Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 Good morning, the October 19th, 2021 College Board Session is
0:04 now in session, Pam, please call roll.
0:07 Mrs. Belford, Mr. Susan, here, Mrs. Campbell, present, Mrs.
0:14 Jenkins, Mrs. McDougal, present.
0:17 Please stand and say the pleasure.
0:23 I pledge allegiance to the flag of the United States of America
0:27 and to the republic for which it stands, one nation, under God,
0:32 indivisible, with liberty and justice for all.
0:36 We are here today to hold a policy work session on five policies.
0:44 This is the board’s opportunity to make revisions and provide
0:46 suggestions.
0:47 Once the policies go into rule development, changes, other than
0:50 technical or scrivener’s errors, will result in the policy
0:53 process being over and will have to be re-advertised.
0:56 We will begin with policy 2520 on the section and adoption of
1:00 instructional materials.
1:01 Ms. Jane Klein, assistant superintendent of elementary leading
1:05 and learning, will be providing us with the executive summary of
1:08 revisions.
1:09 Thank you, Mr. Susan.
1:12 The purpose of this proposed revision to the policy is to ensure
1:16 compliance with all applicable, the federal and state laws,
1:20 Florida State Board of Education Rules,
1:22 support policies, administrative rules, procedures, and
1:25 guidelines.
1:26 In addition, the revision, proposed revision, promotes
1:29 transparency and accountability.
1:31 The policy is being revised to clarify the procedures regarding
1:36 the selection and adoption of instructional materials,
1:41 the parent objection to instructional materials, and the new
1:44 world’s reading initiative to be in compliance with applicable
1:49 Florida law.
1:50 Particular areas are revision including the parent objection of
1:53 instructional materials and the new world’s reading initiative.
1:57 These proposed revisions do encompass this suggested language
2:03 from EOL law.
2:04 Any questions, comments?
2:10 All good?
2:10 Yes.
2:11 Anybody?
2:12 Anybody else?
2:13 Ms. McDougal?
2:14 Good?
2:14 I’m good.
2:15 Okay.
2:15 Okay, I have a lot.
2:16 What’s that?
2:17 I have a lot.
2:19 I’ll just wait for everybody else.
2:20 Okay, go ahead.
2:21 So, I guess, you know, we’re looking at, we’re doing 25 and 28,
2:26 25, 28, 25, 21 are kind of together.
2:29 So, I guess my first overarching question is why are we changing
2:33 the whole entire policy?
2:35 So, we are now under New World Reading Initiative, so we’ve been
2:41 directed to revise our policy to encompass that in both of these
2:46 policies.
2:46 So, we followed Neal’s suggestion, and that’s why we upped the
2:52 timeline because the New World Initiative has to take place
2:56 beginning in December.
2:57 So, that is why, and to be really frank with you, I never wanted
3:02 to touch this policy ever again because when I look back at my
3:06 notes on this policy, I began working on this policy in 2015.
3:14 So, I worked on this policy and worked on this policy by
3:21 following NEOLA, we, it might be easier to, in the old one we
3:35 had K, is it K, J, we laid out every component of challenge
3:42 materials.
3:42 What we’ve done is removed it from policy and I’d like to write
3:46 it into an administrative procedure because, for example, the
3:51 situation that just occurred, we followed the policy, we did the
3:56 initial step, we notified the principal and then the assistant
4:01 superintendent, in this case secondary, took charge and took
4:04 action and we didn’t have to go through all of the procedures.
4:07 But, if we took those procedures and made administrative
4:12 procedures, they would encompass all the steps.
4:17 So, okay, thank you for that general question.
4:20 And I don’t have a problem with the New World Reading Initiative
4:24 except that it seems repetitive to have the same language in
4:27 both policies.
4:28 Both policies.
4:29 Yes, I agree.
4:30 Totally.
4:31 So, and there’s a lot of repetition actually between the two and
4:36 sometimes it’s not identical.
4:38 So, I’ll hold some of it until we get to 25, 21 but, um, when
4:45 down on K1.
4:48 Pardon?
4:49 Down on K1, I’ll just start.
4:51 Let me get there.
4:52 Yeah.
4:53 Okay.
4:54 So, I’m going to go through the clean copy.
4:56 Yeah, yeah.
4:57 Okay.
4:58 Either one.
4:59 I mean, because the clean copy is pretty much the red line
5:03 version without the cross paths.
5:06 Okay.
5:07 So, on K1, parental objection, the, I, I am going, I understand
5:11 what you’re saying about putting it into Jay, but the problem
5:15 then is, we as a board spend a lot of time actually revising it
5:20 twice in one year to get that just right.
5:21 We revised it in April that year, revise it again in June of
5:25 that year, to get this part just right, to try to make it fair,
5:28 not to be over the top.
5:30 And I know we’ve probably used it zero times.
5:33 We have.
5:35 Zero times.
5:36 Okay.
5:37 We’ve used it zero times.
5:38 But we have it.
5:39 Yes.
5:40 But we have it.
5:41 So, when I think about situations that just recently occurred,
5:44 to me, that never had to go through that process because whoever
5:48 the administrator was could look at this policy and say, you
5:51 know what,
5:51 our policy and state law says, instructional materials in our
5:54 schools cannot be pornographic.
5:56 So, we’ll, you know, yank that.
5:58 We don’t have to go through it.
5:59 Right.
6:00 To me, the appeals procedure was for when it’s found and there’s
6:04 some, there’s not an obvious reason.
6:07 And we need that.
6:08 We don’t have to go through it, but we have it if a parent, if
6:11 they’re in this, the first thing is go to the school and say,
6:16 hey, I found this.
6:16 And if the school administrator doesn’t automatically see
6:18 something that does on the line, then we can go through the
6:21 process.
6:21 It’s not that we have to go through the process.
6:23 So, I would like for us to put J back in.
6:27 Okay.
6:28 The other thing, because another problem that I have with K,
6:33 which is now what we took this whole long paragraph, paragraph,
6:37 paragraph, paragraph, and it’s not even a summary of this
6:40 because what it says in K is that parents and legal guardians
6:43 should make an objection writing to the principal at least 10
6:45 days before the intended use of the material.
6:47 The problem is parents don’t know that these materials are
6:50 coming.
6:51 Are we going to then ask our teachers to get all the materials
6:54 out there more than 10 days before they’re about to use them?
6:58 And I don’t think that’s practical.
7:00 I think our teachers wouldn’t appreciate it.
7:01 So, most of the time when we hear about these things, even just
7:04 recently, not with that one, but with another one that they just
7:07 sent you not very long ago.
7:08 Right.
7:09 Parents find out when it comes home with their kids.
7:11 And by then, it’s too late to do anything to this.
7:14 But maybe that’s a material that they could say, hey, let’s not
7:17 use this again.
7:18 There was a situation in the past year sometime with this
7:21 supplemental scholastic piece that the district did not approve,
7:25 but a teacher ordered it on their own.
7:28 And again, didn’t know about it until it had already come out.
7:31 So, I really don’t like the 10 days before.
7:35 Because we’re not talking about textbooks or things that parents
7:38 would have access to.
7:39 I just don’t think it’s the only time I can see anything like
7:43 this coming out is when we send out the letter for the Hammurabi’s
7:48 Cove lessons.
7:49 You know, we send out those letters, hey, we’re going to do
7:51 something if you want to take a look at it.
7:52 And then you go over and read it in Hammurabi’s Cove because
7:54 most people don’t have a problem with it.
7:55 That’s the only thing I can think of that has ever fallen under
7:59 that type of timeline.
8:00 We can easily go back and insert J into the policy.
8:05 We just literally took meola’s.
8:08 Right.
8:09 And it’s the will of the Lord.
8:12 It’s your cough.
8:13 It’s easily moved in.
8:15 I just think we spent so much time working on that.
8:18 And just to get this right.
8:19 And I’m not doing it because, hey, we worked on it and I want it
8:21 in the…
8:22 Nobody worked on it for me.
8:24 Just tell me that.
8:25 I know.
8:27 To, you know, headache wise.
8:29 You know, I don’t want to give anybody a headache, but that’s
8:32 enough.
8:32 So, three, our next one is an L, I just, this is more of a
8:37 question of what is, you know,
8:40 what exactly are we meeting here on L3 where it says, oh, no, no,
8:45 not L3.
8:47 Oh, number one, L number one.
8:50 Free instructional materials.
8:51 Are these things like YouTube videos or like this map websites
8:59 that are,
8:59 the kids use sometimes that are free to the user if they just
9:03 have free an account?
9:04 Yes.
9:05 Ms. Klein, could I add to that?
9:06 Yes, ma’am.
9:07 We often get resources from outside agencies like the EPA or via
9:14 constitutions
9:14 or in career and technical education.
9:18 We receive a lot.
9:19 So, probably more so in secondary than elementary.
9:22 Um, but we work with the Smithsonian foundations.
9:26 We work with, um, different veterans groups that create
9:30 resources.
9:31 So, um, it’s actually fairly common in our, in our world.
9:35 Okay.
9:36 Um, and then number two under that talks about the initiative
9:41 for securing the materials
9:41 should be the type of teachers seek for materials for them to
9:44 promote the entrance of an outside agency.
9:46 And that was also in 2521 in a different number.
9:50 Um.
9:51 So, that’s just a vendor sending you stuff.
9:53 Okay.
9:54 Wanting you to try it and oh, we’ll give you an Amazon gift card
9:56 if you use this.
9:57 Okay.
9:59 That happens all the time.
10:01 Well, it also sounds like, you know, like activism to try, you
10:04 know, what I saw it as.
10:06 Um, and then number four, no, I’m sorry, N.
10:15 The New World.
10:16 The New World, yeah.
10:17 This was just a question about the process.
10:18 I don’t know if we already know the answer to it.
10:20 Are the books supposed to be delivered to the school or to the
10:24 home?
10:24 Do we know that yet?
10:25 To the home.
10:26 And are we paying for that?
10:29 Can we put them in the backpack?
10:31 I mean, no.
10:32 Well, I’m worried about if they’re being delivered to home, the
10:34 discrimination factor there.
10:35 Oh, hey, why are they getting books and I’m not getting books?
10:38 So, um, the Lassenger Spinner at UF has taken on the project for
10:46 this day.
10:47 They’re trying to select a team to run the program.
10:53 They’re giving us bits and pieces of direction.
10:57 Um, to be frank, it’s going to be very interesting to be able to
11:02 pull this off by December.
11:04 And that’s their title.
11:05 Um, our last directive was we, um, schools had to complete a
11:12 list of students who met the criteria.
11:14 And it’s K through five.
11:16 And it’s below grade level.
11:18 And it’s, uh, substantially deficient students.
11:21 Our students have scored a level one or a level two.
11:24 Or in the K, uh, three, it is, um, below grade level on IRA.
11:32 So, our schools are creating that list with their literacy coach
11:37 and their, um, media specialist.
11:41 That list is then uploaded to a document that the Lassenger
11:49 Center has created.
11:52 Parents are going to be then notified through a letter that is
11:57 being sent to us to be sent home to these parents.
12:00 Of options, and I have not seen such letter yet.
12:04 Uh, you can go on and look at the different genres and select
12:10 the books that you would like.
12:12 And it’s based on grade bands.
12:15 So, from that information then they will develop a list and then
12:22 the distribution of these materials.
12:27 Um, I’m not 100% sure what the final decision is on distribution.
12:32 There’s been talk about being mailed to the house.
12:35 They’ve been talk about being sent to the house.
12:38 We have, they have now added a component for parenting and how
12:42 to use the books at home.
12:44 And so our media specialists and literacy coaches will be doing
12:47 those trainings.
12:48 Um, we took Javon Bloom who was 100% Title I.
12:55 And we’ve reclassed her to 90% Title I, 10% um, 5100 so that we
13:06 can use her to be our point of contact for the entire district.
13:11 Because it’s not just Title I schools, it’s any school.
13:14 And the charter schools too.
13:16 And the charter schools as well.
13:18 So, she can be the point and then she is working through the Lassenger
13:23 Center
13:24 to make sure all the processes are in place.
13:27 It is a huge task.
13:29 Um, gave me great pause when it first came out in July.
13:33 I went to Dr. Mullins and was like, there’s no way we don’t have
13:37 a person who all they’re going to be doing is getting books
13:41 together.
13:41 And so there’s been lots of speculation of where the books are
13:44 actually going to come from.
13:46 Is it going to come from a book vendor.
13:48 Is it so.
13:49 So.
13:50 My, I guess my, my main concern with that is if we do deliver to
13:55 the schools, which would be maybe somewhat more cost effective
13:59 if we’re doing it.
14:00 There’s the, I have concerns with the, you know, why are you
14:04 getting a book and am I getting a book.
14:05 But the same thing goes with the students who get, we could do
14:08 it the same thing when they get the Friday.
14:10 Yeah.
14:12 So there’s ways to do that.
14:13 But I think it would work.
14:14 Right.
14:15 So, um, the licensure center, they finally were able to select a
14:20 coordinator of this program.
14:22 Um, and, um, now they’re trying to select more employees to work
14:28 with this program.
14:29 But it is, um, December, right?
14:32 So is that funny?
14:33 Is that funny?
14:34 Is that money distributed to us and then we would, we would send
14:37 it to them?
14:38 Or is it, is that new rules, is that going to the organization
14:42 or to the UF or whoever’s, the funding?
14:45 The funding, we have not been told anything about funding yet.
14:49 Okay.
14:51 So it’s separate.
14:52 It’s not in our FFP at all.
14:53 Okay.
14:54 But we have to fulfill the state requirements.
14:58 Right.
14:59 So just to, just to add clarification, Ms. Klein, has the
15:04 district received any funding to administratively
15:07 support this DOE mandated initiative?
15:11 Not been unaware of.
15:12 That impacts all K through five grade five students who are
15:20 below grade level or grade level deficient?
15:22 Not been unaware.
15:24 Just for our viewing public, want them to be aware of a
15:29 significant DOE unfunded mandate initiative
15:36 that is required to be implemented by December 31st, 2021.
15:43 And neither do we have any funding nor do we have any direction
15:47 of how that’s going to impact our schools or our administrative
15:52 staff.
15:53 I am not disparaging the cause, the interest, the value, the
16:01 validity of this effort by any means.
16:05 We want books in our kids’ hands, in our kids’ homes, in our
16:11 parents’ hands.
16:13 But it is concerning.
16:14 This is a significant effort.
16:17 We will be held accountable to get these books, at the end of
16:20 the day, in the homes of the appropriate students.
16:23 And there’s been no acknowledgement of the task and the
16:27 responsibility that’s being put on the district.
16:32 The other component is we will have to be our media center, our
16:38 media specialist and our leadership coach.
16:40 We will have to do parenting.
16:41 That is a component of parenting sessions on using the books.
16:46 So is that, how is that going to look?
16:48 Is it going to be different for school to school?
16:50 I’m thinking, I mean, could it be a YouTube?
16:52 Could it be?
16:53 It can be text message hints on how to read with your child.
16:59 It can be a YouTube, it can be an actual, I think it would
17:03 depend on the number of families that are going to need to be
17:07 involved.
17:08 So it can be emails, it can be blackboard, it can be, we just
17:14 have to keep record of everything that we’re doing so that we
17:19 can show evidence that we’ve actually fulfilled the law.
17:23 Because, I mean, we struggle to get parents to come to things.
17:26 So that’s why it’s not right.
17:27 How are we running?
17:28 And I’m assuming that we’re going to have it multilingual.
17:31 The books are multilingual and the parenting will play as well.
17:37 Just one more on this one.
17:39 If you look at the old policy, letter G, talked about access to
17:51 instructional materials.
17:52 That we, number one, were trying to provide any written notice
17:58 to parents with access to instructional materials.
17:59 And we posted to the website.
18:02 Is that, is that in the new, the revisions anywhere?
18:15 Is there, that is, I could, I just couldn’t find a section on
18:22 the access.
18:24 Or is there going to be any change to, so the access, so 2520 is
18:36 about the selection and adoption of instructional materials.
18:42 Okay.
18:43 The instructional, 2521 is instructional materials programs.
18:48 Okay.
18:49 So I noticed, and I’m going to keep, keep mixing them, but there’s
18:52 so much.
18:52 They are so, I mean, to me it could be one massive, huge.
18:55 Right.
18:56 So, and, and then we have less repetition.
18:57 So N, in 2521 talks about public inspection.
18:58 I’ll get to that.
18:59 Yeah.
19:00 But it, that’s, it’s not the same.
19:01 Because to me that one is like, this is, these are ones that we’re
19:02 going to adopt and here’s
19:02 how you can come look at them before we purchase them.
19:03 Um, G in the old policy is, here’s how you have access to see
19:07 the ones that we have currently, I guess.
19:20 And that is in, so that is in, in 2521.
19:37 Right.
19:38 But if that’s really worth talking about, if I’m reading it
19:40 correctly.
19:41 Um, oh no, it says that have been purchased.
19:46 Nevermind.
19:47 Scratch that.
19:48 All instructional materials, sample copies that have been
19:50 purchased by the board.
19:51 Um, so yeah, that would, that would apply.
19:55 All right.
19:56 So that needs to be the question.
19:57 I don’t think that’s all I have.
19:59 And, and I think that, the most important piece is when we look
20:03 at 2520, it is about that selection.
20:07 The adoption process.
20:08 And 2521 is, these are the materials that have been board
20:13 approved and are adopted and are in our classrooms.
20:17 And these are the procedures within them.
20:19 Okay.
20:20 So then my, my request would be that we add J from the old
20:27 policy into whichever one is the most appropriate.
20:31 If that’s not, since that’s not selection and adoption, that’s
20:35 more after the fact, then maybe 2521 is the better policy to add
20:39 that back into.
20:40 Do you have more requests?
20:41 Not on this policy.
20:42 Do you have any more discussion on it?
20:44 Not on this policy.
20:45 Does anybody have a problem with adding J into the policy?
20:48 Not into this one.
20:49 Right.
20:50 Is there anybody that’s going to have problems with that that we
20:53 need to be discussing right now?
20:54 Okay.
20:55 Anything else?
20:57 There’s just, Jane, I think I left your voicemail message.
21:02 And throughout the 2521 is where I noticed it more, but in this
21:07 policy, if you go to A4, what it is, there’s typos.
21:12 It means there’s words that are running together and throughout
21:16 the whole thing.
21:17 So I don’t know if you want to have somebody look at that or not.
21:20 So under NEOLA, they fix all of that before they make it.
21:24 It’s a, it’s a formatting issue using NEOLA’s.
21:27 Okay.
21:28 I just wanted to make sure.
21:29 Oh my goodness.
21:30 Are we not getting it?
21:31 They should fix all the, the like weird spacing issues and all
21:34 that.
21:34 Okay.
21:35 Judge, Jackie.
21:36 Your coffee looks a little better.
21:37 Yeah.
21:38 Am I looking at the things like that?
21:39 Oh, you are?
21:40 Yeah.
21:41 Okay.
21:42 I guess I’m in trouble.
21:43 Thank you for looking into that.
21:44 We don’t need them to get the books that we’re trying to send to
21:46 the other kilts.
21:47 It’s just like, you know, I, Jane, I salute your department.
21:52 I, I’m, you need our help.
21:54 Let us know if we need to pack up books.
21:56 I’m concerned by December how this is going to fall into place.
22:01 It may be an initiative coming your way.
22:05 Hey, we’ve done that poor load step up in the back.
22:08 I’ve got a truck.
22:09 Between hand sanitizer and trouble.
22:12 I just don’t want to drive down the highway with a pallet again.
22:15 And actually I don’t have that pickup truck anymore either.
22:18 So I’ll do it.
22:20 I’ve got a truck truck.
22:22 So can I ask a couple of quick questions?
22:24 How many students are we looking at?
22:26 We do not know yet.
22:27 So we have, we’re still identifying ones that are.
22:29 That, that directive just went out last week.
22:32 Rough estimate.
22:33 Okay.
22:34 Um, letter selection.
22:36 So I’m assuming that it’s by grade level, like you said,
22:38 and then they get to choose some books.
22:39 Are we tying those?
22:40 We don’t even know what those books are.
22:42 Try to tie them to the curriculum that exists inside of our
22:44 schools.
22:44 Correct?
22:45 That is correct.
22:46 It’s not an interest of the student.
22:48 Right.
22:49 And if it’s going to be a free reading, that’s great.
22:51 But one of the problems, like when I was teaching night school,
22:53 that I had was you’re teaching, you know, 20 different platforms.
22:57 So one of the things that our students are supposed to do is
22:59 also work with the parent
23:00 that’s having issues.
23:01 And it becomes difficult when you’re putting a bunch of books
23:04 inside of a kid to start to read.
23:06 But then they start asking questions back.
23:08 We have to tie it to our curriculum, which would be the best
23:10 practices and stuff like that.
23:11 It is truly to just get books in the hands of children.
23:14 That’s great.
23:15 And in fan halls.
23:16 Because of the textbooks that we selected, benchmarks, is a
23:29 state approved.
23:30 And our reading list comes from the state approved list.
23:36 I would imagine there would be some correlation.
23:39 But I can’t guess.
23:41 So one of the other things is that we have a group of retired
23:44 teachers that goes to retirement schools
23:45 and they deliver little stuffed animals and books and stuff like
23:48 that.
23:48 So they try to do the same thing.
23:50 It’s kind of the same way.
23:51 They don’t coordinate with them.
23:52 They’re just trying to get kids to read.
23:53 It’s a good program.
23:54 It’s just a lot of work on it.
23:56 So the requirements on us, this all has to happen by December.
24:00 December 31st is the day that we have to have everything
24:04 uploaded.
24:05 That does not mean that the books are distributed.
24:08 Okay.
24:09 Oh, good.
24:10 Yeah, that’s what I was…
24:11 That’s where we are right now.
24:13 But we, you know, I get an email about every other day about
24:21 what, some changes, so.
24:24 And then Ms. Campbell made a great point.
24:27 Uh, what do we do when the parents who are out there say, why
24:30 are those kids getting free
24:31 stuff and stuff like that?
24:32 Um, you know, one of the things we have to, we’re doing is, and
24:35 this is just happening
24:36 and Dr. Vaughn’s are 100% with this.
24:38 Um, we are getting drug down by people trying to attack our
24:42 system without advancing our kids.
24:44 And so what’s happening is, is that individuals who may come out,
24:48 um, and are not asking us
24:49 for the right reasons are also asking to try to create some sort
24:52 of problem with whatever we do.
24:54 Um, those individuals are holding back our overall society
24:58 because we’re trying to target kids
24:59 that need the reading.
25:00 You know what I mean?
25:01 So, just for everybody in here, if we start fighting that kind
25:03 of stuff, I don’t care right
25:04 or left.
25:05 They’re gonna get called on.
25:07 Basically call them out because this is a good initiative to try
25:10 to get behind.
25:11 It’s just a little bit crazy.
25:12 So, with that, I’m good.
25:13 Does anybody else get any questions?
25:14 Good?
25:15 Okay.
25:16 All right.
25:17 So, next is policy 2521 on instructional materials and the
25:21 administrative procedures that accompany
25:22 the policy.
25:23 Ms. Klein will also provide the executive summary.
25:26 Ms. Klein.
25:27 Thank you.
25:28 Mr. Susan.
25:29 The purpose of this proposed policy is to ensure compliance with
25:33 House Bill 3, signed into Florida
25:36 law by Governor Ron DeSantis, creating a statewide book
25:41 distribution program.
25:43 The new policy details the duties, qualifications, and
25:46 procedures of the reviewers in the role
25:49 of selection of instructional material.
25:52 The policy clarifies the process for confirming accuracy of
25:56 instructional material.
25:58 The policy details the bidding and purchasing process for
26:02 instructional material.
26:04 The administrative procedures clarify the district’s role in
26:08 implementing the New Worlds Reading
26:10 Initiative to comply with applicable Florida law.
26:14 Areas within the policy include the following:
26:17 The role of the New Worlds Reading Initiative District Contact
26:21 in building community awareness,
26:24 identifying students, notifying parents, and coordinating book
26:29 delivery.
26:30 The proposed policy encompasses the suggested language from NEOLA.
26:36 Any questions?
26:41 Comments, concerns?
26:42 The question?
26:43 I don’t have a number of this topic, but I have a question, just
26:45 an overall question, Jane,
26:46 with us.
26:47 You may not have the answer with this READ Initiative.
26:50 So, are we selecting?
26:52 I thought that the state was giving a vendor list of books.
26:56 Do we have that ability or do we not know yet?
26:59 So, my understanding, my current understanding is the state will
27:04 be sending the information to parents
27:07 and they will be selected from the state.
27:10 Thank you.
27:11 Okay.
27:12 Ms. McDougal, if you put that in the process with how many ships
27:14 are sitting out inside of our port
27:16 and haven’t even delivered the goods for Christmas, it’s going
27:18 to be very difficult for them to take all these orders
27:20 and in person not also.
27:21 You know what I mean?
27:22 Yes, I am.
27:23 It’s going to be a little off.
27:24 Yes, I am.
27:25 As you know about that, I am.
27:26 I mean, we’re talking Tallahassee.
27:28 I sympathize with you.
27:29 And this one says the delivery may begin no later than December
27:33 31st.
27:34 So, but I have a feeling considering the current situation that
27:38 we’re in, there’s hopefully going to be some grace all around,
27:41 especially if we’re not in charge of the delivery.
27:43 Right.
27:44 And the next year it’s no less than nine books alone for a child.
27:53 So I, the October, no later than October, in normal years, right,
27:59 will then, will we be then using the last data, for example, the
28:03 ones who don’t have FSA, the younger grades, primary grades,
28:06 will we be using their last I-Ready for their, will we have to
28:08 figure out what their first I-Ready is of the year and then send
28:11 it?
28:12 So we’re using the I-Ready baseline diagnostic information.
28:18 So the one they take at the beginning of the year?
28:20 Yes.
28:20 Okay, so we have to get that pretty quickly coordinated if we’re
28:23 supposed to be delivering books by October in a normal year.
28:25 Yes.
28:26 And we would be completely devoted.
28:28 Okay.
28:29 I have some more.
28:32 Go for it.
28:32 Okay.
28:33 So in B1F, it’s a real long office.
28:41 So in B1F, there is, okay, I’m going to find where I wrote my
28:52 notes, which include, let’s see.
29:02 Oh, first of all, I think these two points under F, maybe we’re
29:06 supposed to be a continuation of the points under E because it
29:09 doesn’t fit.
29:10 They kind of come out of nowhere, but it makes more sense if
29:13 they go under E.
29:14 So E says in the selection that the standards usage from the
29:18 propriety of the material shall include age of students,
29:22 educational purpose, and then under F, the degree to which
29:26 material will be supplemented, and consideration of broad racial
29:29 ethnic, all that.
29:31 Yeah, F doesn’t really have a colon, so that’s why I’m wondering
29:33 if those are supposed to actually be under E.
29:35 So this truly is straight from Neowa, so I can go back and look
29:42 at that.
29:44 Okay.
29:44 So you’re in B?
29:46 Yeah, B, number one, little e, and F.
29:50 I think those little I, little, you know, little one, little two,
29:53 most numerals, I think those under F are supposed to actually be
29:57 number three and number four under E, because they’re about the
30:01 propriety of the material.
30:04 And F is about priorities shall be given to the selection of
30:10 materials which encompass the state and board performance
30:15 standards, which include instructional objectives, talk about
30:18 that.
30:19 And then there’s no colon, there’s no really reason for a subpoint,
30:22 and those subpoints actually fit really well under E.
30:25 So I think it makes, when I looked at that, oh, maybe that’s,
30:28 they’re supposed to be there instead of under F.
30:30 I will double check with me all.
30:34 Thank you.
30:35 And then I, under that, the first point under F, which, you know,
30:40 in my opinion should be number three under E, says the degree to
30:45 which the material will be supplemented and explained
30:48 by mature classroom instruction.
30:50 I would like to know what that is.
30:52 It would be grade level appropriate.
30:56 Okay.
30:56 Thank you.
30:57 It just stood out.
30:59 Do we want to just say that instead of mature?
31:02 Yeah.
31:03 Because when I hear mature, I think it’s your bookstore.
31:06 Right, right, right.
31:07 Not only that, but let’s just face who determines what mature is.
31:11 Right.
31:11 It becomes a different place.
31:13 Right.
31:13 The degree to which the material will be supplemented and
31:15 explained by your grade level, appropriate.
31:18 At least gives it some sort of scope.
31:20 Right.
31:21 Because the maturity of some of these kids, whether they’re in
31:24 form, right, might be a lot better than what other ones are.
31:26 Right.
31:28 Wouldn’t, wouldn’t you just change the word mature to grade
31:31 level?
31:32 Yes.
31:32 So explained by grade level, classroom instruction versus mature.
31:37 Yeah, I agree so.
31:38 Thank you.
31:42 So I think that’s a good question.
31:45 I think that’s a good question.
31:57 As we’re reviewing the instructional materials, it says, and as
32:01 I’ll just point out, I think we’re going to take care of a lot
32:04 of the problems that we’re having with things moving forward.
32:08 And it says each, it will be recommended by each reviewer shall
32:12 be to the satisfaction of each reviewer and included in that as
32:15 non-inflammatory.
32:16 So, I think, actually, I appreciate that sign in there because,
32:21 you know, that means we were able to kind of head some of these
32:25 off ahead of time, but…
32:27 It’s a bad thing with my authority suggested.
32:29 Yes, it is.
32:30 That’s why we have a variety of reviewers on the panel.
32:35 Okay.
32:36 E4 in this policy, and sorry, I knew I had some crossing between
32:45 the two, but they’re so similar that I was caught on with some
32:51 of the E4 talks about, and in B1 in the last policy, so B1 and E4.
32:56 E4 in this policy, B1 in the 2520 talk about giving access to
33:00 the public 20 days before the vote.
33:02 I know that we do that, but we also have in the past, given
33:05 access, for example, right now, we have access to our math and
33:09 instructional materials right now, correct?
33:11 So, that’s the selection.
33:13 That’s not in the…
33:15 That’s in the selection process, not even in the adoption
33:19 process.
33:20 So, you’ve got your selection process when we go through about
33:25 four months of…
33:27 Everybody can look at all the choices, right?
33:30 Take all the vendors and put them out there, and we have all
33:34 these public meetings.
33:35 Right.
33:36 We had one last night at Stone.
33:37 We had one parent come.
33:39 Yeah.
33:40 So, my question is…
33:42 That’s not written…
33:44 That is our…
33:46 That is our norm, that we do that, but we don’t have that
33:49 written anywhere in policy, do we?
33:51 That is in our selection process, yes, it’s in…
33:54 Okay.
33:56 Is it true to our policy?
33:57 No, it’s in our policy that we do a selection.
34:00 Right.
34:01 And then…
34:02 Are we doing these two policies?
34:03 Because I guess I didn’t see that.
34:05 It’s in 29…
34:06 I just wanted to give us credit for what we do.
34:08 Because we do…
34:09 Because we’ve had…
34:10 That’s been called into question.
34:11 And last year we were talking about the ELA adoption.
34:13 Well, you didn’t.
34:14 I’m like, no, because I got letters, and I’ve been on social
34:16 studies.
34:16 The last time I did social studies, I had an upcoming sixth grader,
34:20 and I looked through
34:21 every sixth grade, and we did it earlier in the year, so…
34:25 So, yeah, so we start the selection process, and we have an
34:31 actual timeline.
34:32 We put it out on our social media.
34:34 It goes…
34:35 I know that we do.
34:36 Everywhere.
34:37 So it is very clear.
34:40 The only adjustments we make is when the state gives us new
34:45 direction.
34:46 New direction.
34:47 Okay.
34:48 I just wanted to make sure of that part, because I knew we gave
34:52 that access earlier in this
34:53 election process.
34:54 Thank you for correcting me.
34:55 Alright.
34:56 G…
34:57 B…
34:58 This is mainly a question.
35:03 I guess it’s G number 1B.
35:09 It says…
35:14 By the 2015-2016…
35:18 This must be a NEO thing, because we didn’t have this policy
35:21 before this year, but…
35:22 Use at least 50% of the annual allocation of the purchase for
35:27 digital or electronic…
35:28 Blah, blah, blah, blah.
35:29 On the state adopted list.
35:30 Okay.
35:31 Never mind.
35:32 I think I actually incorrect about this.
35:33 So this is saying we have to use at least 50% from the list.
35:36 I thought I was saying we have to use at least 50% on digital.
35:39 No.
35:40 Okay.
35:41 So 50% of our allocation has to be used on the state adopted
35:46 list.
35:46 Which Dr. Sullivan and I, we don’t go off the adopted list.
35:51 Okay.
35:52 So unless we have a class that I think is listed in here that is
35:55 not a state, there’s not state adopted.
35:58 Right.
35:59 If it’s state adopted, if the state recommends, that’s what we
36:02 purchase.
36:02 Okay.
36:03 And that’s why last year when we were in the ELA, we delayed
36:07 that because we were waiting on the state to give their final
36:10 list.
36:10 Right.
36:11 And we were not going to have you all say yes until we were sure
36:18 it was on the state adopted approved list and the state board
36:22 had said these are the approved materials.
36:25 Thank you.
36:26 Can I add that there’s actually two different 50% requirements.
36:32 There’s one 50% requirement that we have to use 50% of our
36:36 allocation on state adopted materials, which is what Ms. Klein
36:40 just said.
36:40 There’s a separate 50% requirement that our allocation is spent
36:45 on digital materials.
36:46 So both things are true.
36:47 Okay.
36:48 So that’s been true, as you can see, since 2015, which is why
36:55 all of our stock materials include a digital component.
36:59 And so we’re inherently meeting that requirement because we are
37:02 purchasing materials that have a digital component.
37:05 Okay.
37:06 So it still says we have to use at least 50% for the purchase of
37:10 digital materials, but they all have to be on the state.
37:13 So it’s all of that.
37:14 Yes.
37:15 Together.
37:16 But it’s two separate things.
37:18 So some of our materials may not be state adopted because, for
37:23 example, workbooks that come within the adoption aren’t always
37:28 state adopted.
37:28 They actually separate the line items out.
37:31 It’s very strange.
37:32 Some of our courses don’t have state adopted materials.
37:35 So we are separately making sure.
37:37 We probably spend, Ms. Klein, can you say about 80% on state
37:41 adopted?
37:41 Or 85.
37:42 Yeah.
37:43 And then separately, we have to make sure half of our funds are
37:47 spent on digital.
37:48 Those digitals may be in non-state and state adopted.
37:51 Those digitals can live in those spaces.
37:53 And we really had a struggle with elementary because prior to
37:57 this adoption, they didn’t put anything on digital.
38:01 So we really –
38:02 Like all of ours were digital.
38:03 Everything she was doing was digital and nothing on mine was
38:07 digital.
38:07 Well, and then the quality of it.
38:08 I mean, you know, they’re saying make it digital, but then on
38:12 top of that, the quality of it, so they’re forcing people to
38:14 purchase something that would be inferior almost just because
38:17 the quality of what’s out there, you’re requiring people to do
38:20 it without any quality controls in the back end.
38:22 Yeah, the cost of my books are so expensive that it’s always
38:27 inherently covering the 15%.
38:30 And so Ms. Klein can just choose what’s best for her students.
38:33 Ours are so expensive.
38:34 Ours all have digital.
38:35 And some of them we have – some that we have are both, right?
38:39 We have this –
38:40 All of our –
38:41 Our new ELA is now both.
38:44 And our component of it.
38:46 And what we’re looking at for math, we’re looking at it as well
38:50 as –
38:50 Are most of the vendors just including that and the cost?
38:52 You buy the papers all together and then we’re throwing the
38:56 digital over?
38:57 Well, they all learned a lesson when we did shut down and we had
39:01 no digital materials.
39:02 If you recall, in elementary, we had to pull everyone on my team
39:07 back from spring break to write digital materials.
39:12 Because we had nothing.
39:13 Right.
39:15 Um –
39:16 My whole team, believe it or not.
39:20 So just something that I think probably needs to be cleared up
39:26 in S –
39:26 Oh wait, hang on, but before we go – I had one in G.
39:30 Another one in G.
39:32 G.C.
39:33 I had a –
39:34 Just –
39:35 Question marks.
39:36 Um –
39:37 It says we have to use up 100% of the portion –
39:40 The end of the allocation is designated for the purchase of
39:43 instructional materials for kindergarten
39:45 and up to 75% of that portion designated for first grade.
39:50 Um, so they’re saying we can use up to 100% of materials off the
39:59 list.
40:00 Am I reading that correctly?
40:01 I just – I wasn’t quite understanding what that means.
40:03 Use up to 100% of the portion of the annual allocation
40:07 designated for the purchase of instructional materials for
40:10 kindergarten.
40:11 Okay.
40:13 So it’s saying we can – is that saying that we can use up to
40:21 100% of the allocation for kindergarten on materials off the
40:28 list and up to 75% for first grade?
40:30 I agree.
40:31 It might go off the list.
40:32 But we don’t.
40:33 Okay.
40:34 So it’s a policy because it’s in law, but we don’t have to use
40:39 it because we’re staying with the list, which is protection for
40:42 us.
40:42 So I very much appreciate that because that’s – if somebody
40:45 comes back and says we know well this was off the state list.
40:48 Okay.
40:49 And then we can narrow down a quick record.
40:51 All right.
40:52 T.
40:53 And T.
40:54 And then also in N from the other policy, they’re – they’re not
40:58 consistent.
40:58 Oh, I’m sorry.
40:59 Actually.
41:00 Oh, sorry.
41:01 S.
41:02 I jumped ahead.
41:03 I can’t even read my own handwriting today.
41:05 Um, S.
41:06 My bad.
41:07 S number four says –
41:12 S number four.
41:14 In this policy, in 25-21, the last two sentences, if the
41:19 objection is not resolved to the parent’s legal guardian
41:22 satisfaction, the principal shall refer the matter to the
41:25 appropriate district-level curriculum supervisor.
41:27 And the decision of that district-level curriculum supervisor
41:30 shall be final.
41:31 In the other policy, because it’s repetition, it actually says
41:36 the assistant superintendent.
41:38 Because that’s where we made that smallification.
41:41 Okay.
41:42 So, you don’t think they need to be the same?
41:44 Or, as the assistant superintendent, are you the district-level
41:47 curriculum supervisor?
41:48 Yes.
41:49 Okay.
41:50 Yes.
41:52 Yes to all of them.
41:54 But this would be the piece that we would put J.
41:58 Okay.
41:59 Right.
42:00 So, it won’t.
42:01 But either way, whichever one we want, if we’re going to – even
42:06 if this – it needs to be consistent.
42:07 But yes, this is where we would need to put J in that whole
42:10 process.
42:10 T – in this – and it was also in the other one.
42:20 This one’s a little bit different.
42:22 It adds that last sentence about how we identify it.
42:25 But in T number one, it refers – and T number three, refers to
42:29 the statewide ELA assessment, which is going away.
42:34 So, this will help us for next year.
42:38 We still have FSA this year.
42:40 Well, assuming.
42:41 I guess we still have to write according to current law.
42:43 Because according to current law, the governor has asked the
42:46 legislature to do this.
42:47 But it’s not made law yet.
42:48 It will probably happen.
42:49 But if that –
42:50 Then we’ll amend the policy.
42:52 Okay.
42:53 I would suggest, too, that there will still be a statewide ELA
42:57 assessment.
42:57 That assessment may be progress monitoring our different school.
43:00 Okay.
43:01 I think they chose those words with care on purpose.
43:04 Okay.
43:05 So that we wouldn’t necessarily have to come back and redo it
43:08 all over again.
43:08 Okay.
43:11 All right.
43:12 Oh, and –
43:13 Yeah.
43:14 Where was it?
43:15 Okay.
43:16 Ms. Jenkins, do you have any questions?
43:18 Ms. McDougal?
43:19 Good.
43:20 Ms. Campbell, thanks for those great points.
43:22 I think if we can call Neola and ask them if they’ll put her on
43:27 paper to review all their policies before they come to us.
43:29 No, no, no, no, no.
43:31 Mr. Gibbs, go ahead.
43:33 All right.
43:34 We’ve tried it before.
43:35 Sometimes we always make mistakes, whether it’s correct or error
43:39 or formatting errors.
43:40 Listen, when you’ve got that much going on, there’s always going
43:42 to take one for error.
43:43 All right.
43:44 Let’s move on to Board Policy 3220, Evaluation of Personnel.
43:47 Thank you, Ms. Klein, for everything that you presented today.
43:50 Dr. Thede, you’re on the hot seat.
43:52 Deputy Superintendent and Chief Human Resources Officers will
43:55 provide the executive summary.
43:56 Thank you, Mr. Susan.
43:58 The purpose of the proposed revisions to this policy is to
44:02 ensure compliance with all applicable federal and state laws,
44:05 Florida State Board of Education rules, board policies,
44:08 administrative rules, procedures, and guidelines.
44:10 Current policy does not accurately reflect the changes in state
44:13 statute as it relates to the evaluation of personnel.
44:16 The proposed changes reflect current statutory language.
44:19 They encompass suggested language from NEOLA.
44:22 And a major change is the updating of the percentage of student
44:25 performance measures to reflect the current statute.
44:28 Any questions on the proposed policy?
44:33 I have a question.
44:34 Ms. Jenkins.
44:36 So under the instructional personnel, so that new addition, the
44:45 performance evaluation of the instructional personnel paragraph.
44:48 Ms. Jenkins.
44:59 Okay.
45:00 The second sentence, the district’s performance evaluation
45:03 system is not limited to basing
45:04 unsatisfactory performance of instructional personnel and school
45:07 administrators solely upon student
45:09 performance, but may include other criteria, yada, yada, yada.
45:14 Is this language that’s like coming directly from somewhere?
45:17 I just, the one thing that I feel like is a little wishy-washy
45:21 is, I feel like the first
45:22 part of that sentence is saying, is alluding to the fact that it
45:26 should only be on the performance
45:27 of students, but then we use the word may.
45:30 And so I just didn’t know if we could maybe make that a little
45:33 bit more direct.
45:33 Ms. Jenkins.
45:35 We can.
45:36 This is language out of Miola, but I can definitely, you know,
45:39 look at that.
45:40 That’s it.
45:41 I just, I feel like when we put the word may in there, we kind
45:45 of, we kind of take away
45:46 from the fact that it should be a culmination of everything and
45:49 not just your performance.
45:49 Ms. Jenkins.
45:51 Yeah, I’ll go, I’ll take that back.
45:52 Okay.
45:53 That’s all right.
45:54 Does anybody have any problems with changing the may?
45:56 Ms. Jenkins.
45:57 That’s all right.
45:58 Dr. Petty, can you get that?
46:00 Make sure that they’re looped in before we bring it to the board,
46:03 just to make sure they’re
46:03 good.
46:04 Yeah.
46:05 I wrote myself in.
46:06 Thank you.
46:07 Any other questions on 3220, Ms. Kuehler?
46:08 I have one thing that I wrote in, and I don’t know if this is a
46:14 change.
46:14 It, we redlined the superintendent shall also notify the Florida
46:19 Department of Education
46:20 of any instructional staff member.
46:21 Wait, where are you?
46:22 Ms. Jenkins.
46:23 I’m sorry.
46:24 I’m still in, I think it’s the instructional personnel.
46:29 Okay.
46:30 Ms. Jenkins.
46:31 So we redlined the, it’s way down near the bottom, right before
46:37 support personnel starts
46:37 up, and it’s redlined.
46:38 So it says the superintendent shall also notify the Florida
46:40 Department of Education of any instructional
46:43 officer receives two consecutive unsatisfactory evaluations.
46:48 So do we do that?
46:49 Do they, do they need that information?
46:51 Why do they need that information?
46:52 I mean, I know we redlined it, but did we take it out totally?
46:55 Ms. No, we moved it into procedure.
46:57 Okay.
46:58 Ms. So yes, we do that.
46:59 And we have moved that into procedure, which is still being tweaked.
47:02 Okay.
47:03 Ms. But all that has to follow, well, all the statute.
47:08 Ms. Is that statute that we can follow?
47:10 That’s okay.
47:11 Okay.
47:13 So under instructional personnel, also a number, but letter C, I’m
47:17 sorry, not also, but also
47:18 but letter C it says, this is about the evaluation system for
47:24 instructional personnel will, letter C says include a mechanism
47:24 to examine performance data from multiple sources, including
47:24 opportunities for parents to provide input into employee
47:26 performance evaluations when appropriate.
47:26 I’m just wondering what that might look like.
47:44 Thank you.
47:45 Is that something that we’re doing currently or?
47:48 Ms. So as far as parents providing input, that’s part of the
47:52 statutory language.
47:53 It’s part of the Neola language.
47:54 We do parent surveys and only things that can be placed in, like
47:58 in a personal file or in an evaluation that can be reduced to
48:01 writing.
48:01 Okay.
48:02 They aren’t just somebody complains about a teacher.
48:03 That’s what you’re concerned about.
48:04 Right.
48:05 So, but if it’s, if it rises to the level of a serious complaint,
48:09 you’ll get to look in as far as discipline.
48:12 And it’s also contractual in our CBA.
48:14 Okay.
48:16 And then under letter D, it says identify those teaching fields
48:20 for which special evaluation procedures and criteria are
48:24 necessary.
48:24 Would that include, for example, music teachers or other elective
48:29 courses that, you know, maybe the reading or math scores, even
48:33 though music, absolutely helps with those things.
48:37 But would it include those kinds of instructional employees or
48:42 what?
48:42 It’s more like we have a resource teacher rubric.
48:45 There’s still teachers, but it’s a different rubric.
48:47 Okay.
48:48 If you’re a classroom teacher, you’re under a classroom teacher
48:50 rubric.
48:50 Okay.
48:51 Got it.
48:52 Thank you.
48:53 And then letter H, this is also under the evaluation system for
48:59 instructional personnel and will.
49:02 It says, will include a portion of each instructional staff
49:07 member’s compensation based on employees’ performance evaluation
49:11 as required by state law.
49:11 I wonder if that should say, instead of will include, it should
49:17 say be included in.
49:18 I don’t know if that’s, if we’re talking about compensation, are
49:23 we saying?
49:24 Oh, I see what you’re saying.
49:25 It’s grammatically not correct.
49:26 Right.
49:27 Should it say that this evaluation is going to be included in
49:30 their compensation?
49:31 There’s something in there that, yeah, I got that.
49:32 Right.
49:33 Okay.
49:34 Because the way it’s worded, it sounds like how much you make is
49:38 going to be evaluated.
49:39 So it’s, you know, we have pay for performance in state statute.
49:42 Right.
49:43 Okay.
49:44 Under support personnel, letter C. And this is, we already have
49:52 this in the other language.
49:53 But, and also in the admin section at the top, under letter C,
50:01 there is this part about, may be required to take recognized
50:06 examinations as necessary.
50:08 I’m assuming it might mean like a drug test or, or, or anything
50:12 else.
50:12 Um, but my question is why do we have for admin and support
50:16 personnel if we don’t have something similar language in the
50:21 instructional?
50:21 Is it because of the contract or, I mean the instructional power
50:24 is obviously way longer than either of the other two.
50:26 Um, so we have two things.
50:28 One is fitness for duty and the other is a mental health fitness
50:32 for duty.
50:32 It applies to all employees.
50:33 Um, and part of it is moderated by our contractual agreement
50:37 with, our collective forward bargaining agreement with BFT.
50:39 But, um, we have it, this, you’ll notice that these are not NEOLA.
50:43 When you look at NEOLA’s policy, theirs has got instruction.
50:46 Whatever decision was made many years ago to remove the 4,000
50:50 levels, we’ve incorporated support and administration into the 3,000
50:55 level policy.
50:55 So that’s our own language and it relates to fitness for duty.
50:58 Okay.
50:59 So we, so there, it’s not that we don’t have where we can send.
51:03 Yes, we absolutely do.
51:04 Correct.
51:05 And that’s part of the contract.
51:06 Yep.
51:07 Okay.
51:08 Let’s lock up on this one.
51:09 Anybody else?
51:11 Any concerns?
51:12 Thank you Ms. Campbell.
51:14 Thank you.
51:18 Now we’re ready for policy 8141, mandatory reporting of misconduct
51:21 by employees.
51:21 Dr. Thede will provide the executive summary.
51:23 The purpose of the proposed revisions to the policy is to ensure
51:27 compliance with all applicable
51:28 federal and state laws, Florida State Board of Education rules,
51:32 board policies, administrative rules,
51:33 procedures, and guidelines.
51:34 In addition, the proposed revisions promote transparency and
51:37 accountability.
51:38 This is being revised for technical and statutory changes.
51:42 And these revisions encompass the suggested language from NEOLA.
51:47 Any questions on 8141?
51:50 Nope.
51:51 Did you take it?
51:53 Oh, you guys, we have to –
51:55 It’s a three hour workshop, you guys.
51:56 Yeah, right.
51:57 The workshop, we have a time circuit at 11.
51:59 So whether we talk about it or not, we’re here until 11 before
52:02 we start –
52:03 No, it is a time circuit.
52:04 So if you guys –
52:05 I don’t – I don’t – I don’t have anything –
52:06 Okay.
52:07 I’m just saying –
52:08 I know you would like me to have some –
52:09 No.
52:10 I don’t want – I don’t want the will of the board to be reduced
52:13 just because of time.
52:14 I want you guys to know that.
52:15 So if everybody’s good, we get it.
52:17 When you move this from – I think we moved it from workshop to
52:21 work –
52:21 Pam, help me.
52:22 We moved it down.
52:23 There weren’t any changes, right?
52:25 It was just moving it from – into a work session, right?
52:28 There wasn’t a new attachment?
52:30 No.
52:31 For this one?
52:32 Yeah.
52:33 Okay.
52:34 This is the same one that was submitted.
52:35 And this is all related to –
52:36 Right.
52:37 Statutory changes on not just instructional personnel reporting
52:40 to PPS,
52:40 if there are any incidents that affect the health, safety, or
52:44 welfare of a student,
52:44 but all educational support personnel as well.
52:47 It’s updating our statutory language that became effective July
52:50 1st.
52:50 Do you have any questions?
52:51 Absolutely.
52:52 I think it’s great.
52:54 Any other questions?
52:55 Okay.
52:56 Hearing none, let’s move on.
52:58 Last policy is 8710 on insurance.
53:00 Dr. Thede will provide the executive summary.
53:02 The purpose of the proposed revisions to the policy is to ensure
53:06 compliance
53:06 with all applicable federal and state laws, Florida State Board
53:10 of Education rules,
53:10 board policies, administrative rules, procedures, and guidelines.
53:13 In addition, the proposed revisions promote transparency and
53:17 accountability.
53:17 This policy is being revised to clarify the settlement authority
53:20 of certain legal claims regarding personal injury, property
53:23 damage,
53:23 and workers’ compensation in compliance with applicable court of
53:26 law.
53:26 Particular areas of revision include the following:
53:29 The addition of authorization for settlement of certain legal
53:32 claims
53:32 and monetary limits regarding sane.
53:34 The proposed revisions encompass suggested language from Viola
53:38 and –
53:39 the process.
53:40 Thank you, Dr. Thede.
53:40 Any questions?
53:41 Yes.
53:42 I just wondered if, Mr. Gibbs, you could help me with the – I
53:53 noticed the sovereign – I had
53:54 to go look up the sovereign immunity, and I think it was 200,000,
53:57 in some cases 300,000 –
53:58 in some cases 300 000. 300 200 individual 300 incidents okay
54:03 okay so i was going to say can you
54:05 explain the difference between those two so that would be it’s
54:08 kind of like your car insurance
54:09 individual versus environment right okay so if there’s more than
54:15 one person filing about the same
54:17 thing they split it okay that’s what happened with mortry some
54:21 of those right it was being one incident
54:23 so they would have been 300 unless they they can get more but
54:26 that would go through a claims bill
54:28 okay but there’s a sovereign immunity only doesn’t apply it
54:33 doesn’t apply to some point okay
54:36 so what we’re so what we’re asking sorry
54:41 is just to be clear is that our risk management person um
54:49 working with a third party administrator
54:52 can improve all those up to 100 000 if it goes above that can go
54:55 to the superintendent of the
54:56 sovereign uh immunity yes so then i know like the ones that we’re
55:01 having today um that goes away
55:05 yep so okay but it allows dr mollins to be able to directly okay
55:12 any other questions
55:18 as long as we don’t negotiate with terrorists okay so one of the
55:21 things that we end up doing
55:23 and i’ve never seen this with you paul is that we we don’t
55:26 settle early um we don’t want to let
55:28 people know about it so all right i’m good everybody else okay
55:32 on this policy all right any but any other
55:34 work that needs to be done school board members do you have
55:37 anything to say before we have a meeting
55:39 no miss camp all right hearing no more discussion this meeting
55:44 is now adjourned