28 know that state accountability was put on
42:31 pause uh for last year we do not have school grades this year
42:35 and students obviously do not have state
42:37 accountability assessments uh going into this school year and
42:40 there have been a lot of questions about
42:42 what does that mean what are the impacts what does that how does
42:45 that look uh moving forward and uh miss nada
42:49 francis our assistant director of testing accountability i tell
42:52 you what she is the go-to person across the
42:55 state because she is the guru of testing and accountability uh
42:59 she has put together a brief
43:02 presentation for the board and our community to better
43:04 understand what testing and accountability looks
43:07 and what it looks like moving forward so miss francis just have
43:10 to put them out
43:16 miss belford members of the board dr mullins good evening this
43:24 evening i will provide you with a
43:26 brief um summary of the state and federal accountability system
43:35 there are five components that comprise of the school grade that
43:39 is achievement learning gains
43:41 middle school acceleration college graduation rate and college
43:45 career acceleration keep in mind
43:49 that in these components all students are included that means
43:52 your esc students and your ell students
43:55 are included in all five components of the school grade
44:02 the first one is achievement it’s worth 100 points but there are
44:05 four achievement components the achievement
44:08 components the achievement components include all students
44:10 enrolled they have to be full year enrolled and the calculation
44:13 of
44:13 is based on any student that scored a level three or better on
44:18 the current assessment.
44:19 And it is English language arts, grades three to ten, math,
44:23 grades three through eight, and
44:26 it also includes algebra and geometry.
44:29 In science, it’s grades five and eight, and history, I’m sorry,
44:35 and high school biology.
44:37 It’s grade seven, civics, and U.S. history in the high school.
44:45 I keep going backwards.
44:48 Then there are four components for the learning gains.
44:50 The learning gains components, there are, although there are
44:53 four, there are two that
44:54 are learning gains for all students, and that’s how it’s
44:57 calculated for all the students that
44:59 are tested and have a prior year score.
45:04 And then there are the lowest 25%.
45:06 The lowest 25% component is a subset of all of the learning
45:10 gains.
45:10 So a student could potentially, who is a low-performing student,
45:14 can potentially count twice if they’re
45:17 a low-performing student.
45:18 So if they’re, when we calculate the learning gains, we
45:21 calculate the learning gains for all
45:22 students.
45:24 Then we calculate the learning gains for the lowest 25%.
45:26 So that subset is, could be the same students that are the low-performing
45:31 students.
45:32 Currently the way that they calculate the learning gains is they
45:34 look at prior year.
45:34 So it would have been 2021 calculated looking at the 2019 scores
45:41 because the student has to
45:43 have a prior year score.
45:45 The state is proposing an adjustment for just the 2021 school
45:49 grade, and that would be to
45:51 look at what they’re calling prior, prior year.
45:53 So what does that mean for our students?
45:56 That means that a student that is in 5th grade would have their
45:59 learning gains calculated based
46:02 on the 3rd grade score.
46:05 And so nothing is final until the learning gains have to have
46:09 legislative approval, even though
46:11 it is for one year as of today.
46:15 Because all the information that I’m providing you is the latest
46:18 information that we have
46:19 been provided by the state of Florida as of this afternoon.
46:23 I’m sure that things will evolve and things will change, but
46:25 that’s what we know to be true
46:27 right now.
46:28 Learning gains are calculated for ELA and mathematics, and the
46:32 mathematics includes the algebra and
46:34 geometry.
46:40 So there are five ways that a student can make a learning gain.
46:42 A student can make a learning gain by going from one level to
46:45 the next or multiple levels.
46:46 So they can go from a level 2 to a level 4, from a 3 to a 5.
46:51 If they can, if they’re a level 5, that’s the second way, if
46:54 they’re a level 5, and remain
46:56 a level 5, that student is also considered to have made a level,
47:00 a learning gain.
47:02 The interesting thing when you look at the learning level 5 is
47:04 the students sometimes you’ll see
47:06 that they drop in skill score points, but as long as they move
47:10 from a level 5 to a level
47:12 5 in the next year that they’re tested, so this would be a prior,
47:16 prior year, then, then,
47:18 so a 6th grade student will not have, a 4th grade student would
47:23 now have a 6th grade test,
47:25 and they would have to remain a level 5, and I’ll give you a
47:27 little bit of an example coming
47:29 up.
47:30 Level 3 and level 4 students, they remain the same, they just
47:34 have to increase one scale
47:35 score point.
47:37 Level 2, there are subcategories.
47:39 You go from the low level to the high level, but the students
47:42 have to move within those subcategories,
47:44 and level 1 has 3 subcategories, and they go from the low to the
47:52 middle to the high.
47:55 So, this is an example.
47:57 If a student in 3rd grade in 2019 scored a 254, so that would be
48:02 a low level 1, in order
48:04 for that child to be considered to have made a learning gain in
48:08 2021, they are now in 5th
48:10 grade, they would have to score a minimum of a 273.
48:16 An example of a level 4 moving to making a learning gain, a
48:20 student in level 3, grade 3, again,
48:24 5th grade in 2021, would have to go from a 329 to a 336.
48:35 Mathematics gets a little bit more difficult because normally
48:41 students from 7th or 8th grade
48:43 will take the algebra.
48:45 But because we’re missing a grade level, current 8th grade
48:49 students who would take the algebra
48:52 were in 6th grade.
48:53 So, if you’re looking at a 6th grade student who had a 325 and
48:59 is now going to go into algebra,
49:00 they have to score a level of 497 as a minimum.
49:09 The middle school acceleration is one of the other components
49:12 that the state is proposing
49:14 an adjustment.
49:15 The way that it’s normally been calculated is they look at any
49:19 student that is currently
49:20 in 8th grade, and then they look to see, based on that, what
49:24 prior year, how did they score?
49:26 If they were a level 3 or better, they’re included in the
49:29 denominator or in the pool of students
49:30 that they’re going to look at.
49:32 Then they also look at any student that has, that is enrolled in
49:36 an algebra class, a geometry
49:37 class, or who took a high school industry certification test.
49:42 Keep in mind that the high school industry certification is lagged.
49:46 The proposed change is that they’re going to look at the prior
49:50 year.
49:51 So, middle school acceleration, the students that are currently
49:54 in 8th grade will look at
49:56 the 6th grade, and that can absolutely pose problems, and I’ll
50:02 show you a little bit what
50:04 I mean by that.
50:05 Again, this requires state board approval, so nothing, nothing
50:12 will be final.
50:12 Until the state board approves these proposed changes.
50:17 So due to COVID, what are the, the changes and what are the
50:20 impacts?
50:21 Some of the impacts and the highest impacts that we’ve seen,
50:24 that I believe we will see,
50:26 are the learning gains in the, in the elementary schools.
50:30 There will not be learning gains for 4th grade, because the
50:32 current 4th graders will be, were
50:34 in 2nd grade, when in 2019.
50:38 So, for this year, we will look at learning gains for 5th
50:42 graders and 6th graders, and that is an impact of 5,000,
50:48 approximately 5,600 students that will not have the learning
50:52 gains.
50:53 So, imagine the impact on our schools that are your lowest
50:56 performing, your struggling schools that depend on the learning
50:59 gains to make a difference with their students, because they may
51:04 not be able to acquire that level 2, 3, but nonetheless, they’re
51:07 still making those learning gains, and then those students that
51:11 are in the lowest 25% are counting double.
51:13 The other piece is the industry certification, although we made
51:17 every effort to try and test our students before the, we were
51:22 shut down for COVID, we’re still not going to show the same
51:25 numbers, and the industry certification certainly helps the
51:29 middle school acceleration, and it helps the high school
51:32 acceleration component.
51:34 The number of students included in the calculation for middle
51:40 school acceleration is also, is a problem.
51:43 Our 6th grade students normally outperform all the other
51:47 students in the state.
51:49 I believe last year, we were number 7 in the state when it came
51:52 to the performance of our 6th grade students, and so 67% of them
51:57 performed at a level 3 or higher.
52:00 So that means that we’re now starting with a larger pool of
52:03 students for the middle school acceleration that are included,
52:05 that now have to make a level 3 or better, not keeping, keeping
52:08 in mind that we have the COVID slide, that some of the students
52:11 are e-learning, some students are not going to want to come to
52:15 school to take the test because they’re choosing to opt out.
52:17 For the FSA, there are a lot of components that can have a
52:31 negative impact on this.
52:37 And the last piece that I want to bring to your attention is the
52:40 95% tested.
52:41 The 95% tested, although if the schools don’t test the 95%, Dr.
52:48 Mullins can certainly file an appeal, and we just need to make
52:51 sure that the students that are tested are reflective of the
52:56 population that they represent.
52:57 So we need to, we look at the file that the state sends us, and
53:01 we make a determination based on the information the state is
53:04 sending us, so we can certainly file an appeal for that.
53:07 But keeping in mind that all of the, all of the fact that
53:10 students are e-learning, the fact that parents don’t want to
53:14 bring their kids in for testing, that may also impact the
53:17 percent testing.
53:18 The graduation rate, the guidelines are set forth by the U.S.
53:25 Department of Education, and it’s based on the number, the
53:28 percent of students that graduated with a standard diploma
53:32 within four years.
53:33 Keep in mind that the standard diploma also includes your ESC
53:36 students, your exceptional education students.
53:39 College and career acceleration, the cohort is, the graduation
53:43 cohort, so the students that are in the denominator, the pool of
53:47 students that graduated,
53:47 are expected by the state of Florida standards to have done one
53:52 of these things, and I’ll go through them in a minute, in order
53:55 to have to be counted positively in the college and career
53:59 acceleration.
54:00 They scored a level three, four, or five in college board
54:04 advanced placement exams, a four, five, six, or seven in the
54:08 international baccalaureate exam, a three, four, five, six,
54:13 seven, or eight in an advanced international certificate
54:16 of education exam, a C or better on an approved dual enrollment
54:20 class, an industry certification.
54:23 So this is just an example, and the numbers on here do not
54:29 represent the district.
54:30 They don’t represent any school.
54:32 I just wanted to give you some numbers so that we can have a
54:35 total.
54:35 So for elementary school, there are seven components that are
54:38 counted in school grade.
54:39 The seven components are achievement, learning gains, and
54:43 learning gains for your lowest 25% in ELA.
54:46 Mathematics is the same thing, achievement, learning gains, and
54:50 lowest 25%, in addition to science.
54:52 For the middle school, there are nine components, and that
54:56 includes social, it’s the first seven, plus the social studies
55:00 and the middle school acceleration.
55:02 For the high schools, there are ten components because it is the
55:08 first seven, social studies and history, and then of course
55:13 graduation rate, and college and career acceleration.
55:17 For the district, and for those schools that are combination
55:20 schools, it’s 11 components.
55:22 So it is added up all of the number, all of the components count.
55:27 So for this example, we earned 681 points, 11 components, that’s
55:35 62% of the points, and overall of an A.
55:38 And this is the state will calculate for every school, and then
55:43 they determine where do you fall within what range, and that’s
55:48 how it is determined what your school grade is.
55:53 So the next piece that I want to talk briefly about is the
55:56 federal accountability system, and it’s the Every Student Succeeds
56:02 Act, ESSA.
56:03 And that’s replacing the No Child Left Behind.
56:06 The main focus of the ESSA is to focus on reporting the students’
56:11 subgroups, the adjustment for at least the 95% tested.
56:15 This is where it gets a little bit tricky, because what they
56:18 mean about that adjustment is, if a student does not test the 95%
56:23 for school grade,
56:24 remember I stated that Dr. Mullins can file the appeals, we
56:27 worked with the schools.
56:29 For the adjustment for ESSA, they in, for any student, so let’s
56:34 say that a component for ELA, you did not make your 95% tested.
56:38 They’re going to add back the students that did not test, and
56:41 they’re going to add them as a negative impact.
56:44 So I always think of them as adding them back as a level one
56:47 student.
56:47 So that definitely will impact.
56:50 So sometimes you’ll look at an ESSA report in comparison to what
56:54 the school grade report is, and you’ll notice that the percent
56:58 of proficiency for ELA is a little different than it is reported
57:02 in ESSA.
57:02 It could definitely be the 95% tested.
57:06 The other piece that is the ELA language learner’s proficiency
57:10 progress that is added, that’s the last component that has been
57:14 added to the ESSA Federal Point Index,
57:17 and what they’re doing is they’re looking at the, what we
57:20 normally call WIDA, but the real name of the test is, it’s the WIDA
57:24 is the consortium,
57:24 but the name of the test is the access for ELs or the alternate
57:29 access for ELs.
57:30 So they are going to look at language proficiency or language
57:34 acquisition between one test and the next,
57:37 and the students are, they’re going to measure, it’s almost like
57:41 a learning game, but it’s for a language acquisition.
57:43 So that’s the last component that is being included in the ESSA.
57:47 So ESSA, as you can see, it’s very, the first 11 components are
57:53 the same.
57:54 The ELP is different, which is the language proficiency progress
57:58 for language, sorry, progress of English language learners,
58:02 and when you look at it and you total the number of points,
58:05 there are 12 components and it’s 67%.
58:08 We have to meet the magic number of 41 in order not to be, not,
58:15 for there not to be any sanctions.
58:17 For the Federal Point Index, which is this calculation that I
58:21 just showed you that encompasses all,
58:23 if you, if you’re not at 41 or better, then you’re considered to
58:27 be in comprehensive support and improvement.
58:30 Then there is the Federal, the targeted support and improvement,
58:34 which has to do with every single one of those subgroups.
58:37 So they’ll look at every single one of the subgroups to
58:40 determine, are they making progress?
58:42 Are they, are they making gains, et cetera, et cetera?
58:45 And if any of those fall below the 41, then the schools fall
58:49 into the targeted support and improvement.
58:52 And a school, yes, can have multiple.
58:55 They can have white and African-Americans and Hispanic students
59:00 that are not meeting that 41%.
59:02 Are there any questions?
59:04 Board members have questions for Ms. Ransom?
59:05 Ms. Deskevich?
59:06 Thank you, Neda.
59:07 You’re so amazing with all of this.
59:08 Oh, thank you.
59:09 We appreciate you very, very much.
59:10 Just a couple of quick questions.
59:11 Sure.
59:12 One, are we tracking, do you track I-Ready scores too or just?
59:12 We do.
59:13 I do work with Mrs. Klein and her team to track the I-Ready
59:14 scores.
59:14 Okay.
59:15 So are we keeping an eye on that to have some idea?
59:15 Absolutely, Mrs. Klein.
59:16 I’m waiting for her directive to tell me exactly when I need to
59:20 start working on the tracking.
59:21 Okay.
59:22 And the previous, you guys have sent us like something.
59:24 I’m not sure if you’re tracking.
1:03:34 That’s exactly what I was trying to understand.
1:03:36 That’s what I assumed was going to happen.
1:03:39 I think it’s going to be harder to show learning games that way.
1:03:46 So it’s just one component of the score.
1:04:02 So if you look here, you’ll see that mathematics still has the
1:04:08 learning games.
1:04:08 and the achievement.
1:04:09 So the students will still be able to score a level three or
1:04:13 better to count an achievement.
1:04:14 The learning gains are there.
1:04:16 And then you have the middle school acceleration component that
1:04:19 is also added.
1:04:20 That’s yet one more component of the middle school grade.
1:04:25 One of the nine.
1:04:27 Thank you.
1:04:28 You’re welcome.
1:04:29 Ms. Campbell.
1:04:30 Yes.
1:04:31 So you had mentioned from the beginning that the only scores
1:04:40 that count in the accountability
1:04:44 grading are the students who were there for the entire school
1:04:47 year, correct?
1:04:48 Is that the same standard for the federal, for SF?
1:04:51 Do they have the same?
1:04:53 It is my understanding that it is the same, but I’d like to
1:04:56 double check that to make sure
1:04:58 that I give you the most accurate information.
1:05:00 Okay.
1:05:01 So the 95% tested, you explained that, but I want to make sure I
1:05:05 understood that correctly.
1:05:07 So if we, on the 95%, if we get to the end of this year and a
1:05:13 school, an individual school,
1:05:15 doesn’t have 95% of their students testing any one subject or
1:05:22 whatever of the ones who are,
1:05:25 have been there full time, right?
1:05:27 Four years ago.
1:05:28 Then explain to me again what happens there.
1:05:30 So for school grade, for the purpose of school grade, we’ll get
1:05:35 a list of schools that’ll say
1:05:36 an I and it’ll tell us the reason why they wear an I, meaning
1:05:39 incomplete.
1:05:40 Okay.
1:05:41 And so Dr. Mullins will then direct me to start working with the
1:05:45 schools so that we can figure
1:05:46 out if the school, the tested students indicate the pocket of
1:05:51 the community that they’re serving.
1:05:54 So for instance, if they have 50% Hispanics, where did they test
1:05:59 the Hispanic kids?
1:06:00 Are they trying to exclude a specific group?
1:06:02 Right.
1:06:03 So if we can prove that they actually tested and it represents,
1:06:07 it’s representative of their
1:06:08 population, then they normally, the state will grant us the
1:06:11 appeal and they’ll release the
1:06:13 school grade.
1:06:14 Where it gets a little tricky is with the ESSA.
1:06:17 Right.
1:06:18 ESSA just puts in the kids that they didn’t test and then it’ll
1:06:22 negatively impact the school.
1:06:24 Right.
1:06:25 So, all right.
1:06:29 Okay.
1:06:30 I’m going to come back to that in just a second.
1:06:31 But on graduation rate, I know that statewide we didn’t have
1:06:34 grades, but is the federal,
1:06:37 are they still doing graduation rates for our federal
1:06:40 accountability this year?
1:06:42 So, keep in mind that the graduation rate is lagged.
1:06:45 Okay.
1:06:46 So, last year’s the class of 2020 is the one that we will be
1:06:50 using for this year’s school grade.
1:06:52 Okay.
1:06:53 Which again, can be a problem because, although we had a lot of
1:06:58 graduates, the college and career
1:06:59 acceleration component, so.
1:07:00 Because they weren’t able to finish up the way they usually do.
1:07:03 But it is the 2020 graduating class that we will be, that will
1:07:04 be included in the 2021 school
1:07:05 grade.
1:07:06 Okay.
1:07:07 And then.
1:07:08 Hang on.
1:07:09 It’s the page where I wrote it down.
1:07:10 So, on the 95%, back to the 95%.
1:07:11 Okay.
1:07:12 Have we had that impact us before?
1:07:14 I’m just thinking of some of our student, our schools that have
1:07:18 a very transient population
1:07:19 and you’ve got kids moving in and out and maybe, you know, maybe
1:07:23 we don’t get the 95% or maybe
1:07:25 we don’t get the 95% or maybe we don’t get the 95% or maybe we
1:07:29 don’t get the 95%.
1:07:30 That’s a school that has lots of opt out.
1:07:31 Does that have been, you know, pre-COVID, has that been, how has
1:07:32 that affected us before?
1:07:32 We’ve had a couple of schools that have had an eye.
1:07:33 Okay.
1:07:34 But it, we filed the appeal and it’s never negatively impacted
1:07:35 with the ESSA.
1:07:35 Okay.
1:07:36 So, this, the only reason I brought it up was because this year
1:07:49 and the parents wanting
1:07:54 to opt out their students and wanting to keep them home, et
1:07:58 cetera, et cetera.
1:07:59 If some, if, if we continue on the same path, then we may see a,
1:08:04 we may see an increase in
1:08:05 those, in those schools.
1:08:06 I know that, and this was my final question thought, is that I
1:08:10 know that we, we can’t
1:08:12 predict what the legislature is going to do, but obviously this
1:08:15 year it would be ideal if
1:08:17 this year is a kind of a hold harmless year, but it’s just to
1:08:20 establish a baseline since we
1:08:21 had that missing year.
1:08:22 Um, give us, you know, give us our school grades, give us our
1:08:25 whatever, but don’t, don’t base
1:08:27 anything off of that because, you know, we had the spring, we
1:08:31 have this whole year where
1:08:32 we’re trying to play catch up.
1:08:33 Um, is there any kind of word that has been gone, you know,
1:08:37 going around that that is a
1:08:38 possibility or that they’re asking for that to happen?
1:08:41 So there are a lot of people asking for that specific to happen
1:08:45 and not so much as hold
1:08:46 harmless, but to release it and not have any of the sanctions is
1:08:50 what the, it’s being requested.
1:08:51 And that would be the best case scenario, but I’ve not heard
1:08:54 that they’re moving forward
1:08:55 with that.
1:08:56 Okay.
1:08:57 But then again, the legislative session hasn’t started, so.
1:08:59 Okay.
1:09:00 But that would be a legislative decision, not a DOE decision.
1:09:03 Nope.
1:09:04 Okay.
1:09:05 I would like to add that to our, uh, uh, legislative agenda,
1:09:10 please.
1:09:10 Got it.
1:09:11 Um, just one second, Ms. Campbell, for your reference, the, the
1:09:15 I schools, um, weren’t necessarily
1:09:17 our transient schools.
1:09:18 So Holland in my district was, had, um, was like, I think it was
1:09:22 last year.
1:09:22 It was last year.
1:09:23 Yeah.
1:09:24 Had more, um, people who opted out.
1:09:27 Yeah.
1:09:28 Just part of the opt out movement and wanting to opt out their
1:09:30 kids.
1:09:30 And so I, I don’t know what COVID is going to bring as far as
1:09:33 that.
1:09:33 Right.
1:09:35 That’s it.
1:09:36 Thank you.
1:09:37 You’re welcome.
1:09:38 Thank you.
1:09:39 Mr. Susan, any questions for Ms. Francis?
1:09:40 Nope.
1:09:41 Thank you.
1:09:42 I have one that I think should be a pretty easy one, Nata.
1:09:44 Okay.
1:09:45 So remember back in the day of AYP, we had subgroups that they
1:09:49 analyzed.
1:09:49 Yeah.
1:09:50 But our subgroup in Florida was like 10 or something like that.
1:09:55 The cell size.
1:09:56 And so other places had much larger numbers for their, their
1:10:02 cell size.
1:10:02 And so they, their subgroup data wasn’t counted in several areas.
1:10:07 And there was a lot of discussion around that.
1:10:09 So going back to the ESSA and the subgroup scores, is there a
1:10:14 cell size for ESSA?
1:10:15 10.
1:10:16 So it is still 10 and now everyone’s on 10.
1:10:19 Well, I’m not sure if everyone is on 10 because remember every,
1:10:23 every state had to provide a,
1:10:25 like a roadmap or a proposal that would say, this is what we’re
1:10:31 going to do.
1:10:33 This is how it’s going to impact.
1:10:35 Ours just happens to look very similar to our school grade
1:10:38 because we were doing a lot of the,
1:10:40 a lot of the asks by the, by the federal government.
1:10:44 So that’s why, but yeah, I would absolutely would, I can check
1:10:50 to see if everybody else is on 10.
1:10:52 If the cell size is 10 for other states, but.
1:10:56 That’s fine.
1:10:57 Don’t waste your time on that.
1:10:58 I was just curious.
1:10:59 You have plenty on your plate.
1:11:00 Thank you.
1:11:01 Thank you so much for all that you’re doing in this, this year
1:11:03 of craziness to keep abreast of all of this stuff.
1:11:06 And, um, please know if there’s anything that the board members
1:11:09 can do, obviously we’ll add the,
1:11:11 the no sanctions to our legislative platform for discussion.
1:11:14 Um, but if any of us can advocate, uh, with the state board or
1:11:18 with the legislature,
1:11:19 please, please feel free to reach out to us and say, Hey, I need
1:11:22 your help.
1:11:22 All right.
1:11:23 Thank you.
1:11:25 Have a wonderful evening.
1:11:26 Ms. Balford, may I just add a couple, uh, comments just to
1:11:30 remind the board.
1:11:30 on October, I want to say 27th, we have a workshop already
1:11:37 scheduled to present the board.
1:11:39 Uh, the results of our first progress monitoring for this year.
1:11:43 Uh, Dr. Sullivan and Ms. Klein will be presenting that
1:11:46 information for the board.
1:11:47 Uh, it was already referenced and alluded to.
1:11:50 Well, how are we doing with I ready?
1:11:51 I also want to take this opportunity to remind the board that I
1:11:55 believe it was last year.
1:11:56 We initiated our first formal progress monitoring and algebra.
1:12:01 Was it last year, Dr. Sullivan or the year before last year?
1:12:05 So we were able to launch that progress monitoring district wide.
1:12:11 Uh, and I would suggest there’ll be no more important year to
1:12:15 have that tool than this year.
1:12:17 As we have kids who have been placed in algebra one based on two
1:12:21 year prior student achievement data.
1:12:23 So we can quickly monitor and get feedback on their progress and
1:12:27 make end time adjustments.
1:12:29 Uh, so I want to thank, uh, secondary leading and learning Dr.
1:12:34 Sullivan for that great in, uh, insight and the benefits it’s
1:12:37 going to yield moving forward.
1:12:39 And finally, I would just do a shout out to our middle school.
1:12:43 I’m going to try and get this right Neda.
1:12:45 Our middle school, Dr. Sullivan, algebra one teachers worked
1:12:50 like warriors over this summer.
1:12:52 To offer algebra one EOC to our kids over the summer.
1:12:57 They came in controlled environments, small groups and so on.
1:13:00 I think if I remember correctly, we led the state in the numbers
1:13:04 of middle school algebra one students who came in to do the
1:13:08 assessment.
1:13:09 And that gives them the opportunity to test closest to the time
1:13:13 they had the course and so on.
1:13:15 So that is a credit to our administrators and our middle schools
1:13:19 for thinking creatively to our algebra teachers for making that
1:13:23 extra effort to reach out to them.
1:13:24 As well as our career and technical education teachers who
1:13:29 worked so hard to connect with their CTE kids all through the
1:13:34 summer.
1:13:35 We had testing, our poor administrators, they were hosting
1:13:39 testing throughout the whole summer in our high schools and
1:13:42 obviously in our middle schools.
1:13:44 Because it was the right thing to do for our kids.
1:13:47 And to give them the opportunity of that reward that award of
1:13:51 accomplishment for the hard work that they persevered through
1:13:55 through a very difficult year.
1:13:57 So just didn’t want to lose the opportunity to shout out to our
1:14:01 CTE in particular math teachers for continuing to work through
1:14:05 difficult circumstances on behalf of our kids.
1:14:08 So thank you.
1:14:09 Thank you, Dr. Mullins.
1:14:10 And thank you to all of our all of our team members that made
1:14:13 that possible.
1:14:14 We are now at public comments.
1:14:17 We have two speakers scheduled for this evening.
1:14:20 Each speaker is limited, excuse me, to three minutes.
1:14:24 We have a clock in front of me to help you keep track of your
1:14:27 time.
1:14:27 When your time is over, you’ll be asked to stop and allow the
1:14:30 next speaker his or her turn.
1:14:31 Always keep in mind that reasonable decorum is expected at all
1:14:35 times and your statement should be directed to the board
1:14:37 chairman.
1:14:37 The chairman may interrupt, warn or terminate a participant’s
1:14:41 statement when time is up, personally directed, abusive, obscene
1:14:46 or irrelevant.
1:14:47 Should an individual not observe proper etiquette, the chairman
1:14:50 may may request the individual leave the meeting.
1:14:52 Let’s all encourage an environment appropriate for our children
1:14:55 who may be present or watching from home.
1:14:57 We will start with our first speaker, Mr. Shiffrin, and our
1:15:03 second speaker, Kayla Magnusson.
1:15:07 When Mr. Shiffrin is done, it will be your turn.
1:15:12 Any of my help with the microphone, Mr. Shiffrin, are you good?
1:15:15 Proper?
1:15:24 Ms. Belford, Dr. Mullins School Board members, my name is Gary
1:15:29 Shiffrin, and I’m the executive director of the Brevard
1:15:32 Association of School Administrators.
1:15:34 I want to extend kudos to you this evening in regards to how you
1:15:38 have confronted the reopening of our schools.
1:15:41 That is not to say that I’m necessarily supportive of face-to-face
1:15:45 instruction, while our trends in Brevard are not exactly the
1:15:48 most conducive, but I’m fully aware of the position you’ve been
1:15:52 put into by the bureaucrats in Tallahassee.
1:15:54 I think it’s shameful when politics dictates policy and people’s
1:15:58 well-being is at stake.
1:16:00 Having said that, though, I think you would agree with me that
1:16:04 the professionals of the Brevard School System have stepped up
1:16:07 and have done an amazing job.
1:16:09 Let me repeat that. The professionals of the Brevard School
1:16:13 System have done an amazing job.
1:16:15 From back in the spring when the decision was made to go 100%
1:16:19 virtual, and your teachers were suddenly required to convert
1:16:21 their lessons to that which could be shown on the TV screen.
1:16:24 What a challenge that was, but your teachers put in the time and
1:16:28 effort to make it happen, and it was successful.
1:16:31 Then, because of direction from those bureaucrats, you were left
1:16:35 with few options which did not include continuing 100% virtual.
1:16:39 Now the district went into overdrive, and plans were developed
1:16:43 for the return of face-to-face instruction.
1:16:45 These plans were then shared with the school administrations,
1:16:49 and it was time for them to go into overdrive.
1:16:51 There were so many contingencies that had to be developed,
1:16:54 including the physical layout of buildings and classrooms,
1:16:57 the way students would be allowed to walk in the hallways, enforcing
1:17:01 the board decision that everyone would wear masks,
1:17:03 understanding the flowcharts if personnel and students would
1:17:06 either test positive and/or come in contact with other
1:17:09 individuals who tested positive.
1:17:11 And I could go on and on.
1:17:26 The added responsibilities and additional stress which became
1:17:31 the new normal.
1:17:32 No one in any of our lifetimes could have anticipated having to
1:17:36 deal with what this pandemic has caused.
1:17:38 Having said all of this, I now come to the main reason I’m
1:17:41 addressing you this evening.
1:17:42 And I know with loss of student numbers, that finances are
1:17:45 probably not very good.
1:17:47 But based on what everyone has been put through, based on how
1:17:50 your professionals have had to adjust their lives,
1:17:52 based on the creative innovations that had to be put in place,
1:17:55 even based on the fact that your custodians have to be cleaning
1:17:58 around the clock, and so on and so forth,
1:18:01 I’m asking for this board to either appropriately compensate
1:18:04 your employees or come up with some kind of recognition
1:18:07 that will appropriately thank each and every one of them for the
1:18:11 unbelievable job they’ve had to put forth to make all of this
1:18:14 work.
1:18:14 I know our motto is serving all the students with excellence.
1:18:17 In this instance, I think it’s equally important to serve all
1:18:20 the Brevard public school staff with excellence as well.
1:18:24 I welcome the opportunity to brainstorm with you in a way in
1:18:28 which we can properly recognize your staff.
1:18:31 Thank you very much.
1:18:33 Thank you, Mr. Schifrin.
1:18:36 Ms. Magnuson?
1:18:56 Can you hear me?
1:19:00 Okay.
1:19:01 Ready?
1:19:02 All right.
1:19:03 On August 21st, parents were emailed asking how our children
1:19:07 would be getting home from school.
1:19:09 My response was my child will be a car rider.
1:19:12 On August 24th, the first day of school, I drove my daughter to
1:19:15 school at 7:45 in the morning.
1:19:17 I drove to pick her up at 2:00 PM, waited for the gate to open
1:19:20 at 2:30.
1:19:21 As I’m trying to spot my child, a staff member came to my car
1:19:24 and told me that she was accidentally taken to aftercare.
1:19:27 Honest mistake, my daughter has been in aftercare the past two
1:19:31 years.
1:19:32 But I did not sign her up this year.
1:19:35 She wasn’t in aftercare.
1:19:38 They accidentally sent her on the bus, they thought.
1:19:42 Sorry.
1:19:44 But they still were not sure.
1:19:46 So I immediately drove as fast as I could to try to beat the bus
1:19:49 to the bus stop.
1:19:50 My daughter is only seven years old.
1:19:52 I wasn’t successful, but I had visual of the bus and my child
1:19:55 and I could finally breathe.
1:19:57 The school called me right after that, making sure she was safe
1:20:00 and actually with me.
1:20:01 The principal, the teacher called and apologized.
1:20:04 I was humble and I understood mistakes do happen.
1:20:07 I was just glad that my daughter was safe.
1:20:10 The same night, my ex-husband, who has a no contact order with
1:20:14 my children because of his domestic violence and abuse,
1:20:20 he was the actual one that they called and apologized to.
1:20:23 They did not call the father of my children, which my ex-husband
1:20:26 is not the father of either one of my children.
1:20:29 They were going off of my 2019 registration paperwork, not my
1:20:33 2020 registration paperwork, that I put in well in advance.
1:20:40 On August 31st, I wrote a note and emailed and called to say
1:20:44 Gina would take the bus on the 31st, the 1st, the 2nd, and 3rd
1:20:49 of that week only.
1:20:50 And I made sure it said that week only.
1:20:53 I also had the email as proof.
1:20:56 House updates were being done and I was going to be at the house.
1:20:59 From August 4th to the 18th, she had been picked up.
1:21:01 No issues in the car loop.
1:21:03 Yesterday, I’m back far in the car line.
1:21:05 I pull up and they said my child was not there and they did not
1:21:11 know where my child was.
1:21:14 I understand my language that I did use yesterday.
1:21:17 It was inappropriate and it was wrong.
1:21:20 My emotions overtook me and I reacted versus responded and I
1:21:26 apologize for my words.
1:21:27 They still did not know where my child was and I came all the
1:21:31 way back to the school after they pulled my child off of a bus
1:21:36 to have me trespassed from their school because of my language
1:21:40 and the words that I chose to use.
1:21:42 This I am not the first parent that this has happened to, but
1:21:46 this is twice in less than a month that my child is unaccounted
1:21:49 for and nobody knew where she was again and seconds matter to me.
1:21:54 And that’s it.
1:21:55 Thank you.
1:22:02 Does any board member wish to respond to any of the speakers
1:22:05 this evening?
1:22:05 Is she going to go see Ms. Klein over anything that she’s got?
1:22:08 I’m sorry?
1:22:09 Is she going to go see Ms. Klein over her situation?
1:22:12 It’s being addressed.
1:22:13 Okay.
1:22:14 Yep.
1:22:15 Dr. Mullins, any response to any of the speakers this evening?
1:22:19 No, thank you.
1:22:20 Okay.
1:22:21 That is going to move us into the consent agenda, Dr. Mullins.
1:22:26 There are 13 agenda items under this category.
1:22:38 Does any board member wish to pull any item from the consent
1:22:41 agenda this evening?
1:22:42 Seeing none, I’ll entertain a motion to approve the consent
1:22:45 agenda as presented.
1:22:46 Move to approve.
1:22:47 Second.
1:22:48 Moved by Mr. Sujan.
1:22:49 Seconded by Ms. McDougall.
1:22:50 Is there any discussion?
1:22:51 Please vote.
1:22:56 The motion passes 5-0, Dr. Mullins.
1:23:11 Ms. Belford and members of the board, the – were you on the
1:23:15 action agenda?
1:23:16 Did I get ahead of it?
1:23:17 We are at the action agenda.
1:23:20 Yes.
1:23:21 We are at the action agenda.
1:23:22 Yes.
1:23:23 You got ahead of me because I got behind.
1:23:24 That’s okay.
1:23:25 We will now move on to the action agenda, Dr. Mullins.
1:23:28 Members of the board, the only action item this evening is item
1:23:32 G25 on procurement solicitations.
1:23:34 What are the wishes of the board?
1:23:35 Move to approve.
1:23:36 Second.
1:23:37 Moved by Mr. Sujan.
1:23:38 Seconded by Ms. Campbell.
1:23:39 Any discussion?
1:23:40 All right.
1:23:41 Please vote.
1:23:42 And the motion passes.
1:23:43 5-0.
1:23:43 Does any board member have anything else they would like to
1:23:52 report at this time?
1:23:55 Mr. Susan, I think you indicated you had something?
1:23:56 Yeah.
1:23:57 Dr. Mullins, I was just going to follow up on those two.
1:24:10 There was the athletic broadcast procedure that we were kind of
1:24:14 talking about and the volunteer application policies that we
1:24:15 were looking at.
1:24:15 I just didn’t know.
1:24:16 Are we still working on them?
1:24:17 Moving forward.
1:24:18 That’s all.
1:24:19 Thank you, Mr. Susan.
1:24:20 I met with Ms. Moore yesterday afternoon.
1:24:32 She has drafted updated procedures.
1:24:34 I reviewed it.
1:24:37 We’ve had a brief conversation about it.
1:24:40 I need to follow up with her.
1:24:42 But we’re prepared to continue taking it.
1:24:44 We’ll have it ready this week.
1:24:45 Beautiful.
1:24:46 And then that’s the athletic ones and the volunteer ones we’re
1:24:49 still working on, too?
1:24:50 Yes, sir.
1:24:51 Perfect.
1:24:53 And I just had one other thing.
1:24:56 Gibbs, you gave out a little memorandum.
1:25:00 Are we supposed to come back to you with that?
1:25:02 I didn’t know.
1:25:03 Like I got it and I was like, I didn’t know what it was.
1:25:06 No, that was just in response.
1:25:08 So if you guys get questions, you can answer questions about
1:25:12 what the board’s role is in negotiations and things.
1:25:15 You don’t have to do anything with it.
1:25:19 It’s just for your information.
1:25:21 So if we’ve got questions about it, come back to you?
1:25:26 Yeah, you can come to me.
1:25:27 All right.
1:25:32 I’m good.
1:25:33 Thank you.
1:25:34 Ms. Belford.
1:25:35 Ms. Belford, I’d just like to remind everybody who may be
1:25:38 watching, if you’re still with us, that we – just as a reminder,
1:25:43 we do have the – our food and nutrition services was approved,
1:25:46 along with many other school districts across the country, to
1:25:48 continue basically the summer lunch program during the school
1:25:52 year.
1:25:52 So all of our students will be – if they get the traditional
1:25:56 school lunch and breakfast – breakfast is always free – but
1:25:59 lunch through the end of this calendar year, through December.
1:26:03 But I just want to remind everyone that the deadline for the
1:26:07 free and reduced lunch application is coming up soon.
1:26:10 Mr. Novelli, do you know what that date is off the top of your
1:26:14 head?
1:26:14 The free and reduced lunch application deadline.
1:26:17 It’s sometime in the next couple weeks, right?
1:26:21 Second week of October.
1:26:23 So even though everybody’s going to get free lunch between now
1:26:25 and December, I just want to remind everybody, you need to go
1:26:28 ahead and get that application in, because then, following
1:26:31 December, it will be too late to sign up then.
1:26:33 So I want to encourage everybody to go ahead.
1:26:35 If you – if that’s something you’ve qualified for before, or
1:26:38 you think you will qualify this year, especially with economic
1:26:41 changes, please make sure you fill out the application, which
1:26:43 you can find on your school’s website.
1:26:45 Thank you, Ms. Campbell.
1:26:46 That’s a great point.
1:26:47 And I would suggest that everyone just fill out the application
1:26:49 and see if you might qualify, because not only does it apply,
1:26:50 but that’s a great point.
1:26:51 That’s a great point.
1:26:52 And I would suggest that everybody might qualify, because not
1:26:55 only does it apply to potentially reduced-cost meals, but also
1:26:58 applies to Title I funding for our district and our schools.
1:27:00 So really critically important.
1:27:01 And a lot of people might think, you know, I would never qualify,
1:27:04 but there’s a good possibility that they may.
1:27:06 So if all parents would just please take a couple of minutes to
1:27:09 do that, we would certainly appreciate it, and so would your
1:27:12 schools.
1:27:12 Mr. Susan Yad.
1:27:13 No, it’s just that there’s certain schools where families didn’t
1:27:16 fill it out, and they lost their Title I funding.
1:27:18 Yeah.
1:27:19 And that supports both for reading and everything you just said.
1:27:21 So it’s not like it’s something that, you know, you just get
1:27:24 free lunch.
1:27:25 It’s all the supports, and it’s a considerable amount of support.
1:27:27 So thank you for bringing that up.
1:27:28 Ms. Campbell is a great point.
1:27:29 Thank you.
1:27:30 Even if your child packs a lunch every day, you know, it makes
1:27:33 an impact on the school.
1:27:34 Yeah.
1:27:35 Madison, last year or the year before, missed it by one student,
1:27:39 and they were just crushed.
1:27:40 So Roy Allen went from, I think, a C to an A and then lost all
1:27:43 their funding.
1:27:44 Yeah.
1:27:45 So it’s like, you know.
1:27:46 Yep.
1:27:47 Very important.
1:27:48 Any other board members have any points of discussion?
1:27:51 Dr. Mullins, anything you would like to bring up before we close
1:27:53 out the evening?
1:27:54 No, please.
1:27:55 All right.
1:27:56 Seeing no further business, this meeting is officially adjourned.
1:27:57 Have a great night.
1:27:58 Good night.
1:27:59 Yay.