2020-11-17 - School Board Meeting

0:00 Music

0:30 This is the organizational school

0:32 board meeting of November 17,

0:34 2020.

0:36 It is my privilege as superintendent to chair

0:38 the school board meeting until such time

0:40 as the chairman is elected

0:42 for the coming year. In order to

0:44 minimize seat movement

0:46 amid COVID concerns, I will

0:48 chair for my normal seat.

0:50 Once the chairman is selected, we will sanitize

0:52 any changed seating areas before

0:54 reconvening.

0:56 The first order of business

0:58 this evening is the administration

1:00 of the oath of office.

1:02 The Honorable Judge Charles

1:04 Crawford will administer

1:06 the oath to our returning board member

1:08 Mr. Matt Susan, District 4

1:10 and Miss Joan

1:12 Taddy, a former Brevard

1:14 educator of 41

1:16 years,

1:18 will administer the oath to newly elected

1:20 board member, Miss Jennifer Jenkins,

1:22 District 3.

1:24 First, we welcome Mrs. Taddy

1:26 to stand at the podium to administer

1:28 the oath to Mrs. Jenkins.

1:30 Mrs. Taddy, if you want to find your way to the podium.

1:32 Mrs. Jenkins, we have

1:36 the microphone approximately

1:38 six feet away for you to stand

1:40 and repeat your oath.

1:42 And we welcome your family members

1:44 to come and join you

1:46 as you prepare to take the oath and stand with you

1:48 if you would like.

1:50 Yep, this microphone right here.

2:00 Okay, baby, come here.

2:08 Okay, Mrs. Taddy.

2:10 Okay.

2:12 I, Jennifer Jenkins,

2:14 do solemnly affirm.

2:16 I, Jennifer Jenkins,

2:18 do solemnly affirm.

2:20 That I will support, protect,

2:22 and defend.

2:24 That I will support, protect, and defend

2:26 the Constitution

2:28 and Government of the United States.

2:30 The Constitution and Government of the United States.

2:32 And of the State of Florida.

2:38 That I am duly qualified to hold office.

2:44 Under the Constitution of the State.

2:49 And that I will well and faithfully.

2:55 Perform the duties of school board member.

3:00 On which I am about to enter.

3:03 Of which I am about to enter.

3:07 Mrs. Jenkins, if you want to stay

3:17 and take the opportunity to say a few words,

3:19 you are welcome to.

3:20 Mrs. Jenkins, can I grab mine?

7:20 Mr. Jenkins, can I grab mine?

7:21 Mrs. Jenkins, can I grab mine?

27:24 Mr. Jenkins, can I grab mine?

27:25 Mrs. Jenkins, can I grab mine?

38:19 Mr. Jenkins, can I grab mine?

38:20 Mrs. Jenkins, can I grab mine?

1:07:19 I’m going to take a person over. Can we

1:07:20 all give Mrs. Jolly a standing ovation to make up for the

1:07:24 celebration she didn’t get to have.

1:07:34 Congratulations.

1:07:50 Okay. We are now at public comments. The School Board Policy 0169.1

1:08:01 limits to 30 minutes.

1:08:02 The portion of the meeting during which the public is invited to

1:08:06 participate and provide public comment.

1:08:07 The policy further provides that this time limit may be extended

1:08:11 by a vote of the board.

1:08:12 We actually only have four or five speakers signed up this

1:08:17 evening so there is no need to extend.

1:08:20 Each speaker is limited to three minutes. We have a clock in

1:08:23 front of me to help you keep track of your time.

1:08:25 When your time is over you will be asked to stop and allow the

1:08:28 next speaker his or her turn.

1:08:29 Always keep in mind that reasonable decorum is expected at all

1:08:33 times and your statement should be directed to the board chair.

1:08:35 The chair may interrupt, warn, or terminate a participant’s

1:08:39 statement when time is up, personally directed,

1:08:41 abusive, obscene, or irrelevant.

1:08:44 Should an individual not observe proper etiquette, the chairman

1:08:47 may request the individual leave the meeting.

1:08:49 Let’s all encourage an environment appropriate for our children

1:08:51 who may be present or are watching from home.

1:08:54 We’ll begin with the first three speakers.

1:08:57 Before speaking, please state your name, the organization you

1:09:00 represent, if any, and identify the topic you’ll be discussing.

1:09:03 Our first three are Marino Nardelli, Kyle Savage, and Anthony

1:09:09 Colucci.

1:09:11 Right here to the mic in the front, please, sir.

1:09:14 My name is Marino Nardelli, and this is Karen.

1:09:15 This year, Brevard High School football teams were scheduled to

1:09:18 play a divisional seven-game schedule that was provided by the

1:09:18 district.

1:09:18 Only in-county games were scheduled with no more than 50

1:09:22 students on each team per FHSAA recommendations.

1:09:23 Along with football, other sports such as soccer, swimming,

1:09:27 bowling, and track and basketball will commence this year.

1:09:30 Bands are limited.

1:09:31 Yet, through this reemergence from the COVID cloud, others are

1:09:36 being neglected, namely band and orchestra.

1:09:37 A music leadership committee consisting of several music

1:09:43 teachers across the county met, collaborated, and came up with a

1:09:44 plan for students to participate in

1:09:44 in-person all-county music auditions and performances.

1:09:51 It consisted of protocols to maintain safe distances, the

1:09:59 wearing of masks, when appropriate, scheduling students to

1:10:01 perform with a little overlap as possible, and limiting audience

1:10:06 audience

1:10:06 sizes.

1:10:21 This proposal was sent to the BPS school reopening team for

1:10:25 approval.

1:10:25 And the answer though, thus far is no.

1:10:28 Why can’t, why can football players train, travel, socialize,

1:10:34 and play while music is denied?

1:10:35 Already, five football teams were playing out of Brevard County.

1:10:39 Teams traveled to Pasco, Canillas, and Broward County.

1:10:43 This Friday, teams will travel to Bradenton, Jensen Beach, and

1:10:48 Estero, all out of county.

1:10:49 Why can’t athletes, why can athletes meet and compete, yet music

1:10:54 is told no?

1:10:55 Preliminary data from a university-led study on Aristotle

1:10:59 dispersal suggests that with sufficient masks and fabric coverings,

1:11:04 it’s feasible to perform

1:11:04 perform on brass and woodwind instruments.

1:11:08 Music plays a big part in high school.

1:11:10 Bands even continue to support and come out for football games

1:11:15 and support, yes, support their football teams.

1:11:17 Allowing sports to gather and compete while music competitions

1:11:21 are denied, in-person, all-county auditions is hypocritical.

1:11:26 Can’t lick it.

1:11:27 I’ll quote Mr. Susan from an article from the Space Coast Daily

1:11:38 on August 22nd.

1:11:40 We’re excited for our kids to regain some formal normalcy with

1:11:43 return to athletics in the fall.

1:11:44 The mental health benefits for getting back to play are

1:11:47 immensely important during these challenging times.

1:11:49 For many of our students, sports are the one thing that gives

1:11:53 them the sense of pride and self-worth, along with the many life

1:11:57 lessons learned through social interaction and working as a team.

1:12:00 Music gives kids a sense of pride and self-worth and life

1:12:04 lessons just as much as sports do.

1:12:05 Can Pravar be excited about supporting them with their all-county

1:12:09 ensembles?

1:12:09 Sports prepares our learners for the future.

1:12:13 So does music.

1:12:15 I implore you to make this right for the benefit of all these

1:12:19 kids, not just the athletes.

1:12:21 Thank you, Mr. Nardelli.

1:12:22 Mr. Savage.

1:12:26 My name is Kyle Savage.

1:12:31 I am the treasurer of the Brevard Federation of Teachers.

1:12:34 Thank you, Ms. Belfort, members of the board, Ms. Jenkins, Mr.

1:12:38 Susan.

1:12:38 Congratulations, Mr. Mullins.

1:12:40 I come to you tonight as a teacher.

1:12:42 Our teachers are stressed.

1:12:45 Our teachers are tired.

1:12:48 I have no doubt and I know for a fact that every single person

1:12:52 in this room cares for our teachers.

1:12:53 I’m not coming here saying you don’t.

1:12:55 I know every single staff member behind me cares for these

1:12:59 teachers.

1:12:59 I know every single director that I talk to almost daily cares

1:13:04 for these teachers.

1:13:05 But they are stressed.

1:13:07 I always hear the word, we always hear the word, grace and

1:13:11 flexibility.

1:13:11 You know when I never hear the word grace and flexibility?

1:13:15 When a teacher made a mistake.

1:13:16 You know, I often hear, well the administrator needs grace and

1:13:21 flexibility.

1:13:21 And I agree, because you know who else is stressed?

1:13:24 Is that assistant principal.

1:13:26 That principal is stressed.

1:13:28 What we are asking them to do is insane.

1:13:30 It is crazy what we are asking our teachers to do right now.

1:13:34 What we are asking our schools based site administrators to do

1:13:38 right now.

1:13:38 The contact tracing, the e-learning.

1:13:42 But every time I have been in a discipline meeting lately, I

1:13:45 have never heard the grace and flexibility for our teachers.

1:13:48 Our teachers are worn out.

1:13:50 Our teachers are stressed.

1:13:51 They are making mistakes.

1:13:53 I agree.

1:13:54 Principals are making mistakes because they are tired.

1:13:57 They are stressed.

1:13:59 So as we go into the fall and realize, hey, we didn’t have our

1:14:03 normal days off because they all got moved to the beginning of

1:14:06 the year.

1:14:07 And I ask that we make an extra effort as leaders.

1:14:09 And I talk to squat this thing.

1:14:11 As leaders, we make an extra effort to make sure that the

1:14:15 teachers know how much you guys care.

1:14:17 I know how much you guys care, but I get to interact with you

1:14:21 guys on a daily base.

1:14:22 Our teachers don’t see that.

1:14:25 Our teachers just see the mandates of the state testing of the I-Ready

1:14:29 diagnostic of how important our tier 3 group is and how

1:14:32 important it is to work on the lower 25.

1:14:35 And I understand that because somehow in the middle of the

1:14:39 pandemic, the state’s going to do FSA tests and then come out

1:14:41 with school grades as Ms. Campbell talked about last time.

1:14:44 But guess what?

1:14:45 Our teachers don’t care about that today.

1:14:47 Our teachers care about getting everybody out the door and

1:14:50 everybody accounted for.

1:14:51 So I really ask that you make another push to let everybody know

1:14:56 that grace and flexibility also applies to our teachers right

1:14:59 now.

1:14:59 Because they are frustrated.

1:15:01 They are tired.

1:15:03 So when Launchpad goes down, it’s nobody’s fault.

1:15:05 I get it.

1:15:06 But when Launchpad goes down three times in the last week, I

1:15:10 know it’s not Mr. Cheatham’s fault.

1:15:11 I know his team is working as hard as they possibly can.

1:15:14 I also geeked out in the same server farm you are in this

1:15:18 weekend.

1:15:18 But they are tired and we all need to realize we are in this as

1:15:22 a team.

1:15:22 So I thank you very much for your time.

1:15:24 And I just ask for the same grace and flexibility that everybody

1:15:28 else is asking for, for our teachers.

1:15:29 They are tired.

1:15:30 Thank you.

1:15:30 Thanks, Mr. Savage.

1:15:33 Mr. Colucci.

1:15:34 After Mr. Colucci, we have Ashley Hall and Annette Shuntik.

1:15:37 My name is Anthony Colucci.

1:15:46 I’m the president of the Brevard Federation of Teachers.

1:15:49 At the last meeting, BFT Second Vice President Jonathan Hilliard

1:15:54 requested that this board begin the process of posthumously

1:15:57 reinstating Harry T.

1:15:59 and Harriet V. Moore as Brevard County teachers.

1:16:02 Tonight, I’m requesting at the December 15th board meeting this

1:16:06 board approve a proclamation doing so.

1:16:08 Furthermore, I’m asking that as a piece of this proclamation,

1:16:12 every year, every fourth grade class in this district

1:16:16 participate in a field trip to the Harry T.

1:16:18 and Harriet V. Moore cultural complex.

1:16:22 It’s time for BPS to honor the Moore’s legacy by recognizing and

1:16:26 correcting the mistakes of the past.

1:16:27 Not only were the Moore’s the first true civil rights activists

1:16:31 of the modern era in the state of Florida, who organized the

1:16:35 first Brevard branch of the NAACP and were instrumental in

1:16:38 registering 100,000 black voters.

1:16:40 They both were well-respected Brevard County educators.

1:16:44 In return for their noble work in our community, the Moore’s

1:16:47 were fired from their positions in our school district.

1:16:49 Although their personnel records indicate that they resigned on

1:16:53 June 7th, 1946, historians have shown that shadowy Brevard

1:16:59 politicians were responsible for the resignation.

1:17:00 Ben Green, author before his time, before his time notes, there

1:17:06 was no tenure at the time and the half page contract the teacher

1:17:08 signed gave the school board the discretion to raise or lower

1:17:12 salaries, lengthen or shorten the school year or terminate a

1:17:16 contract altogether upon written notice.

1:17:18 Or the board could simply not offer a contract for the next year,

1:17:23 which was even cleaner.

1:17:24 And that is exactly what the school board chose to do as a form

1:17:28 of retaliation for the Moore’s activism.

1:17:30 A quick internet search shows this injustice is still hurting

1:17:35 our community and the action needs to be corrected.

1:17:39 And it will be hard for this district to move forward and

1:17:43 improve inequities in our district without recognizing what has

1:17:46 happened already.

1:17:47 We plan on seeing this effort through, and we are working with

1:17:51 the board of the Harry T. and Harriet V. Moore Cultural Center.

1:17:53 Bill Gary, president of the board, could not be here tonight

1:17:57 because of a prior engagement.

1:17:59 However, he did send a message for me to share, and I’m going to

1:18:02 read that right now.

1:18:03 As president of the Harry T. and Harriet V. Moore Cultural

1:18:07 Complex Board of Directors and past president of the North Brevard

1:18:11 branch of the NAACP,

1:18:12 I strongly support this effort to finally set the record

1:18:16 straight and give Harry and Harriet Moore the recognition of

1:18:19 being faithful and committed teachers of the Brevard County

1:18:22 School Board by correcting the record and reinstating them as

1:18:26 full and qualified teachers in Brevard County schools, in the

1:18:30 Brevard County school system.

1:18:31 With the full support of the Florida State Conference of the NAACP

1:18:35 branches president and that of all 50 NAACP branches in the

1:18:40 state of Florida,

1:18:41 we request the Brevard School Board to take this matter under

1:18:44 serious consideration and to be placed on the board agenda to be

1:18:48 prepared to hear a formal proposal on this initiative at the

1:18:51 December 15th meeting.

1:18:52 Please let me know or Mr. Gary know if you have any questions.

1:18:56 Thank you, Mr. Colucci.

1:18:59 Ashley Hall.

1:19:02 Hello.

1:19:03 I’m Ashley Hall.

1:19:03 I’m the parent of the first school student of our school systems.

1:19:17 I’m here to let you guys know we’re still fighting against this

1:19:21 mask mandate.

1:19:22 I implore you to continue.

1:19:24 I continue to implore you to unmask our children.

1:19:29 I’m so angry at the complicitness that was displayed in this

1:19:34 meeting last month.

1:19:35 Despite the number of parents that came up here to voice our

1:19:40 concerns over these masks on our children.

1:19:43 I’m not here to try to convince you just to let you know we’re

1:19:47 still here.

1:19:47 We’re still fighting over this.

1:19:49 Because it’s a trampling of our parental rights.

1:19:52 It’s clear.

1:19:54 It’s all about optics.

1:19:55 It’s very clear about that.

1:19:57 It’s not about health.

1:19:59 So the latest thing I just wanted to bring to your attention,

1:20:03 which you all should have seen my email, was the ponchos over

1:20:09 the instruments at the Space Coast Hight.

1:20:12 Or junior/senior high virtual concert.

1:20:17 That breaks my heart, personally, to watch children that just

1:20:25 want to play instruments go through a sensationalized,

1:20:30 irrational, fear-mongering, whatever that was, to drape

1:20:35 themselves in plastic.

1:20:37 What?

1:20:38 Where is our common sense?

1:20:41 I just feel like it’s lost.

1:20:43 We’re continually just making up rules as we go.

1:20:48 Continuing to have children not even be able to sing in a

1:20:52 classroom without a mask on, or even outside for that matter.

1:20:56 They have to go outside to sing in a mask.

1:21:00 It’s just, it’s not, it’s not fair to our kids.

1:21:04 There are so many other things we could be doing to mitigate

1:21:07 these measures.

1:21:07 But the masks, I don’t know if you saw the Inside Edition video

1:21:13 that they put out, where they tested the masks and came back

1:21:18 with adults.

1:21:19 This is adults, this is adults, that probably wear their masks

1:21:23 not very regular, not for long periods of time, millions,

1:21:27 hundreds of millions of counts of bacteria on these masks.

1:21:32 And we are sending 70,000 students to school with masks on their

1:21:37 face for eight hours a day.

1:21:39 Is that mitigation, is that mitigating the spread of bacteria?

1:21:44 I can guarantee you it’s not.

1:21:45 I can guarantee you if we took samples of every mask on these

1:21:49 children, you would be astounded at what is on those masks.

1:21:53 And they’re bringing, breathing it in, it’s going into their

1:21:56 respiratory system.

1:21:57 Unmask our children.

1:22:00 Thank you, Ms. Hong.

1:22:02 Annette Shontag?

1:22:05 Hello, my name’s Annette Shontag, and I work with a company that

1:22:19 makes purifiers that will help to combat

1:22:22 the problem that we’re hearing from our parents, who are talking

1:22:28 about masks, who we’re hearing from our teachers,

1:22:31 who are talking about the fact that they are worn out.

1:22:34 When I look at your mission statement, it says to serve every

1:22:38 student with excellence as a standard.

1:22:41 This air is purifier will work to take the contaminants out of

1:22:46 the air, it puts it through a patented titanium system,

1:22:51 and it puts out hydroxyl pathogens that will go and attack the

1:22:58 COVID virus, and it will destroy them.

1:23:01 I have research here from Florida schools who have used them,

1:23:06 and shown that the drop in the rate for those students is

1:23:11 significant enough for them to be able to buy it, and have the

1:23:14 parents even raise the money to buy the purifiers, so that you

1:23:19 can have music areas.

1:23:20 You will be able to have your theaters and have these mobile purifiers

1:23:26 be able to go into the system, into the school, and be able to

1:23:30 attack these pathogens and give the environment that your

1:23:35 students are in a clean environment, one that is free of the

1:23:39 COVID, that will help them to study, will help the teachers.

1:23:43 When you look at the budgets of these school systems, you are

1:23:47 spending so much more money on sanitizing, on the janitorial

1:23:54 systems of trying to just clean those systems and the surfaces

1:23:58 that you have.

1:23:58 Not anyone will have enough time to be able to clean everything

1:24:04 as significantly as we all would want it to be.

1:24:08 With this purifier, anywhere you have an air circulation, the AC

1:24:14 system, it will help to take that from wherever you are

1:24:19 breathing, and whatever it drops on and it will attack in the

1:24:24 air, your surfaces will be COVID free.

1:24:27 So it will help to eliminate on the cost of having to sanitize

1:24:32 and clean those areas.

1:24:34 So, Mr. System, you had said that when you walked into the

1:24:38 school on your first day, and you said you were afraid, and you

1:24:43 called your dad, and your dad, as that door closed, he said, “Do

1:24:47 what is best for the kids.”

1:24:49 If you are going to look at the environment, if you are going to

1:24:52 look at the environment that you’re in, look at what is going to

1:24:55 be best for not only the kids, but the teachers, the staff, and

1:25:00 everybody who is involved in the school system within our board

1:25:04 meeting here.

1:25:05 Be able to combat whatever that issue is.

1:25:08 I ask that you take out your phones, that you put in my number

1:25:13 that I’ll give you right now, which is 321.

1:25:15 Oh, hold on, ma’am. You are being televised. If you would like

1:25:19 to share contact information, I would encourage you to get with

1:25:22 Major Lanza over there, as opposed to giving the entire world

1:25:24 your contact.

1:25:24 I’ll give that information, but if you wish to contact me, I’ll

1:25:27 give that information over there, so that you can get more

1:25:30 information about something that would help every single school

1:25:34 in this school district, and be able to get them to be able to

1:25:39 have a COVID-free environment, and try to get us all back to a

1:25:43 normal life.

1:25:43 Thank you. We appreciate you joining us this evening. Feel free

1:25:46 to share that information over there, okay?

1:25:47 Okay, thank you.

1:25:48 Thank you.

1:25:49 All right. Any board members wish to respond to any of the – or

1:25:53 give direction on any of the comments from tonight’s speakers?

1:25:56 I do.

1:25:57 Mr. Susan?

1:25:58 Yeah, Mr. Nadelli, I think – I hope I said it right.

1:26:02 Mr. Nadelli, you are 100% right.

1:26:06 We brought this issue to Dr. Mullins, and he’s working on

1:26:10 figuring out something that might be able to work.

1:26:12 But I did want to tell you I didn’t want that, because I do have

1:26:17 a huge passion for band and orchestra, too.

1:26:20 And sometimes my passion for athletics comes, and people think

1:26:23 that that’s the avenue, but equally just as much, and you are

1:26:27 100% right.

1:26:27 I used to play Frisbee football with all the band directors in

1:26:31 the county for a couple years, and when I was a teacher.

1:26:34 And it’s just what you guys do and what they do for our kids is

1:26:39 amazing.

1:26:39 So thank you for that.

1:26:42 Savage, you’re right.

1:26:43 Grace and flexibility right there with you.

1:26:46 Anthony Colucci, I would like to see if the board is willing to

1:26:51 do something like that.

1:26:52 I mean, I would love to do that.

1:26:53 I had some other ideas when we put it for a point of discussion

1:26:57 at the end of the meeting for that.

1:26:59 I’m looking at it still.

1:27:01 I’ve got something on there.

1:27:02 I mean, I know the history of it.

1:27:04 I mean –

1:27:05 It’s legal issues that could potentially –

1:27:07 I’m looking at the posthumous reinstatement issue.

1:27:11 Okay.

1:27:12 But it is being worked on.

1:27:14 But here’s the other thing we can do, and let’s put it as a

1:27:17 point of discussion at the end,

1:27:18 because I would like to discuss the whole Harry T. Moore piece,

1:27:21 too, the Cultural Center.

1:27:22 I led that when I was a teacher.

1:27:24 I was part of the group that took them there.

1:27:26 Ms. Hall, I disagree with your statement, although I like your

1:27:31 passion.

1:27:31 You know, she left, but I truly appreciate her passion for

1:27:35 coming down here.

1:27:36 I just disregard what she says.

1:27:38 And then, Ms. Shuntich, there’s a process for us to become a

1:27:42 vendor in the district.

1:27:43 If you’ll see Ms. Sue Han, and you can go through, and there’s a

1:27:47 process to become a vendor,

1:27:48 and then there’s other things to do.

1:27:50 We, as board members, can’t give direction for that.

1:27:53 You would have to go through procurement and all of that stuff.

1:27:55 But I didn’t want you to think that we wouldn’t follow up with

1:27:58 you, but there is a process.

1:27:59 We wouldn’t do that because we try to keep businesses and us

1:28:02 separate.

1:28:02 But you can go to Ms. Han in the back.

1:28:04 She might be able to help you out over there.

1:28:06 Thank you.

1:28:08 I’m done.

1:28:09 Thanks.

1:28:10 Anything else?

1:28:11 I would like to say something as well.

1:28:14 Mr. Nardelli, it’s nice to see you outside of the building.

1:28:18 And I want you to know that I am with you 100%.

1:28:21 A little fun fact, I was the drum manger of my marching band.

1:28:24 So music has a special place in my heart.

1:28:27 And I’m not saying whether or not I feel that all of our

1:28:30 students should be gathering outside of school or not.

1:28:32 But I wholeheartedly agree with you.

1:28:34 If we’re doing it for one group of kids, we should be doing it

1:28:37 for everybody.

1:28:37 And so I’m with you on that.

1:28:39 And I would love it if, I don’t know who to ask, but if somebody

1:28:43 could refresh me on what our students are allowed to do.

1:28:48 It sounds like you’re kind of updating that as well when it

1:28:50 comes to music versus the athletes.

1:28:51 I would appreciate that very much.

1:28:53 And Mr. Savage, grace and flexibility.

1:28:57 I just want all of our educators listening and all of our staff

1:29:01 members listening to know I have that for you.

1:29:04 I wholeheartedly understand what you’re going through.

1:29:06 I am very concerned about the mental health of our staff and our

1:29:09 teachers.

1:29:09 And I’m with you.

1:29:11 And we will continue to make it through this year.

1:29:14 I have a teacher in my home with me and my husband.

1:29:16 And so I understand and I have compassion for you.

1:29:18 So thank you for everything that you do.

1:29:20 Thank you.

1:29:21 Thank you, Mr. Jenkins.

1:29:22 Anyone else?

1:29:23 All right.

1:29:24 Dr. Mullins, I know we don’t have an answer yet, but I believe

1:29:33 that as far as our all-county, it’s a hold on for right now.

1:29:38 Just so the public knows, because there has been that disparity

1:29:41 between sports and, you know, I’m a music mom too, that it is a

1:29:45 little different to bring hundreds.

1:29:48 Our normal, I think what’s no right now for sure has been our

1:29:52 normal weekend in January.

1:29:54 We bring hundreds of students from dozens of schools all

1:29:57 together in the same place at the same time.

1:29:59 And that decision had to be made last summer when we didn’t even

1:30:03 know if EFSC was going to allow us or the King Center was going

1:30:06 to allow us, if they were even going to be open for business.

1:30:07 So right now, the word that I’ve gotten is, it’s a hold on, they’re

1:30:12 going to continue to work on it.

1:30:14 And, you know, in this world that we’re in right now, a few

1:30:18 months makes a big difference as far as what we know and the

1:30:21 virus and our response and community.

1:30:23 So, I don’t know if we have any more updates, Dr. Mullins and

1:30:28 that.

1:30:28 Thank you, Ms. Campbell.

1:30:29 No, there is no additional update right now, other than I would

1:30:33 assure the board that Dr. Sullivan, Mrs. Klein, our resource

1:30:37 teacher for music are continuing to consider what an alternative

1:30:41 option might be.

1:30:42 But you are correct, the historic or the historical or

1:30:47 traditional all county orchestra process that we have, that we

1:30:53 have had as a district typically in January, February timeframe

1:30:55 is not, is not being pursued at this time.

1:30:59 But we haven’t completely said no.

1:31:01 We’re looking at, like so many areas in across the district,

1:31:06 things to look different and may be different moving forward.

1:31:09 But we’re looking at a potential late spring option for an all

1:31:15 county type of experience.

1:31:17 It’ll look different, inevitably, and it obviously is at a

1:31:20 different time.

1:31:21 But we haven’t stopped looking at what the potential could be.

1:31:25 And I would just like to say, actually taking a different take

1:31:30 on what Ms. Hall said, I would like to just thank our music

1:31:33 teachers for the way they are getting so creative with having

1:31:38 performances.

1:31:38 Because the weekly football game equivalent for the choir

1:31:41 programs and orchestra and band programs are the concerts, and

1:31:45 our theater programs as well.

1:31:46 Because they are just getting, even the video that was

1:31:49 referenced, the students, whoever did the video, they had three

1:31:53 or four camera angles.

1:31:54 They had the e-learning students come into the screen who are

1:31:58 participating from home.

1:31:59 And I just am so thankful.

1:32:01 I know that one of the schools where my kids go is going to be

1:32:06 doing their performances out in the football stadium.

1:32:09 So that we can have as many appearances as, you know, will fit

1:32:13 and where they can be outdoors.

1:32:15 And so thank you to our fine arts teachers for getting so

1:32:18 creative so that our students have the performance.

1:32:21 Because without the performance, there’s just not the joy.

1:32:23 One of the reasons why you study music.

1:32:26 There’s benefits definitely, but without the performance, it’s

1:32:29 just not what it is.

1:32:29 So I just want to thank our music teachers for the way that they’re

1:32:33 making this happen for our students.

1:32:34 Mr. Campbell, I would add to that our performing arts, our

1:32:38 theater programs.

1:32:39 We’ve given them the opportunity to problem solve and troubleshoot

1:32:43 and work together to identify a plan, a safety plan that would

1:32:48 allow them to have performances across their programs and in our

1:32:53 theaters.

1:32:53 And they’re working closely with our administrators to find ways,

1:32:57 find a way to yes, safely.

1:32:59 I feel like I’d be remiss if we lose sight of a couple things.

1:33:04 One, safety is our number one priority.

1:33:07 And Ms. Campbell, you sent out the updated numbers across our

1:33:11 community to the board, I think yesterday or late last week.

1:33:15 And we can’t deny that numbers are not moving in our favor.

1:33:19 And second, when that happens, the demand and the responsibility

1:33:25 on our administrators to then contact trace across our schools.

1:33:32 There isn’t a dad out there that I don’t think has a greater

1:33:37 appreciation for our music programs than I do as the dad of

1:33:41 three children who all took advantage of Brevard Public Schools

1:33:45 music programs through their career.

1:33:47 But these are challenging and very difficult times in upholding

1:33:54 our commitment and our responsibility to safety.

1:33:58 But we’re trying to do that.

1:34:00 We’re trying to find alternatives in a safe manner so that we

1:34:04 can continue to give our kids the experiences we want them to

1:34:08 have.

1:34:08 And we’re trying to find ways to yes.

1:34:10 So we’ll continue to do that as we move forward.

1:34:13 All right, thanks all.

1:34:16 That moves us into the consent agenda.

1:34:18 Dr. Mullins.

1:34:19 There are 17 items, excuse me, there are 17 agenda items under

1:34:27 this category, one with prior information.

1:34:29 Does any board member wish to pull any item from the consent

1:34:32 agenda?

1:34:32 Hearing none, I’ll entertain a motion to accept the consent

1:34:37 agenda as presented.

1:34:38 Move to approve.

1:34:39 Second.

1:34:40 Moved by Mr. Susan.

1:34:41 Seconded by Ms. Campbell.

1:34:42 Is there any discussion?

1:34:43 Please vote.

1:35:08 Motion passes 5-0.

1:35:12 That brings us to the action agenda, Dr. Mullen.

1:35:19 There are two action items on tonight’s agenda.

1:35:24 The first item is G-34, which is procurement solicitations.

1:35:28 What are the wishes of the board?

1:35:29 Move to approve.

1:35:31 Moved by Mr. Susan, seconded by Ms. McDougall.

1:35:33 Is there any discussion?

1:35:34 Please vote.

1:35:38 The motion passes 5-0.

1:35:56 Next is item G-35 on department school initiated agreement.

1:36:02 What are the wishes of the board?

1:36:04 Move to approve.

1:36:05 Moved by Mr. Susan, seconded by Ms. Campbell.

1:36:08 Is there any discussion?

1:36:09 Please vote.

1:36:12 The motion passes 5-0.

1:36:33 That brings us to the information agenda.

1:36:35 The information agenda includes items for board review and will

1:36:38 be brought back for action at a subsequent meeting.

1:36:40 No action will be taken on these items tonight.

1:36:43 Dr. Mullen.

1:36:44 There are eight agenda items under the information category.

1:36:48 Does any board member wish to discuss any items on the

1:36:50 information agenda?

1:36:56 Okay.

1:36:56 We are now at the board member reports and discussion points.

1:36:59 Mr. Susan has asked to discuss the board’s appetite for a board

1:37:02 policy and or standard procedures for choosing school mascots.

1:37:06 Mr. Susan.

1:37:07 Thank you.

1:37:08 So at the last meeting we sat back and said, okay, what would

1:37:11 the process be?

1:37:12 What would you like to recommend?

1:37:13 I think we’re at the point where I came up with, I guess the,

1:37:17 what when I was looking at is, is one, a threshold that we would

1:37:21 make that decision based on.

1:37:24 What it would be the reason that you would change a mascot,

1:37:26 right?

1:37:27 And making sure that there’s not a steerage because sometimes

1:37:30 there can be somebody that’s inside that school that could steer

1:37:33 it towards an area just because they, a popular teacher or

1:37:36 anything like that.

1:37:37 And then all of a sudden we have a mascot change and stuff like

1:37:39 that.

1:37:39 So I would, I would, I would like to consider a policy that has

1:37:43 a threshold that needs to be pierced in order to start it.

1:37:46 It could be that it’s controversial, that it’s detrimental to

1:37:50 anything that it is, right?

1:37:52 Like it’s detrimental to education, it’s controversial,

1:37:55 something like that, a threshold like that.

1:37:58 And then have the opportunity for the students, for the faculty

1:38:02 and the teacher or the parents to vote on it before they move

1:38:06 forward with a process.

1:38:08 And the reason for that is, is we had a vote recently on the

1:38:12 Edgewood one that I think kind of put it into perspective of do

1:38:16 you, does this, is this what’s wanted?

1:38:19 Is this what’s moving forward?

1:38:20 Does that make sense to you?

1:38:22 Is this what’s going to happen?

1:38:42 I saw an email that said they voted.

1:38:44 The student body voted.

1:38:45 I believe the email that you saw was they had surveyed the

1:38:48 student body.

1:38:48 They surveyed the students also.

1:38:50 So it’s like they want all the information.

1:38:52 They want the students.

1:38:53 They want the communities.

1:38:54 They want the, I think the one that’s telling is the American

1:39:01 Indian National Conference that also weighed in.

1:39:05 So anyhow, so they’re taking all that information and looking at

1:39:08 that tomorrow, Thursday at the SAC meeting.

1:39:10 And they may or may not vote then.

1:39:12 They may wait until January.

1:39:14 I do understand that they, it’s hopeful that they will, it’s

1:39:20 under the impression they will make a decision this school year.

1:39:23 Because this is a group, the SAC committee has gotten all the

1:39:26 information from various sources.

1:39:28 So at this point, there is nothing that has been voted on at

1:39:31 this point.

1:39:32 Okay.

1:39:33 So the survey, what was the survey results that came back?

1:39:36 Can anybody speak to that?

1:39:37 We got an email today.

1:39:39 I want to say it was like 60, 60% to 30%.

1:39:43 Dr. Sullivan’s giving me a head nod.

1:39:45 So I must be in the neighborhood.

1:39:46 60% against or in favor?

1:39:48 I believe it was 60% against changing the mascot.

1:39:51 I’m getting a head nod.

1:39:54 So in, in, in the reason that I was saying that is, is that if

1:39:58 you have a threshold that it needs to be required in order to,

1:40:02 to start the process, then a vote, some kind of a process at the

1:40:08 beginning, it makes it to where, okay, this can’t just be a

1:40:11 group of people that are trying to make change.

1:40:13 And then you’re going to go down this road and then you’re going

1:40:15 to find out after community meetings and after all of the

1:40:17 different things that we went through this entire process.

1:40:20 And it could have been avoided if we would have just had a

1:40:22 threshold or a vote at the beginning.

1:40:23 Does that make sense?

1:40:24 There’s needs to be a threshold as to why somebody can’t just

1:40:28 say, I want to change a mascot.

1:40:30 There needs to be a process of something that needs to be the

1:40:34 why.

1:40:35 And then there needs to be a majority of the individuals

1:40:37 involved.

1:40:38 That’s it.

1:40:39 If that makes sense.

1:40:40 That’s what the policy, I’m not saying in any way that this is

1:40:43 attributed to the Edgewood piece for that.

1:40:46 But what I’m trying to say is, is that our school district keeps

1:40:49 getting pulled into all of these different things.

1:40:51 And what ends up happening is, is we’re in the middle of a

1:40:53 pandemic.

1:40:54 We’re in the middle of all these other issues.

1:40:56 And we continue to bring this, this, this energy onto us.

1:40:59 And that’s fine if the majority of the individuals want to do it

1:41:01 and there’s a threshold that’s pierced.

1:41:03 But if we don’t have that, then there’s no sense in moving

1:41:05 forward.

1:41:06 That was all.

1:41:07 So that I asked to have a policy brought forward or to work on

1:41:10 one that includes a threshold and then a process that involves

1:41:14 the community engagement

1:41:15 that we currently have for naming schools.

1:41:17 And then I would like to see that process to include the parents,

1:41:21 the students, and the past presidents of that school to weigh in

1:41:24 on what that meant to them as far as a mascot.

1:41:28 That’s all.

1:41:29 That was my feeling.

1:41:31 But we keep bringing this up.

1:41:32 And I feel that that would be the piece that I would like to add

1:41:35 to an already existing school name process to say that this

1:41:39 could be a mascot.

1:41:40 And I would be willing to only do it for secondary.

1:41:42 I think elementary schools just kind of, they change them.

1:41:45 You know what I mean?

1:41:46 But in secondary, you get an official card.

1:41:48 You get an official mini diploma.

1:41:50 You get all those things.

1:41:51 You get them from an elementary school, but it just starts to

1:41:53 mean a little bit more once you start playing on the sports

1:41:55 teams and stuff like that from the middle and highs.

1:41:57 So that’s it.

1:41:58 So a threshold in so that there would be something that needs to

1:42:02 be pierced along with the majority of parents, staff, and

1:42:06 student body.

1:42:07 And then that would start the process of the community

1:42:09 engagement and everything else.

1:42:11 It would end up in a final vote between the two mascots.

1:42:15 So that’s my idea.

1:42:16 You can shoot it down if you want or approve it and move forward

1:42:19 with discussion.

1:42:20 I have a concern about having a conversation about a threshold

1:42:23 to be met.

1:42:24 I’m concerned about how language would be drafted that wouldn’t

1:42:29 be subjective.

1:42:30 Who would be defining whether or not this is something that’s

1:42:33 offensive or culturally inappropriate.

1:42:36 I think that would be a whole nother public discussion that you

1:42:38 would be having.

1:42:43 Yeah, I just I don’t know.

1:42:44 I think I think that’s subjective.

1:42:47 I took I didn’t get the email about the student survey, but I

1:42:51 did go to Edgewood’s website and I did see that they had posted

1:42:55 all of the submissions of comments from teachers, parents,

1:42:59 community members, both in favor and against.

1:43:02 And again, I was just there was a lot of information on there.

1:43:06 There was no tally on there, but it felt like it was a pretty

1:43:09 mixed bag of information.

1:43:10 And so some of the things that you’re describing, Mr. Susan, I

1:43:14 feel like they did a really good job of creating almost

1:43:19 basically what you’re what you’re talking about, gathering that

1:43:21 information from everyone.

1:43:22 So I’m not I’m not against that, but talking about a threshold

1:43:26 and whether or not something meets it, I think is really

1:43:29 subjective.

1:43:30 And I think that would be really difficult to define.

1:43:32 You’re concerned.

1:43:33 Can I follow up?

1:43:34 So you’re concerned that the conversation over the why would be

1:43:38 subjective because we as individuals might not frame it

1:43:42 correctly.

1:43:43 Is that what it is?

1:43:44 Is that what you’re saying?

1:43:45 Give me a little bit more in that area.

1:43:47 So I’m concerned that the why if it’s stemming from a student or

1:43:54 a community member or a parent originally, what gives us the

1:43:58 authority to decide whether or not that why is OK?

1:44:03 It’s just to me, that’s a subjective threshold if it’s offensive

1:44:06 or inappropriate.

1:44:07 If it offends somebody or is inappropriate to someone else, I

1:44:10 don’t understand why we would then have the right to decide

1:44:13 whether or not that was offensive to them.

1:44:16 I think it would be difficult to put language out there that

1:44:19 would make that really clear.

1:44:21 There needs to be what I was getting at is there needs that

1:44:24 initial start needs to have some kind of clarification

1:44:27 classification and something right?

1:44:30 You can’t just get up and say, I want to change the name of the

1:44:32 mascot.

1:44:33 And then and then the other piece, just so you know, is I’m not

1:44:37 against changing mascot names.

1:44:39 I just want to process in place so that every time in secondary

1:44:42 when we do this, that we don’t have a group of people just

1:44:45 making things up.

1:44:47 And I’m not saying that in negative towards towards Edgewood,

1:44:50 Jackie’s a friend of mine.

1:44:52 But the bottom line is, is that it’s just it’s just not it’s not

1:44:55 proper policy to just let people just randomly start to change

1:44:58 mascots without some kind of a policy in place.

1:45:01 We as individuals and board governance should do that.

1:45:03 That’s all.

1:45:04 So if that’s if that’s to adopt what Edgewood’s doing is great.

1:45:08 I did ask one question, though, Miss Jenkins, did you say that

1:45:11 you were in favor of putting in a vote to proceed from the

1:45:16 parents, the student body and the past presence?

1:45:19 And the faculty you said there was you agreed to the

1:45:22 collaboration of the vote at the beginning.

1:45:26 Is that did you not know there was no vote?

1:45:29 What I said was that I agree with you.

1:45:31 This needs to be something that involves the community, the

1:45:34 parents, the students.

1:45:35 I agree with you.

1:45:37 I’m not against the idea of a policy.

1:45:39 What I what I’m uncomfortable with is that start piece that you’re

1:45:42 talking about and whether or not it meets that threshold the way

1:45:46 that you defined it.

1:45:47 I don’t I don’t think that that would be the start piece.

1:45:50 I think there needs to be something else.

1:45:52 Ms. Campbell, you look poised to comment.

1:45:55 You’re reading me.

1:45:57 I I just think when we have I hear where you’re going, Mr. Susan,

1:46:03 you know, we don’t you know, if someone were to stand up at any

1:46:07 school and say, I think we need to change the mascot to Mickey

1:46:09 Mouse and then we have to start on this whole process.

1:46:11 You know, you know, does every every does it does every

1:46:15 suggestion to change a mascot results in us having to go through

1:46:19 this long process?

1:46:21 I don’t think it should.

1:46:22 But it but I don’t think it has.

1:46:24 And this I was thinking about this particular case because this

1:46:26 is the one that’s before us.

1:46:27 It there was a buildup of interest and some discussion that had

1:46:33 I think if you if we put, you know, if we put some kind of a

1:46:38 vote before the discussion can even happen because there was

1:46:41 there’s been discussion.

1:46:42 They’ve had presentations.

1:46:43 You know, I know Miss Ingrada actually made the students and the

1:46:47 students and staff who were part of that summer focus group to

1:46:51 even explore if they would even go this way.

1:46:54 She made them read articles on similar issues from multiple

1:46:58 points of view.

1:47:00 And, you know, so I’m not really sure where you would want to

1:47:05 put that.

1:47:06 I mean, I just think, you know, in this case, it kind of

1:47:09 happened organically that it that it grew.

1:47:12 So, you know, if we if we want to put a policy in place just to

1:47:16 ensure that schools in the future get a minimum level of

1:47:19 community input that, you know, it has and for our naming

1:47:23 process, it has to be 18 months for you to change a name.

1:47:25 If we want to tell schools, OK, if you’re going to change a

1:47:27 mascot, you have to at least give it, you know, six months.

1:47:30 Don’t do it overnight.

1:47:31 You have to get community input from community, from alumni,

1:47:34 from teachers, from other staff, from students, you know, if we

1:47:38 want to put those things in there.

1:47:39 But honestly, they’re kind of doing that.

1:47:42 The other ones that we came up with, the other schools that had

1:47:44 changed our mascots were elementary schools and were made for

1:47:49 some politically correct reasons.

1:47:52 But, you know, so I don’t know how many more of these we have in

1:47:55 the future if we want to put some parameters on there.

1:47:58 But honestly, I would like to keep it as loose as possible, you

1:48:01 know, so that our schools have the freedom to look at their

1:48:05 student body and the needs that they have and say,

1:48:08 what’s going to best fit our school when we walk through this

1:48:11 decision making process.

1:48:12 So I wouldn’t necessarily want to put it down to, you know, a

1:48:16 specific you have to do, you know, step, step, step, step to go

1:48:19 through it.

1:48:20 Do you think that the student body, Ms. Campbell, should approve

1:48:25 it or disapprove it or no?

1:48:27 As part of that, I, I, not necessarily.

1:48:31 I mean, as far as, I mean, I don’t, before, are you, were you

1:48:33 talking about putting that?

1:48:34 Are you talking about putting that before?

1:48:36 Because I think that, I was a little confused where you want to

1:48:38 put a, put a vote.

1:48:39 Um, so you’re, you’re, the thing I, I think I’m understanding

1:48:43 you is when you were talking a while ago was just to even get it

1:48:48 off the ground.

1:48:48 Um, you, there’s a certain group of people that you would like

1:48:51 to see that it would have to get past them before it would come

1:48:55 to.

1:48:55 I mean, if I wanted to change a mascot at a school, I could

1:48:57 definitely just create a steering committee that I know would

1:49:00 approve or move forward with the option and then start the

1:49:02 process, even though it may not be popular among the entire

1:49:05 school.

1:49:06 You go through a process of four or five months where people in

1:49:09 the communities, blood pressures are up, they’re attacking each

1:49:12 other, they’re going.

1:49:13 And then my argument is, is that at the end of it, if you vote

1:49:15 and the students are against it, I love the collaboration.

1:49:18 Don’t get me wrong.

1:49:19 I love the debate.

1:49:20 I love bringing it forward.

1:49:21 But when it starts to be conducive towards education, towards

1:49:25 our models and everything else, I don’t know if it is.

1:49:28 So the question is, is that I would like to create a policy that

1:49:31 creates a threshold of a vote of something that allows the

1:49:35 process to start.

1:49:36 And then I would like to have everybody weigh in on that

1:49:39 decision at the end.

1:49:40 I don’t think that this is a decision that should be made

1:49:42 without the student body.

1:49:43 I don’t think that this is a decision that should be made

1:49:45 without the teachers or the parents.

1:49:47 I think that they should weigh in on this.

1:49:49 And I think that when we start skirting some of that, we start

1:49:52 skirting and trying to pass to do things that don’t involve the

1:49:56 people that we serve, the taxpayers, the students that we

1:49:58 represent.

1:49:59 That’s all.

1:50:00 And whether that passes or not within the school is one thing.

1:50:03 But I would like to move forward with a policy that has some

1:50:05 thresholds that if there’s a vote, it doesn’t pass.

1:50:08 If there’s a vote and it’s improved, then it moves forward and

1:50:10 then the process follows the stuff.

1:50:12 But I would like to have a discussion at a board workshop and

1:50:15 bring it forward.

1:50:16 And that’s what I’m asking for.

1:50:18 Okay.

1:50:19 Can I jump?

1:50:20 Go ahead.

1:50:21 I’m sorry.

1:50:22 I was just going to say, currently we don’t even have a decision.

1:50:23 I don’t have anything that says that SAC is the one that votes.

1:50:25 I mean, could the principal do it on their own?

1:50:27 I mean, I don’t think they would do that.

1:50:28 None of our principals would do that.

1:50:29 But, you know, it’s not clear where, you know, where the final

1:50:33 decision lies.

1:50:34 So does that say that you mean that you will support us moving

1:50:38 towards a workshop on a policy?

1:50:40 Sure.

1:50:41 Okay.

1:50:42 I’m not going to.

1:50:43 You don’t want to.

1:50:44 No, I’m not going to.

1:50:45 Because for umpteen years, we have not had a policy on mascots.

1:50:49 And our schools have done a great job of picking the mascots.

1:50:53 And it isn’t just the principal and it isn’t just the students.

1:50:56 It is the whole community.

1:50:57 So we are now getting involved in, to me, running the school.

1:51:03 Um, which is to me, the principal and the community’s job.

1:51:06 So no, I’m, I will not be supporting us going forward with a

1:51:10 policy.

1:51:11 Can I follow up with miss?

1:51:14 Um, it is our duty as our school board members to run our

1:51:18 schools, run our programs and everything

1:51:21 else.

1:51:22 Um, I do believe that the community should be involved in that

1:51:24 piece in the beginning.

1:51:26 Um, I do believe that this is an area where we should have a

1:51:29 policy in place, but I disagree

1:51:31 with, um, letting them run the school.

1:51:34 I, I understand the autonomy of that, but we are governance and

1:51:37 we are budget.

1:51:38 And if there’s a policy that needs to be put into place, I think

1:51:41 that, um, I, I truly believe also that if we leave it up to a

1:51:47 non majority, um, group to change the mascot in a community that

1:51:52 does not have it supported by the others.

1:51:54 And we don’t show it with transparency and accountability and

1:51:58 clarity that we run into a problem.

1:52:00 So that’s why we have policies.

1:52:01 So I would, um, argue that I would like to see us move towards a

1:52:05 workshop on, um, and bring forward.

1:52:07 And we have other examples and stuff like that, but I would like

1:52:10 you to do it in a workshop forum rather than a 10 minute

1:52:13 discussion at the end of our thing.

1:52:14 That’s all.

1:52:15 And if you guys don’t feel like that, then we don’t do it.

1:52:16 And go from there.

1:52:17 So, um, we have kind of had the practice as a governing body

1:52:28 that if one of the board members wants to have a discussion on

1:52:33 something, we, we have a discussion on it.

1:52:35 And so, um, I think that’s a good practice for us as a team,

1:52:38 regardless of how we feel that we take the time to have the

1:52:42 discussion, right?

1:52:44 Um, I have some concerns about a couple of the things that you

1:52:49 recommend, Mr. Susan.

1:52:51 It’s not, um, I feel like it’s difficult to grasp exactly what

1:53:01 it is that you are wanting us to look at.

1:53:03 So for example, I struggle with doing a vote before there’s been

1:53:09 an opportunity to educate because I feel like people aren’t

1:53:14 necessarily voting based on knowledge.

1:53:17 They’re just voting on, on gut feeling, right?

1:53:19 So if you, for example, require that we’re going to survey the

1:53:23 parents, the students, and did you say past presidents?

1:53:27 Take, take opinion from past presidents of students.

1:53:30 So student body presidents who have been there and given what

1:53:33 they believe, they may say, you know what, you’re right, we

1:53:37 tried to do this for years.

1:53:38 And this is a great thing.

1:53:40 But let that tradition come into what we’re trying to do.

1:53:43 That’s all.

1:53:44 Um, and I, I like the inclusion of the past presidents, but I, I

1:53:48 think where we get into really sticky waters is

1:53:52 our, our, our community owns our schools.

1:53:57 All of the taxpayers of the county own our schools, right?

1:54:02 So, yes, there is the aspect of the teachers, the students, the

1:54:08 parents that I absolutely think their input should be included.

1:54:11 But I don’t think that we can limit to that.

1:54:14 I think we have to have the community aspect.

1:54:17 Um, and then I’m not sure how we set a certain threshold.

1:54:22 So if we’re going to ask everyone who is zoned for that school,

1:54:28 like every resident in that geographic area to weigh in.

1:54:31 Are we going to say in the situation of Edgewood them being a

1:54:35 choice school people, you know what I mean?

1:54:38 I just, I think it’s hard to nail down, especially to say prior

1:54:41 to even beginning conversation around the issue.

1:54:44 We’re going to require this threshold of a vote from whoever

1:54:49 before we even begin the discussion.

1:54:52 Um, like I said, not, not opposed to having the conversation.

1:54:56 If you would like to put that on an upcoming workshop schedule,

1:55:00 I think we can go into more depth.

1:55:02 Um, but these are just some of the things that came to mind as

1:55:05 you were, we’re talking about the recommendation.

1:55:08 Um, I still, and I’m absolute that I don’t think it should be a

1:55:12 board decision.

1:55:13 I think it should be a school-based decision.

1:55:15 Um, and if we want to, as Ms. Campbell referenced before,

1:55:20 establish minimum criteria for input.

1:55:23 I’m not necessarily opposed to doing that, but I am not

1:55:26 interested in making it a board decision.

1:55:29 I think it needs to be a decision of the parents, the students,

1:55:31 the teachers, and the community members that it would impact.

1:55:35 Um.

1:55:40 So, Ms. Belford, thank you.

1:55:42 So, difficulty to grasp, I get it.

1:55:44 Like, you’re trying to figure out, do you do a referendum within

1:55:46 the school, the limits?

1:55:48 That’s very difficult to do.

1:55:49 And you’re right, and the cost and everything else over a mascot,

1:55:52 that’s not fair to do to the process because that would bog it

1:55:55 down.

1:55:55 Um, but I don’t think I hear anybody in here saying that they’re

1:55:59 against a vote by the student body, a vote by the teachers.

1:56:03 They just, it’s a different time period of where it is after

1:56:05 education, which is fair.

1:56:07 That’s fair.

1:56:08 I mean, if somebody wants to make a point and make an argument,

1:56:10 we have to give that platform.

1:56:12 So, I guess that’s what, part of what I would like to do is

1:56:15 figure out where that vote would occur, where that threshold,

1:56:19 how, right?

1:56:20 In a board discussion.

1:56:21 Um, I truly believe that there needs to be somehow a, um, policy

1:56:26 here.

1:56:27 And I agree with you.

1:56:29 I think you said it should be the board’s decision, not a school-based

1:56:32 decision.

1:56:33 Could not be the board.

1:56:34 Could not be the board’s decision.

1:56:35 Try to put words there.

1:56:36 Um, but, uh, but the, uh, we can make a policy that it is a

1:56:40 school-based decision.

1:56:42 But at least we have an infrastructure that we can work within.

1:56:46 And I think that if we can get there, um, it just really bothers

1:56:49 me that in my experience in governance, that, that this is

1:56:52 something that we’re, we’re just allowing schools to just go do.

1:56:55 And it, and it, with, with such a hot button issue, that’s all.

1:56:58 So if you can put it on a board workshop and we don’t mind doing

1:57:01 that with the idea that it’s framed around a part where there’s

1:57:05 an education piece and then a vote, depending on there, I would

1:57:09 love to have that discussion.

1:57:13 Board members, are you open for that discussion of establishing

1:57:17 some minimum criteria?

1:57:19 Can I just ask a question?

1:57:21 Um, does anyone know offhand how many times this has actually

1:57:26 happened in our county?

1:57:28 Yeah.

1:57:29 Secondary.

1:57:30 Yeah.

1:57:31 So, um, the other thing, and I know that this is gonna sound, uh,

1:57:38 almost like I’m mocking and I don’t mean that by any means

1:57:40 whatsoever.

1:57:41 Um, but then, you know, what if they wanna change their school

1:57:43 color?

1:57:44 Are we gonna create a policy to change school colors?

1:57:47 Um.

1:57:48 We’ve actually had that issue and that has been handled at the

1:57:51 school level.

1:57:52 Oftentimes the complaints do come to the board level, but it’s

1:57:54 been handled.

1:57:55 Right.

1:57:56 I just, it seems, it seems equivalent to me almost.

1:58:02 One of the challenges, and this is going to be, I believe, um,

1:58:05 Mr. Gibbs, you can correct me if I remember incorrectly, but, um,

1:58:09 there’s not, no other school board that Mr. Gibbs had found has

1:58:15 a policy, uh, based on masks.

1:58:17 So we’re gonna have a, we’re gonna have to build this one from

1:58:19 scratch.

1:58:20 Am I?

1:58:21 Nope.

1:58:22 Hillsborough has one.

1:58:23 It is very basic.

1:58:24 It says more or less, we direct the superintendent to develop a

1:58:28 procedure for changing a mascot.

1:58:30 So there’s that.

1:58:31 I’m assuming then there’s no, uh, policy template from the OLA.

1:58:40 No, there’s not.

1:58:41 Okay.

1:58:42 So are we comfortable with reserving time on a board workshop to

1:58:51 have additional discussion on a minimum procedure for this type

1:58:58 of thing in the future?

1:59:00 Yeah.

1:59:01 I’m not.

1:59:02 I know.

1:59:03 Does that mean that you have to?

1:59:07 No.

1:59:08 I don’t mean a part of this process, obviously.

1:59:10 So I apologize.

1:59:11 Yeah.

1:59:12 No, it just means, as I said, typically, if a board member wants

1:59:14 to have discussion around something, we honor the request for

1:59:17 that.

1:59:17 Um, I think Dr. Sullivan has, uh, worked very closely with the

1:59:22 process at Edgewood and can probably provide a, um, pretty

1:59:26 thorough outline of the process and things that have taken place.

1:59:30 Um, that we could take a look at and see if there are, you know,

1:59:34 questions, concerns there.

1:59:36 Um, so, and if, you know, we’re not setting a specific date, but

1:59:41 for when we have an open workshop session moving forward, we can

1:59:45 reserve some time for that discussion.

1:59:47 Mr. Gibbs, you look poised to speak as well.

1:59:48 Yeah.

1:59:49 I was just going to say, I’m happy to work with Mr. Susan on a,

1:59:52 whatever he’s trying to try and put what he is envisioning into

1:59:56 words that might help the board kind of grasp what he is trying

2:00:00 to do.

2:00:01 So you can then evaluate that and tweak it if you want.

2:00:05 I would like to have it to where there’s a threshold that needs

2:00:08 to be voted on to where the majority of the individuals that are

2:00:11 involved in that school approve it so that there’s not a way

2:00:16 that a small minority can pass something that the majority doesn’t

2:00:20 want.

2:00:21 I’m not saying that from the board level.

2:00:23 I’m saying that from the school level.

2:00:25 That’s it.

2:00:26 And I would like that as part of the process.

2:00:29 That’s it.

2:00:30 All right.

2:00:31 Thank you, Mr. Gibbs, for offering to work through that process

2:00:34 with him.

2:00:34 We appreciate you.

2:00:35 Additional discussion points.

2:00:37 Mr. Susan, you requested that we discuss the Harry T. Moore.

2:00:40 Yeah.

2:00:41 And may I ask that Mr. Gibbs have an opportunity to, do you want

2:00:46 to provide an update?

2:00:50 Are you at a point where you can provide an update of those

2:00:52 concerns?

2:00:53 Do you want to have board members speak to you individually on

2:00:55 that or?

2:00:56 I haven’t finished yet.

2:00:57 Okay.

2:00:57 So I’m not really to a concluding point.

2:00:59 Okay.

2:01:00 I know that no one has, no other district has officially reinstated

2:01:05 that we could find someone as far as saying we’re rescinding the

2:01:10 termination.

2:01:11 They have passed resolutions acknowledging past wrong, if you

2:01:15 will.

2:01:16 And they’ve read those into the record and passed like proclamations

2:01:19 and resolutions.

2:01:20 But I have not found there, you know, we’re reinstating someone

2:01:25 terminated after they’re deceased.

2:01:27 And my understanding for the reasoning for that is that there

2:01:31 are potential legal ramifications of doing so.

2:01:34 There could be, yes.

2:01:35 That’s what I don’t have a grasp on yet.

2:01:38 Okay.

2:01:39 So where I wanted to speak in the scope of it was as a teacher,

2:01:46 I was one of the individuals that worked with the school

2:01:50 district on getting kids from the high schools up to the Harry T.

2:01:55 Moore Center every year.

2:01:55 Right.

2:01:56 And we took, you know, the kids and I forget how many kids we

2:01:59 targeted them.

2:02:00 We brought them up there.

2:02:01 We went through the tour.

2:02:02 And I always thought that that was really good.

2:02:04 But what we don’t do is incorporate what he was and what he did

2:02:09 into our curriculum.

2:02:11 And I think that that is what we’re missing here is that our

2:02:14 kids can go for a field trip for the day and they will learn.

2:02:18 But what we don’t have is it’s just it’s very difficult to

2:02:23 reinforce that piece.

2:02:25 And it’s something that I think that we should move forward with

2:02:29 entering inside of our local Florida curriculum, both either in

2:02:33 the eighth grade American history or the 10th grade African

2:02:37 American history class that we have.

2:02:39 We can add that.

2:02:40 And so what I know, but think about it.

2:02:49 If you’re teaching in fourth grade, can you talk about lynchings?

2:02:52 Can you talk about all the things that are going on in there

2:02:55 with the descriptive side that occurred during that time?

2:02:58 I think it’s difficult.

2:02:59 So I think that I would like to add it in.

2:03:01 And it’s something that as an American history teacher, American

2:03:04 government teacher, I think that I have a little bit of

2:03:07 experience in doing that.

2:03:10 I think that I would like to work with the Harry T. Moore

2:03:12 Foundation to create a supplemental piece that we can use for

2:03:15 the teachers to use.

2:03:16 So that when they get to the civil rights, they can say that

2:03:19 this was an individual that was within the community that did

2:03:22 this and start.

2:03:23 Because I think we miss it there.

2:03:25 So I’m in favor of doing the fourth grade.

2:03:27 I’m in favor of going a little bit further and doing it.

2:03:30 And that’s what I wanted to say.

2:03:32 I, too, am supportive of the concept, absolutely.

2:03:35 I think there are a lot of pieces to work through.

2:03:37 Obviously, we currently aren’t doing field trips, which poses a

2:03:40 challenge for doing field trips.

2:03:41 We do virtual.

2:03:42 We can go virtual.

2:03:44 But yes, potentially virtual.

2:03:46 And, you know, that may help to overcome a funding issue as well,

2:03:49 because that’s going to be a big challenge to transport students.

2:03:52 And typically, the big field trips like that are, you know,

2:03:56 covered by Provide Schools Foundation donations and that sort of

2:04:00 thing.

2:04:01 So certainly some hurdles there.

2:04:03 But I don’t think anything that we can’t work through as far as

2:04:08 doing some work on that.

2:04:11 And Dr. Mullins, correct me if I’m wrong, but I think that fits

2:04:15 into some of our equity priorities going forward.

2:04:18 So perhaps.

2:04:19 Yeah.

2:04:20 As a matter of fact, I’d love to point out Dr. Danielle McClendon

2:04:23 is here this evening, our director of equity and diversity.

2:04:26 And already connected her with Mr. Colucci and Mr. Savage to

2:04:30 continue the conversation and see what we can do.

2:04:34 Super.

2:04:35 Have you guys all rang the bell at Harry T. Moore?

2:04:37 Right?

2:04:39 Wow.

2:04:40 And it sets a message.

2:04:42 And I think our kids need to do that.

2:04:44 I think they need to feel that bell.

2:04:46 I think they need to hit that thing.

2:04:48 Because it’s something that I think is memorable.

2:04:51 Thank you.

2:04:52 Okay.

2:04:53 I have one quick discussion point that I did not add to the

2:04:56 agenda, but if you all would be so kind as to indulge me.

2:05:03 We had our Central Florida Public School Board Coalition meeting,

2:05:07 I think, Friday.

2:05:09 Russ and I were in attendance.

2:05:11 And just for some information, this particular meeting, they

2:05:14 pulled in the in-house lobbyists from all of the other member

2:05:18 districts from the Central Florida School Board Coalition.

2:05:20 And they each provided us some legislative updates.

2:05:25 And there are a couple you all may already be aware, but I just

2:05:31 want to make sure that these things are mentioned.

2:05:34 So you probably are aware that the legislature is having their

2:05:37 organizational meeting this evening as well.

2:05:39 And so initial leadership has been appointed in both the Senate

2:05:42 and the House.

2:05:43 That will be made official this evening, and then, you know,

2:05:46 additional leadership positions will be identified.

2:05:50 A couple of changes.

2:05:51 The House typically only allows six bills per legislator.

2:05:55 They’re actually allowing them seven bills per legislator this

2:05:58 year and about ten more days to get their bills in.

2:06:00 This one not so much impacting us because we don’t have any

2:06:05 individual appropriation requests, but one of the things that

2:06:09 they said was in previous years, if we put in an individual

2:06:13 appropriation request for Brevard County, like for our welding

2:06:16 program or our manufacturing program, those sorts of things,

2:06:19 there was a tendency for us to put in, if we needed 500,000, we

2:06:22 might request 750,000, knowing we’re probably not going to get

2:06:26 the full allocation and maybe we could still cover with whatever

2:06:28 allocation they gave.

2:06:29 They are pushing back pretty hard on that from the appropriations

2:06:33 leadership and saying that they want us to keep our requests

2:06:35 very close and that any organization requesting those individual

2:06:43 appropriations must file an attestation as to how those funds

2:06:46 will be used and what the actual cost of the project is.

2:06:54 Many of the subcommittees have been identified.

2:06:57 They did add an additional subcommittee, the Pandemic and Health

2:07:01 Emergency Committee has been formed in the legislature and so

2:07:06 they’ll be looking at some of the issues around COVID.

2:07:10 A couple of the big things though that I think are important and

2:07:17 disappointing at the same time.

2:07:21 Last year, as you all know, we had a significant hit on FRS,

2:07:25 increasing the amount of money that the district had to pay to

2:07:28 FRS and the state is anticipating another $380 million shortfall

2:07:35 in FRS this year.

2:07:37 And we know that education and health are the two biggest areas

2:07:42 of the budget and so we are likely to carry the brunt of that FRS

2:07:47 increase as a district again.

2:07:50 So the governor’s recommendation is a $10 increase in the BSA.

2:07:54 Last year we had a $75 increase in the BSA.

2:07:57 The recommendation this year is only a $10 increase in the BSA

2:08:00 plus an additional increase in the FRS as well as potential

2:08:04 adjustments to budget based on state shortfalls.

2:08:06 So this is important, I think, for us to keep an eye on that.

2:08:11 Multiple times it was mentioned that we need to be very careful

2:08:15 with the dollars that we have because they’re not anticipating

2:08:22 good news for us budget wise for a few years to come.

2:08:25 There was some discussion about accountability and school grades

2:08:32 with the state requiring the prior prior year for making school

2:08:39 grades as opposed to just prior year.

2:08:44 The problem with the way that it was presented to us initially

2:08:47 with the prior prior year, which was what was presented by our

2:08:51 team with their concerns is that the statute actually requires

2:08:55 prior year.

2:08:56 So they are anticipating that there will be a change in the

2:08:59 statute to potentially allow prior prior year for calculation,

2:09:03 which I don’t know that that’s a good thing for us.

2:09:05 But I think those were the big highlights of the meeting.

2:09:10 There was some discussion about the teacher’s salary allocation

2:09:17 and some concerns.

2:09:19 The hope seemingly across our committee is that we get the same

2:09:24 amount this year that we got last year.

2:09:28 It seems to be very little hope that we will get an additional

2:09:31 increase in that teacher salary allocation this year.

2:09:34 And as you all know, potentially that would mean if we did not

2:09:37 get the same amount of dollars, we would have to make up dollars

2:09:41 because we have those salary commitments.

2:09:43 So lots of really bright news as we just begin to convene our

2:09:51 legislators for this session, but I will continue to pass that

2:09:55 information along as it comes and we’ll do our best to stay on

2:09:59 top of it.

2:09:59 And I think you all received the FSBA final platforms for state

2:10:01 as well as federal, Billy and sent that out to you all yesterday.

2:10:08 They did not, the only, pretty much the only thing they picked

2:10:11 up from ours was mental health increases.

2:10:14 So they didn’t take the pre-K?

2:10:16 Did not take the pre-K.

2:10:17 They’re still digging their heels in on the–

2:10:20 Yeah.

2:10:21 I’ll get it.

2:10:22 Yep.

2:10:23 Can I say something to the tail end of what you said?

2:10:25 Sure.

2:10:26 This is going to be the biggest fight of our lives for budget.

2:10:30 And just because the state tells us that this is what we have

2:10:33 doesn’t mean that we have to take it.

2:10:35 It doesn’t mean that we have to take what they said.

2:10:38 This is our budget, our taxes locally going to them.

2:10:43 They then make the decision up there to us.

2:10:47 That does not mean that we have to sit back and allow them to

2:10:50 tell us what we’re going to get.

2:10:52 We can fight for our taxes from our community to go to us the

2:10:58 right way.

2:11:00 And that’s not being negative.

2:11:01 That’s telling them what we as individuals feel is important to

2:11:06 us.

2:11:07 We just had a massive support for a half penny.

2:11:11 That means our community is behind this school district.

2:11:15 We don’t need to sit back and say, yes, sir, thank you for

2:11:19 giving me this.

2:11:20 Let’s go fight for it.

2:11:22 Let’s go tell them what we want for education and make it known.

2:11:25 We consistently are standing there.

2:11:27 We go.

2:11:28 We shake hands.

2:11:29 We go up to the Capitol once a year.

2:11:30 Let’s go.

2:11:31 Let’s go make it known that this is the time to fight for

2:11:33 education.

2:11:34 We’re all losing budgets.

2:11:35 I’ve watched this in 2000.

2:11:37 I watched this when I worked in the Capitol building.

2:11:40 I was an intern in 1998 in the Capitol building.

2:11:43 I was up there in 2000 to 2004 when the budgets start cutting.

2:11:46 And they just decided to do a straight cut across the boards.

2:11:49 Advocacy gets us to where we are.

2:11:51 And if we sit back and allow them to do that to us, we’re just

2:11:54 going to get pinned.

2:11:55 And I just don’t have it in me anymore to just sit back.

2:11:58 So I’m going to start going up more often and then I’d

2:12:00 appreciate the support when we go.

2:12:02 And if FSBA doesn’t want to pick up the pre-K, I’ll get it done.

2:12:07 Well, and I would remind you, Mr. Susan, that that still is one

2:12:12 of our local priorities.

2:12:13 So I don’t think any of us are backing down on those things that

2:12:16 we identified here locally.

2:12:18 No, not you.

2:12:19 Please don’t let me think that.

2:12:20 I’m just fired up right now because I’m tired of people telling

2:12:23 us stuff.

2:12:24 Very good.

2:12:25 I would just add to one of the other things that will impact us

2:12:29 moving forward.

2:12:31 One of the things that was passed on election night was the

2:12:36 Amendment 2, or 3, 2,

2:12:40 increasing the minimum wage to $10 an hour starting in September.

2:12:45 And that doesn’t, we don’t get any additional funding.

2:12:48 We don’t have a lot of positions below $10, but that will be

2:12:52 impacting us for the next five, six years.

2:12:55 So we just need to be cognizant of that moving forward starting

2:12:58 with next year’s budget.

2:13:00 And I know Dr. Mullins, they’re already taking a look at that.

2:13:04 There’s massive increases in kindergarten coming back because

2:13:06 kids are keeping, parents are keeping their kids back in pre-K

2:13:09 because of this.

2:13:10 We’re going to see an increase, massive increase of teachers

2:13:12 into the kindergarten.

2:13:13 Our budgets are going to be fluxing everywhere.

2:13:16 For them to start cutting back at a time when we’re going to

2:13:18 need, it’s, there’s a lot of good arguments to be made, Ms.

2:13:21 Campbell.

2:13:22 And I say we start to make them and don’t hold back as soon as

2:13:25 they come back.

2:13:26 We’ve got a meeting with them, right?

2:13:27 Okay.

2:13:28 There we go.

2:13:29 Are you leaving us, Mr. Susan?

2:13:31 I thought you guys, I thought you had the gavel.

2:13:33 I do have the gavel, but I haven’t gaveled.

2:13:36 I’m ready to go to Tallahassee.

2:13:38 Let’s go.

2:13:39 I’m going to drive there now.

2:13:40 There’s nobody yet.

2:13:41 Well, they’re busy.

2:13:42 No, they’re there right now.

2:13:43 I know where they are.

2:13:44 They’re there.

2:13:45 Let’s go.

2:13:46 Okay.

2:13:47 All right.

2:13:48 Anyone else?

2:13:49 Any other board members have additional board discussion items?

2:13:53 Then Dr. Mullins, do you have a superintendent’s report?

2:13:56 Not tonight.

2:13:57 Thank you.

2:13:58 All right.

2:13:59 There being no further.

2:14:03 There being no further business.

2:14:08 This meeting is now adjourned.

2:14:09 Have a great night.

2:14:16 Bye.