Updates on the Fight for Quality Public Education in Brevard County, FL
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6:26 - Good afternoon.
6:27 The 29th, 2023 board session is now in order.
6:31 Paul, roll call, please.
6:33 - Mr. Season.
6:34 - Here.
6:34 - Ms. Wright.
6:35 - Here.
6:36 - Ms. Jenkins.
6:37 - Here.
6:38 - Mr. Trent.
6:39 - Here.
6:39 - Ms. Campbell.
6:40 - Here.
6:41 - Please stand for the Pledge of Allegiance.
6:43 - I pledge allegiance to the flag
6:45 of the United States of America
6:47 and to the Republic for which it stands,
6:49 one nation, under God, indivisible,
6:52 with liberty and justice for all.
6:56 - The first topic is to hold a public hearing
6:57 for board policy 3500 remote work.
7:00 Is there anyone present who wishes to address this item?
7:04 Is there anyone here who wishes to address this item?
7:08 Hearing none, is there any board discussion on this item?
7:14 Come on guys, we’re moving to mobile work.
7:15 This is pretty cool.
7:17 I mean, we can say some nice things.
7:18 This is fun, right?
7:21 Just so you guys know,
7:22 and everybody out there that might be watching,
7:23 this is in response to our departments requesting
7:26 and many interviews where we lost potential candidates
7:29 based upon them being able to remotely work,
7:31 especially in our IT government area.
7:34 So I think this gives us an opportunity
7:36 to move forward in that direction.
7:39 Anybody else have anything to say?
7:41 - No.
7:42 - This is a big deal.
7:42 - Yeah, it’s good stuff.
7:44 - All right, so no questions, so it’ll just roll tonight.
7:46 We don’t need motions or anything like that.
7:48 The next topic is parent survey.
7:50 Mr. Bruhn, you have some good stuff for us here?
7:53 - Yes.
8:00 - Good afternoon, board.
8:02 And Ms. Han, good afternoon to you.
8:04 - I got you, I got you.
8:07 Turned it on.
8:08 - You turned it on right.
8:08 - I turned it on for you.
8:09 - Well, we’re off to an awesome start.
8:12 Let me get my PowerPoint up.
8:16 Wanna share this one here?
8:17 - No.
8:19 - Come on, I’m opening it.
8:21 So parent survey, quick little history,
8:26 especially with some new board members
8:27 going through this for the first time.
8:30 This is an annual survey that was sent
8:32 to all of our BPS families,
8:33 asking for their feedback on the school district
8:37 and their experience at their schools.
8:39 It’s used by individual schools and also by the district.
8:43 Many of the questions focus on communication preferences,
8:47 overall view of BPS,
8:48 and how to better help families engage
8:51 with the school district and their schools.
8:54 This is the second year that GCR
8:56 has been in charge of the survey.
8:58 Caitlin Maffeo executed it and kind of led this effort,
9:03 so I’m very thankful to her for my team.
9:06 And also the schools, each school had a survey champion
9:10 that she worked with to try to get families involved in this.
9:15 Prior to two years ago when GCR took this over,
9:18 we just helped market it and it was actually run
9:21 by another division who executed that survey.
9:24 So last year GCR presented in front of the board,
9:27 and we’ll use some of those results
9:29 to compare and contrast to what we have this year.
9:36 So like in years past, this survey was sent via email.
9:41 We also had paper copies available to families
9:43 that preferred that or needed that.
9:46 We wanted people to use digital, easier to take,
9:50 easier to complete, easier to compile.
9:53 The survey opened February 27th and it closed April 3rd.
9:57 We did leave it open longer than scheduled
9:59 as we tried to get more people to take the survey.
10:03 Respondents for this time around, 17,366.
10:07 Overall there are 26 questions.
10:10 We will not go over all those 26 questions,
10:12 but I’m just gonna give you some of the highlights.
10:16 The survey is already being used, which is normal.
10:19 Each school has their individual results,
10:21 and that will be used for part
10:22 of their school improvement plans.
10:25 That is usually done over the summer,
10:26 and I believe the board will approve those in the fall.
10:30 It can also be used for staff training
10:32 and also to change course on some things
10:35 that the schools deem it necessary.
10:38 Title I grant writers also are given results.
10:40 That helps them as they plan for the next year
10:42 with our Title I schools.
10:45 Survey results will be shared on our website
10:49 and on social media.
10:53 Did you hear that?
10:54 - Yep. - Okay, just making sure
10:55 I’m not just losing, I hear voices,
10:57 but I just don’t know if they’re in here or what’s going on.
11:03 We’ll continue.
11:05 The history of respondents.
11:07 So this year, like I said, we had 17,000 plus that took it.
11:11 Last year, that’s compared to 25,000, 22,000 the year before
11:15 and then the previous three years,
11:18 we were in the mid-teens when it comes to respondents.
11:23 So this is one of the questions,
11:25 and so I like to start here
11:26 because it’s kind of overall bare bones.
11:29 How do you feel at your child’s school?
11:31 Do you feel welcome?
11:32 And so this is the quick answer.
11:34 So when you compare this year to last year,
11:36 elementary, middle, and high,
11:38 you can see that on your screen.
11:41 93% felt welcome at their child’s school
11:44 in elementary that saw an increase.
11:46 We also saw a slight increase for middle school
11:49 and again, a slight increase for high school.
11:51 So that’s good, they feel welcome.
11:53 So one of the most important things that we discussed
11:55 is how do you treat your families
11:58 and how do they feel when they come into your school?
12:02 Another question that I thought was interesting
12:04 was please rate your overall satisfaction with BPS.
12:08 Again, this year, very satisfied, this is for elementary,
12:11 we broke it down.
12:13 Very satisfied, ticked up, satisfied, ticked down.
12:18 Neither satisfied or dissatisfied was about the same.
12:21 We saw a 2% increase for dissatisfied
12:23 and a little bit of decrease for very dissatisfied.
12:27 You’ll see more when it comes to the middle school.
12:29 Little tick up and very satisfied,
12:31 five points down when it comes to satisfied.
12:34 And you can see the neither was about the same,
12:37 dissatisfied went up about three points
12:40 and very dissatisfied was about the same.
12:42 Now quick note, we did round these to the closest percentage
12:47 so if it’s 20%, that may be 20.2%, 20.3%.
12:53 For high school, very satisfied stayed the same.
12:57 Satisfied dropped by 5%.
13:00 Neither satisfied grew by or dissatisfied grew by 4%
13:05 and you see dissatisfied and very dissatisfied
13:08 either staying the same or growing by two points.
13:13 So the next thing we wanted to know is
13:14 how could our school kind of work with our families
13:17 and assist them in playing an active role
13:20 when it comes to decision making at the school?
13:22 So some of the things that our families kind of responded to
13:26 are highlighted on this screen.
13:29 These aren’t the only options that we gave them.
13:31 This is just the ones that got the most attention
13:34 from our families.
13:37 So you see that more information about
13:39 school issues to be addressed climbed.
13:43 How to become more engaged went down
13:46 when it comes to elementary by 10 points.
13:48 Meeting times, convenient meeting times
13:50 is always a challenge that we face
13:53 with everybody’s busy schedule that stayed about the same,
13:55 went up a little bit.
13:57 And opportunities to share their opinion on school issues
14:01 went up by 6%.
14:03 That’s something worth noting,
14:04 especially for the elementary schools, I think.
14:07 Middle school, you see again,
14:09 a climb when it comes to issues
14:12 and how they’re being addressed.
14:13 So a pretty deep decline when it comes on
14:16 to how to become engaged.
14:19 Convenient meeting times is still there
14:21 and you saw a 5% growth when it comes to
14:24 wanting to share their opinion on school issues.
14:29 As you go to high school, you can see the numbers again
14:31 grew on that first item.
14:35 Again, we declined when it came to
14:36 how to become more engaged by 12 points there.
14:39 Convenient meeting times is still in the 40s
14:42 and a growth when it comes to
14:45 sharing their opinion on school issues.
14:49 So then we asked which informational meetings and activities
14:52 would you be interested in attending?
14:54 And we broke this down, as you can imagine,
14:56 into the different school zones.
14:58 Elementary, family fun nights was there,
15:01 but you see volunteer opportunities is pretty high,
15:04 as it was last year.
15:06 Reading strategies is still important
15:07 to about one out of five parents.
15:10 Mass strategies is there as well.
15:12 Homework help, let’s sliver.
15:15 And transitioning into middle school,
15:16 which we’ll kind of talk about that
15:18 throughout the next couple of slides,
15:20 you see there, that starts to hit.
15:23 And then managing behavior at home went down a little bit
15:25 and mental health resources about the same.
15:29 For middle school, transition to middle school,
15:33 so you would maybe think those are the seventh grade parents.
15:36 Dual enrollment, maybe parents looking ahead.
15:39 Volunteer opportunities, SAT and the standardized tests
15:44 grew by 5%.
15:45 We also talked, heard from our middle school parents
15:48 who are interested in graduation requirements
15:50 and promotion requirements to get to the next grade levels.
15:53 And they also had an increased interest
15:55 in family fun learning nights.
15:59 High school, dual enrollment, SAT and ACT prep,
16:04 graduation and promotion requirements, always big.
16:09 So a big jump in community service projects
16:12 for staff and students.
16:13 And volunteer opportunities went down a little bit.
16:16 And then here we have focus support,
16:19 about the same as it was last year.
16:24 So what we’re always trying to figure out
16:25 and what the schools are also trying to figure out,
16:27 is every school’s a little bit different,
16:28 is what’s the best way for them
16:30 to communicate with the families?
16:32 And no surprise, email and text messaging are the top.
16:38 Again, these weren’t the only ones, the only options.
16:40 There were robocalls, there were one-to-one calls,
16:44 there were educational apps, but email and text
16:48 are the ways that our families like to have messages
16:52 that have some sort of importance sent to them.
16:55 Elementary had the flyers being sent home as popular.
16:59 And then also middle school and high school you see focus.
17:02 And our goal with focus is obviously to see that number
17:04 kind of grow in the coming years as we kind of lean more
17:07 onto what that platform’s available to do.
17:14 Then we wanted to see how they reach out to us.
17:17 The school, each school has their own website,
17:19 obviously there’s the district website.
17:21 We wanted to see if they’re using those platforms
17:25 to get information about their child’s education.
17:28 And we saw a decrease in elementary by about 6%,
17:31 somewhat significant to me at least.
17:34 Middle school again went down by 5%
17:36 and we saw an 8% drop for high school.
17:42 Have you visited the open enrollment choice webpage
17:45 on the sites?
17:47 We always want to let people know that there’s plenty
17:50 of options when it comes to education.
17:52 Different schools, different programs and different schools.
17:55 And so this year we saw a 4% increase
17:58 when it comes to elementary usage of that.
18:01 A small increase when it comes to middle school
18:04 and high school.
18:05 So either they’ve already experienced it
18:07 and don’t need it anymore or they’re unaware of that.
18:10 So that’s something that we still want to focus on.
18:15 And then how do you receive interim reports
18:17 and report cards?
18:19 The focus is taking a big leap this year
18:25 in a variety of ways, but we’ve been able to get grades
18:28 previous this year.
18:29 But you see a 3% increase for focus
18:31 when it comes to elementary.
18:33 Paper copies is still very large.
18:36 And again, on this question parents could mark more
18:39 than one answer, it wasn’t just one or the other.
18:42 And then we do have 3% who say for whatever reason
18:44 they don’t receive them.
18:47 In middle school we see a huge increase
18:50 when it comes to focus.
18:52 And then also paper copies go down.
18:55 And again, 77% in high school versus 58% last year,
18:59 which I would submit that middle school
19:01 and that high school number’s pretty good
19:04 as far as focusing on focus for the grades.
19:10 So how many times do you access your child’s grades
19:12 and attendance through focus?
19:15 So in elementary we saw about an increase of double
19:21 one to five times, so about at least once a week or so.
19:24 9% did it six to nine times, which is often.
19:27 13% did it 10 or more.
19:30 And then you have a third roughly that never do.
19:33 And so those are the ones we wanna reach.
19:36 That’s a pretty big change from the year before.
19:41 This is middle school and we kind of did it differently
19:44 as far as the questions being asked last year to this year.
19:47 So this is why you see below it’s daily, weekly or monthly.
19:50 That’s how we asked it last year.
19:52 And then obviously this year we asked it
19:53 number of times per month.
19:55 And so you see again, 39% of people said they go there
19:59 at least once to five times a month.
20:02 And then 8% said they never do for middle school.
20:05 And so you can kind of see what that is
20:07 compared to the last year where about 45% went weekly,
20:11 21% monthly.
20:13 High school, 46% go at least one to five times a month.
20:19 Never is 11%.
20:21 Again, that’s a number we like to get down,
20:23 but it was at 17% last year.
20:30 Couple more, how does your child’s teachers communicate
20:34 with you about your child’s progress?
20:37 Elementary, 37% said weekly, 14% said daily.
20:44 4% said never.
20:46 So that’s a lot of communication back and forth.
20:52 When it comes to middle school,
20:53 again, you see 20% weekly, 3% daily, monthly is 22.
20:58 Once or twice a year you see 32%, never is 23%.
21:04 Now you could say that as children and students get older,
21:07 they take on more of that responsibility themselves.
21:09 And so when the parents are having that communication
21:11 with the teachers, it may be dealing with an issue,
21:14 not actually getting the grades.
21:15 So that’s just anecdotal on my part.
21:18 But you do see in middle school and high school,
21:21 kind of less engaging with the parents
21:23 because the teachers are talking directly with the kids
21:25 who are now more responsible for their education.
21:29 High school, you see 2% daily, weekly 11, monthly 18,
21:33 and then once or twice a year is 36%.
21:37 So in 33%, never.
21:39 And again, that’s for the high school with the communication
21:42 from teachers to the child’s parents.
21:47 The office staff at my school is polite
21:49 and is helpful in answering my questions and concerns.
21:51 And we often say that when somebody walks into our school
21:54 or our building here, the people they meet first
21:57 are gonna give the impression
21:59 of what the school district is.
22:00 And so 85% at elementary, 76% at middle, 75% high.
22:06 High school say that they are always answer questions
22:09 and concerns that are polite.
22:10 So that’s good to see.
22:12 Obviously you wouldn’t increase that,
22:14 but it’s a good number, I think.
22:17 It’s a good place to be.
22:20 And are you satisfied with the relationship
22:21 and communication you currently have
22:23 with your child’s principal?
22:24 Elementary, 86%, about the same as last year.
22:28 See middle school, we had a 13% jump from last year to 80%.
22:33 And we had a significant jump also for high school
22:35 from last year to this year.
22:38 You can see in middle school and high school,
22:42 some of those had comments only for last year.
22:46 And so that is kind of why the percentages
22:48 may be a little bit different.
22:50 So the jump is there.
22:51 But a lot of those that were written comments
22:54 weren’t actually a yes or no answer.
22:59 And there you go.
23:00 Thank you for your time, attention.
23:02 Any questions or comments?
23:04 Feedback.
23:06 - Ms. Jenkins jumped to the microphone.
23:08 Ms. Jenkins.
23:09 - Yeah, thank you for this.
23:11 Obviously it’s a very important tool
23:12 and I think that’s pretty evident by some of the jumps
23:15 in improvement of communication.
23:18 And I think it’s reflective the fact that the schools
23:21 appreciate parents’ responses, that they’re reading them,
23:24 and they’re actually using it
23:25 to modify practices and behaviors.
23:28 And so it’s always positive to see that.
23:30 Thank you.
23:33 - Ms. Campbell.
23:35 - Yes, I just, I can’t let this conversation go
23:38 without sharing one of my favorite memes of the year,
23:42 which I think I actually saw on Ms. Jenkins’ Facebook page,
23:45 which was, we’ve been trying to reach you
23:48 about your BPS parent survey.
23:50 (laughing)
23:54 - Can I respond?
23:54 (laughing)
23:56 - You know, I like your car’s warranty.
23:59 I know that there were some resistance
24:01 to the persistence of the district,
24:03 but that’s what it takes
24:04 because this feedback is very important.
24:07 I would just have one suggestion off of that,
24:09 is sometimes that kind of push
24:11 is received better from the schools themselves.
24:14 And once upon a time, years ago,
24:16 I know that there was like a little contest
24:19 kind of thing that the schools would say,
24:20 “Hey, if we get the highest percentage, then whatever.”
24:24 You know, ‘cause sometimes they like that better
24:26 from the schools themselves instead of the district.
24:29 - I love the feedback.
24:30 We did the contest again this year
24:32 and the schools were partnering with us,
24:33 but as you saw the number,
24:35 I was trying to goose it up there
24:37 because we want parent engagement.
24:41 And so lesson learned.
24:43 So I will be kinder and gentler to our community next year,
24:48 but I do want them to take part
24:51 because their voices matter, so.
24:54 - Yeah, no, I think actually you could take that meme
24:56 and use it, you know,
24:57 we’ve been trying to reach you about your–
24:58 - I’m gonna go door to door.
24:59 - Yeah, there you go.
25:00 - No, it’s good, it’s important.
25:02 And you know, and there was just one little myth
25:04 that went out that, you know, you say it’s anonymous,
25:08 but they keep asking me to do it.
25:10 And so like they’re tracking that I haven’t done it.
25:12 I’m like, no, actually I filled it out for two children,
25:14 for both of my children and I’m still getting it.
25:16 So that assured the person,
25:17 but you know, it is absolutely anonymous.
25:20 We’re not tracking who’s on it.
25:21 We were all being reminded regardless.
25:25 - Yeah, I received the same email, which I laughed
25:27 ‘cause I filled it out on both of my children.
25:29 So I think the survey is very insightful.
25:31 It gives us some information.
25:32 One of the things that I saw that I thought,
25:34 hey, this is probably something that we need to be aware of
25:36 is that less people are using
25:37 or looking to our website for information.
25:39 And there’s a wealth of knowledge in the website.
25:41 So I think that’s a reminder
25:42 of maybe just how we communicate that out,
25:44 because there are so many resources out there.
25:46 And especially when people are questioning things
25:47 as far as curriculum and things like that,
25:49 it’s all out there, it’s on the internet.
25:51 So I’m just directing them there.
25:53 So, you know, I made notes of a couple of things
25:55 that I found significant really was that more people
25:58 looking to the open enrollment page,
26:00 that page has had an uptick.
26:02 And then there was 34, I think it’s a 34% of parents
26:06 in elementary never visited the Focus app,
26:09 which is scary, I think in some aspect,
26:11 because once they transitioned
26:12 into middle school and high school,
26:14 those paper report cards are far less.
26:15 So maybe just helping communicate the Focus app.
26:18 And I know I get home probably three or four times a year,
26:22 the information for my child’s focus.
26:23 So my school is doing an exceptional job,
26:25 but I wanna make sure when they get
26:27 into that middle school and high school,
26:28 it’s not like, hey, no communication,
26:30 we don’t know what’s going on with our students grades.
26:32 So, but yeah, great job.
26:37 - Yeah, I think that everybody needs to understand
26:39 that our tick was gonna hit right where it was before.
26:42 And then there was some people
26:44 that had made some social media posts out there
26:46 about it being negative and then it just went right off.
26:50 And so for me in the communications platform,
26:53 if you’re a parent, you should be able to respond
26:57 to the survey of the school that your kids go to, right?
26:59 So I think that we have to find a better way,
27:01 but I’m okay with sending out the texts
27:04 and sending out the emails and stuff like that,
27:05 because we truly do, like you said,
27:07 need the engagement and everything else.
27:10 So I can see where if you fill out the survey
27:13 and then you’re getting it again, that’s one thing,
27:15 but like, hey, parents, we need you, you know what I mean?
27:18 We need your input so that we can make our schools better.
27:21 And so please do that.
27:22 So I really appreciate everything you guys did.
27:24 I appreciate the opportunities
27:26 that you guys are always engaging
27:27 into new communications areas and I appreciate it.
27:29 So anybody else have anything that they wish to speak about?
27:32 We can move on.
27:33 You’re off the hook.
27:34 Mr. Broon.
27:35 - Thank you.
27:37 - You’re welcome.
27:38 So next topic is board budget process review.
27:42 Ms. Han, you have some very exquisite things
27:45 to go over with us.
27:46 - Wow.
27:48 - Yeah, exquisite.
27:49 - I hadn’t thought about this presentation
27:50 as being exquisite, but that sets the bar kind of high.
27:53 - Very interesting and exquisite.
27:54 - Interesting, I would agree.
27:56 So Mrs. Sinski is going to do the bulk of the presentation
27:59 and she’s making her way up.
28:01 We’re gonna run these two kind of together,
28:02 the budget presentation and roll right
28:04 into the millage presentation there, somewhat related.
28:07 - Perfect.
28:24 (mumbles)
28:51 Good afternoon board.
28:53 I wanted to give you an update on where we are
28:58 with the budget process.
28:59 As you know, the legislature finished their business
29:03 on May 5th and so I just want to give you a quick update.
29:06 But first, this is one of my favorite quotes
29:12 if you want to take a minute and read through it.
29:23 So, you know, Donald Rumsfeld was the 13th
29:26 and the 21st Secretary of Defense.
29:29 He was both the youngest and oldest SecDef to serve.
29:35 Known unknowns can reasonably be anticipated
29:38 based on past experience.
29:39 So we know what the unknowns are,
29:43 but the unknown unknowns are the ones
29:45 that really pose the risks and the threats
29:47 because we just have no experience
29:50 with what those can be.
29:53 So based on that, I’m just gonna talk about knowns
29:57 and the conference report, FEFP highlights.
30:04 So I know I talked a lot about, you know,
30:09 the FEFP being kind of shooken up and turned upside down
30:13 and all those kind of things this year because of FEFS.
30:18 And the House wanted to roll most of the categoricals
30:23 up into the BSA, the Senate wanted to keep,
30:27 and they wanted to roll everything up to the BSA
30:30 so it was easier to extract dollars for family empowerment.
30:36 And then the House, they wanted, I’m sorry,
30:39 the Senate wanted to keep all the family empowerment
30:44 below the line so it didn’t get commingled
30:46 with our dollars and they kind of came to a compromise.
30:52 And so you’ll see that less categoricals got rolled up
30:56 into the BSA, but it’s about $16 million.
31:05 So when you see the BSA and then you see headlines
31:09 like BSA increased 12%, highest ever,
31:14 just remember that the funding compression,
31:19 the teacher salary increase, instructional materials,
31:21 reading, and teacher classroom supply,
31:24 assistant categoricals were all rolled up in there.
31:27 So we really aren’t gonna be able to compare previous years.
31:31 We’re gonna have to start and look forward.
31:35 The thing to really look forward next year
31:37 is if the BSA starts going down
31:40 because that means things are starting to get crowded out
31:43 and maybe some of those dollars
31:45 for some of these old categoricals go away.
31:50 So good news, the teacher salary increase.
31:54 And then you can see, I mean, they said 1.41%
31:57 needs to go towards, so even though they’re rolled up
32:00 in the BSA, there’s still requirements that we fund those,
32:03 so not as flexible, but it’s great news
32:07 that they’re gonna give the teacher salary increase.
32:10 And the better news is they’re gonna allow school districts
32:13 to distribute those dollars
32:16 based on what makes most sense for that district.
32:19 So they’re not gonna have all the different rules
32:22 like they’ve had in the past.
32:25 The remaining categoricals, educational enrichment,
32:29 and that is replacement for supplemental
32:32 academic instruction, mental health, safe schools,
32:36 student transportation, the class size reduction,
32:41 that went down, they decreased the funding factors
32:44 for all the different grades when they came up with that.
32:48 And let’s see, what else?
32:50 They, the one thing that I’m really excited about
32:54 is they have an educational enrollment stabilization fund,
32:58 which means if the FES vouchers exceed projection,
33:04 we’re not gonna have a proration
33:05 and school districts won’t be cut.
33:08 So if the FES vouchers exceed projections,
33:16 then they’ll have like 350 million to cover,
33:23 so that’s great news, I believe.
33:26 And then we don’t have to worry about getting prorated,
33:28 so they’re, I think the House and the Senate heard
33:32 the CFO saying, hey, you can’t prorate the districts
33:37 and then the FES gets to stay the same.
33:39 So they really took a look at that
33:42 and they broke things out very well, it’s pretty clean.
33:44 So I’m excited about that.
33:47 Any questions on that slide?
33:55 And then, so this one isn’t as good as news,
33:59 the charter school capital outlay.
34:01 I know I talked last time about the 1.5 millage levy
34:05 that we, the districts normally get.
34:11 So it’s in law now that the charters will get a portion
34:17 of that 1.5 and it’s gonna be over five years,
34:21 but it won’t begin till 24, 25.
34:23 So we’re safe this year, but we can expect
34:27 that our capital dollars, we will be sharing
34:31 a larger percentage with the charters.
34:34 And then this is one that we have to dig into,
34:39 but we just need to dig into it
34:41 ‘cause it could be significant.
34:45 For CERTACs, the proportion that we used to provide
34:51 the charters was based on FTE.
34:55 Now it’s gonna be based on capital outlay FTE,
34:59 which is a smaller amount.
35:01 So when you reduce the FTE, so let’s say if it was 60,000,
35:08 you reduce it to 50,000, the charters stay the same.
35:12 So the percentage grows and then we’ll have to share more
35:15 with the charters.
35:16 So we’ll have to take a look at that
35:18 and see what that means for us.
35:22 - Cindy, can I just real fast?
35:24 So for the glide path, it looks like that five-year plan.
35:27 So it starts with 20% the first year,
35:29 then it goes to 40, 60, 80 until, correct, is that right?
35:33 - Correct. - Okay.
35:34 - And then also in the language, there’s funding
35:38 that the state funds PICO was what went to charters.
35:44 And so there’s a whole calculation in there
35:46 where if the state continues to fund the PICO,
35:51 then it would be a calculation.
35:54 We get to still subtract our debt payments
35:57 and then, right, and then it’s just a calculation,
36:03 but you’re right, it’ll be 20, 40, 60.
36:06 - Okay, thank you.
36:07 - And I don’t know how much,
36:09 I don’t think we’ll be too bad off
36:11 as long as they continue to allocate PICO,
36:13 but if they stop the PICO,
36:15 maybe they may start doing that or reducing it,
36:18 then we’d be paying that to the charters.
36:21 - Cindy, I’m sorry to interrupt,
36:22 but I think one of the bills I was looking at
36:25 had that starting in 23, 24.
36:27 So we still have to figure out which year that starts.
36:31 - Right, I went and looked again, and it’s engrossed.
36:36 The Senate Bill 2502 has it in there as 24, 25,
36:43 but we will double check.
36:44 - Okay.
36:49 - And then this last one is also good news for the district
36:54 where before we would get these payment vouchers
37:00 from, here are all the vouchers of all the scholarships,
37:05 and then we would have to take a look and go,
37:07 okay, is this person really in a scholarship?
37:09 Are they really in a district school?
37:12 And then we’d have to do all the vetting
37:14 and then send it back up.
37:16 So this language takes the school districts out
37:19 of being the middleman, which is very good for us.
37:23 So the EDR, the Office of Economic Demographics Research
37:31 will do the forecast, and the DOE will take care
37:35 of the reporting and the scholarships and where everybody is
37:39 and leave us out of all of that.
37:42 So our funding won’t be affected,
37:44 and then because we were required to project,
37:48 and that’s pretty hard to project, especially this year,
37:52 of how many students that are already sitting
37:54 in private school are gonna take a scholarship,
37:56 and so I’m very happy that they’re taking us
38:00 out of that mix.
38:02 Any questions on that?
38:07 - Will the state then be verifying what you said
38:09 just a minute ago, which is that it’s not someone
38:12 getting a scholarship and they’re sitting in our classrooms,
38:15 will they, they’re handling that verification process also?
38:18 - They’re handling all of that.
38:21 - Okay.
38:21 - So that’s good news for us.
38:27 And then this is the budget timeline that I’ve presented
38:31 over every time we’ve given an update.
38:34 And in April, you can see that we’re doing a pretty good job
38:39 keeping up with what we wanted to get done.
38:44 We are wrapping up the matrices with all the directors.
38:50 Legislation session ended May 5th.
38:52 We have the conference report.
38:55 And right now, we’re prioritizing what we’re gonna move to do
39:00 is after we’re wrapped up with the matrices,
39:03 we’re gonna take a look at the labor.
39:06 And then we have all these new initiatives
39:11 that are being submitted to us.
39:13 And so we’re going to take a look at all those.
39:16 What are the costs?
39:17 What are, you know, increased costs, bills, must pays?
39:22 You know, FRS is a big one.
39:26 We still, you know, self-insured medical is a big one
39:32 that we need to take a look at.
39:34 So we’re gonna pull all that together,
39:37 see how much dollars we think that we have to use,
39:40 and then allocate from there.
39:46 And I will be, I’ll go straight over here.
39:50 And it’s kind of like the bucketized approach.
39:54 And what we’re, when I say that, what I really wanna do is,
39:58 you know, make sure that we project what the expenses are,
40:02 what the new initiatives are,
40:04 and then we’re really using collaborative efforts
40:10 with everyone to make sure
40:12 that we’re funding the things that make the most sense
40:17 to make sure that kids get the best education possible.
40:22 And then we’re, so what I mean about bucketized
40:26 is we’re gonna have different categories.
40:28 The first two buckets are the ones
40:30 that have to be covered first,
40:33 making sure that we have a healthy financial condition,
40:36 and then making sure that we can open the doors.
40:39 So, you know, the cost, the increase for utilities,
40:42 self-insured health insurance, FRS, has to be covered.
40:47 And then we have other categories
40:49 that we’re putting all these things in.
40:52 You know, employee compensation, raises,
40:56 are we gonna do compression corrections,
40:58 align pay to industry standards?
41:00 What are those things?
41:02 Academic, what are we gonna target?
41:04 I know I hear a lot about making sure kids can read
41:08 by third grade, target initiatives
41:11 to increase student achievement, so what are those things?
41:14 Behavior, athletics, maintain facilities, security.
41:20 Innovation, I think innovation is so important
41:22 because we have so many systems that are just manual.
41:28 I mean, it makes no sense of how manual we are right now.
41:31 So we really need to invest in the innovation.
41:35 When you go into a grocery store now,
41:38 it kills me, but my daughter loves it.
41:40 You know, there’s only one line that they check you out,
41:44 but she loves to swipe everything, so she does good.
41:49 And ESSER, what are the great things
41:51 that we’re already doing that we might wanna continue?
41:54 So there’s all kinds of things that we wanna bucketize,
41:58 put ‘em in the different sections,
42:01 and then we’re gonna get, you know, all the Title I,
42:05 all the, you know, look at capital,
42:07 look at all the different funds, all the possible revenues,
42:11 and then figure out what makes sense.
42:13 You know, millage, you know, what can pay for what,
42:16 and then the priorities, and then you guys
42:19 are gonna be part of that as we bring it to you
42:21 when we have these meetings.
42:28 - I think that’s, Sue, you’re next.
42:30 - Okay, could you, the next slide, please, thank you.
42:34 So I wanna talk a little bit
42:36 about the departmental budget process going forward.
42:38 Cindy’s team has been meeting with each of the departments,
42:41 and we have literally been going line by line
42:43 with our department’s input as well
42:47 as the budget office input, and they’ve done
42:48 a really good job trying to find those areas
42:51 where maybe we’ve double budgeted.
42:53 Perhaps it’s budgeted in my budget
42:55 and also in the risk management budget type of thing,
42:57 or have we budgeted for phones we don’t use anymore,
43:01 all of those questions.
43:03 And so I’ve been really proud of the work
43:04 that Cindy and her team, specifically the budget office,
43:07 has done in asking difficult and annoying questions
43:11 of all of our departments, including mine.
43:13 So I think that is going to produce some good results.
43:17 But what I would like to do as a kind of a manner of practice
43:21 is for each of our departments to come to the board
43:24 and do a kind of a 15-minute overview.
43:26 This is what my department’s about.
43:27 These are the major programs that we’re doing.
43:29 This is how I’m funded.
43:31 I get, in my department, several different revenue sources.
43:34 I wanna talk about how those are deployed
43:36 throughout the operating budget and how all that works.
43:40 And I think most of our departments do have
43:42 different types of funding sources.
43:44 We’ve been doing some collaborative work
43:46 with our federal programs so that all of our departments
43:49 who have programs eligible for federal programs
43:53 kind of understand the big picture.
43:56 So I feel like this has been a good effort so far,
43:58 getting us to where we all kind of understand
44:01 each other’s budgets.
44:02 And we’ve done a deep dive into the little items.
44:05 But I also want to present to the board and the community
44:08 what we are doing collectively
44:10 from a department point of view.
44:12 So this is a new process for us here at BPS.
44:16 And so I thought I would go first as the facilities person.
44:20 I like budgeting, so I’m comfortable
44:23 just kind of being the guinea pig for the process.
44:25 So I will be in front of you next Tuesday
44:28 and talking about my budget.
44:30 You will have a, I would consider it
44:33 a draft line item budget.
44:35 We’re not at this point asking for the board
44:36 to approve the budget.
44:38 We’re just showing you what it is at this moment in time.
44:42 We still have to right size it
44:44 based on the revenues that we have available.
44:46 So what you see in the line item budget next week for me
44:50 might not be reality by the time
44:51 we get to the June 27th workshop
44:54 and you have the proposed budget in its entirety before you.
44:57 But at least you’ll have a familiarity
44:59 with where we started and what’s in my budget
45:02 and what’s in all the departments budgets.
45:05 The budgets are difficult to read.
45:09 I mean, Cindy talked about a manual process.
45:13 I mean, my budget has got, I don’t know,
45:15 there’s probably about eight different cost centers
45:18 and there’s 32 pages and there’s a supplies line item
45:22 that’s about $500 on probably 12 of those 32 pages.
45:26 So it’s kind of hard to really consolidate.
45:29 So we’re also concurrently looking at how we can make that
45:33 a little bit easier to read without having to pour
45:36 through 32 pages of minutia.
45:37 But I do wanna be transparent about what’s in our budget
45:40 so the board and the public can see what’s there.
45:43 So we’ll be doing that as you have reserved
45:45 on your calendars for several Tuesdays going forward
45:49 from May 30th through June, working with our departments
45:53 to kind of schedule those so you’ll have a cadence
45:55 of budget presentations by our departments.
45:58 And I think that’s it.
46:00 So hopefully that’s something that you all would like to see
46:03 and it will be a little bit time consuming
46:05 but I think it’ll be worthwhile.
46:08 - Anybody else?
46:09 Have any conversations wrapped around this?
46:10 - No, I’m excited about this process.
46:13 I know it’s very tedious and I know it’s a lot of work
46:16 for each department but I think it does really,
46:18 truly create a nature of transparency
46:22 to our public as well.
46:23 Just on that glide scale, it starts for the 23-24
46:26 school year so just so you know how I looked it up.
46:29 Just wanted to tell you if that’s all.
46:30 - Okay.
46:36 Yeah, it’s, thank you.
46:39 - Yeah.
46:41 - Okay.
46:43 And then none of our questions were annoying.
46:48 - We can discuss that offline.
46:49 (laughing)
46:51 - I think for me, thank you, Ms. Lisinski,
46:55 I think that moving towards this as a model
46:57 is kind of scrubbed out some of the things
46:58 that we may be able to take a look at.
47:00 I think moving to this model, moving to more transparency
47:03 like we talked about, creating more of a understanding budget
47:07 for our consumers will get us further
47:09 with the transparency end.
47:11 And I also wanted to say as part of that,
47:14 as long as we bring forward the, you know what I mean,
47:17 all of the spends inside the department
47:19 besides just like the high level,
47:21 each one of the sections that we go through.
47:23 So thank you so much.
47:24 Just like we did when I made those requests before.
47:27 So we’ll talk about it prior to it.
47:29 But I’m excited for the 16th.
47:31 Ms. Hsu is actually taking the lead on this.
47:33 And for the, you know what I mean,
47:35 it’s gonna be a great thing
47:36 because I think that this is long overdue.
47:39 So thank you.
47:39 - Yeah, thank you, sir.
47:41 - All right, next up, did you wanna speak to,
47:44 oh, you’re still going?
47:45 - I’m still going, surely.
47:46 - I know, it’s the next topic.
47:48 So I was gonna introduce it.
47:49 The millage implementation update.
47:52 Ms. Cindy.
47:54 - All right, so millage, it’s coming soon.
47:59 And we’re very excited about it.
48:00 A lot of work to be done.
48:02 The voter approved for the millage November 8th, ‘22,
48:06 focused on recruitment and retention of teachers,
48:09 staff with competitive salaries.
48:12 And everything evolves around student achievement.
48:17 It’s one mill for four years of our tax roll.
48:22 We’re gonna receive the initial revenue in December ‘23.
48:27 And charters get a share based on their enrollment.
48:34 And we are going to, the goal is,
48:39 as long as, you know, Russell Cheatham and his folks,
48:44 I don’t know, they’re like MacGyver.
48:47 Because being able to get the payroll system
48:52 to actually do this 20 pays is,
48:55 talk about manual and a lot of work to do.
49:01 Hopefully we can automate it as we go.
49:05 I have confidence we’re gonna get there,
49:07 but it’s probably not gonna be pretty.
49:08 But August 31st, we plan on having
49:13 the first pay of dollars to our employees
49:19 so we can let them know now, so they come back next year.
49:23 And then also, there were discussions
49:26 and we really looked at the cash flow that’s available.
49:30 Because, you know, our funding is very, very,
49:37 half of our funding comes in December.
49:39 So when you’re trying to fund millage
49:43 and you’re not getting those cash inflows,
49:47 it’s difficult, however, we can cash flow
49:49 with capital dollars and that’s what we’re able to do.
49:52 So we are very confident that we’re gonna be able
49:55 to cash flow the dollars for the August 31st payment.
50:02 And then just as a reminder,
50:04 this is how the millage was broken up.
50:06 The majority of the dollars go to compensation and benefits.
50:11 16% student programs and then technology, 4%.
50:15 And right now, this is one of those revenue sources
50:22 to look at those buckets.
50:23 So as we look, what makes the most sense, what to fund?
50:27 So, you know, student programs, that hasn’t been decided.
50:31 And the compensation supplements
50:36 and the retention and recruitment hasn’t been decided yet.
50:43 But we are gonna do the payments,
50:44 which is the majority of the dollars.
50:48 - I’m gonna pause you right there,
50:50 just ‘cause I think anytime that we can bring
50:52 this conversation up and share it
50:54 with our employees, the better.
50:56 And I don’t know how many of them
50:56 are gonna be watching this later.
50:57 But when we were in our schools on Friday
51:00 for school lunch hero day,
51:01 I actually had a couple of really great conversations.
51:04 One with a group of custodians
51:05 and one with some of our cafeteria workers
51:07 who are still, some continue to be unaware
51:10 that this is coming.
51:11 And I would like to say, I told one of our principals,
51:14 I think I just saved you a custodian
51:16 because someone who’d been with us for 22 years
51:18 was getting very frustrated.
51:20 And I was like, can you just hold on?
51:22 Because next year, you know,
51:24 how many years have you been with the district?
51:25 She said 22.
51:25 Okay, next year, it’s already been with the MOU,
51:29 it’s gonna be $4,400 extra for the year.
51:32 And she didn’t know.
51:34 And that’s not anybody’s fault,
51:36 but it’s just one thing we have to continue
51:37 to put out there letting people know
51:39 for our veteran teachers,
51:40 it’s gonna be almost $7,000 a year additional.
51:44 And so we, you know,
51:47 if people are sitting there on the line wondering,
51:49 you know, do I need to leave?
51:50 Do I need to look for something else?
51:51 When this is coming, and it’s coming soon,
51:54 and thank you, it is not lost on me,
51:57 the work that your division has done,
51:59 that Mr. Cheatham’s division has done
52:00 and everybody else in HR is going to,
52:02 is has done and will have to do in the coming days
52:05 to get this started as soon as possible.
52:08 So but I just, you know,
52:09 I think it’s really important every time we can highlight
52:11 that it’s coming and that it’s coming soon
52:13 and it will make a significant difference,
52:16 especially for our employees who have been with us
52:18 for the longest amount of time.
52:21 - Yep, and I think that one of the things
52:23 we have to be careful on is actually stating dollars
52:26 because the millage hasn’t come through
52:28 and it’s estimated to be more than what we had seen,
52:31 but we haven’t seen it yet.
52:32 So I think that there are gonna be
52:34 some very pleasantly surprised teachers.
52:36 I think the key though is that the millage doesn’t come out
52:39 for I think another month or less coordinating.
52:42 And we’ll talk about that in a second,
52:43 but just wanted to make that great point, Ms. Campbell.
52:47 And I think we do have communications going out this week
52:50 after we decide that we’re all good.
52:51 So thank you.
52:54 - Okay, so let’s get ready.
52:57 This is a four-year program.
53:00 And again, I’m highlighting the 20 pay supplement
53:02 for employees and it’s based on years of service.
53:06 It’s never been done, highly manual, time-consuming,
53:11 but we’re gonna get it done ‘cause it’s what we need to do.
53:15 But as we do this, we also need to make plans
53:18 as how are we gonna budget and expense these?
53:21 How are we gonna create the reports?
53:23 Because the reports are gonna be required.
53:26 We’re gonna need to make sure
53:27 that our oversight committee can follow all the expenditures
53:31 and make sure that we clearly spend 100% of those proceeds
53:37 on the areas that we told the community
53:41 that we were going to do.
53:42 So that’s super important.
53:46 We’re gonna have audits.
53:47 We’re gonna have oversight committee.
53:49 We’re gonna have questions from the board.
53:52 So as we’re planning this, I just wanna make sure
53:55 that we have thought out simple structure,
53:58 format, reporting procedures so it’s clean
54:01 and everybody can see where everything’s going.
54:06 So in order to do all of that,
54:09 we are proposing that we have a millage team,
54:14 just three people, one person from payroll,
54:17 one person from HR, and then a grants person
54:23 that is more with the budget
54:26 and able to grasp all of the entire program
54:33 and be able to work with the oversight committee.
54:36 Again, maintain a culture of audit readiness.
54:39 If you’re always ready for an audit,
54:40 that means you’re doing things right.
54:44 Easy access for information.
54:46 And the thing that I want to do more than anything
54:51 for this millage and with the new initiatives
54:54 that we’re doing in the budget
54:55 is to start really tracking the return on investment.
54:58 So we, the millage is for four years,
55:02 but if we want to continue, we need to show the community
55:07 that hey, look at this, we did this,
55:10 and this is the benefits.
55:11 And so we need to make sure that we remember
55:14 that a promise made is a promise kept.
55:18 And I definitely want to be able to show
55:22 that we are producing the desired outcomes
55:24 for any programs that we use within the millage.
55:32 Okay, any questions on this slide?
55:37 And then lastly, we’re gonna have
55:40 a millage oversight committee.
55:42 And I think it’s super important, just like Ms. Hands,
55:46 I– - ICOC.
55:49 - ICOC, we’re kind of doing, mirroring her processes
55:53 and how she does all that important work.
55:57 And this is incredibly important
55:58 because this is a lot of dollars
56:01 that the community trust is with,
56:02 and it’s a great, a huge responsibility.
56:06 And so we’re going to have an oversight committee
56:09 and that’s gonna increase visibility, transparency,
56:13 build community trust and support.
56:16 And then it’s gonna be impartial.
56:22 So there’s no district staff, anything like that.
56:25 And the application window is going to open,
56:28 hopefully tomorrow.
56:30 And the goal is to have the Brevard Schools Foundation
56:38 is they offered, or they’re, so they’re vetting it.
56:43 So they’re going to look at those.
56:45 They’re going to, their committee’s gonna take a look
56:48 and provide their inputs and recommendations.
56:54 And the hope is it goes to the board by July 11th
56:57 and we can get this committee set up and ready to go.
57:07 - Any questions?
57:09 Ms. Hand, did you have something you wanted to say?
57:11 - No, I think Ms. Lasinski covered it.
57:12 We’re very excited to get started
57:14 on all of this, the payouts to our employees.
57:17 Mr. Bruhn is ready with some information to our employees
57:20 that will go out tomorrow
57:22 and let everybody know what’s expected.
57:24 And then we’ll be doing some additional media and such
57:27 to just kind of make sure we put out the word
57:29 about what’s happening with the millage payouts.
57:31 And then our Citizens Oversight Committee
57:34 have been working with Ms. Kershaw
57:36 and the Brevard Schools Foundation.
57:38 Their board is going to be the group
57:39 that vets the applications
57:41 and makes a recommendation to the school board.
57:43 So Tammy’s been working with us
57:45 and we’re going to be launching that application process
57:49 probably tomorrow and be open for about 30 days.
57:51 We think the closing date will be around June 9th
57:54 to give the Schools Foundation folks an opportunity
57:57 to review the applications.
57:58 And we’re looking for seven to 11 members
58:01 for the committee similar to the Sir Tax Oversight Committee.
58:06 - Nobody else?
58:07 All right, thank you.
58:09 Next topic is community summit planning.
58:11 Ms. Hand.
58:12 - I’m gonna see if I can change.
58:14 Oh, look at that, it worked.
58:15 Can change the slides from up here.
58:19 All right, so Mr. Susan had mentioned this concept
58:22 a few meetings ago and worked with him
58:25 and Tammy to kind of put together a concept
58:28 for the board to discuss as to how we might do this.
58:31 And so the first kind of discussion point
58:35 is whether these community summits
58:38 will be full board and community members
58:42 or whether a board member will take a lead
58:44 or some hybrid approach where a board member is a lead
58:47 and one or more board members participate.
58:51 So that’s one question.
58:53 Another question is the topic areas
58:57 and we have some on later slides
58:59 that are ones that we’ve talked about
59:01 such as faith-based organizations, healthcare organizations,
59:06 economic development type folks.
59:08 So I think there’s some very broad-based topics
59:11 out in our community where we can gather
59:13 a group of folks that have an interest in those topics.
59:17 And then in my mind, the board member who is leading this
59:21 and the participants would jointly identify
59:23 the topics of discussion and kind of set the agenda.
59:27 We as the staff would work through the logistics
59:29 of those meetings and then schedule the followup.
59:32 So I would imagine with all of those,
59:33 there’ll be some, hey, we ought to do X, Y, and Z
59:36 either on our part or on their part
59:38 and have some tracking of action items and followup later on.
59:42 So this is what I would call a straw man proposal
59:45 just to get the discussion started
59:46 as to how the board might wanna work through this topic.
59:50 - I think, and if you remember,
59:54 I’m not sure if Ms. Jenkins was on the board yet,
59:56 but Ms. Campbell, if you remember,
59:57 and Ms. Belford had sent out and said,
59:59 hey, can we pull together the community mapping, right?
1:00:04 And I think that part of this is that we each have
1:00:08 an organ, an area, right?
1:00:10 Whether if we go to the veterans,
1:00:12 which we were talking about,
1:00:13 and I’ll go into depth here first,
1:00:15 then you have VFWs, American legions,
1:00:17 and organizations that are inside of yours.
1:00:19 I mean, Gene, you have the 45th Space Wing
1:00:22 and Patrick Air Force Base in yours, right?
1:00:25 So there’s just all these dynamics that are inside of there
1:00:27 that fall into those and then having a summit
1:00:30 where they come together based on that.
1:00:31 So when you first, if you can put that back up, Mike,
1:00:35 so that I can see it, I wanted to kind of go through that.
1:00:38 We would identify a topic and most of the topics,
1:00:41 they all have to pretty much follow the strategic plan,
1:00:43 find out some initiatives inside of that.
1:00:46 Then we identify whole board versus individual boards.
1:00:48 There might be some stuff that’s just specific to your area
1:00:50 that we might wanna do,
1:00:51 and you can utilize this plan through process.
1:00:54 The other piece is, is identifying the participants
1:00:56 and stuff like that in there,
1:00:57 which we just spoke about the community mapping.
1:01:00 And then through that, then meet with them
1:01:03 and suggest a agenda.
1:01:05 The ones that I have suggested had all been groups
1:01:08 that have approached me saying they wanted to have this
1:01:11 and they had a series of agenda items
1:01:13 that they wanted to speak to.
1:01:15 So anyways, with that, if you wanted to continue to go,
1:01:17 I just wanted to kind of tie that up.
1:01:19 - That kind of wraps up the overview.
1:01:22 We had looked at a couple different scenarios.
1:01:26 This was a little bit more detail
1:01:28 on the veteran and military discussion.
1:01:31 And Mr. Susan, I think you had some contacts with folks
1:01:34 in that arena that perhaps wanted to get together with us
1:01:37 and had some potential discussion topics.
1:01:40 And then the last slide was just simply
1:01:41 some additional topic areas that we thought the board
1:01:45 may be interested in engaging
1:01:46 with those sectors of the community.
1:01:48 - Yep.
1:01:49 And so for instance, if you’ll go back one, Ms. Han,
1:01:52 if I could explain how this connects to our strategic plan.
1:01:55 I sat in there and gave this to Tammy the other day
1:01:58 and Tammy said, well, if you would explain it,
1:01:59 it makes it a whole lot better, right?
1:02:01 So besides me getting up there and doing a whiteboard,
1:02:04 basically we have, some of our strategic plans
1:02:07 are retention and recruitment, you know what I mean?
1:02:10 Program expansion, program alignment,
1:02:12 and all of those things inside of our strategic plans.
1:02:15 So for instance, you have retention of students.
1:02:18 One of the things that we have right now
1:02:20 is we are trying to be competitive
1:02:23 with charter schools and stuff like that.
1:02:24 So if a military family comes here and they say,
1:02:26 hey, I’d like to go to school,
1:02:28 if we have an onboarding package ready to go
1:02:30 as part of it that is in line with the needs of the families
1:02:33 that may change every year,
1:02:35 then we’ll be able to attract most of them.
1:02:36 We already have that and it’s a great process.
1:02:39 One of the best ones is over here at Quest,
1:02:41 but how do we do that to make sure
1:02:43 that all of our principals understand it
1:02:45 and how do we improve it year to year?
1:02:46 ‘Cause we don’t wanna just be stagnant.
1:02:48 The other thing is, is like recruitment of employees.
1:02:52 So like we could do a better job of having that pipeline
1:02:55 coming from the veterans who may be retiring
1:02:59 and stuff like that.
1:03:00 So for your career and technical programs,
1:03:02 many of our veterans organizations that are out there,
1:03:06 they’re coming off being F-22 fighter pilot mechanics
1:03:10 would be perfect for going into our aviation program
1:03:13 and stuff like that.
1:03:14 But we have never really tried to connect that
1:03:16 from the bases as they’re retiring
1:03:19 as an option to be out there.
1:03:20 So how that component works,
1:03:23 you also have it for ROTC instructors
1:03:26 and many of the wives of servicemen are very degreed
1:03:29 and they would be able to fill as teachers.
1:03:32 The office that I work at,
1:03:34 three of the owners of the company all have wives.
1:03:37 They’re all military and all of their wives
1:03:39 while they were in the military or were all teachers.
1:03:42 So there’s an opportunity to attract
1:03:44 maybe some of them that have degrees
1:03:46 to come to workforce too.
1:03:47 So there’s this whole dynamic inside of there.
1:03:50 The other thing is, is that Kennedy Space Center
1:03:52 and 45th Space Wing could give on the job training
1:03:54 to many of our workers.
1:03:56 Many of our employees could work over the summer.
1:03:59 You have program alignments for like Girl State, Boy State.
1:04:03 Just so you guys know, many of our programs
1:04:05 like Girl State had a low participation this year.
1:04:08 So they were saying, “Hey, how can we actively do this?”
1:04:12 You know what I mean?
1:04:13 Get it into the schools.
1:04:14 And I think that that’s just having a place
1:04:16 where we can discuss that.
1:04:17 I talked to the director of that.
1:04:19 There’s many scholarships as you guys are aware of.
1:04:21 So like the American Legion and those guys
1:04:24 give out $1,000 scholarships for giving it.
1:04:26 The problem is, is as a former history teacher,
1:04:29 they would come to us in March and say,
1:04:30 “Hey, we got the scholarship
1:04:31 “and it’s about the American Revolution,
1:04:33 “but we taught that like six months ago.”
1:04:35 So I couldn’t stop my class to teach a class
1:04:37 to have them write a scholarship thing on it
1:04:39 because it was not pertinent to the timeline.
1:04:42 So working with them on alignment
1:04:44 of where in our curriculum the dates that they need those
1:04:46 and what we would be creating.
1:04:48 And then you have STEM opportunities through expansion
1:04:51 like cyber patriot, drone programs, all of that,
1:04:54 that we could utilize in a better way
1:04:56 if we could understand and connect them.
1:04:58 And we do a good job in many of these,
1:05:00 but it’s a way of us getting to do it better
1:05:02 and expand in those areas.
1:05:03 So I didn’t do a good job of explaining
1:05:06 how they tie together and I can do it for all the other ones
1:05:09 but I think that that would be some of the topics
1:05:11 and the idea would be that we would have them come in
1:05:15 and do like a, “Hey, we’re gonna set up a summit.”
1:05:17 And then we would announce a day in the summer
1:05:19 and then they would meet them.
1:05:21 So I think the question that Ms. Han has
1:05:24 is that in many of these, as we’re moving forward,
1:05:27 did you guys wanna meet as one or as five?
1:05:30 And I said that we probably all should,
1:05:33 but being the fact that I don’t wanna speak for the board,
1:05:36 we could notice it for five,
1:05:37 but then it just be an informational thing
1:05:39 that if you wanna come, you can,
1:05:40 and if you don’t have to, if you don’t want to.
1:05:41 Does that make sense?
1:05:42 - Yeah, so thank you for the question and for the idea.
1:05:46 And I think it would be a very positive thing.
1:05:49 So when we talk about whole versus individual,
1:05:52 I’m leaning towards whole because, you know,
1:05:57 we don’t all have the same kind of community connections.
1:06:02 And so we each have different strengths
1:06:05 and different areas of influence, but it would,
1:06:08 so that will, I think it’ll assist for us
1:06:11 all to be a part of that to help build those connections
1:06:13 with the areas that we may not be as connected with.
1:06:16 And also it just, it develops a more unified appearance
1:06:20 to the public of us as a board.
1:06:22 And it also makes sure that we can all participate
1:06:25 so that it’s not one member coming as the person
1:06:30 who has all of this information about this particular area.
1:06:33 That being said, though, as I said,
1:06:35 we all have different strengths.
1:06:36 I think it would be good for each of us to take the lead,
1:06:39 a different board member to take the lead.
1:06:41 I think Sue, that’s where Sue was getting to
1:06:44 in depending on the area of as far as develop,
1:06:48 meeting with the key stakeholders, developing the agenda.
1:06:52 I think that would be really good to just kind of rotate
1:06:55 that which board member will be taking the lead
1:06:59 and then just advertising it.
1:07:01 And as you say, if it’s something that we can’t get to,
1:07:03 it’s not like a board meeting where we’re gonna be voting,
1:07:05 whatever, it’s something that won’t work for the schedule.
1:07:07 We will try to work around as many board members as possible
1:07:10 but I think that would be good idea for it to be all of us.
1:07:13 - If I could speak to that real quick
1:07:14 and let me just align it.
1:07:16 I truly believe that this should be not as much
1:07:20 of a person on the board as much as the superintendent
1:07:24 collaborating with the groups and have the board as support
1:07:28 with our individual areas to drive it.
1:07:31 So for instance, and I’m sorry,
1:07:33 I just wanted to kind of jump in there
1:07:34 ‘cause I didn’t want it to get down a tangent.
1:07:36 Sometimes by the time I speak, it’s like takes forever.
1:07:38 But like career and technical, we all have areas in our,
1:07:42 like you have Palm Bay, right?
1:07:44 And I’m not sure which one of you has Kirby Street
1:07:46 but that’s a major manufacturing center, right?
1:07:49 And having those connections to yours,
1:07:51 bringing them to the table and then allowing you Sue
1:07:53 to be the communicator for that meeting,
1:07:55 I think would probably be the best.
1:07:58 That way it’s not like somebody’s being in charge.
1:08:01 Does that make sense to you?
1:08:03 ‘Cause like faith-based organizations,
1:08:05 I have a ton of them that I work with already
1:08:06 in the center part of the county and it would be weird.
1:08:09 You know what I mean?
1:08:10 Does that make sense to you?
1:08:11 And I shouldn’t lead some of them so.
1:08:13 - Yeah, I think we will need some assistance
1:08:16 from board members as to who should be invited to the table.
1:08:20 So that will be helpful on your part
1:08:23 and we can certainly handle the logistics
1:08:25 and the meeting preparation
1:08:27 and bringing in the correct staff folks
1:08:28 depending upon the topics.
1:08:31 And I do think it’s important for us to frame an agenda
1:08:35 so that we’re not just talking randomly that we at BPS have,
1:08:39 these are the five things we wanna cover
1:08:41 and then the participants may have five things
1:08:43 that they wanna cover so that there is a targeted agenda
1:08:46 with the understanding that we will come back again
1:08:50 next year or next six months or in some period of time
1:08:53 and reconnect, follow up
1:08:55 and potentially have a new set of tasks.
1:08:58 So that’s kind of my thinking on it, Mr. Susan,
1:09:01 if that makes sense.
1:09:02 - Yeah, and I think that if we work
1:09:04 on creating those community connections
1:09:06 inside of our district based upon the strategic planning
1:09:09 and everything is kind of consistent with what we had prior
1:09:11 with the community mapping and some of the other stuff.
1:09:14 So I think it’s a good kind of flow.
1:09:16 And I just wanted to kind of jump in there and do that.
1:09:17 So Ms. Wright, you had something to say.
1:09:21 - No, I love this idea.
1:09:23 I’m definitely leaning towards the board as a whole.
1:09:25 I think just from a logistics standpoint
1:09:29 of how we’re gonna look at creating a summit
1:09:31 over six different topics,
1:09:34 it might be better suited for us to narrow it down to four
1:09:37 and maybe do one a quarter
1:09:38 because it sounds like it’s going to be
1:09:39 a pretty large undertaking for our staff
1:09:41 as well as capacity and all that.
1:09:43 So I think I like the idea of us all being involved in this
1:09:48 because we do all have different relationships
1:09:49 and different strengths.
1:09:51 And so I think if my vote would be,
1:09:52 hey, let’s all be part of it.
1:09:54 And I mean, there’s six here.
1:09:56 It’s what are your thoughts on how many?
1:09:58 ‘Cause there’s different categories here.
1:10:00 And I know that could become a conversation
1:10:01 to have on which ones we want to look at or not look at,
1:10:03 or do we want to do all six?
1:10:05 - Yeah, can you pull that back up so they can see it?
1:10:08 - I have it.
1:10:09 - Yeah.
1:10:11 - Yeah, I mean, we can, you know, the faith-based
1:10:15 and the veterans were the first ones,
1:10:17 maybe we just get through those
1:10:18 and then we see how they are depending on how large
1:10:20 and then we add the others as we go, something like that.
1:10:23 - Yeah, I would suggest a pilot project
1:10:26 would be good to start.
1:10:27 Let’s see how it goes.
1:10:28 - Yeah.
1:10:30 - So maybe we start with the veterans ones
1:10:32 and then depending on how that goes,
1:10:34 we set out the next ones.
1:10:35 But I think this aligns with our communications
1:10:38 and connections to the community.
1:10:39 So I think it’s good.
1:10:40 - So I, where I was going with this
1:10:44 while I’m listening to this is,
1:10:46 this sounds like it’s involving the board
1:10:51 in the process that was already taking place
1:10:53 with the previous superintendent, which is a good thing.
1:10:57 Establishing those community connections.
1:10:58 My feeling of this is similar
1:11:01 to what Mr. Susan was saying is,
1:11:03 I actually don’t think this should be driven by the board.
1:11:05 The board obviously needs to participate
1:11:07 with the relationships that they have
1:11:10 and communicate that to the superintendent.
1:11:13 And I want them to,
1:11:14 I think we should be involved and be there.
1:11:17 But I think the purpose of this is to ensure
1:11:19 that the people who are participating
1:11:21 and the organizations that are participating,
1:11:23 that their voice is being heard.
1:11:26 And that the superintendent is there to be the liaison
1:11:28 to communicate what’s happening within the school system.
1:11:30 And the board is really there to listen,
1:11:33 to help give them guidance in case they wanna make
1:11:35 some kind of decision going forward.
1:11:38 So I don’t really know how I feel
1:11:39 about like a individual board member taking on a topic.
1:11:43 ‘Cause I don’t really think
1:11:45 that’s the most beneficial way of using this.
1:11:47 I think we should be there and we should participate
1:11:49 and invite all the connections that we have.
1:11:51 So that way it’s the entire county and not one area.
1:11:55 But I think this is a role that’s best
1:11:57 for the superintendent.
1:11:59 So those people can be heard.
1:12:02 - I could speak to that real quick.
1:12:04 One of the problems we have is there’s a going
1:12:06 thought process in the community with many businesses
1:12:09 that their voices aren’t heard as they make pitches
1:12:12 to the school districts and stuff like that.
1:12:14 So this kind of gives that direct pipe.
1:12:17 So I think I agree with you,
1:12:19 whereas the superintendent should be the person
1:12:21 that kind of facilitates, but I think the board’s role
1:12:24 is to listen and then push the initiatives
1:12:27 that are kind of agreed upon by the group,
1:12:30 as far as from a policy perspective,
1:12:32 if anything needs to be changed and from a budgetary
1:12:34 perspective, if we need to add some revenue to something.
1:12:37 Does that make sense to you?
1:12:38 - Yeah, I think the pilot project will illustrate
1:12:42 how that works.
1:12:42 (laughing)
1:12:45 Because I think you both have very valid points
1:12:49 and I think it will depend on the discussion topic.
1:12:53 Some of this might be a staff driven program
1:12:56 that is just really easy for the staff to,
1:12:59 it’s a staff function.
1:13:00 Some of it might be a discussion on the policy level.
1:13:03 So I think you could have either of those circumstances
1:13:07 and so I think the superintendent driving the,
1:13:11 let’s have the meeting board members participate
1:13:14 in the participants and the subject,
1:13:17 the topics for the agenda and then we go from there.
1:13:21 But that’s why I think the pilot project
1:13:24 will have some value because I do think
1:13:26 there might be policy level conversations
1:13:28 and there might be technical staff driven
1:13:32 type conversations too.
1:13:34 - Sounds good.
1:13:36 We’re good?
1:13:38 All right.
1:13:40 Next up is imagine language and literacy.
1:13:44 - Yes. - I’m sorry.
1:13:45 Can I just ask one question?
1:13:46 - Yes, sure. - Go ahead.
1:13:47 - I’m like where is this landing?
1:13:49 I don’t feel like a leader decision was made about this
1:13:51 so that’s where I’m just–
1:13:52 - So I was gonna meet with Sue, talk about the veterans
1:13:54 as being the pilot project.
1:13:55 We would put together that and then bring it back
1:13:57 to the board as a plan.
1:13:58 - Okay.
1:13:59 - And then you guys can, we can hash it out,
1:14:00 make sure it’s all okay and then move forward with it.
1:14:03 - Is that, okay, that’s what I’m like, I’m like–
1:14:05 - Because I think we just said we’re not gonna,
1:14:07 it’s not gonna be led by a board member
1:14:09 and then you’re leading it so I think–
1:14:12 - I think the reason I’m doing that is
1:14:13 ‘cause it was my idea and initiative to start creating these
1:14:16 so I should be kind of the one that puts it together
1:14:20 with her.
1:14:21 - Well and we would all at that point be tasked
1:14:23 going back to our connections within our areas
1:14:26 of where we’re at and bringing in military veterans
1:14:28 and those types of people in our area, correct?
1:14:30 Is that what you’re saying?
1:14:30 - Yeah.
1:14:31 - I’m just trying to make sure I’m on the same page
1:14:32 on where is this landing and where are we going?
1:14:34 I love the idea, I think we serve a huge benefit to them,
1:14:36 they serve a huge benefit to us and I think
1:14:38 it’s a good partnership that we just need to connect.
1:14:41 I like the idea, my mic isn’t even on, sorry,
1:14:43 I’m assuming it’s not on.
1:14:45 I like the idea of this being a collaboration
1:14:48 with all hands on deck, so to speak,
1:14:50 because you don’t want it to fall under one person
1:14:52 and if that one person isn’t here, then what happens?
1:14:55 - And there’s no way they can do it.
1:14:56 - And that goes for all of us ‘cause we’re all not going
1:14:58 to be here one day, so it needs to be something
1:15:01 that we set up and organize that will remain past us
1:15:04 and help benefit our county.
1:15:05 So I like the idea, but I just was trying to figure out
1:15:07 where is this landing now that we’ve discussed it, so.
1:15:10 - So I would say my first step would be to ask Tammy
1:15:13 to reach out to each of you and say if you have connections
1:15:16 in the military veteran community, please let Tammy know
1:15:19 and then we’ll start to build a roster
1:15:22 and then start to reach out to those folks
1:15:24 and build an agenda and we’ll set a date
1:15:26 and we’ll kind of work from there.
1:15:28 Does that sound okay with everyone?
1:15:30 - Sounds good.
1:15:30 - Yeah, and I think the idea is to grab people
1:15:33 who are a part of the process of the school district,
1:15:36 like we have a lot of veteran friends
1:15:38 that are in the community, but they may not be the ones
1:15:41 we want to community map.
1:15:42 It might be your American legions,
1:15:44 it might be your 45th Space Wing, those kinds,
1:15:46 you know what I mean, that have part of our strategic plan
1:15:49 and can add to it, so that’s okay.
1:15:51 - Sorry, thank you for the clarification.
1:15:53 - Yeah, I forget about making the details.
1:15:55 Sorry about that.
1:15:56 All right, next up is language and literacy.
1:15:58 - Skinner, come on up.
1:16:00 So I’d like to introduce Anne Skinner.
1:16:01 She’s our district ESOL coordinator
1:16:04 and she briefed us on this PowerPoint and project
1:16:09 a week or so ago and it was very informative
1:16:12 being the facilities person.
1:16:13 I learned a lot about our ESOL students
1:16:16 and I appreciated the depth that you went into
1:16:19 to show us how this product is used
1:16:21 and how you are helping our students in that arena.
1:16:23 So she will give you a briefing on this system.
1:16:31 - Hi everybody, thank you for having me today.
1:16:33 Like Sue said, I’m Anne Skinner, the ESOL coordinator.
1:16:37 We in Brevard County are part of this Title III Part A
1:16:44 English Language Acquisition, Language Enhancement,
1:16:48 and Academic Achievement Grant.
1:16:49 This is our Title III federal grant.
1:16:53 In this grant, we support our English language learners
1:16:58 and our goal is to help them access
1:17:00 challenging state academic content,
1:17:04 increase student academic proficiency
1:17:06 on their ELA statewide assessment.
1:17:09 In addition to, our ELL students have the WIDA
1:17:13 Access for ELLs assessment and standards.
1:17:16 So we’re also looking at growth
1:17:18 with their WIDA proficiency.
1:17:23 Since 2017, in Brevard County,
1:17:27 we have increased over 1,000 students
1:17:31 in our English language learners.
1:17:34 We classify the English language learners as either LY,
1:17:38 who are active in the program right now,
1:17:41 or LF, that means they’ve graduated from the program per se.
1:17:45 We’ve dismissed them from the program
1:17:46 ‘cause they’re on grade level,
1:17:48 but we still monitor them for two years.
1:17:49 We still support them,
1:17:50 making sure their grades are on grade level,
1:17:52 make sure they’re still passing statewide assessments,
1:17:55 compliance-wise, just to make sure they’re still on track.
1:17:58 So in those numbers,
1:18:00 we have included both our LYs and our LFs, our students,
1:18:04 and you can see that we are on a trajectory of uptick
1:18:11 as we’re gonna just continue to grow
1:18:13 as this population grows.
1:18:19 Previously, the ESOL department has supported these students
1:18:23 with two computer programs,
1:18:27 Rosetta Stone for our fourth through 12th graders,
1:18:30 and Learning A to Z for our fifth,
1:18:33 our kindergarten through fifth graders.
1:18:35 Rosetta Stone is a language acquisition program.
1:18:38 It is word calls, like flashcards,
1:18:44 and Learning A to Z is a supplemental literacy program.
1:18:49 In the fall of 2022,
1:18:54 we started looking at our Ls subgroup data.
1:18:58 In Brevard County, our graduation rate of our Ls
1:19:02 since 2017-18 dropped almost 10%.
1:19:09 Our third grade ELA proficiency of our sub L group,
1:19:15 our English language learners,
1:19:17 also dropped in third grade from 2017-18.
1:19:24 We also looked at our WIDA access for Ls proficiency growth.
1:19:30 So we’re looking at our learning gains for our Ls.
1:19:33 And in 21-22, our learning gains was below 60%.
1:19:47 So we started looking around.
1:19:49 We felt like there was a need for a more impactful program
1:19:53 and something that would make a bigger difference
1:19:56 for our students academically.
1:19:59 The Bureau of School Improvement
1:20:02 recommended Imagine Language and Literacy
1:20:04 to both Endeavor and Creel Elementary School
1:20:07 when it was reached out to them
1:20:09 to ask what was an effective program for our Ls.
1:20:12 So the Bureau of School Improvement
1:20:14 gave approved Creel and Endeavor’s request
1:20:18 and both Creel and Endeavor purchased a license
1:20:22 for all their Ls in their school from this recommendation.
1:20:28 I also reached out to like sizes
1:20:29 and other ESOL coordinators around the district,
1:20:32 talked to other people in the ESOL departments
1:20:35 of other programs, and every one of them came back to me,
1:20:38 Imagine Language and Literacy.
1:20:40 So in November, I purchased 800 individual licenses
1:20:47 for 800 of our newcomers, non-English speaking students,
1:20:52 K through 12 in our schools.
1:20:58 So we’re gonna take and look at Miami-Dade,
1:21:02 Broward, and Seminole County.
1:21:06 Right now, Imagine Language and Literacy
1:21:07 is in 50 districts throughout Florida
1:21:10 and Miami-Dade, Broward, and Seminole
1:21:13 have all been using Imagine for more than five years.
1:21:18 The reason why it’s also in 50 districts throughout Florida
1:21:22 is that right now it’s the only program out there
1:21:26 that does both language acquisition and literacy together.
1:21:30 They’re not separate.
1:21:31 It’s combined and the data is together
1:21:33 and teachers are able to track it better
1:21:36 and it’s all in one place for them.
1:21:37 So we can see that growth together.
1:21:41 Since 2017 and 18, Broward was pretty close to Miami-Dade
1:21:49 with our graduation rate and our L subgroup.
1:21:54 Now, Broward, right now if you combine our LYs and our LFs,
1:21:58 we have 4,233 English language learners,
1:22:03 or around about 5% of our student population
1:22:08 for Brevard County, where Miami-Dade
1:22:10 has a much higher percentage with 98,000,
1:22:14 Broward has 42,000, and you can see Seminole County
1:22:18 is a little bit less than us at 3,600.
1:22:22 So where Miami-Dade stayed about the same
1:22:27 with their graduation rate, again,
1:22:29 Brevard dropped 10% with our Ls subgroup.
1:22:33 And now we’re also below the state average,
1:22:38 or the state level for graduation rate for our Ls.
1:22:43 So looking at this data, we looked at Imagine Learning.
1:22:48 Imagine Learning is a large company
1:22:51 that has many different types of material
1:22:55 and courses in it, and we in the ESOL department
1:22:58 is looking at purchasing only Imagine Language and Literacy
1:23:02 under their ELA and Literacy section of their company.
1:23:09 So why Imagine Language and Literacy?
1:23:11 It covers grammar, it covers oral vocabulary,
1:23:16 and it covers literacy skills,
1:23:17 including all the foundational skills,
1:23:19 fluency, and comprehension.
1:23:22 But what makes it so successful
1:23:24 is it also comes into 15 home language.
1:23:28 These directions and supports for the students
1:23:30 are in their home language,
1:23:32 and then the lessons itself are in English,
1:23:34 ‘cause it is an English language acquisition program,
1:23:36 so they are acquiring English.
1:23:38 But as they acquire more English,
1:23:40 their home language supports lesson,
1:23:43 so it’s a scaffold.
1:23:45 So some of our Ls will go back to their home country
1:23:48 for a couple months in the summer,
1:23:50 and if their language acquisition,
1:23:52 their English level is lower when they come back,
1:23:54 it’ll adjust for that.
1:23:56 And then it’ll retest them as they work through the program
1:23:59 and start taking away that support as they no longer need it.
1:24:01 So it’s really fluid and it’s really nice for the students
1:24:05 as they’re acquiring those supports go away.
1:24:08 But if the supports go away too soon,
1:24:10 there’s also an interpreter button that they can push
1:24:14 that the directions will go back in their home language
1:24:17 compared to other programs.
1:24:22 So we purchased those 800 licenses in November,
1:24:26 and in November, we did teacher training on it,
1:24:29 and we got the program out there.
1:24:31 And you can see as our usage went up each month,
1:24:34 by April, we reached our goal of 60 minutes a week
1:24:38 for those students using Imagine Language and Literacy.
1:24:44 So we have over 103 schools using this program right now
1:24:49 with our 800 licenses.
1:24:52 On the left side is the chart of the top schools
1:24:57 that has the most usage that have 15 or more students
1:25:01 using it from their school.
1:25:03 For example, Medellin Intermediate
1:25:05 has 29 students right now in Imagine,
1:25:09 and they are one of our top schools in their usage.
1:25:11 And you can see it’s gone above the 60 minutes
1:25:14 because these families are taking advantage of it
1:25:16 and using it at home, at night, on the weekends,
1:25:19 trying to help those students acquire their English.
1:25:22 The chart on the right side is also our top usage,
1:25:28 but these are our schools that have one to 10 students
1:25:30 in the school using it.
1:25:32 For example, McNair Magnet has eight.
1:25:34 Sherwood has six.
1:25:35 So yes, they have a smaller amount of Ls in it right now,
1:25:39 but they’re also taking full advantage
1:25:41 and using the program as much as possible for their students.
1:25:46 Again, we do have 103 schools using it,
1:25:49 and many of them are in that 60 minute a week average.
1:25:52 These are just the top 10 of each of these categories.
1:25:58 So our current plan right now is we have 800 individual
1:26:02 student licenses between November and June 30th.
1:26:06 These are for our non-English speakers,
1:26:09 plus Creel and Endeavor also purchased
1:26:11 their student licenses.
1:26:13 Where we’d like to go is we’d like to expand this
1:26:17 and put all 3,500 of our LY students in it for summer,
1:26:23 for summer enrichment ESL program,
1:26:25 for our high school senior program,
1:26:27 and to make sure that it supports our students
1:26:30 over the summer and they don’t have that summer slide.
1:26:34 Then we’d like to start our new contract, July 1,
1:26:37 again to support the students so there is,
1:26:40 that summer slide doesn’t occur,
1:26:42 and so that it starts right away in August.
1:26:44 So when the teachers come back,
1:26:46 it’ll already be in their schools
1:26:48 and their kids will already be enrolled in it
1:26:50 and they can start working on it right away in August.
1:26:53 With our federal grants,
1:26:54 sometimes the funding doesn’t come
1:26:55 until end of September, October,
1:26:58 and then it’s November till you get
1:26:59 the programs into the schools.
1:27:01 So if we used our federal grants now,
1:27:04 we could start the renewal process
1:27:06 and start the contract in July 1,
1:27:09 and there wouldn’t be that loss of coverage
1:27:11 and there wouldn’t be that gap
1:27:12 for our students and our teachers.
1:27:17 So again, our goals and our outcome always for our Ls
1:27:20 is to improve their academic proficiency
1:27:22 on ELA state assessments,
1:27:24 their overall English language proficiency and growth,
1:27:27 and their graduation rate.
1:27:28 And we do this by expanding this program
1:27:31 so that all of our Ls would have access to it.
1:27:33 We have continued the program implementation
1:27:35 for the teachers with learning opportunities,
1:27:37 data chats, and using the direct instruction lessons
1:27:40 and the reteach lessons on this program also.
1:27:48 Thank you for your time today.
1:27:52 - Ms. Su, you had something to say?
1:27:57 - No, thank you, Anne.
1:27:58 Other than, just wanted to let you know,
1:27:59 this is on your agenda tonight under the procurement
1:28:02 to approve the purchase of this software.
1:28:07 - Thank you.
1:28:07 - Anybody have any questions?
1:28:08 - Yeah.
1:28:10 So when I started with Brevard Public Schools,
1:28:12 we had about 70 different,
1:28:14 or I’m sorry, 60 different languages and dialects.
1:28:16 Where are we now?
1:28:17 - We’re still at 60.
1:28:19 - Okay.
1:28:20 And I was just curious because, I mean,
1:28:21 obviously we’ve had that dip inside because of COVID
1:28:24 and I’m sure the supports were probably not super adequate
1:28:28 during that period for our English language learners,
1:28:31 which can contribute to that.
1:28:32 But I was curious if whether or not
1:28:33 that was part of the problem.
1:28:37 There was a slide that had mentioned the 15 languages
1:28:39 that it supports.
1:28:41 Do those happen to align with the top languages
1:28:44 that we have here in Brevard?
1:28:46 - Yes, absolutely.
1:28:48 So our top five languages in Brevard County right now
1:28:56 is Spanish.
1:28:58 Portuguese has actually surpassed Haitian Creole this year
1:29:01 for the first time.
1:29:03 Haitian Creole and Vietnamese are our next two languages.
1:29:09 Chinese is also one of our top five,
1:29:14 but actually, let me take that back.
1:29:16 Arabic has surpassed Chinese now.
1:29:18 So Arabic is our fifth highest language.
1:29:22 The one program on there that they don’t have
1:29:26 that we saw an uptick in this year for the first time
1:29:28 was Ukrainian, because we have a lot of wonderful families
1:29:31 that are supporting our war refugees.
1:29:33 Some of our Ukrainian families speak Russian
1:29:36 and some of them speak Ukrainian.
1:29:38 So if they speak Russian, it is supported on here.
1:29:41 And the company is working on Ukrainian
1:29:43 to support our war refugees coming in
1:29:45 and our families are supporting them.
1:29:47 But what we’ve also been told is what their students
1:29:50 are doing are using just the English version only
1:29:53 if their language is not on here.
1:29:55 Like you said, we do have 60 languages.
1:29:58 Tagalog is on here, but there are other languages on here
1:30:01 that aren’t, like Swahili is not on here.
1:30:05 And we have a couple of Swahili students.
1:30:07 So they would just use English and their rate of growth
1:30:10 is not as fast, but it’s faster than any other program
1:30:13 that we’ve used previously.
1:30:17 And this is a K through 12th grade program.
1:30:19 So we’re using this kindergarten through high school level.
1:30:23 Because a lot of times our secondary kids,
1:30:25 our seventh, eighth graders come in
1:30:27 and their content area teachers aren’t teaching them
1:30:29 second grade or third grade grammar
1:30:31 that they need to help support language acquisition.
1:30:34 So this is filling in those holes and those gaps for them.
1:30:37 Is there an option to this tool for access
1:30:41 at home over the summer?
1:30:43 So, and I understand that if we’re not
1:30:46 providing the technology and they don’t have it,
1:30:48 then they can’t utilize the service.
1:30:50 But is there an option if they do have access
1:30:52 to that technology if they could utilize it?
1:30:54 Yes, this program is 100% completely supported
1:30:56 if they choose to use it at home.
1:30:58 And when I was showing that usage earlier,
1:31:00 the average is 60 minutes a week in school.
1:31:03 But some of our families, you can see,
1:31:04 are using 80, 100, 120 minutes a week
1:31:07 because they are using it at home at night on the weekends.
1:31:10 And that was the idea behind starting the next contract
1:31:13 on July 1, so that students would have it all summer long
1:31:17 and there would not be a break in their usage
1:31:18 if they choose to use it from home.
1:31:20 Awesome, thank you.
1:31:22 Ms. Campbell.
1:31:23 Thank you, and I remember Ms. Skinner back in the day,
1:31:26 first meeting you at Endeavor
1:31:28 when we were doing our coaching that year.
1:31:30 So, you know, actually one of the stats that shocked me
1:31:33 was the number of students at Endeavor, 595.
1:31:36 I mean, that’s, I don’t know,
1:31:38 I remember what the student count is there,
1:31:40 but that’s well over 60% of that student population.
1:31:43 Well, Endeavor bought a site license,
1:31:45 so they bought it for everybody in their school.
1:31:47 Not all 595 are using it,
1:31:50 but they do have over 240 students
1:31:54 in the ESOL program right now,
1:31:56 and they are our top school with four ESOL teachers
1:32:00 because of, and they are continuing to grow.
1:32:03 So they are our top elementary school.
1:32:05 And you bring up a good point
1:32:06 because what is the minimum number of students
1:32:08 you have to have to have a full-time ESOL teacher?
1:32:11 50, five zero. 50.
1:32:13 So our schools that have less than 50 students are,
1:32:16 this is really vital
1:32:19 because they don’t have that dedicated professional
1:32:22 that’s coaching them every day.
1:32:23 Right, and so a lot of them,
1:32:25 schools have to have 15, one, five,
1:32:28 15 students in the same language
1:32:30 to get an ESOL IA at their school,
1:32:32 but they have to have 50
1:32:34 to have an ESOL teacher of any language.
1:32:36 So a lot of times these students,
1:32:39 five students in a school, six students in a school,
1:32:42 they don’t have that support of an IA or an ESOL teacher.
1:32:46 So this is really helping our schools and our families
1:32:48 have something that meets their needs right away,
1:32:51 right where they’re at,
1:32:52 ‘cause they take a placement test,
1:32:53 and it actually puts them in a certain level
1:32:55 for oral language.
1:32:56 It puts them in a different level for grammar,
1:32:58 and it puts them in a different level for literacy.
1:33:00 So they’re on three tracks in all three of those areas
1:33:03 to help support their growth.
1:33:04 - Yeah, I think that’s fantastic.
1:33:06 So you answered the question of,
1:33:08 I had the same, can they access it at home or on their own?
1:33:11 And it sounds like for right now they have,
1:33:13 while we have this license.
1:33:14 In the elementary schools, is this,
1:33:17 and I think I’ve seen this,
1:33:18 when they have their I-ready time,
1:33:20 are our ELL students doing this instead of I-ready?
1:33:25 - That’s the goal for them,
1:33:26 especially our non-English speakers,
1:33:27 because right now they can’t successfully handle I-ready
1:33:31 because they don’t understand what it’s asking them to do.
1:33:33 They don’t know what they’re doing in it.
1:33:34 So this will be in replace of it for now.
1:33:38 But then as they become limited English speaking
1:33:40 and they gain more language acquisition,
1:33:43 then they can kind of do a combination of both,
1:33:45 or they can get one done first
1:33:47 and then move to the other one.
1:33:49 ‘Cause some of our ELL students are using Lexia
1:33:52 to support them in their tiered intervention also.
1:33:54 So, but this is the only one we have out there
1:33:57 that’s in their home languages right now.
1:33:59 - Yeah.
1:34:00 So I very much appreciate the data from the other districts.
1:34:04 And I know this is a long game plan,
1:34:07 but I would very much appreciate any short-term progress
1:34:09 that is noted that we can get back.
1:34:12 So I’d love to have some follow up next year,
1:34:16 but sooner if possible,
1:34:17 since we have these PM1, PM2, PM3,
1:34:20 with some results for the current students
1:34:22 who have been using it.
1:34:24 - So right now, PM3 is happening with FAST,
1:34:27 with our K through two this week.
1:34:29 And that’s why we don’t have data for you today.
1:34:32 But the third through sixth graders endeavor
1:34:35 has already seen some promising results from it.
1:34:38 Because again, most of these students started it
1:34:40 during PM2 in January.
1:34:42 And so we are hoping to have some data come out of it
1:34:44 in the next week or two once the testing finishes.
1:34:46 The testing window ends on the 23rd.
1:34:48 - So that would be fantastic.
1:34:50 So even if it’s not a presentation,
1:34:51 if you guys could send that to the board with the,
1:34:54 I mean, as much as we do apples to apples
1:34:56 to students who had it versus the students
1:34:58 who didn’t have access or just the growth,
1:34:59 I’d love to see that.
1:35:03 - Mr. Dean.
1:35:05 - Well, thank you so much for all the information.
1:35:08 I have a little bit of knowledge here.
1:35:11 I’ve proctored those WIDA tests at Cocoa Beach.
1:35:14 So the data looks good, looks promising.
1:35:19 I liked all the information.
1:35:20 I appreciated all the information that you’ve given us
1:35:22 in this presentation of just ordering exactly what we need
1:35:28 from this company.
1:35:29 I think that’s important.
1:35:29 It answered some of my questions actually.
1:35:32 And it’s a wonderful program.
1:35:35 I’ve done some asking on the street, so to speak.
1:35:39 And I like where it meets the student where they’re at.
1:35:42 And it’s interactive.
1:35:45 It works with reducing their former language to English.
1:35:52 The right times, I think it’s good.
1:35:54 And I appreciate your effort in this.
1:35:56 I appreciate it.
1:35:58 - Yeah, thank you, Ms. Skinner.
1:35:59 You hate, I would hate for language to be a barrier
1:36:02 and how well our students succeed in our school system.
1:36:04 So I’m all for this.
1:36:06 I had one question in regards to something you said,
1:36:08 and I don’t know the answer to it,
1:36:09 and I’m hoping that maybe you do.
1:36:11 But to get that ESOL IA or the teacher,
1:36:13 you gave numbers that were specific,
1:36:15 needing 50 students to get an actual ESOL teacher, correct?
1:36:19 - 50 LY, so 50 active students.
1:36:21 - Okay.
1:36:22 - So we do screeners.
1:36:24 And we say, do you qualify for the program?
1:36:27 Do you have a language acquisition need, support?
1:36:30 And if they do, they become LY,
1:36:32 which is active in the program.
1:36:34 So right now we have 3,500 active LY students
1:36:37 in our district.
1:36:38 To get a ESOL teacher allocation at your school,
1:36:42 you have to have 50 of those in any language, right?
1:36:46 So Endeavor mainly has Spanish speaking,
1:36:49 but University Park has Arabic, they have Portuguese,
1:36:54 they have Spanish, there’s multiple language,
1:36:56 and they have a teacher with over 50.
1:36:59 Cambridge just earned their second ESOL teacher,
1:37:02 they’re over 100.
1:37:03 But to earn an IA, you have to have 15 of the same language.
1:37:08 - Same language, okay.
1:37:09 - So that kind of gets a little tricky
1:37:11 with the way the federal law goes, the money goes,
1:37:14 because if you have, say, 20 students or 30 students,
1:37:20 but they’re not the same language,
1:37:22 Quest is an example.
1:37:24 Love Quest, they are such a multilingual,
1:37:26 multi-international school with all their different ones,
1:37:29 but they don’t have 15 of one language.
1:37:32 So they don’t earn an IA because of that caveat.
1:37:37 But then I have like Riviera Elementary down in Palm Bay,
1:37:41 they have 15 Spanish, but they also have 15 Arabic,
1:37:45 and they’ve earned 15 Portuguese this year.
1:37:47 So they actually earned three IAs
1:37:50 because they’re 15 in that one language.
1:37:52 So it’s a different way of work.
1:37:57 - But even though they may have a dedicated teacher,
1:38:00 we do have ESOL-endorsed teachers,
1:38:02 and so their students are assigned,
1:38:03 so it’s not like they’re being not served at all,
1:38:05 they just aren’t being served with a dedicated teacher.
1:38:07 So their ELA teacher will be ESOL-endorsed
1:38:12 so that they’re being served, but it’s–
1:38:14 - It’s just interesting to me those numbers
1:38:16 and how that breaks out in the 15.
1:38:18 So you answered my question,
1:38:19 which was what happens when there’s more than 15
1:38:21 or 30, or we’re going in those increments,
1:38:23 so you’re getting three IAs at that point
1:38:25 versus one teacher.
1:38:27 - Or the other thing is if you have 50,
1:38:29 five zero students of the same language,
1:38:32 you earn your second IA in that language.
1:38:34 So for example, like Endeavor,
1:38:36 they have more than 50 Spanish,
1:38:39 but they would earn an IA at 15,
1:38:41 and then they earn a second IA at 50.
1:38:45 - Okay, all right, thank you for the clarification.
1:38:47 - Yeah, sure.
1:38:49 - Anybody else before I go?
1:38:51 Thank you.
1:38:53 So like, do those IAs speak directly
1:38:56 to the language that they’re covering?
1:38:58 So when you sent that one into Portuguese.
1:39:00 - So yes, so they are hired based on their language.
1:39:03 We have a Haitian Creole IA down at Heritage High School
1:39:07 because they have earned an IA in Haitian Creole.
1:39:10 They have to be able to speak, read,
1:39:12 and write in both languages.
1:39:15 - Yeah, I remember when I was teaching night school
1:39:17 and we had a family that moved in
1:39:19 and they were trying to take the test in Creole
1:39:21 and the only place you could take the test
1:39:23 was in Miami-Dade.
1:39:24 So they had to go down south and test.
1:39:26 So there are some of these language barriers,
1:39:27 so thank you for doing that.
1:39:29 What is the hurdle that you guys run into?
1:39:31 Is it, like when you guys implement this,
1:39:33 I’m sure that we’re not all.
1:39:35 way 100% what hurdles do we see in that space and is there
1:39:39 something we can do
1:39:40 as a board to assist you in that? Right now the first step with
1:39:44 any program when
1:39:45 you have one is usage right getting it out there getting the
1:39:48 teachers trained
1:39:49 on how to use it getting all the stakeholders trained and how to
1:39:52 use that
1:39:53 so that’s where that expansion goes next year because this year
1:39:56 our training went
1:39:57 with the ESOL teachers with the IAs but then again you talk
1:40:01 about schools like
1:40:02 Andrew Jackson or someone who has ESOL the program there with ELs
1:40:06 but they
1:40:06 don’t have someone so my next round of training would be like
1:40:09 recovery teachers
1:40:11 or English teachers in those schools content area teachers that
1:40:14 work with
1:40:14 these kids but don’t know the program yet to kind of encourage
1:40:18 it right
1:40:18 because we see the schools that have someone to check on them
1:40:21 and encourage
1:40:22 them hey how are you doing with that yes right correct so that’s
1:40:25 one of the
1:40:26 things we’re working on the other thing is this program because
1:40:29 it also has
1:40:30 fluency they have to have microphones in their headsets so we
1:40:34 that you saw
1:40:35 department purchased those and got those out and if we were able
1:40:39 to expand the
1:40:39 program then we’ll continue that to support the schools and the
1:40:42 families the
1:40:44 headsets wouldn’t necessarily go home with the families because
1:40:46 we would need
1:40:46 them the following year but it helps them in the schools using
1:40:50 that and I
1:40:51 think also you were mentioning the stakeholders and the teachers
1:40:54 and maybe
1:40:55 having those parents come in also and get trained on what they
1:40:57 can do to help
1:40:58 out Sun Tree Elementary had a series of families that moved in
1:41:01 and they had no
1:41:01 they had one person in the whole school that could speak Spanish
1:41:04 and they had a
1:41:04 bunch of families so the secretary up front was working to try
1:41:07 to get those go
1:41:08 to learn Spanish as quick as she could I looked on the on the RFP
1:41:12 and it listed
1:41:13 a bunch of private schools and but then it has us paying for it
1:41:16 is a k-12
1:41:20 program by a federal grant that we support both charter schools
1:41:25 private
1:41:25 schools and public schools okay so we have federal grant
1:41:28 programs to allow the
1:41:30 private schools to know what we have to offer and our systems
1:41:32 and steps for
1:41:33 going through that so the private schools who do go through that
1:41:36 we do
1:41:37 provide them this program so do they contact you to be a part of
1:41:40 that list or
1:41:41 do you just blanket it and then offer it to them no so we in
1:41:45 January have a
1:41:46 federal programs program for our private school where they come
1:41:49 in yeah they
1:41:50 learn about all of our programs what we have to offer and then
1:41:52 they choose
1:41:53 whether to participate not based on the laws and regulations of
1:41:56 the federal
1:41:57 programs and all our requirements sure and then they reach out
1:42:01 to us and say
1:42:01 yes we want to participate so for this program because I was
1:42:05 only starting with
1:42:06 800 licenses and I was only starting with the non English
1:42:09 speaking if they
1:42:10 had a student that qualified for that as a non English speaker
1:42:13 they reached out
1:42:14 to me and said I would like the student in this program okay and
1:42:17 we added them
1:42:17 awesome and then one of the things I wanted to say is you had a
1:42:21 your business
1:42:22 card at the end being digital it’s really cool who put that
1:42:25 together for
1:42:25 you that’s what I saw it as I see us try to do it and it’s just
1:42:40 doesn’t look as
1:42:40 good so we might have to ask he’s amazing he’s him and Angelina
1:42:46 have
1:42:46 expanded our parent liaison section of the ESL department so
1:42:49 much this year and
1:42:50 they’re doing so many great things for parents that it’s just
1:42:53 impressive thank
1:42:54 you so much I appreciate it that’s all I had does anybody else
1:42:57 have anything good
1:42:57 okay all right so much on my book I can’t find out where we are
1:43:02 next board
1:43:03 topic is five five one one dressing and grooming we had if you
1:43:10 guys will pull up
1:43:12 the actual policy we had given board direction in the last
1:43:15 meeting to not
1:43:17 have like leggings inside there and stuff like that somehow it
1:43:20 made its way
1:43:21 back in so what they did is they took input are you coming up to
1:43:29 the dress and
1:43:29 grooming all right this is all right um let’s see here good yeah
1:43:39 that way you
1:43:39 can just knock out um so why don’t we why don’t we let miss
1:43:43 Wright pound at it
1:43:44 and then all right so I read through the two thousand two
1:43:48 hundred and fifty six
1:43:48 student comment that we received so you know that was several
1:43:52 pages lots of time
1:43:52 to read through what the students really felt about this dress
1:43:56 code policy change
1:43:57 that we’re discussing and there were some common thread through
1:44:00 there that I
1:44:01 saw that I’m like this one keeps on coming up keeps on coming up
1:44:03 keeps on
1:44:04 coming up so want to discuss those things the first one is
1:44:08 believe it or
1:44:09 not I can’t believe I have to say that’s not loud but the furry
1:44:12 dress attire that
1:44:14 came up in that thread I don’t even know how many times first
1:44:17 comment it well it
1:44:18 but it it went all through there so referring to dog collars
1:44:22 referring to
1:44:23 tails referring to ears that students are wearing there was one
1:44:28 student that
1:44:28 even actually referenced the fact that this is causing a lot of
1:44:32 the issues with
1:44:33 behaviors and bullying and and I thought well that’s a that’s a
1:44:36 really great
1:44:37 perspective from a student to be able to recognize that these
1:44:39 are the students
1:44:39 that are being picked on because of choices and what they’re
1:44:42 wearing so I
1:44:43 think it’s something that as much as I don’t want to necessarily
1:44:47 enter this
1:44:47 into our dress code policy I think we maybe need to discuss it
1:44:50 at least as a
1:44:51 board because if it’s causing students to be targeted we
1:44:54 obviously need to look
1:44:55 at that the other thing that was commented on here a lot of the
1:44:58 females
1:44:59 feel that the dress code policy is targeted towards females so I
1:45:02 think that
1:45:03 it just again conveying to everyone that we need to across the
1:45:07 board if a male is
1:45:09 wearing a tank top he gets the same treatment as a female
1:45:12 wearing a tank top
1:45:13 and the same with like PE there were comments in there that were
1:45:16 you know
1:45:17 male students are allowed to take their shirt off after PE when
1:45:19 it’s hot and I’m
1:45:20 like that’s not acceptable they shouldn’t be doing that so just
1:45:22 making
1:45:23 sure that our schools know that we’re gonna stick to this dress
1:45:25 code strapless
1:45:26 garments that was one of the comments that I read through here a
1:45:29 couple times
1:45:30 I think it’s important that we write into the dress code policy
1:45:33 that they are
1:45:33 acceptable for formal wear at school dances most of the girls
1:45:37 are wearing
1:45:37 dresses that are strapless when it comes to school dances I saw
1:45:42 lots of comments
1:45:43 about wanting to be allowed to wear hats that was a common
1:45:47 thread I want to be
1:45:49 able to wear a hat there were a couple arguments that were maybe
1:45:51 valid
1:45:51 arguments on why a hat would be beneficial to a student so again
1:45:56 something there’s arguments on why it wouldn’t be as well so so
1:45:59 just a
1:46:00 conversation that we need to have so these are the notes that I’m
1:46:01 just that I
1:46:02 wrote down tank tops that’s one of the common ones too I think
1:46:06 we live in
1:46:06 Florida I think it’s acceptable for a student to wear a tank top
1:46:11 especially
1:46:11 with the heat that we have here so I would like this board to
1:46:14 maybe possibly
1:46:15 consider allowing tank tops into the dress code I think right
1:46:19 now it’s
1:46:19 specific to the width of the tank top but again when it comes to
1:46:24 males it
1:46:25 seems like it’s allowed but it’s not allowed for females so I
1:46:27 think just
1:46:28 generic tank top and taking away the dimension of the strap
1:46:32 would cover it
1:46:34 all right um do you want you want to just list these and then we’ll
1:46:38 go back
1:46:38 through yeah I guess yeah that’s fine okay all right boxer
1:46:43 shorts not being
1:46:44 allowable shorts for lower garments that’s something that I read
1:46:48 in here a
1:46:49 couple times that that we are seeing in the schools the students
1:46:51 are we are
1:46:52 saying females are wearing boxers as acceptable short you wouldn’t
1:46:55 allow a
1:46:55 male to wear them because they’re considered an undergarment we
1:46:57 shouldn’t
1:46:58 allow a female to wear them as lower garments so that’s
1:47:02 something I think we
1:47:04 should add on well I okay on page 18 this is just a typo I think
1:47:15 honestly
1:47:16 under a1 it talks about well the word sunless is used but I
1:47:24 think it should
1:47:25 say unless instead of sunless it’s a typo so it says sunless and
1:47:38 it should
1:47:38 say unless instead of no S so on section b3 sorry I need to give
1:47:52 me one second sorry I need to go back to where it was oh the
1:48:06 word modest yeah I
1:48:07 think that that is a very subjective word and my idea of modest
1:48:11 and your idea of
1:48:12 modest might be different so I think removing words that could
1:48:15 be interpreted
1:48:16 and used against a student is probably a good idea just because
1:48:23 of how some
1:48:25 people view things differently I can’t find this but there’s a
1:48:30 section the
1:48:35 the students there was common thread there they should be a lot
1:48:36 of work where
1:48:37 they should be allowed to wear shirts that show parts of their
1:48:40 midriff that
1:48:41 was you know they want to be able to wear low shirts and I know
1:48:44 that’s the
1:48:45 trend I I don’t personally want to advocate for that I think
1:48:48 that they
1:48:49 should have to cover yeah no like like a half shirt like okay
1:48:54 well you said low
1:48:54 shirts sorry we don’t know that that was part of it see one all
1:49:05 right so the
1:49:08 sports bra part doesn’t really make sense in this section just
1:49:11 because we’re
1:49:11 talking about lower garments so under the new I guess it’s see I’m
1:49:22 looking up
1:49:24 the red line so maybe I need to operate off the clean version
1:49:27 okay just wasn’t
1:49:31 red-lined on the red line um Crocs is another one that’s in here
1:49:37 so we have in
1:49:38 here that we don’t think students should be allowed to wear Crocs
1:49:40 it’s a pretty
1:49:40 common practice for kids to wear Crocs so I don’t think there’s
1:49:43 a problem with
1:49:44 them wearing them I don’t know what the board feels it’s just an
1:49:49 elementary but
1:49:49 even elementary students wear Crocs so I don’t I don’t think I
1:49:53 mean I have
1:49:54 elementary daughter and she wears Crocs and never an issue there
1:49:59 um costumes I
1:50:00 don’t know if that’s something that that was kind of a thread
1:50:02 that I saw too and
1:50:03 the student comments about costumes being worn to school as
1:50:06 dress attire so
1:50:08 I know all these things you have to talk about platform shoes
1:50:12 was in there a
1:50:12 couple times it wasn’t it wasn’t as prevalent as some of the
1:50:16 other things
1:50:16 but platform shoes was talked about sagging pants was talked
1:50:20 about quite a
1:50:20 bit which we have a sagging pant policy so so all right I’ll let
1:50:25 somebody else
1:50:26 go on what they’re thinking well do you want do you want to go
1:50:29 through that list
1:50:30 and pound through it or do you want to have everybody else speak
1:50:32 well I guess
1:50:33 got a list all right okay miss Jenkins you had three yeah so be
1:50:42 for upper
1:50:43 garments I feel like number one and three just need to be struck
1:50:46 through and
1:50:46 not be in there because I feel like they’re already encompassed
1:50:51 by two and
1:50:51 five so we’re already talking about the fact that strapless
1:50:55 garments are
1:50:55 prohibited tube tops and halter tops are prohibited shirts must
1:50:58 adequately cover
1:50:59 all undergarments and or the areas undergarments traditionally
1:51:02 cover I feel
1:51:03 like it meets the needs of one and three takes out that
1:51:05 subjective part that
1:51:07 we’re concerned about what the word modest and low cut declines
1:51:10 there would
1:51:11 need to be an addition of covering the midriff and waistline if
1:51:17 that’s
1:51:17 something the board desires because that’s not technically in
1:51:20 there I think
1:51:21 that was probably being met by number one but to me number one
1:51:24 wasn’t really
1:51:25 explicit the other thing too is in C for lower garments number
1:51:33 one form fitting
1:51:34 tight spandex leggings I think if we just cross out the rest of
1:51:38 that sentence
1:51:38 and add must be opaque that’s more realistic and and with the
1:51:43 times C one
1:51:46 get rid of types of clothing unless proper outer garments cover
1:51:50 mid thigh
1:51:51 length or longer the whole argument about leggings is like that’s
1:51:57 that is
1:51:57 beyond an acceptable trends nowadays and if the leggings aren’t
1:52:00 see-through I
1:52:01 don’t know any kid that’s wearing a shirt that’s mid length on
1:52:04 top of it
1:52:05 it doesn’t that doesn’t really make any sense so if the point of
1:52:08 it was to not
1:52:09 get kids dress coded over wearing leggings we should just add
1:52:12 the words
1:52:13 must be opaque and not worry about the upper garment that’s
1:52:16 covering the rest
1:52:17 of it and then some of the things that miss right had mentioned
1:52:26 I think it’s
1:52:27 good to listen to our students but I don’t think our policy
1:52:30 should
1:52:30 necessarily be too indicative of a trend that’s going around
1:52:34 like the fact that
1:52:35 random students are wearing boxer shorts at one particular
1:52:38 school is not a reason
1:52:40 to put it in this policy because I feel like technically the
1:52:42 lower garment part
1:52:43 of this should already kind of X made that hopefully but again
1:52:52 definitely want
1:52:53 to take out the subjective words in one and three of the upper
1:52:58 garments there
1:52:59 was another one that I wanted to commend you for being so
1:53:03 creative on your word
1:53:05 selection but I kind of lost it but thank you other otherwise I
1:53:10 like all the
1:53:11 other revisions I’m trying to write them all down to as we go I
1:53:22 just need some
1:53:23 help and guidance with the generalized words from the board yeah
1:53:27 what we’re
1:53:28 gonna do because this is why I was saying like yeah what we
1:53:31 should do is go
1:53:31 through hang on what we should do is go through each one but we’re
1:53:35 gonna go
1:53:35 through it all and then we’re gonna go back to one of them and
1:53:37 then we’re gonna
1:53:38 pound through it so that way you can get through it yeah just I
1:53:41 wouldn’t write
1:53:42 anything down until we come back for the second round all right
1:53:45 go ahead
1:53:45 mr. Trent you had to go so it was about some of the words too so
1:53:53 if we would if
1:53:54 we look at B with the the upper garments I did any other of the
1:53:59 one two three
1:54:01 four five in there talk about necklines because that’s kind of
1:54:05 what they’re
1:54:06 getting at there so I know miss Jenkins you said to take that
1:54:10 out but that’s a
1:54:11 big issue that the schools is there’s not so much I mean we’re
1:54:16 talking about
1:54:17 the word modest but we have to talk about something if we allow
1:54:21 tank tops
1:54:21 which is all great like them but they need to stop somewhere so
1:54:26 I mean we do
1:54:27 believe we need to talk about necklines somewhere so we need to
1:54:32 keep that in if
1:54:32 you come up with a better word than modest good luck some of the
1:54:44 things that
1:54:47 I had seen in talking to staff was hopefully they you know kids
1:54:54 can wear
1:54:55 hoodies but just not and they just said it was such a security
1:54:59 risk in an issue
1:55:01 of of kids wearing hoodies will it when something happened and
1:55:06 they bring them
1:55:07 in and they’re trying to figure out was that you but you know
1:55:09 they’re wearing
1:55:10 hoodies so in any of the in the dress codes sweatshirts not a
1:55:14 problem but the
1:55:15 hoodies in the common areas is it’s got to be down that was a
1:55:19 request by a few
1:55:21 tanks yeah I think boys and girls can wear those have been
1:55:27 wearing those I
1:55:28 don’t see any boys with spaghetti straps so I don’t think we
1:55:33 have to go into that
1:55:35 but you know so far I mean if I feel uncomfortable up here you
1:55:41 can sense it
1:55:42 it’s always been an uncomfortable situation as a male teacher
1:55:45 talking
1:55:46 about dress codes all right for both guys and girls students I
1:55:52 don’t want to
1:55:52 see guys bottoms either so the the thing about the boxer shorts
1:56:01 if we deem that
1:56:03 or anybody at a school grounds deemed that as underwear it’s
1:56:06 just it’s the
1:56:06 same category as the sports bra regardless of how many layers
1:56:11 you have
1:56:12 if we deem that that’s underwear then that’s it’s already talked
1:56:15 about here
1:56:16 yeah so other than that I just want to hear what the rest of you
1:56:21 have to say so
1:56:23 very much appreciate all that and I didn’t get to all 2000
1:56:26 something lines
1:56:27 but I you know by the time I got into you know several hundred I’ve
1:56:31 seen those
1:56:32 same patterns you know it’s interesting because the perspective
1:56:37 just often have
1:56:37 to reflect on the process because some of them were reading
1:56:40 through it as if we
1:56:41 were about to change it to that not realizing no that is the
1:56:44 existing yeah
1:56:45 that is the existing policy so clearly it’s not being enforced
1:56:50 consistently
1:56:51 across and I understand why that’s one of the reason why we’re
1:56:53 cleaning it up
1:56:53 because we can’t have a policy that says you can’t have weird
1:56:57 colored hair
1:56:57 anymore and and enforce the rest it just it makes it challenging
1:57:01 but also I you
1:57:04 know it was interesting to see some of the same students who
1:57:08 said we should be
1:57:09 able to wear whatever we want but then say but you can’t wear a
1:57:14 tail and ears
1:57:14 so I’m not a big fan of the furry movement but at the same time
1:57:19 if ears
1:57:20 means a headband with pointed ears on them I it’s a hair
1:57:25 accessory so I you
1:57:27 know tails are different and cat students meowing and barking at
1:57:31 other
1:57:31 students that’s not cool but that’s not dress code so you know
1:57:35 but when I get
1:57:36 down to the changes that we’ve made here here’s a couple of
1:57:38 questions just that I
1:57:39 had on a one when we talk about head things one of the things
1:57:45 said sweat
1:57:46 bands and I’m just not sure what the problem with a sweatband is
1:57:55 huh when you
1:57:58 looked at that I think in the other one there was it was related
1:58:01 to some of the
1:58:01 gang conversation in the upper one I think that’s what that was
1:58:09 yeah so and
1:58:10 then when it go down to be something happened oh with four so we
1:58:17 used to have
1:58:18 in the old policy in the red line said excessively larger baggy
1:58:22 clothes which
1:58:22 may conceal dangerous items or be a safety hazard shall not be
1:58:25 worn you know
1:58:26 I had the road assault tons and tons of students saying well you
1:58:29 can’t you said
1:58:30 the clothes can’t be too tight but then they can’t be too baggy
1:58:33 and I think we
1:58:33 missed the point I mean excessively baggy to me is the pants are
1:58:38 falling off
1:58:39 you could get you could literally get a gun in the you know go
1:58:45 down just you
1:58:46 know I mean that we’re not talking about just loose I like to
1:58:49 wear baggy clothes
1:58:50 too but I think a lot of the and it’s there were so many
1:58:53 misunderstandings and
1:58:54 maybe some of it had to do with schools individual dress codes I
1:58:56 even saw a
1:58:57 student say something about why can’t we wear v-necks I’m like
1:58:59 nowhere does it
1:59:00 say you can’t wear v-necks it said no locut so unless a school
1:59:03 has decided you
1:59:04 can’t wear v-necks and I can’t imagine the school that this has
1:59:07 that a blanket
1:59:07 v-neck policy I think some of it’s just a misunderstanding but I
1:59:13 I don’t know if
1:59:14 if we’re good with the taking that out because it didn’t get put
1:59:17 back in
1:59:18 somewhere else excessively larger baggy clothes so I don’t know
1:59:23 where if we want
1:59:24 to leave that out put it back in but I I will tell you be five
1:59:29 the way it’s
1:59:30 written right now in the red line it says shirts must I just
1:59:35 that we have I’m
1:59:36 seeing a consistency that I would like us to reconcile and I
1:59:39 have an idea it
1:59:39 whether I don’t know it’ll be popular or not but so in b5
1:59:43 currently with a red
1:59:45 line it says shirts must adequately cover all undergarments in
1:59:49 or the areas
1:59:49 that undergarments traditionally cover so that says to me that
1:59:54 midriffs are
1:59:55 okay so we’re saying as long as whatever you have on top covers
2:00:00 wherever your
2:00:01 undergarment would be it’s okay but then down and see we say but
2:00:07 if you have on
2:00:08 leggings you have to have on a shirt long enough to cover your
2:00:11 rear end so
2:00:14 I’m here’s where I would suggest that we level out on this is
2:00:20 that I just want
2:00:22 the tops to meet the bottoms I just want them to touch and
2:00:26 popular or not if
2:00:29 you’ve got on high-rise jeans that come way up here and you have
2:00:32 on a short
2:00:33 shirt it touches if you’re wearing if you’re you know out of
2:00:37 style like I
2:00:37 sometimes am and we’re low-rise jeans but you having a longer
2:00:41 shirt it touches
2:00:42 you know if you’ve got guys wearing you know boxers way up high
2:00:46 so that you can
2:00:47 see them above their jeans but they’ve got a shirt long enough
2:00:49 to cover you
2:00:50 know it touches I just want the tops to touch the bottoms and
2:00:54 can we literally
2:00:56 put that in there in a nicer way you know top upper garments
2:01:00 must meet lower
2:01:01 garments we don’t have to have this long complicated thing that
2:01:03 we used to have
2:01:04 that if you have your hands raised or whatever I just want the
2:01:07 tops to meet
2:01:07 the bottoms I actually love it so I mean say it more nice but
2:01:16 that that is where
2:01:17 I am and and so I I don’t necessarily think even though I it’s
2:01:20 not my
2:01:21 preference I don’t necessarily think girls have to wear shirts
2:01:24 or boys if
2:01:25 their boys are wearing leggings that go down to their mid thigh
2:01:30 but I just want
2:01:32 the tops to touch the bottoms so that’s where I am on that if we’re
2:01:36 gonna put I
2:01:37 I’m not a big fan of the Crocs cuz the safety thing but if we’re
2:01:40 gonna leave
2:01:40 the word Crocs in there can we please spell it without a K for
2:01:47 just because
2:01:49 that’s how you spell it I think pretty sure and then I we have
2:01:56 this paragraph
2:01:57 about gang stuff that got added in it’s highlighted in yellow in
2:02:00 the red line
2:02:01 and I think it’s just an awkward place where we put it I think
2:02:04 maybe it belongs
2:02:05 down somewhere else so yeah so that’s that’s my first knows okay
2:02:22 that is my
2:02:23 first good all right so one of the things that I was looking at
2:02:30 is is the
2:02:31 dress and grooming grooming seems to be a little bit out there
2:02:35 as far as a name
2:02:36 so if we could call it the dress code policy that would help out
2:02:39 just feels
2:02:40 kind of odd calling it grooming they did it they did it already
2:02:44 good thank God I
2:02:47 didn’t see it they wanted us to address grooming did you notice
2:02:52 that students
2:02:53 were saying there should be some rule about wearing deodorant or
2:02:57 something we
2:02:57 can’t do that all right I think you guys have covered pretty
2:03:03 much all of the
2:03:04 other things that I had on here thank you so much for going
2:03:06 through the
2:03:07 detail what I’d like to do is go back to you miss right and just
2:03:10 start pounding
2:03:10 away at it if we can and I think the first thing that you put up
2:03:13 was the
2:03:13 furry dress code I’d like to talk about that myself the reason
2:03:16 is is that this
2:03:17 is like my daughter who’s the number one lobbyist for elementary
2:03:20 schools students
2:03:21 in the in the county consistently says I’m tired of the furries
2:03:25 and I’m like
2:03:26 what are you talking about like where is this so I’m all about
2:03:29 trying to find a
2:03:30 way that that is not acceptable in any way because what it does
2:03:34 is they then do
2:03:35 the barking and all the other weird stuff so like this is
2:03:38 something that
2:03:38 comes up at our dinner table at least every month and so like if
2:03:42 there’s a way
2:03:44 that I understand that you’re concerned about it was them
2:03:46 wearing something else
2:03:47 but like at some point we’ve got a you know curb that behavior
2:03:51 is there a way
2:03:52 that you guys suggest that we can not have that in there I mean
2:03:58 it already
2:03:59 should not be allowed right miss Klein
2:04:09 just hang on this client miss Campbell yeah yeah and then they’re
2:04:21 barking at
2:04:23 people and stuff like that I have it’s enough to where people
2:04:29 are talking about
2:04:30 it in our thing so first time I’ve heard of the furry movement
2:04:39 so oh I have not
2:04:42 heard of any of what are you living so this right here is the
2:04:48 first time I’ve
2:04:49 heard of the furry movement well I have to look into district hi
2:04:52 I recall back
2:04:54 when Rosette Brown was principal of McNair and I was area
2:04:58 superintendent we
2:05:00 had the first furries I remember when I was when I was in high
2:05:08 school people
2:05:08 wore dog collars but that was as far as it went so what I’m
2:05:14 saying is there’s a
2:05:16 majority of the board I think that wants to move forward with
2:05:18 not making this
2:05:19 appropriate as dress code is there a way you can find to put it
2:05:22 in there to make
2:05:23 it work as his new designee on this policy as of today there
2:05:32 have been for
2:05:37 years if you have a you know you have a teenage daughter Claire
2:05:41 just saw them
2:05:42 all over the girls were just wearing headbands that had animal
2:05:44 ears on them
2:05:45 right it was just and they weren’t there are plenty and I want
2:05:48 you because I
2:05:48 want you to consider our little elementary school girls so they’re
2:05:51 not
2:05:51 trying to be a furry they just it’s a headband and it’s cute and
2:05:55 has flowers
2:05:55 or it’s got a unicorn or whatever they’re not trying to be an
2:05:59 animal
2:05:59 they’re just they like the headband so are we you know that’s
2:06:04 what I’m like
2:06:04 right so if we want to say you can’t wear a tail because that’s
2:06:09 a tripping
2:06:10 hazard or whatever or it you know it’s fine I just don’t know if
2:06:13 we have to go
2:06:13 all the way to curving for some students is just here’s the
2:06:20 bottom line it’s
2:06:22 inappropriate like utilization of like behavior in a school and
2:06:26 we just need to
2:06:27 end it so if there’s a way that you guys in your infinite
2:06:30 knowledge of dress
2:06:31 code violation whatever can we figure it out we can I would just
2:06:39 ask is and maybe
2:06:41 you can get consensus from the board just due to the timeline
2:06:44 for the student
2:06:45 code of conduct it’s very important that this policy get wrapped
2:06:47 up and that’s a
2:06:48 big question mark you’re asking for our feedback on we do have
2:06:51 the opportunity
2:06:52 to revise the administrative procedure and we could get this
2:06:56 policy right
2:06:56 following Neola which tails and furries is not in Neola but we
2:07:01 could add that to
2:07:02 our administrative procedure to really pinpoint that if if we
2:07:06 wanted to try and
2:07:07 get that policy right otherwise we will give it our very best
2:07:11 stab at the next
2:07:12 meeting which won’t have discussion if I recall there can be
2:07:15 discussion if
2:07:16 anything’s changed and we should start no that’s fine no furry
2:07:22 behavior there’s
2:07:23 there’s dress code behavior is another issue that’s a separate
2:07:31 issue just
2:07:32 wearing the headbands with the cat ears just hang on just hang
2:07:37 on
2:07:37 can I can I finish you went like back and forth like all because
2:07:42 I’m asking
2:07:43 questions you went after miss Campbell Jenkins just let me
2:07:46 continue here for a
2:07:47 second point of order mr. Susan so mr. Reid in that thread what
2:07:52 are you looking
2:07:53 from us so that we can deliver that right now you’re looking for
2:07:56 us to try
2:07:56 to give you some more direction or what would you need from that
2:07:59 yeah I mean I
2:08:00 would hope that we could get the words that you’re all gonna be
2:08:02 happy with so
2:08:03 clothing to emulate a non human something that anyone could
2:08:09 agree to that
2:08:10 you can give me guidance of that yeah this is not rocket science
2:08:16 and it’s not
2:08:16 an epidemic if you don’t want tails on kids just say no tails
2:08:19 this is
2:08:19 ridiculous this conversation about furries is insane and a
2:08:23 culture war
2:08:23 conversation the barking has nothing to do with that if you guys
2:08:27 are keeping up
2:08:28 with the trends it’s this weird ridiculous thing that kids are
2:08:32 doing in
2:08:32 middle school all children barking and meowing at each other it’s
2:08:36 weird but
2:08:37 they’re doing it it has nothing to do with a kid wearing a tail
2:08:40 it’s all the
2:08:40 kids unfortunately speak to your middle school teachers they’ll
2:08:44 tell you this is
2:08:45 we’re over complicating this you don’t want to wearing tails say
2:08:48 no tails
2:08:50 accessories number four no tails no there’s more than tails I
2:08:57 mean it’s not
2:08:58 it’s not just tails and and I would say that there’s a disingenuous
2:09:01 comment miss
2:09:01 Jenkins when you start saying that it’s only in middle school in
2:09:04 the fact that
2:09:04 my daughter’s in elementary school I’ve been talking about it
2:09:06 for three years
2:09:06 and then there’s also others that are around the thing this is
2:09:09 an issue let’s
2:09:10 just deal with it let’s not degrade it let’s I liked mr. Reid’s
2:09:13 comment like it
2:09:14 I was honestly that covers other things that could come up in
2:09:16 the future yes yes
2:09:18 I like it watching the video yeah emulate non-dress of which emulates
2:09:33 non-human characteristics love it that covers it could we cover
2:09:38 it with you
2:09:38 talked about we need to dress somebody said we need to dress
2:09:40 costumes that’s not
2:09:42 human can we put it along well not necessarily but could we say
2:09:45 you know
2:09:46 no costumes or well that could be considered a costume yeah but
2:09:54 she’s
2:09:55 saying that there are other costumes that are not are you
2:09:57 talking about we
2:09:58 need to talk about costumes I didn’t see those comments in there
2:10:00 it wasn’t a ton
2:10:01 of them but I mean and there are times of the year where
2:10:03 obviously a costume is
2:10:04 appropriate right spirit days and things like that yeah I think
2:10:08 pajama day oh my
2:10:09 gosh I hate that we actually there’s a thing in here that’s
2:10:14 keeping kids from
2:10:15 wearing pajamas yeah I see so add number four to accessories if
2:10:22 we’re just gonna
2:10:22 say tails no we’re not saying tails I like his yeah right I don’t
2:10:27 know if it
2:10:27 goes under accessories then you’ll find a place for it we’ll
2:10:31 find a place as
2:10:32 long all right I have to say another thing about furry down we
2:10:36 we number one
2:10:38 your favorite word is disingenuous do not tell me that my words
2:10:42 are
2:10:42 disingenuous you can have a different opinion than mine again we’re
2:10:45 equally
2:10:45 elected officials you don’t have to combat every single thing
2:10:49 that I say you
2:10:50 don’t have to agree with it that’s fine you don’t get to put it
2:10:53 down and say
2:10:53 it’s disingenuous are you listening mr. Susan I’m not I’m not
2:10:57 gonna take a
2:10:58 berating okay right I’m saying the same thing to you secondly
2:11:02 there has been
2:11:03 this conversation this entire time mr. Susan point of order
2:11:07 there has been this
2:11:08 conversation this entire time that if our children are listening
2:11:12 because they
2:11:12 were very responsive that I think we need to clarify for a
2:11:15 second it’s one
2:11:17 thing if we want to add things in here that we don’t allow but
2:11:20 that children
2:11:22 see it as a reason kids are getting bullied we need to actually
2:11:24 focus on the
2:11:25 other side of that sure we don’t want our kids getting bullied
2:11:29 but we can’t we
2:11:30 can’t justify that by saying what you’re wearing is the reason
2:11:33 you’re getting
2:11:33 bullied that’s not a good message so I just want to clarify that
2:11:36 is not the
2:11:37 intent of this board and again whatever we’re going to add in
2:11:41 here we’re going
2:11:42 to add in here but we need to focus on the fact of if kids are
2:11:44 getting bullied
2:11:45 then we need to get to the root cause of that okay for the very
2:11:51 top part its
2:11:53 student is misspelled on the clean version just so you know next
2:11:56 to 5511
2:11:58 it’s spelled s-t-u-d-e-n-d on mine so just want to make sure we
2:12:05 correct that all
2:12:07 right so and then upper garments going back to upper garments
2:12:13 real fast the
2:12:14 strapless garments are prohibited is it possible or are we okay
2:12:19 with adding with
2:12:20 the exception of formal wear for school dances or yeah or any of
2:12:24 school function
2:12:24 you could say school function too because dances might not be
2:12:27 the only time
2:12:27 that they do that that’s true however we would have to say
2:12:39 formal for we can come
2:12:41 up the language because it would be you know I’m thinking awards
2:12:45 programs
2:12:45 sometimes the young ladies wear something that’s more formal and
2:12:50 also
2:12:51 homecoming and so we can I work with that in a formal wear maybe
2:12:56 that’s that
2:12:57 covers it for more events or yeah I like what you said miss
2:13:04 Campbell about the
2:13:04 top speed in the bottoms and I don’t you know that’s that kind
2:13:07 of covers it
2:13:08 honestly I think for me I had a example from Penelas and this is
2:13:13 how they worded
2:13:15 it and I don’t know who won because actually Penelas like
2:13:17 Charlotte actually
2:13:18 requires a sleeve but this is how they worded their number one
2:13:25 all clothing
2:13:26 must be appropriately sized securely fastened and cover midriff
2:13:29 back sides
2:13:31 and all undergarments at all times for example suspenders should
2:13:35 be over the
2:13:35 shoulders pants secured the waist belt buckled no underwear is
2:13:38 outerwear no
2:13:39 underwear exposed but that where was somewhere it said something
2:13:43 about
2:13:43 armpit to armpit oh yeah clothing must cover the body from one
2:13:48 armpit across to
2:13:49 the other armpit and down to mid thigh we’re not doing that
2:13:52 because we’re
2:13:53 saying just us to cover the and that all tops must have sleeves
2:13:57 so that idea
2:13:58 because there was a lot of feedback about boys and tank tops
2:14:03 yeah you know
2:14:04 which you know I hate the term wife beaters but that’s what how
2:14:07 everybody
2:14:07 knows it I mean but the truth is you know so many people want to
2:14:11 say oh this
2:14:11 is sexist dress code but the thing is if we have a guy coming in
2:14:15 wearing a shirt
2:14:16 that is as tight as what some of our girls wear they will say oh
2:14:19 that’s wife
2:14:20 beater it’s an undergarment you can’t wear that so you know it’s
2:14:26 all I just
2:14:28 we’re gonna we allow the tank tops and whatever but we need but
2:14:32 I think we need
2:14:33 to have something but did that armpit to armpit did that take
2:14:38 care of the word
2:14:39 modest because doesn’t that not cover right well it does address
2:14:43 your neck
2:14:43 your neck line because if it goes armpits armpit then we’re not
2:14:47 having to
2:14:47 worry about how low it goes you know explore that so is that
2:15:00 good enough for
2:15:04 your area that you were talking about it literally the ones that
2:15:13 go above the
2:15:14 armpit and come straight across well okay well because then you
2:15:18 know whether
2:15:18 it’s a v-neck or whatever I mean if it’s going from here to here
2:15:22 it’s you’re
2:15:22 gonna cover everything that needs to be covered that’s right
2:15:25 yeah you had hats
2:15:26 well hats is actually covered under the first one and honestly I
2:15:31 think it’s fine
2:15:32 I think I mean hats being worn indoors what’s the thought I mean
2:15:36 that a lot of
2:15:36 students commented about hats and hoodies they wanted hats and
2:15:39 hoodies and
2:15:40 what is the board thought on hats I and beanies you know I mean
2:15:46 I I understand
2:15:47 the the because I one of the schools where I did Friday with the
2:15:53 school lunch
2:15:53 thing was it was a high school and I saw so many things and
2:15:57 there’s the kids who
2:15:58 wear like the caps over their hair like you know they have
2:16:02 necessarily have
2:16:04 curlers underneath but they have you know their hair kind of
2:16:06 been if they
2:16:06 wouldn’t go out in public but they go to school with it I can’t
2:16:09 you call this but
2:16:10 caps over their hair and kids had like a winter cap I wouldn’t
2:16:16 necessarily call
2:16:17 it a beanie but you know it’s not a hat like a baseball hat that
2:16:20 would cover
2:16:20 your face it’s not a hoodie that would but at the same time I at
2:16:23 some point we
2:16:24 have this that’s the dress code is about being not professional
2:16:28 because they’re
2:16:29 not going to come wearing suits and ties and loafers but you
2:16:32 know that we’re here
2:16:34 for school and so I don’t know I think we need to it’s easier
2:16:40 just to say this
2:16:42 is what it is no hats rather than men saying okay you can have
2:16:47 this kind of
2:16:47 hat but you can’t have this kind of hat but if we want to we can
2:16:50 we can say oh
2:16:50 you can wear a cap or a hat of some sort as long as it’s not
2:16:53 covering your face
2:16:54 which would which would mean hoodies or baseball caps things
2:16:57 that the security
2:16:57 cameras are not going to catch if you have a tight-fitting beanie
2:17:00 on your head
2:17:01 you know who cares I it’s pretty much covered under under a one
2:17:07 honestly with
2:17:07 the way that it’s on the clean version yeah we’re good not
2:17:10 indoors yeah the
2:17:13 only problem with that is is that if they wear a hat like mr.
2:17:16 Trent was
2:17:17 saying in the security videos trying to get them they can’t pick
2:17:20 it because it
2:17:21 might come up is that is that a concern of yours mr. Tran it’s
2:17:24 not as much
2:17:25 okay hoodies was there’s schools that have kind of explored that
2:17:30 this year of
2:17:31 allowing students to have hats on but if your teachers it’s
2:17:34 almost goes back to
2:17:35 almost the cell phones if the teacher says at the beginning the
2:17:38 school year no
2:17:39 hats in my room they they abided by that and then but during the
2:17:42 halls and in
2:17:43 cafeteria if they wanted a hat on but that’s not enough for the
2:17:47 direction on
2:17:47 the hats we’re good tank tops tank well I mean I think if we say
2:17:53 the upper
2:17:54 garment covers from armpit to armpit that tank tops would be
2:17:57 allowable at that
2:17:58 point right I mean they already are so it just says the only
2:18:02 thing that’s not
2:18:03 allowed is strapless but they would change the language too and
2:18:06 I think this
2:18:07 is what you talked about the last time that took the inches away
2:18:12 right so that
2:18:13 where it says in it be one the kind of sleeveless garments must
2:18:17 not expose under
2:18:18 garments oh but you wanted to get rid of one yeah it says it in
2:18:23 five shirts what
2:18:24 must adequately cover all undergarments and or the areas of
2:18:27 undergarments
2:18:28 traditionally so if you don’t expose them that’s the same thing
2:18:31 right and then
2:18:32 if you want to add something about armpits armpit and we
2:18:36 probably need some
2:18:37 visuals and what that means are you saying you wear the outfits
2:18:44 no I’m
2:18:45 saying we have a little stick figure drawing well rust can do
2:18:58 this right yeah
2:18:59 we get the rust we can have a rust do the what not to wear and
2:19:02 what to wear
2:19:02 video number three rather than necklines being modest that that’s
2:19:13 we replace that
2:19:14 with sure okay and then number five somebody had said shirts
2:19:23 must adequate
2:19:24 your this is we’re on yours right now so well I think this one
2:19:45 on one and five
2:19:51 we need to set something in there about it covering your entire
2:19:55 so because right
2:19:57 now armpit to armpit doesn’t cover necessarily your entire right
2:20:02 I thought
2:20:03 we were adding the tops tops and bottoms yeah we had that one
2:20:10 under the lower
2:20:11 garments the the form-fitting tight spandex leggings that’s
2:20:14 still there I I
2:20:16 think what miss Jenkins said I understand the need to make sure
2:20:19 that
2:20:20 they’re not see-through and that being the concern on why they’re
2:20:24 there so if
2:20:32 it just just take that line out the form-fitting in there and
2:20:35 then just keep
2:20:35 the undergarments shall not be visible because that covers it so
2:20:38 if you just
2:20:39 don’t have that so then it would say what pants and shorts I may
2:20:42 go to the
2:20:42 clean version pants and shorts shall conform to the building
2:20:48 statue of the
2:20:49 student shall be worn at the waist and shall not extend below
2:20:51 the heels with
2:20:52 shoe and length rips holes or tears and clothing must be below
2:20:55 mid thigh
2:20:57 undergarments shall not be visible and then the sports bra
2:21:02 should be struck
2:21:03 from this because we’re talking about lower garments can you
2:21:05 guys explain to
2:21:06 me what form-fitting tight spandex leggings types of clothing is
2:21:10 not allowed
2:21:10 in those proper outer garments covered mid thigh so my daughter
2:21:14 wears sport
2:21:15 like George leggings right and they’re colored all the way down
2:21:18 is that
2:21:18 appropriate well what what this is saying with us apart we’re
2:21:22 trying to
2:21:22 take out right right so what they wrote in the red line would
2:21:26 say that if you’re
2:21:27 going to wear you have to have a shirt that comes down to here
2:21:30 down here yeah
2:21:31 like covering but that’s not so I think I think just strike that
2:21:35 line from it
2:21:36 no are we able to allow building principles to not relax these
2:21:42 codes but
2:21:43 to be stricter stricter because if it’s elementary I’ve talked
2:21:48 to many
2:21:49 principles that said that’s we are going below the buck with a
2:21:53 shirt at an
2:21:53 elementary level we’re not allowing them to dress like okay I
2:22:00 think that needs to
2:22:00 be clear with our principles that if they already have something
2:22:03 that you
2:22:04 know there’s a procedures outlined in the administrative
2:22:07 procedure that will
2:22:08 need to get outlined but stricter dress code procedures exist
2:22:12 for them to
2:22:13 execute and there’s and that’s always just rule of law that if
2:22:16 we have a
2:22:16 policy that can go deeper but they can’t go past interesting
2:22:20 because some of the
2:22:21 comments were from charter school students who have uniforms and
2:22:24 we’re
2:22:25 complaining on so let me just go again so my daughter will be
2:22:40 able to wear and
2:22:41 her friends leggings and not getting written up for is that what
2:22:44 we’re saying
2:22:44 here but our our restrictions will allow it to students to wear
2:22:53 leggings correct
2:22:55 right if we take that line out good the form-fitting tight spandex
2:22:58 leggings types
2:22:59 of clothing so it’s so after chairs and clothing must be below
2:23:03 mid thigh it
2:23:04 would just say undergarments shall not be visible boom at the
2:23:08 end of it all as
2:23:11 part of one of one yeah and then pick up undergarments which
2:23:15 should not be
2:23:15 visible sports bras are considered undergarments okay so you
2:23:23 guys are okay
2:23:24 with that all right miss Campbell that when you mentioned that
2:23:29 about are we
2:23:31 gonna add it to the upper dominance did any of us want to talk
2:23:33 about that again
2:23:34 what’s that I mean that’s a security what is the excessively baggie
2:23:39 I think
2:23:40 we’re getting there I just wanted to get through miss miss
2:23:43 Wright’s no yeah
2:23:50 people are gonna we’re gonna end up going back and forth because
2:23:53 of the I
2:23:53 just think it’s easier to if you tackled like boxer shorts we
2:23:56 need to make sure
2:23:57 that we get a that we don’t agree to that right so and again
2:24:01 undergarments
2:24:02 shall not be visible should cover it because an undergarments an
2:24:05 undergarment matter who wears it you know we’re in agreeance so
2:24:08 that’s good
2:24:09 all right costume costumes we already did that’s going under
2:24:13 accessories
2:24:14 correct okay Crocs elementary school like there’s some divide on
2:24:21 that I’m in
2:24:22 favor of allowing students to wear Crocs there’s it’s a
2:24:25 fashionable thing they
2:24:26 put those little things inside of them my son wears them at five
2:24:30 my daughter
2:24:30 wears them at four I don’t know if it’s a safety precaution I
2:24:33 don’t know you guys
2:24:37 care about that I’m just the teacher survey the feedback from
2:24:41 the teachers
2:24:42 there were 36 instances where Crocs for ass most of them to not
2:24:47 allow them but
2:24:49 be one what it can somebody speak to the reason that I’m missing
2:24:52 like I don’t
2:24:53 understand it’s a shoe that’s made out of rubber are we missing
2:24:56 something
2:24:56 because it goes back to the safety because it’s not securely
2:24:59 securely
2:25:00 wrapped around their feet so in elementary school when you’re
2:25:02 doing fire
2:25:03 drills PE things of that nature it’s a safety hazard but I also
2:25:07 would bet that
2:25:08 if those are elementary teachers it’s also because of the little
2:25:11 buttons on
2:25:12 them and they’re picking at them and it’s a distraction too but
2:25:15 it was
2:25:15 definitely number it was definitely safety so there are Crocs
2:25:18 that have a
2:25:19 loop around the back of them they have a thing that goes around
2:25:24 the back I don’t
2:25:25 know is that the issue it’s a safety thing climbing on the you
2:25:32 know playground
2:25:32 equipment things like that but also it’s really easy to take
2:25:36 them off and it’s a
2:25:38 different standard for our secondary students okay well that’s
2:25:41 not I mean
2:25:41 again if you guys with the consensus is leave that to make Crocs
2:25:45 allowable I’m
2:25:46 okay with giving that one up and that’s not all right yeah and
2:25:50 then you had
2:25:51 upper and lower garments you had that whole section well in
2:25:57 upper garments was
2:25:59 the four that’s blank which was the excessively bagging oh we
2:26:03 didn’t we need
2:26:03 to come back around to that conversation you know it was red
2:26:09 lines did you guys
2:26:11 have based on feedback by particular group I believe it that
2:26:17 that change came
2:26:19 from the secondary setting I could be mismashing these but it
2:26:24 came out of some
2:26:25 collaboration through you know the meetings or the surveys but
2:26:30 you know we
2:26:31 we were referencing something and I think it was the secondary I
2:26:35 think
2:26:36 excessively baggy is again subjective because what is what is
2:26:40 excessive I don’t know right it’s one of those words clearly it’s
2:26:46 spoken our
2:26:47 students are reading it as if that means they can’t wear baggy
2:26:50 clothes and that’s
2:26:51 I don’t think that was ever the intent if we take a look at c1
2:26:55 real quick I
2:26:56 think that I mean we could ask ourselves does that address that
2:27:01 for us yeah at
2:27:04 the waist where does a very baggy black trench coat fit in this
2:27:17 policy I think I
2:27:23 think you’re 100% right I think that c1 does address it right
2:27:27 and I think that
2:27:28 it gives our principles the right to absolutely enforce that baggy
2:27:32 clothes so
2:27:33 I think that’s good now you’ve said mr. Trenton you were on to
2:27:36 the trench coat
2:27:37 well I think as I said we’re where does that get addressed here
2:27:41 other than
2:27:42 excessively baggy clothing
2:28:00 on campus would notice something that’s an anomaly that a
2:28:02 student is wearing and
2:28:04 react appropriately they’ve done it in this room as well and if
2:28:10 we have stopped
2:28:11 it you know we’re trying to I know well I mean let’s face it you’re
2:28:14 not gonna
2:28:15 find something that’s gonna hit okay we can allow the principles
2:28:23 to enforce that
2:28:24 at a different level that we can do especially in the event that
2:28:28 they have a
2:28:29 student that may be excessively doing it it’s a concern so that’s
2:28:32 good okay
2:28:34 anything else 10,000 things you got on your thing very well put
2:28:39 together no it’s
2:28:41 not kind of all over the place because I just wrote down a few
2:28:44 comments right
2:28:45 number three what is it lower garments number three I just don’t
2:28:56 like I mean I
2:28:58 like the last part of it you’re saying discernible in scenes
2:29:01 that’s where you
2:29:02 go no I I think that’s I think that’s actually not subjective
2:29:09 because
2:29:09 unfortunately some of them will literally just kind of start and
2:29:15 so it’s
2:29:16 trying to say that there has to be some kind of an inseam so I
2:29:21 think that speaks
2:29:22 to some of the trends that are happening right now to avoid that
2:29:26 issue in the
2:29:27 classroom you have to be able to tell that there is one I mean
2:29:47 some of them
2:29:54 are like they’re not always straight across anymore no right and
2:30:00 so some will
2:30:01 have rips and tears and they’re not really short shorts but in
2:30:04 some parts
2:30:05 they are and so I think that’s a really important thing to keep
2:30:10 it and that’s
2:30:12 what I said before it just added shorts must have clearly
2:30:16 discernible in seems
2:30:17 of reasonable length but then again they kind of have that
2:30:21 subjective as long as
2:30:23 they’re covering right okay all right so now we’re on to
2:30:29 footwear so Crocs we’re
2:30:31 gonna spell correctly and take the K out
2:30:46 what about I saw a couple of comments in there about platform
2:30:49 shoes and then
2:30:50 being dangerous but don’t let your kids wear shoes that are four
2:31:01 inches tall I
2:31:02 mean you know if a student I think we could have Netflix
2:31:27 flexibility I don’t
2:31:28 necessarily like it like you said a little bit ago it’s right we’re
2:31:32 not
2:31:32 gonna we can pick apart and put every single thing in here that
2:31:35 we might and
2:31:36 we’re still and then tomorrow the styles will change and there’ll
2:31:38 be something in
2:31:38 there that we won’t you know I if it’s I think our principles
2:31:43 have the
2:31:43 flexibility because we have in here down at the bottom that the
2:31:47 principal is the
2:31:48 one who’s going to enforce if we have our principal who there’s
2:31:51 a student who
2:31:51 is there’s a safety issue that they’re causing because if they’re
2:31:54 they’re the
2:31:54 only one who’s wearing a certain issues and it’s causing a
2:31:57 problem I think that
2:31:58 they should have the flexibility to address it without having to
2:32:01 handle it
2:32:01 put every little single thing the administration can put that in
2:32:05 there if
2:32:05 they need to okay but if we start telling girls I can’t wear a
2:32:10 two inch
2:32:11 heel or three inch or four four boys should have is it okay if I
2:32:18 go to Miss
2:32:20 Jenkins about Miss Jenkins you had a couple on upper and lower
2:32:24 garments I was
2:32:25 going to give you the opportunity that if we haven’t already
2:32:28 addressed that just
2:32:30 for Miss Jenkins I just wanted to make sure I think we I think
2:32:35 we went through
2:32:37 it I think everybody’s concerns and issues have been addressed
2:32:41 at this okay
2:32:42 well then we’ll just run through the check thank you mr. Jean do
2:32:46 you have
2:32:46 anything I had necklines modest difference hoodies tank tops
2:32:50 underwear
2:32:51 we got all that right all right miss count Campbell headbands
2:32:56 excessively
2:32:57 large baby clothes like I don’t know what I’m picturing is you
2:33:05 know what my
2:33:07 son needs to wear because his hair is really long when he plays
2:33:09 basketball I
2:33:10 mean but I don’t have a problem with the kids wearing a sweatband
2:33:12 in a class
2:33:12 because it’s not covering I know why I suspect why middle school
2:33:17 in elementary
2:33:18 school teachers would have an issue with that because they
2:33:21 become projectiles
2:33:22 projectiles from across the room okay so again if if the
2:33:26 building principal says
2:33:27 no to that for seventh and eighth grade middle schools then that’s
2:33:31 their problem
2:33:32 so my high schooler does it does it need to be in here for
2:33:37 everybody this is the
2:33:37 bare minimum yeah my daughter wears soccer I’m sorry I can’t say
2:33:41 I’ve seen
2:33:42 people wear soccer headbands and stuff like that that are like
2:33:46 and I’ve seen
2:33:47 that as part of a female undergarment you know what I’m talking
2:33:54 about here
2:33:55 right so I I’m okay with pulling it out of there if you guys
2:34:01 wanted to the
2:34:01 principal has the option to enforce it if it becomes a problem
2:34:06 in their school
2:34:12 we had the baggy clothes under you miss Campbell we’re good
2:34:16 there you got tops
2:34:17 to bottoms of that thing you were talking about games move to
2:34:20 another area
2:34:21 did you want to address that yeah I just I don’t know it just
2:34:25 like it’s just kind
2:34:26 of going along and we’re talking about and then all of a sudden
2:34:31 gang paragraph
2:34:32 just maybe it goes down at the bottom or I don’t know maybe it’s
2:34:41 fine that’s
2:34:41 probably Miola so I just leave it it’s not worth fighting over
2:34:46 we’re good I’m
2:35:00 good with them and then we asked miss miss a hand may want to
2:35:06 make some
2:35:07 adjustments to the dress policy just a little concerned about my
2:35:12 Grinch suit
2:35:13 for this coming holiday season otherwise I’m good thank you we
2:35:22 don’t because we
2:35:25 do have the spirit days where some of these rules like hats are
2:35:29 allowed do we
2:35:30 have somewhere in here that addresses spirit days I think we can
2:35:35 address that
2:35:36 under the principles discretion and we can add a little asterisk
2:35:44 about spirit
2:35:45 because on those days we can have different kinds of hats or
2:35:50 costumes or
2:35:51 whatever you know and don’t want it to be limiting that so mr.
2:35:59 Reed do you feel
2:36:01 comfortable with the things that we have okay I wanted to say
2:36:04 thank you for being
2:36:05 so like attentive through this process you did a great job and
2:36:10 had some great
2:36:11 input miss cam was miss Campbell with her stuff miss Megan right
2:36:17 everybody
2:36:17 else miss Klein and we all feel pretty good about this we’re
2:36:21 good all right all
2:36:23 right you guys is it okay if we take a five-minute break and
2:36:27 come back
2:36:35 you
2:44:33 next is to review the remaining 2000 policies we reviewed
2:44:38 through 24 12 at
2:44:39 the April 25th board work session next policy is the Neola
2:44:43 template 24 14 we
2:44:45 don’t have this one this one deals I don’t know if you guys had
2:44:48 a second to
2:44:49 look at the Neola policy but it’s it’s 24 15 I’m so sorry but
2:44:54 the issue is is
2:44:55 that it yeah no I’m you guys plenty of time I’m not gonna run so
2:44:58 what it is is
2:45:00 that 24 15 deals with my computer - it deals with tutoring and I
2:45:06 don’t know if
2:45:07 this it just was one of those weird-looking things that I don’t
2:45:10 think
2:45:10 that I cared to add but I was gonna give you guys the
2:45:14 opportunity
2:45:22 it’s a it’s a Neola template so yeah it’s tutoring for credit
2:45:28 and I don’t
2:45:29 know if we really need it I didn’t see it yeah so I didn’t know
2:45:36 what your
2:45:36 thoughts were on it when you get set yeah I mean I think we need
2:45:46 staff to
2:45:47 tell us whether or not we do this or how we implement this they
2:45:50 had not given me
2:45:51 any indication they wanted it so I just didn’t know are we okay
2:46:01 with your way
2:46:03 just let me know yeah this one we did we haven’t had there hasn’t
2:46:09 been a
2:46:09 situation where we need it and then quite frankly if staff
2:46:11 really wanted it
2:46:12 then they could bring it up to us I think we’re good to go yeah
2:46:21 yeah I got
2:46:22 it right here so February 28th at 10 21 we give sent it okay I’m
2:46:43 gonna look back
2:46:46 all right 2415 yep yep so we’re on the 2416 which we just did in
2:46:59 December so
2:46:59 that one’s okay yep yep you guys good any anybody want to change
2:47:06 it no I’m
2:47:09 just gonna kind of run through it and if I hear somebody yell
2:47:12 then I’ll stop if
2:47:13 not I’m just gonna keep moving all right move on 2417 life
2:47:21 skills that build
2:47:25 confidence all of that stuff I think we have a couple of things
2:47:29 here it says
2:47:30 instruction for acquired immune deficiency syndrome you have a
2:47:35 opt-out
2:47:36 some of those things not sure what direction you guys want to go
2:47:42 with this
2:47:43 so if you guys look at 2417 and you look at the Neola there’s a
2:47:48 bunch of additions
2:47:50 that I think we should adopt but then it gives us this
2:47:52 opportunity to talk about
2:47:53 acquired immune deficiency syndrome it’s a whole section on I
2:47:59 think that there’s
2:48:01 you know teaching abstinence from sexual activity I don’t know
2:48:06 if this is
2:48:07 something that we wanted to bring on it is but this is a whole
2:48:14 like mr. Susan
2:48:17 just yes it’s about to ask if you you all could speak into your
2:48:21 mics because
2:48:21 we can’t hear okay done on purpose you caught me anyways yeah if
2:48:29 you look at
2:48:29 the teaching abstinence it’s just worded differently you know
2:48:32 what I mean and
2:48:33 it’s okay is anybody against adding the instruction for acquired
2:48:43 immune
2:48:43 deficiency syndrome no doubt love it was waiting to talk about
2:49:08 it but I know we
2:49:11 should call Sean SEMA so he could come up here and give a speech
2:49:13 about it because
2:49:13 he does such a good job yep I’m okay with that so I think we are
2:49:18 adding the
2:49:18 Neola template with the yep syndrome and the instruction on CPR
2:49:27 AED
2:49:41 there’s one thing that we need to add to this when I was talking
2:49:45 to Sean he
2:49:45 wanted to put together a thing where all of our staff knew where
2:49:49 they were so
2:49:50 many people in here don’t may not remember but we had a student
2:49:54 that went
2:49:54 down at the era high school and they were screaming for the AED
2:49:58 out at the
2:49:58 field and they were thought they were seeing the athletic
2:50:01 director because
2:50:02 nobody knew where it was and the student died a couple times we
2:50:06 actually were
2:50:06 over at the hospital over there in Orlando doing prayer circles
2:50:11 almighty
2:50:12 died like three times over there and the kid lived so I think Dr.
2:50:18 Sullivan you
2:50:19 want to come up to the mic okay so would you want us to hold on
2:50:33 this and have you
2:50:35 you kind of heard where we were gonna go with those checks but
2:50:37 anything else you
2:50:38 guys want to take and bring back to us
2:50:42 right no I’m saying that once you get it you can bring it back
2:50:46 okay that makes
2:50:47 sense but there’s direction to go add those other two sections
2:51:02 does it speak to does it speak to educating all the staff on
2:51:06 where they
2:51:07 are and usage of it the other thing that we have is is our
2:51:19 emergency response
2:51:20 teams sometimes come in and they don’t know which entrance to
2:51:23 come back to
2:51:23 there’s just a coordinating piece so we’ll wait for it to come
2:51:26 back and we’ll
2:51:27 do it all right 24 21 career and technical education program
2:51:32 wouldn’t
2:51:32 this is very in-depth and that’s a dr. Sullivan as well what’s
2:51:39 that she’s gonna
2:51:40 be bringing that one back yep so we’re good on that one there’s
2:51:44 enough statutes
2:51:45 that I know something’s gonna change in there and I believe the
2:51:47 sponsored
2:51:48 activities as well right dr. Sullivan all right was it a 24 20
2:51:56 or 30 or 31
2:51:58 interscholastic activities no that one I’m working on students
2:52:13 as training
2:52:28 I like it
2:52:50 yep but it’s not gonna hurt to add it just says basically we’re
2:52:52 gonna do it I
2:52:55 think we’re good good to add two four two one point zero one all
2:53:01 right move on
2:53:02 to the next one which is two four two three school to work
2:53:26 program work-based
2:53:31 you know the work-based learning right where the students can
2:53:37 leave we do so
2:53:45 I’m okay with adding it there’s a series of sections a through G
2:53:49 so what you’re
2:53:59 saying is is we want to add it send it to staff and have staff
2:54:03 choose which ones
2:54:04 is a through G that they think is appropriate for our system and
2:54:07 then
2:54:08 bring it back to us at the time is that what you’re saying are
2:54:11 you guys okay
2:54:12 with that yeah I think we want to add it we just don’t want to
2:54:15 do it long and
2:54:15 tweak something right okay all right moving on here we go 24 30
2:54:24 which is not
2:54:25 in yeah okay so 24 30 district-sponsored clubs and activities it’s
2:54:32 pretty much we
2:54:32 have there I thought there was something going on with this one
2:54:38 but you guys can
2:54:39 go ahead
2:54:55 I think that when you we have this one’s a little bit different
2:55:07 than what we have
2:55:08 there’s a bunch of sections inside of here that are there some
2:55:12 that we can add
2:55:19 some of them I don’t like
2:55:25 I think this is one that that we should ask now to review and
2:55:30 bring back
2:55:31 recommendations for because I think that there’s some additions
2:55:35 to Neola that
2:55:36 better in here that I think it we’ve got two extra statutes that
2:55:40 are referenced
2:55:41 and I think that there’s a lot of cross references here to
2:55:45 things that are
2:55:46 inside of our policies both with security and other things that
2:55:49 we may
2:55:49 have to take a look at it it’s interesting because I don’t think
2:55:49 we
2:55:54 have there’s there and I these aren’t requirements I think they’re
2:55:57 just
2:55:57 suggestions there’s only suggestions is in order to be eligible
2:56:00 for one of these
2:56:01 activities at clubs including non inter scholastic clubs there’s
2:56:06 some options
2:56:07 where they have to have maintained a great certain grade point
2:56:09 average you’re
2:56:10 not have a failing grade I think that would be tough and demotivating
2:56:15 for our
2:56:15 students Chinese Chinese stuff yeah but there’s some options in
2:56:29 there so are we
2:56:35 okay with giving it back to staff and asking them to bring it
2:56:37 back for
2:56:38 recommendations it just seems that there’s enough there that we
2:56:42 we may not
2:56:43 be able to update it was 16 years after our last update yep so I
2:56:47 think we’re
2:56:48 good there Paul you got that direction good next up two four
2:56:53 three zero point
2:56:54 zero one in our book and then
2:57:02 it just basically gives is it identical okay so we’ll just
2:57:14 update that one since
2:57:15 it’s exactly the same okay all right we’re good they’re moving
2:57:35 on we might
2:57:36 get through the mm-hmm YOLA doesn’t have any updates on Miss
2:57:58 Sullivan dr.
2:57:59 Sullivan and crew in the back do we have a because this is it
2:58:03 goes along with the
2:58:04 volunteers I was wondering is there a coordinator at the
2:58:07 district for mentors
2:58:09 since we found out there wasn’t one for yes okay she it’s Chana
2:58:14 spear works out
2:58:15 of student services she’s done a numer number of community
2:58:19 presentations on it
2:58:20 there’s a district-wide process it was a big roll out in the
2:58:23 fall okay good all
2:58:25 right so I think this one we’re good on right okay next up two
2:58:35 four three one
2:58:37 interscholastic athletics this one’s okay if you guys would we’re
2:58:44 in the
2:58:44 middle of updating the just so everybody knows there’s a lot of
2:58:49 stuff in here and
2:58:50 we’re in the process of updating the athletics both interscholastically
2:58:54 and
2:58:54 intramurally and all that if we can pass on this one and we can
2:58:59 work on it
2:58:59 separately because it’s a we have some recommendations that will
2:59:02 probably be
2:59:03 coming before us yeah well there’s yeah no but the the issue
2:59:11 yeah the issue is
2:59:12 is there’s a lot of competition holding things back and those
2:59:17 are all going to
2:59:17 change so all right two four three one point zero
2:59:31 transfer students yes get in there I like this this we should
2:59:38 have because it
2:59:39 references FHS a law it goes through we do there is a process
3:00:00 inside there but
3:00:01 this one’s more robust and it has a bunch of statutory
3:00:04 recommendations and
3:00:06 it has this is a always a office this is always up for
3:00:10 contention with transfers
3:00:11 I think I’d like this policy
3:00:27 it’s just literally laws and statutes from Florida FHS a
3:00:36 statutes I knew we
3:00:39 had done it not very long ago in a 56 10.05 which is under the
3:00:44 student section
3:00:45 we have participation extracurricular activities
3:00:50 so we’re okay with adding this one yeah if we have it somewhere
3:01:01 else there should
3:01:02 we good good for that one mr. Gibbs all right 24 31.03
3:01:15 concussion and head
3:01:16 injuries this is pretty standard straightforward there’s it’s
3:01:20 got an
3:01:21 update as of 2023 I think if you guys would like yeah yeah we
3:01:33 just did this
3:01:42 okay
3:01:46 okay all right we’re good with it we already have it in there it’s
3:01:49 already up
3:01:50 to par no need to change good point miss Jenkins thank you
3:02:02 prevention and treatment 24 3 0 5
3:02:16 well I think to be honest with you there’s some other stuff like
3:02:26 we’re
3:02:27 talking about community-based athletic trainers coming in there’s
3:02:30 a bunch of
3:02:31 those kind of components here and this qualifies it if we can
3:02:35 hold on this one
3:02:36 and bring it back as part of like an athletic package or if you
3:02:39 guys want to
3:02:40 move forward with this one and then we can come back later on I
3:02:43 would just I’m
3:02:44 kind of hesitant cuz I’m not sure we don’t have this this type
3:02:52 of on
3:02:54 anything like I just don’t know I don’t want to say let’s do
3:02:59 this and then us
3:03:00 restrict athletic trainers that are currently out there and I
3:03:03 don’t know if
3:03:04 it’s per statute that some of these restrictions have to be in
3:03:09 it’d be easy
3:03:11 for us to have a if we had an athletics guy so I would make the
3:03:18 recommendation
3:03:20 to hold on it but if you guys feel like we should move forward
3:03:25 with it
3:03:35 drivers education that one checks out mr. good summer programs
3:03:53 we should just
3:03:56 adopt Neola’s it says basically the same thing but way more
3:04:00 explicitly about good
3:04:03 with that you guys good yeah okay adopt the Neola template
3:04:08 moving on - five four
3:04:13 zero two four five zero I’m sorry what’s that oh what do we do
3:04:23 are we doing due
3:04:26 to state law changes adulting community education all right all
3:04:34 right two four
3:04:35 five one alternative education plans and programs
3:04:41 here we go this one we should already selected one of them dr.
3:04:58 Sullivan could
3:05:00 we send this to you guys and you guys take a look at it and make
3:05:02 a
3:05:02 recommendation back to us I will absolutely share with the
3:05:06 appropriate
3:05:07 personnel and student services there’s no there’s no Neola
3:05:12 updates because it
3:05:13 the copyrights 2002 so it just pick one or the other it’s pretty
3:05:18 generic you
3:05:20 know it’s good the implementing is the procedures is going to be
3:05:26 what unless
3:05:27 the board has a real desire to switch to option one or have
3:05:38 staff looking over
3:05:41 yep all right two four six zero
3:05:48 seems pretty close to what we have testing programs I’m gonna
3:05:53 say because
3:05:54 those laws change quite frequently yeah that this one probably
3:05:58 needs to come
3:05:58 back all right in the future let’s have staff take a look at it
3:06:02 see if there’s
3:06:03 any law changes and bring it back you’re right I think anything
3:06:05 that has over 10
3:06:06 statutes will probably all right mr. Gibbs did you get that one
3:06:15 we actually
3:06:16 have a policy that Neil doesn’t have or no wait or no we don’t
3:06:20 have a 2461
3:06:22 recording of IEP team meetings we already do this right so we we
3:06:28 have a
3:06:28 twenty four sixty point oh one right point oh one oh I’m sorry I’m
3:06:34 sorry I
3:06:34 kind of did yeah this is this is straightforward this is just
3:06:39 defining
3:06:40 what that is okay yeah so this is good we can mark just reviewed
3:06:46 yep and then
3:06:49 we have 2461 recording of IEP meetings yeah and we have stated
3:06:56 this my first
3:06:58 year on the board with the options of you know no video
3:07:07 recording but I think
3:07:09 we we laid out like it you could request ahead of time for for
3:07:17 audio recording
3:07:29 it doesn’t say it doesn’t say well it says capture voices our
3:07:36 policies in line
3:07:37 with option two from NOLA
3:07:58 any particular reason I guess that we would be opposed to one
3:08:03 versus the other
3:08:04 you mean as far as lonely doing audio is only doing audio versus
3:08:07 doing video
3:08:08 there’s it’s part of your teacher contract as well that’s
3:08:13 definitely part
3:08:13 of the conflict we it was a long conversation we had when we
3:08:17 went through
3:08:18 this as far as what you know all the different situations that
3:08:22 can come up
3:08:23 during IEP meetings so I would actually encourage you to go back
3:08:27 because I
3:08:28 don’t remember as I’ve slept a lot since April 2019 but we did
3:08:32 have some really
3:08:32 good conversations and those would be in the workshops leading
3:08:37 up to that yeah so
3:08:38 I would say probably the workshop one of the probably the first
3:08:43 workshop I’m
3:08:44 gonna guess from our normal calendar the first workshop in March
3:08:46 is probably
3:08:47 where we had that longer conversation and Tammy can probably
3:08:49 find that do some
3:08:51 research and find it and then you could go back and watch I
3:08:54 would be curious yeah
3:08:56 because I can’t remember all the reasons behind it that Chris
3:09:00 Moore shared with
3:09:01 us but when they walk through why they recommended that other
3:09:07 option okay all
3:09:09 right moving on to 2520
3:09:14 option yes it’s true we have to redo all of them again okay you
3:09:21 want us to wait
3:09:22 on this one you can move it yeah there’s three in a row that are
3:09:25 gonna need to be
3:09:27 changed based on current newly adopted in the Q state statutes
3:09:33 three in a row
3:09:34 being you’re really ecstatic about that opportunity well as you
3:09:39 recall it’s only
3:09:40 been active for about two board meetings now 25 20 25 21 25 22
3:09:48 oh they have a 25
3:09:50 22 which we don’t have so are you saying which we will need okay
3:09:53 so you’re saying
3:09:54 wait until the legislation passes and then just come back to
3:09:57 those okay yes
3:09:58 sir but it but it does seem like our process actually will align
3:10:03 with what I
3:10:04 have heard so far of the new bill yeah there there’s some
3:10:08 changes in timeline
3:10:09 okay there’s some language on certain types of challenges have
3:10:13 to be pulled
3:10:13 within five days there’s some language on your committee members
3:10:18 must have
3:10:19 parents so there’s there’s there’s a little bit of tweaking I
3:10:24 don’t think I
3:10:26 don’t think it conflicts with the intent of the board it just
3:10:31 has some tweaking
3:10:32 of language in my opinion they’re actually mirroring some of the
3:10:35 things
3:10:36 you guys have already done and so the intent will be super
3:10:40 similar but some
3:10:42 different specifics that we have to change in the policy because
3:10:47 ours conflicts okay sounds
3:10:49 good 25 31 is exactly the same we can stamp that as updated yeah
3:10:55 we’re good
3:10:55 with that
3:11:01 4540 audio-visual use you know it hasn’t updated there since
3:11:07 2002 but looks like we did in 2018
3:11:12 looks pretty close yeah
3:11:23 okay okay we’re good updates it update it there mr. Paul move on
3:11:33 to 2540 2575
3:11:45 service learning
3:11:53 I already I would say that this I I do like this I taught this
3:12:06 class so like if
3:12:10 you guys are okay sending it to staff and asking them to come
3:12:12 back because
3:12:13 there are some things inside of here but I taught a service
3:12:15 learning class it was
3:12:16 it was used as Space Coast dump class for all the kids that just
3:12:19 need an
3:12:20 extra elective that were just really bad behaviors and I had a
3:12:23 blast with it yeah
3:12:24 we did a lot of good stuff in there yep we good with that
3:12:30 sending it to staff
3:12:30 mr. Campbell miss Jenkins you good with that okay and we just
3:12:36 updated the next
3:12:37 one to match about 25 yeah 2605 2605
3:12:59 yep yep that’s pretty there feel good about it you guys yeah
3:13:05 approving it
3:13:05 moving on okay so 2605 is approved mr. Gibbs student assessment
3:13:12 but we have 26
3:13:14 23 student assessment waiting for her to come on and say this
3:13:19 change but it
3:13:24 doesn’t have any statutory I think that this one needs to go
3:13:35 back to staff Paul
3:13:37 and have them look it over because it’s got well there’s six
3:13:43 pages long and
3:13:43 there’s a ton of Florida statue excited in here Tammy does a
3:13:46 good job of
3:13:47 reducing everything definitely some statutory there also may be
3:13:53 some changes
3:13:54 from this one from current legislation session because there’s a
3:14:00 section in
3:14:01 there about the Florida I just lost it tax credit scholarship
3:14:05 and I think that
3:14:05 was one of the scholarships that got absorbed and to the FES so
3:14:12 so would you
3:14:14 send it back to them and they can bring it back after the
3:14:16 session after Niola
3:14:17 releases their updates okay next up is 2,700 academically high-performing
3:14:24 school districts it’s got three statutory requirements on it
3:14:37 and I funny I just don’t know why we would need to have this I
3:14:45 don’t either
3:14:46 have the policy kind of boundaries were like a state sounds like
3:14:51 a state rule
3:14:53 yeah this is like a deal we think let’s go yeah I don’t need I
3:15:05 don’t think we
3:15:08 need this
3:15:16 they’re saying we can add it but it’s a doe yeah it just
3:15:21 basically says here’s
3:15:23 here’s how you get to be a high-rated districts here’s what
3:15:26 happened if you
3:15:26 don’t but it’s not necessarily a policy right it is that there’s
3:15:33 nothing in the
3:15:34 statutes that say we need to have a policy on this yeah I had a
3:15:50 lot of notes
3:15:52 on the next one I wanted to talk about but I was gonna wait are
3:15:55 you guys okay
3:15:56 with sending that to okay are you guys would you guys agree with
3:16:06 that I don’t
3:16:08 know why we would write into policy this next one that we have I
3:16:23 have quite
3:16:24 extensive notes on some liberty no I’m just kidding it’s exactly
3:16:31 the same and
3:16:32 it’s the last one so Paul can we just add I had you didn’t you
3:16:35 did you get
3:16:35 nervous exactly Paul it’s exactly the same except it doesn’t
3:16:40 have the letters
3:16:41 can we just add the letters just because it follows the template
3:16:45 more so we’ll
3:16:49 leave the letters in ours and actually we may have the letters
3:16:51 because a couple
3:16:52 years ago I asked us to format our policies consistently I like
3:16:59 yes we’re
3:17:00 good I like them too we’re good we got through the 2000s you
3:17:03 guys ready to go
3:17:03 to 3000s or do you want to break I think we break you guys can
3:17:08 continue on
3:17:09 Tuesday I haven’t looked cuz I I have a fee like I have to
3:17:11 refresh on the
3:17:12 3000s I haven’t had a chance to I know that I’m so sorry I cut
3:17:21 you off did you
3:17:23 want to go into the 3000 so then we’re prepared right now we
3:17:27 have a work
3:17:28 session next Tuesday so right now the only thing on the agenda
3:17:31 is the
3:17:32 facility service budget presentation that Sue talked about
3:17:34 earlier and then
3:17:35 and let staff may have some other things to come up they’re
3:17:38 gonna have other
3:17:38 things and then we’re gonna with with the time that’s left at
3:17:40 the end we’ll
3:17:41 start in the 3000s party okay so we need to be ready for the
3:17:44 3000s on TV we’ll
3:17:46 wear our uniforms but not for we don’t have four thousand right
3:17:49 we have we
3:17:49 don’t have them but Neola has templates that have been provided
3:17:52 to you so okay
3:17:53 but we’re just gonna plan on getting through the 3000s for
3:17:57 Tuesday if our
3:17:58 starting them sorry I’m sorry okay I don’t want to go too fast
3:18:02 thank you mr.
3:18:03 Susan I very much appreciate that all right all right
3:18:11 you