Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 Music playing.
7:59 Good afternoon, board and Ms. Han, good afternoon to you.
8:04 I got you.
8:06 Turned it on.
8:07 Turned it on right now.
8:08 Turned it on for you.
8:09 We’re up to an awesome start.
8:11 Let me get my PowerPoint up.
8:14 Want to share this one here?
8:17 Come on.
8:19 I’m opening it.
8:20 So parent survey.
8:22 Quick little, you know, history, especially with some new board
8:26 members going through this for the first time.
8:29 This is an annual survey.
8:31 survey that was sent to all of our BPS families asking for their
8:34 feedback on the school district
8:37 and their experience at their schools. It’s used by individual
8:41 schools and also by the
8:42 district. Many of the questions focus on communication
8:46 preferences, overall view of BPS, and how
8:49 to better help families engage with the school district and
8:53 their schools. This is the second
8:55 year that GCR has been in charge of the survey. Caitlin McFeo
9:00 executed it and kind of led this
9:02 effort, so I’m very thankful to her for my team. And also the
9:07 schools, each school had
9:08 a survey champion that she worked with to try to get families
9:13 involved in this. Prior to
9:15 two years ago when GCR took this over, we just helped market it,
9:19 and it was actually run by
9:21 another division who executed that survey. So last year GCR
9:25 presented in front of the
9:26 board and we will use some of those results to compare and
9:30 contrast to what we have this
9:31 year.
9:36 So like in years past, this survey was sent via email. We also
9:41 had paper copies available to
9:43 families that preferred that or needed that. We wanted people to
9:48 use digital easier to take,
9:50 easier to complete, easier to compile. The survey opened
9:54 February 27th and it closed April 3rd.
9:57 We did leave it open longer than scheduled as we tried to get
10:00 more people to take the survey.
10:03 Respondents for this time around, 17,366. Overall there are 26
10:09 questions. We will not go over
10:11 all those 26 questions, but I’m just going to give you some of
10:15 the highlights. The survey is
10:16 already being used, which is normal. Each school has their
10:19 individual results and that will be used for
10:22 part of their school improvement plans. That is usually done
10:25 over the summer. I believe the board
10:27 will approve those in the fall. It can also be used for staff
10:31 training and also to change course on
10:35 some things that the schools deem it necessary. Title I grant
10:38 writers also are given results. That helps
10:40 them as they plan for the next year with our Title I schools.
10:43 The survey results will be shared on our
10:47 website and on social media. Did you hear that? I hear voices
10:57 but I just don’t know if they’re in here or
10:59 what’s going on. We’ll continue. The history of respondents.
11:07 This year, like I said, we had 17,000
11:10 plus that took it. Last year, that’s compared to 25,000, 22,000
11:14 the year before. Then the previous three
11:18 years, we were in the mid-teens when it comes to respondents.
11:21 This is one of the questions. I like to
11:25 start here because it’s kind of overall bare bones. How do you
11:29 feel at your child’s school? Do you feel
11:31 welcome? This is a quick answer. When you compare this year to
11:35 last year, elementary, middle and high,
11:38 you can see that on your screen. 93% felt welcome at their child’s
11:43 school in elementary. That saw an
11:46 increase. We also saw a slight increase for middle school and
11:49 again, a slight increase for high school.
11:51 So that’s good. They feel welcome. One of the most important
11:54 things that we discuss is how do you
11:57 treat your families and how do they feel when they come into
11:59 your school?
12:00 Another question that I thought was interesting was please rate
12:04 your overall satisfaction with BPS.
12:08 Again, this year, very satisfied. This is for elementary. We
12:11 broke it down.
12:12 Very satisfied ticked up. Satisfied ticked down. Neither
12:17 satisfied or dissatisfied was about the same.
12:21 We saw a 2% increase for dissatisfied and a little bit of
12:24 decrease for very dissatisfied. You’ll see more
12:27 when it comes to the middle school. A little tick up and very
12:30 satisfied. Five points down when it comes to
12:32 satisfied. And you can see that neither was about the same. Dissatisfied
12:38 went up about three points and
12:40 very dissatisfied was about the same. Now, quick note, we did
12:43 round these to the closest percentage. So if
12:47 it’s 20% that may be 20.2%, 20.3%.
12:52 For high school, very satisfied stay the same. Satisfied dropped
12:58 by 5%. Neither satisfied grew by,
13:02 or dissatisfied grew by 4%. And you see dissatisfied and very
13:07 dissatisfied either staying the same or growing
13:10 by two points. So the next thing we wanted to know is how could
13:15 our school kind of work with our families
13:17 and assist them in playing an active role when it comes to
13:20 decision making at the school.
13:22 So some of the things that our families kind of responded to are
13:26 highlighted on this screen. These aren’t
13:29 the only options that we gave them. This is just the ones that
13:32 got the most attention from our families.
13:35 So you see that more information about the school issues to be
13:40 addressed climbed. How to become more
13:44 engaged went down when it comes to elementary by 10 points.
13:48 Meeting times, convenient meeting times. There’s
13:50 always a challenge that we face with everybody’s busy schedule.
13:54 That stayed about the same. Went up a
13:55 little bit. And opportunities to share their opinion on school
14:00 issues went up by 6%. That’s something worth
14:03 noting, especially for the elementary schools, I think. Middle
14:06 school, you see again, a climb when it comes to
14:11 issues and how they’re being addressed. So a pretty deep decline
14:15 when it comes on to how to become engaged.
14:19 So a convenient meeting times is still there. And you saw a 5%
14:22 growth when it comes to wanting to share
14:24 their opinion on school issues.
14:26 If you go to high school, you can see the numbers again. It grew
14:32 on that first item. Again, we declined
14:35 when it came to how to become more engaged by 12 points there.
14:39 Convenient meeting times is still in the
14:41 40’s and a growth when it comes to sharing their opinion on
14:45 school issues.
14:46 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, into the different
14:57 school zones. Elementary, you know,
14:59 family fun nights was there. But you see volunteer opportunities.
15:03 It’s pretty high as it was last year.
15:05 Reading strategies is still important to about one out of five
15:08 parents. Math strategies is there as well.
15:11 Homework help, a sliver and transitioning into middle school,
15:16 which we’ll kind of talk about that throughout the next
15:19 couple of slides. You see there that starts to hit. And then
15:22 managing behavior at home went down a little bit and
15:25 mental health resources about the same. For middle school, the
15:31 transition to middle school. So you would,
15:34 maybe you think those are the seventh grade parents. Dual
15:36 enrollment, maybe parents looking ahead.
15:38 Volunteer opportunities, SAT and the standardized tests grew by
15:44 5%. We also talked, heard from our
15:47 middle school parents who are interested in graduation
15:50 requirements and promotion requirements to get to
15:52 the next grade levels. And they also had an increased interest
15:55 in family fun learning nights.
15:57 High school, dual enrollment, SAT and ACT prep, graduation and
16:05 promotional requirements. Promotion requirements,
16:08 always big. Saw a big jump in community service projects for
16:12 staff and students. And volunteer
16:14 opportunities went down a little bit. And then here we have
16:17 focus support, about the same as it was last year.
16:20 So what we’re always trying to figure out, and what the schools
16:25 are also trying to figure out,
16:27 because every school is a little bit different, is what’s the
16:30 best way for them to communicate with
16:31 the families. And no surprise, email and text messaging are the
16:36 top. Again, these weren’t the only ones,
16:39 the only options. There were robocalls, there were one-to-one
16:43 calls, there were educational apps. But email
16:47 and text are the ways that our families like to have messages
16:51 that have some sort of importance sent to
16:54 them. Elementary, the flyers being sent home is popular. And
16:58 then also middle school and high school,
17:01 you see focus. And our goal with focus is obviously to see that
17:04 number kind of grow in the coming years,
17:06 as we kind of lean more on to what that platform’s available to
17:09 do.
17:09 Then we wanted to see how they reach out to us.
17:16 You know, 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 that, those platforms to get
17:25 information about their child
17:27 education. And we saw a decrease in elementary by about six
17:30 percent. Someone significant to me, at least.
17:33 Middle school again went down by five percent. And we saw an
17:35 eight percent drop for high school.
17:37 Have you visited the Open Enrollment Choice webpage on the sites?
17:46 You know, we always want to let
17:48 people know that there’s plenty of options when it comes to
17:51 education, different schools, different
17:53 programs in different schools. And so, you know, this year we
17:56 saw a four percent increase when it comes to
17:59 elementary usage of that. A small increase when it comes to
18:02 middle school and high school.
18:04 So either they’ve already experienced it and don’t need it
18:08 anymore or they’re unaware of that. So
18:10 that’s something that we still want to focus on.
18:13 And then how do you receive interim reports and report cards?
18:19 The, you know, focus is, you know, taking a big leap this year
18:24 in a variety of ways, but that’s,
18:26 we’ve been able to get grades, you know, previous this year. But
18:29 you see a three percent increase
18:31 for focus when it comes to elementary. Paper copies is still
18:34 very large. And again, on this question,
18:37 parents could mark more than one answer. It wasn’t just one or
18:40 the other. And then we do have three
18:43 percent who say for whatever reason, they don’t receive them.
18:46 You know, middle school, we see a
18:48 huge increase when it comes to focus. And then also paper copies
18:53 go down. And again, 77 percent in high
18:56 school versus 58 percent last year, which I would submit those,
19:00 that middle school and that high school
19:02 number is pretty good as far as focusing on focus for the grades.
19:09 So how many times do you access your child’s grades and
19:12 attendance through focus?
19:13 So we, in elementary, you know, we saw about, you know, an
19:19 increase of double,
19:20 one to five times. So about at least once a week or so, you know,
19:23 nine percent did it six to nine times,
19:26 which is often, 13 percent did it 10 or more. And then you have
19:30 a third roughly that never do. And so
19:33 those are the ones we want to reach. That’s a pretty big change
19:36 from the year before.
19:39 That’s a pretty big change from the year.
19:41 This is middle school. And we kind of did it differently as far
19:44 as the questions being asked
19:46 last year to this year. So this is why you see below it’s daily,
19:49 weekly, or monthly. That’s how
19:50 we asked it last year. And then obviously this year we asked it
19:53 number of times per month. And so you see,
19:56 again, 39 percent of people said they go there at least once to
20:00 five times a month. And then eight
20:02 percent said they never do for middle school. And so you can
20:05 kind of see what that is compared to
20:07 the last year where about 45 percent went weekly, 21 percent
20:11 monthly. High school, 46 percent. Go at least,
20:17 you know, one to five times a month. Never is 11 percent. Again,
20:21 that’s a number we like to get down,
20:23 but it was at 17 percent last year. A couple more. How does your
20:32 child’s teachers communicate with you
20:34 about your child’s progress? Elementary, you know, 37 percent
20:40 said weekly. 14 percent said daily. You know,
20:44 four percent said never. So that’s a lot of communication back
20:48 and forth.
20:49 When it comes to middle school, again, you see 20 percent weekly.
20:55 Three percent daily. Monthly is 22.
20:58 Once or twice a year, you see 32 percent. Never is 23 percent.
21:02 Now you could say that as children and
21:06 students get older, they take on more of that responsibility
21:08 themselves. And so when the parents
21:10 are having that communication with the teachers, they may be
21:12 dealing with an issue, not actually getting
21:14 the grades. So that’s just anecdotal on my part. But you do see
21:18 in middle school and high school,
21:20 kind of less engaging with the parents because the teachers are
21:24 talking directly to the kids who are
21:25 now more responsible for their education. High school, you see
21:29 two percent daily. Weekly 11. Monthly 18.
21:32 And then once or twice a year is 36 percent. So, and 33 percent
21:38 never. And again, that’s for the high
21:40 school with the communication from teachers to the child’s
21:43 parents.
21:44 The office staff at my school is polite and is helpful in
21:49 answering my questions and concerns.
21:51 And we often say that, you know, when somebody walks into our
21:54 school or our building here,
21:55 the people they meet first are going to give the impression of
21:58 what the school district is. And so,
22:00 you know, 85 percent at elementary, 76 percent at middle, 75
22:04 percent high. High schools say that
22:07 they are always, you know, answer questions and concerns and are
22:10 polite. So that’s good to see.
22:12 Obviously, we wouldn’t increase that, but it’s a good number, I
22:15 think. It’s a good place to be.
22:17 And are you satisfied with the relationship and communication
22:22 you currently have with your
22:23 child’s principal? Elementary 86 percent, about the same as last
22:27 year. See middle school,
22:28 we had a 13 percent jump from last year to 80 percent and we had
22:32 a significant jump also for high school
22:35 from last year to this year. You can see in middle school and
22:39 high school, some of those had comments
22:43 only and for last year. And so that is kind of why the
22:46 percentages may be a little bit different.
22:49 So the jump is there. But a lot of those that were written
22:52 comments weren’t actually a yes or no answer.
22:56 And there you go. Thank you for your time, attention. Any
23:01 questions or comments? Feedback.
23:04 Miss Jenkins jumped to the microphone. Miss Jenkins. Yeah. Thank
23:09 you for this. Obviously,
23:11 it’s a very important tool and I think that’s pretty evident by
23:14 some of the jumps in improvement
23:16 of communication. And I think it’s reflective, the fact that the
23:20 schools appreciate parents’ responses,
23:23 that they’re reading them and they’re actually using it to
23:25 modify practices and behaviors.
23:28 And so it’s always positive to see that. Thank you.
23:30 Miss Campbell. Yes. I just, I can’t let this conversation go
23:37 without sharing one of my favorite
23:40 memes of the year, which I think I actually saw on Miss Jenkins’
23:43 Facebook page, which was,
23:45 um, we’ve been trying to reach you about your BPS parent survey.
23:50 You know, like your car’s warranty. Um, I know that there were
24:00 some resistance to the persistence of
24:02 the district, but that’s what it takes to, because this, this
24:04 feedback is very important. Um, I would
24:07 just have one suggestion off of that. And sometimes the, that
24:11 kind of push is received better from the
24:12 schools themselves. Um, and once upon a time years ago, um, I
24:16 know that there was like a little contest
24:18 kind of thing that the schools and would say, Hey, if we get the
24:21 highest percentage, then whatever. Um,
24:24 you know, cause sometimes they liked that better from the
24:26 schools themselves instead of the district.
24:28 I love the feedback. We, we did the contest again this year and
24:32 the schools were partnering with us,
24:33 but as you saw the number, I was trying to goose it up there
24:36 because
24:39 want parent engagement. And so lesson learned. So I will be, I
24:44 will be kinder and gentler to our
24:46 community next year, but I do want them to take part because
24:50 their voices matter. So.
24:53 Yeah, no, I think actually you could take that meme and use it.
24:56 You know, we’ve been trying to
24:57 reach you about your, I’m gonna go door to door. Yeah, there you
25:00 go. No, it’s good. It’s important.
25:02 And, you know, and there was just one little myth that went out
25:04 that, you know,
25:05 um, you say it’s anonymous, but they keep asking me to do it.
25:10 And so like, they’re tracking that I
25:11 haven’t done it. I’m like, no, actually I filled it out for two
25:14 children, for both of my children,
25:15 and I’m still getting it. So that assured the person, but you
25:17 know, it is absolutely anonymous.
25:20 We’re not tracking who sent it, who’s not it. We’re, we’re, we
25:22 were all being reminded regardless.
25:24 Yeah. I, I received the same email, which I laughed because I, I
25:27 filled it out on both of my children.
25:29 So, um, I think the survey is very insightful. It gives us some
25:31 information. Um, one of the things
25:33 that I saw that I thought, Hey, this is probably something that
25:35 we need to be aware of is that
25:36 less people are using or looking to our website for information.
25:39 And there’s a wealth of knowledge
25:40 on the website. So I think that’s a reminder of maybe just how
25:42 we communicate that out,
25:43 uh, because there are so many resources out there. And
25:46 especially when people are questioning things
25:47 as far as curriculum and things like that, it’s all out there.
25:50 It’s on the internet. So, um, just
25:51 directing them there. So, um, you know, I, I made notes of a
25:54 couple of things that I found significant,
25:56 really was that, um, more people looking to the open enrollment
25:59 page, that page has had an uptick.
26:01 Um, and then there was 34, I think it’s a 34% of parents in
26:05 elementary never visited the focus app,
26:08 which, um, is scary. I think in some aspect, because once they
26:12 transition into middle school and high
26:13 school, those paper report cards are far less. So, um, maybe
26:16 just helping communicate the focus app.
26:18 And I know I get home probably three or four times a year, the
26:21 information for my child’s focus. So my
26:23 school’s doing an exceptional job. Uh, but I, I want to make
26:26 sure when they get into that middle school
26:27 and high school, it’s not like, Hey, no communication. We don’t
26:30 know what’s going on with our students’ grades.
26:31 So, but, but yeah, great job. Thank you.
26:34 Yeah, I think that everybody needs to understand that our tick
26:39 was going to hit right where it was
26:41 before. And then there was, uh, some people that had made some
26:45 social media posts out there about
26:47 it being negative and then it just went right off. And so for me
26:51 in the communications platform,
26:53 if you’re a parent, um, you should be able to respond to the
26:56 survey of the school that your kids
26:58 go to. Right. So I think that we have to find a better way, but
27:02 I’m okay with sending out the
27:03 texts and sending out the emails and stuff like that, because we
27:06 truly do, like you said, need the,
27:08 need the engagement and everything else. So I can see where if
27:11 you fill out the survey and then you’re
27:14 getting it again, that’s one thing, but like, Hey, parents, we
27:17 need you. You know what I mean?
27:18 We need your input so that we can make our schools better. And
27:21 so please do that. So, um, I really
27:23 appreciate everything you guys did. I appreciate the, uh,
27:25 opportunities that you guys are always
27:26 engaging into new communications areas and I appreciate it. So
27:29 anybody else have anything that they wish to
27:31 speak about, we can move on. You’re off the hook, Mr. Broome.
27:35 Thank you. You’re welcome. So next topic is
27:39 board process, budget process review. Ms. Hand, you have some
27:44 very exquisite things to go over with us.
27:46 Wow. Um, yeah. Exquisite. I hadn’t thought about this
27:50 presentation as being exquisite, but that sets the bar kind of
27:53 high.
27:53 Interesting and exquisite. Interesting. I would, I would agree.
27:56 So Ms. Wisinski is going to do the bulk of the
27:58 presentation and she’s making her way up. We’re going to run
28:01 these two kind of together, the budget
28:03 presentation and roll right into the millage presentation. They’re
28:05 somewhat related. Perfect.
28:07 Perfect.
28:37 Good afternoon board. I wanted to give you a, an update on where
28:57 we are with the budget process.
28:59 As you know, the legislature, uh, finished their business on May
29:03 5th. And so I just want to give
29:05 you a quick update, but first, um, this is one of my favorite
29:11 quotes. If you want to take a minute and
29:13 read through it. So, um, you know, Donald Rumsfeld was the, uh,
29:23 13th and the 21st Secretary of Defense. He
29:29 was both the youngest and oldest sec def to serve. Um, known
29:35 unknowns can reasonably be anticipated based
29:38 on past experience. So we know what the unknowns are, but the
29:43 unknown unknowns are the ones that really
29:46 pose the risks and the threats because we just have no
29:49 experience with, um, what those can be. So based on
29:54 that, I’m just going to talk about knowns and the conference
29:58 report, FEFP highlights. Um,
30:04 so I know I talked a lot about, you know, the FEFP being kind of
30:11 shooken up and turned upside down and
30:14 all those kinds of things this year because of FBS. Um, and the
30:20 house wanted to roll most of the
30:21 categoricals up into the BSA. The Senate wanted to keep, and
30:27 they wanted to roll everything up to the BSA.
30:30 So it was easier to extract, uh, dollars for family empowerment.
30:36 And then the house, they wanted,
30:39 uh, I’m sorry, the Senate wanted to keep all the, uh, family
30:42 empowerment below the line. So it didn’t
30:45 get commingled with our dollars. And they kind of came to a
30:50 compromise. And so you’ll see that less
30:54 categoricals got rolled up into the BSA. Um, but it’s, it’s a,
31:01 it’s about 16 million dollars.
31:05 So when you see the BSA and then you see headlines like, you
31:09 know, BSA increased 12%, highest ever,
31:14 just remember that the, uh, funding compression, the teacher
31:19 salary increase, instructional materials,
31:21 reading and teacher classroom supply assistant categoricals were
31:25 all rolled up in there.
31:27 So we really aren’t going to be able to compare, um, previous
31:30 years. We’re going to have to start and look
31:32 forward. Um, the thing to really look forward, um, next year is
31:38 if the BSA starts going down because
31:40 that means things are starting to get crowded out and maybe some
31:43 of those dollars for some of these
31:47 old categoricals go away. Um, so good news, the teacher salary
31:52 increase, and then you can see,
31:54 I mean, they said 1.41% needs to go towards. So even though they’re
31:59 rolled up in the BSA,
32:01 there’s still requirements that we fund those. So, um, not as
32:05 flexible, but it’s great news that
32:07 they’re going to give the teacher salary increase. And the
32:10 better news is they’re going to allow school
32:13 districts to distribute those dollars based on what makes most
32:17 sense for that district. So they’re not
32:19 going to have all the different rules like they’ve had in the
32:23 past. Um, the remaining categoricals,
32:27 educational enrichment, and that is replacement for supplemental
32:32 academic instruction, mental health,
32:35 safe schools, student transportation, the class size reduction,
32:40 uh, that went down. They decreased
32:43 the funding factors for all the different grades when they came
32:46 up with that. And let’s see what else.
32:49 They, the one thing that I really excited about is they have an
32:54 educational enrollment stabilization fund,
32:58 which means if the FES vouchers exceed projection, we’re not
33:03 going to have a proration and
33:06 school districts won’t be cut. So if the FES vouchers, uh,
33:13 exceed, um, projections, then
33:17 they’ll have like 350 million to cover. So that, that’s great
33:24 news, I believe. Um,
33:26 and then we don’t have to worry about getting prorated. So they’re,
33:29 you know, I think the House and the
33:31 Senate heard the CFO saying, Hey, you know, you can’t prorate
33:35 the districts and then the FES gets to stay
33:39 the same. So they’re really, um, took a look at that and they
33:42 broke things out very well. It’s pretty clean.
33:44 So I’m excited about that. Any questions on that side?
33:55 And then, so this one isn’t as good as news, the charter school
33:59 capital outlay. I know I talked last
34:02 time about the 1.5 millage levy that we, uh, the districts
34:07 normally get. Um, you know, they, so it’s
34:11 in law now that the, uh, charters will get a portion of that 1.5
34:17 and it’s going to be over five years,
34:20 but it won’t begin until 24, 25. So we’re safe this year, but we
34:26 can expect that our capital dollars,
34:29 um, we will be sharing a larger percentage with the charters.
34:33 And then, um, this is one that we have
34:37 to dig into, but it, um, we just need to dig into it cause it
34:41 could be significant. Um, the, for surtax,
34:47 we know the proportion that we used to provide the charters was
34:53 based on FTE. Now it’s going to be
34:56 based on capital outlay FTE, which is a smaller amount. So when
35:02 you reduce the FTE,
35:05 so let’s say if it was 60,000, you reduce it to 50,000, the, the
35:10 charters stay the same. So the
35:12 percentage grows and then we’ll have to share more with the charters.
35:16 So we’ll have to take a look
35:17 at that and see what that means for us. Cindy, can I just real
35:23 fast? So for the glide path,
35:25 it looks like that five year plan. So it starts with 20% the
35:28 first year, then it goes to 40, 60,
35:31 80 until correct. Is that right? Correct. Okay. And then also in
35:35 the language,
35:37 there’s funding that, um, the state funds PICO, um, was what
35:42 went to charters. And so there’s a whole
35:45 calculation in there where, you know, if, if the state continues
35:49 to fund the PICO, then you know,
35:52 it would be a calculation. You know, we, we get to still
35:55 subtract our debt payments and then, um,
36:00 right. And then it’s just a calculation, but you’re right. Um,
36:03 it’ll be 20, 40, 60. Okay. Thank you.
36:06 And, um, I don’t know how much, I don’t think we’ll be too bad
36:10 off as long as they continue to allocate
36:12 PICO, but if they stop the PICO, maybe they may start doing that
36:16 or reducing it, um, then we’d be
36:19 paying that to the charters. Cindy, I’m sorry to interrupt, but
36:22 I think, um, one of the bills I was
36:24 looking at had that starting in 23, 24. So we, we still have to
36:29 figure out which year that starts.
36:31 Right. I, I went and looked again and it’s, uh, engrows the, uh,
36:36 Senate bill 2502
36:39 has it in there as 2425, but we will double check. Okay.
36:44 And then this last one is also good news for the district where
36:54 before we would get these payment,
36:57 um, vouchers from just, you know, for here are all the vouchers
37:02 of all the scholarships. And then we
37:05 would have to take a look and go, okay, is this person really in
37:08 a scholarship? Are they really in
37:10 a district school? And then we’d have to do all the vetting and
37:13 then send it back up. Um, so this
37:17 language takes the school districts out of being the middleman,
37:21 um, which is very good for us. So the,
37:23 um, EDR, the, um, Office of Economic Demographics Research will
37:31 do the forecast and the DOE will take
37:35 care of the reporting and the scholarships and where everybody
37:39 is and leave us out of all of that.
37:42 So our funding won’t be affected. And then because we were
37:46 required to project,
37:48 and that’s pretty hard to protect, um, especially this year, of
37:52 how many students that are already
37:54 sitting in private school are going to take a scholarship. And,
37:57 um, so I’m, I’m very happy that
37:59 they’re taking us out of that mix. Any questions on that?
38:03 Will the, will the state then be verifying what you said just a
38:10 minute ago, which is,
38:11 you know, that it’s not someone getting a scholarship and they’re
38:13 sitting in our classrooms?
38:15 Will they, they’re handling that verification process also?
38:18 They’re, they’re handling all of that. Okay.
38:21 So, um, so that’s good news for us. And then, um, this is the
38:28 budget timeline that I’ve presented
38:31 over every time we’ve, uh, I’ve given an update. And in April,
38:36 you can see that, um, we’re doing
38:38 a pretty good job keeping up with, um, what we wanted to get
38:43 done. We, uh, are wrapping up the
38:47 matrices with all the directors. Um, legislation session ended
38:51 May 5th. We have the conference report
38:54 and right now we’re prioritizing what we’re going to move to do
39:00 is after we’re wrapped up with the
39:02 matrices, we’re going to take a look at the, the labor and then
39:06 we’re going to, and then we have all
39:08 these new, um, initiatives that are being submitted to us. And
39:13 so we’re going to take a look at all
39:16 those. What are the costs? What are, you know, increased costs,
39:20 bills, must pays, you know, FRS is a big one.
39:24 Um, we still, you know, uh, self, um, insured, uh, medical is a
39:31 big one that we need to take a look at.
39:34 So we’re going to pull all that together, see how much dollars
39:38 we think that we have to use
39:40 and then, um, allocate from there.
39:43 And I will be, um, I’ll go straight over here and it’s kind of
39:51 like the bucketized approach.
39:53 Um, and what we’re, when I say that, what I really want to do is,
39:58 you know, make sure that we project
40:00 what the expenses are, what the new initiatives are. And then we’re
40:05 really using a, uh, collaborate,
40:08 collaborative, um, effort with everyone to make sure that we’re
40:12 funding the things that make the most
40:16 sense to make sure that kids get the best education possible. Um,
40:21 and then we’re, so what, what I mean
40:25 about bucketized is we’re gonna have different categories. The
40:28 first two buckets are the ones
40:30 that have to be covered first, making sure that we have a
40:34 healthy financial condition and then making
40:36 sure that we can open the doors. So, you know, the cost, the
40:40 increase for utilities, self-insured health
40:43 insurance, FRS, has to be covered. And then we have other
40:47 categories that we’re putting all these things
40:51 in, um, you know, employee compensation, raises, are we gonna do
40:56 compression corrections, align, um, pay to
40:59 industry standards, what are those things? Academic, what are we
41:03 gonna target? I know I hear a lot about
41:06 making sure kids can read by three, third grade, um, target
41:10 initiatives to increase student achievement.
41:13 So what are those things? Behavior, athletics, uh, maintain
41:17 facilities, security, innovation. I think
41:21 innovation is so important because we have so many systems that
41:26 are just manual. I mean, it makes no sense
41:29 of how manual we are right now. So, um, we really need to invest
41:33 in, in the innovation. When you go into a
41:36 grocery store now, it kills me, but my daughter loves it. You
41:40 know, there’s only one line that
41:42 they check you out, but she loves to swipe everything, so she
41:47 does good. Um, and ESSER, what are the great
41:50 things that we’re already doing that we might want to continue?
41:54 So there’s all kinds of things that we
41:56 want to bucketize, put them in the different, um, sections, and
42:01 then we’re gonna get, um, you know, all the title one, all the,
42:05 you know,
42:06 look at capital, look at all the different funds, all the
42:09 possible revenues, and then figure out what makes
42:12 sense. You know, millage, you know, who, what can pay for what,
42:16 and, and then the priorities, and then you guys are
42:19 going to be part of that as we bring it to you when we have
42:21 these meetings. Um, I think that’s, Sue, you’re next.
42:29 Sue, you’re next. Okay, could you, the next slide please, thank
42:33 you. So I want to talk a little bit about the
42:36 departmental budget process going forward. Um, Cindy’s team has
42:39 been meeting with each of the departments,
42:41 and we have literally been going line by line, uh, with our
42:44 department’s input, as well as the budget
42:47 office input, and they’ve done a really good job trying to find
42:50 those areas where maybe we’ve double budgeted,
42:52 perhaps it’s budgeted in my budget, and also in the risk
42:55 management budget type of thing, or have we
42:58 budgeted for phones we don’t use anymore, though, all of those
43:01 questions. And so I’ve been really proud
43:04 of the work that Cindy and her team, uh, specifically the budget
43:07 office has done in asking, uh, difficult
43:09 and annoying questions of all of our departments, including mine.
43:13 So, um, I think that is going to
43:15 produce some good results. But what I would like to do as a kind
43:19 of a manner of practice is for each of
43:22 our departments to come to the board and do a kind of a 15
43:24 minute overview. This is what my department’s
43:27 about. These are the major programs that we’re doing. This is
43:30 how I’m funded. You know, I get,
43:31 in my department, several different revenue sources. I want to
43:34 talk about how those are deployed
43:35 throughout the operating budget and, and how all that works. And
43:40 I think most of our departments do have
43:42 different types of funding sources. Uh, we’ve been doing some
43:45 collaborative work with our federal
43:46 programs, uh, so that all of our departments who have programs
43:50 eligible for federal programs kind
43:53 of understand the big picture. Um, so I, I feel like this has
43:57 been a good effort so far getting us to
43:59 where we all kind of understand each other’s budgets, and we’ve
44:03 done a deep dive into the little items,
44:05 but I also want to present to the board and the community what
44:08 we are doing collectively from a
44:10 department point of view. So this is a new process for us here
44:15 at BPS and so I thought I would go first
44:18 as the facilities person. Um, I like budgeting so, um, I’m
44:21 comfortable just kind of being the guinea pig
44:24 for the process. So I will, uh, be in front of you next Tuesday
44:28 and talking about my budget. You will have
44:31 a, I would consider it a draft line item budget. We’re not at
44:35 this point asking for the board to approve the
44:37 budget. We’re just showing you what, what it is at this moment
44:41 in time. We still have to right size it
44:44 based on the revenues that we have available. So what you see in
44:47 the line item budget next week for me
44:49 might not be reality by the time we get to the June 27th
44:53 workshop and you have the proposed budget in
44:55 its entirety before you. But at least you’ll have a familiarity
44:59 with where we started and what’s in
45:02 my budget and what’s on in all the department’s budgets. The, um,
45:05 the, the budgets are difficult to
45:09 read. I mean, Cindy talked about a manual process. I mean, my
45:13 budget has got, I don’t know, there’s
45:15 probably about eight different, um, cost centers and there’s 32
45:19 pages and there’s a supplies line
45:21 item that’s about $500 on probably 12 of those 32 pages. So it’s
45:26 kind of hard to really consolidate.
45:28 So we’re also concurrently looking at how we can make that a
45:32 little bit easier to read without having
45:35 to pour through 32 pages of minutia. But I do want to be
45:38 transparent about what’s in our budget so the
45:41 board and the public can see what’s there. So we’ll be doing
45:44 that, uh, as you have reserved on your
45:46 calendars for, uh, several Tuesdays going forward from May 30th
45:50 through June, uh, working with our
45:52 departments to kind of schedule those. So you’ll have a, a
45:55 cadence of budget presentations by our
45:57 departments. And I think that’s it. So hopefully that’s, uh,
46:01 something that you all would like to see.
46:03 Uh, it will be a little bit time consuming, but I, I think it’ll
46:05 be worthwhile.
46:06 Anybody else have any conversations wrapped around this?
46:10 No, I, I am. I’m excited about this process. I know it’s, it’s
46:14 very tedious and I know it’s
46:15 a lot of work for each department, but I think it does really,
46:18 truly create a, um, a nature of
46:21 transparency to our public as well. Uh, just on that glide scale,
46:24 it starts for the 23, 24 school year.
46:26 So just so you know, I looked it up on the, just want to tell
46:29 you that’s all.
46:30 Okay. Um,
46:33 I, yeah, it’s, thank you. Yeah. Um, okay. And then none of our
46:43 questions were annoying.
46:45 We can discuss that offline.
46:49 I think, I think for, uh, for me, uh, thank you, Mr. Sinski. I
46:55 think that moving towards this as a model is
46:57 kind of scrubbed out some of the things that we may be able to
47:00 take a look at. I think, uh,
47:01 moving to this model, moving to more transparency, like we
47:04 talked about creating more of a understanding
47:07 budget for our, our consumers will get us further with the, uh,
47:10 transparency end. And I also wanted to
47:12 say as part of that, as long as we bring forward the, um, you
47:16 know what I mean, all of the spends inside
47:18 the department, besides just like the high level, each one of
47:21 the sections that we go through. So thank
47:23 you so much. Just like we did when I made those requests before.
47:27 So we’ll talk about it prior to it,
47:28 but I’m excited for the 16th. Ms. Sue is actually taking the
47:32 lead on this and for the, you know what
47:35 I mean? It’s, it’s going to be a great thing because I think
47:37 that this is long overdue. So thank you.
47:39 Yeah. Thank you. All right. Next up, did you want to speak to,
47:43 oh, you’re still going? I’m still going.
47:45 Millage. I know I was just, well, it’s, it’s the next topic. So
47:48 I was going to introduce it. The, uh,
47:50 millage, uh, implementation update, Ms. Cindy. All right. So
47:54 millage, it’s coming soon. Um,
47:58 and we’re very excited about it. A lot of work to be done. Um,
48:02 the board, the voter approved for the
48:04 millage, November 8th, 22, focused on recruitment and retention
48:08 of teachers, staff with, um, competitive
48:11 salaries and everything evolves around student achievement. It’s
48:17 one mill for four years of our
48:19 tax roll. Um, we’re going to receive the initial revenue in
48:24 December 23 and, um, charters get a,
48:29 a share based on their enrollment. And we are going to, the goal
48:37 is as long as, you know, uh, Russell
48:42 Cheatham and his folks, I don’t know, they, they’re like MacGyver,
48:47 um, because being able,
48:49 to get the payroll system to actually do this 20 pays is talk
48:55 about manual and a lot of work to,
48:59 to do. Um, hopefully we can automate it as we go. Um, I, I, I
49:05 have confidence we’re going to get there,
49:07 but it’s probably not going to be pretty, but August 31st, um,
49:11 we plan on having the first pay of, of
49:16 dollars to our, to our employees. So we can let them know now.
49:20 So they come back next year. Um,
49:23 and then also, you know, there were, you know, discussions and
49:26 we really looked at the cash flow
49:28 that’s available. Um, because, you know, uh, our funding is very,
49:35 very, um, half of our funding comes
49:38 in December. So when you’re trying to fund, you know, millage
49:43 and, and you’re not getting those
49:45 cash inflows, it’s difficult. However, we can cash flow with
49:49 capital dollars and that’s what we’re able
49:51 to do. So we are very confident that we’re going to be able to
49:55 cash flow the dollars for the August 31st payment.
49:58 And then just as a reminder, this is how the millage was broken
50:06 up. Uh, the majority of the dollars
50:08 go to compensation and benefits, 16% student programs and then
50:13 technology 4%. And right now,
50:17 this is one of those, uh, revenue sources for, to look at those
50:22 buckets. So as we look,
50:24 what makes the most sense, what to fund. So, you know, student
50:28 programs that hasn’t been decided
50:31 and, uh, the compensation, uh, supplements and the retention and
50:38 recruitment hasn’t been decided yet,
50:43 but we are going to do the payments, which is the majority of
50:45 the dollars.
50:46 I’m going to pause you right there just because I, you know, I
50:50 think anytime that we can bring this
50:52 conversation up and, and share it with our employees, the better.
50:55 And I don’t know how many of them are
50:56 going to be watching this later, but, uh, when we were in our
50:59 schools on Friday for a school lunch hero
51:01 day, I actually had a couple of really great conversations, one
51:04 with a group of custodians
51:05 and one with some of our cafeteria workers who are still, some
51:08 continue to be unaware that this is
51:10 coming. And I, I would like to say, I told one of my principals,
51:13 I think I just saved you a custodian
51:16 because someone who’d been with us for 22 years was getting very
51:19 frustrated. And, and I, I was like,
51:21 can you just hold on? Because next year, you know, how many
51:23 years have you been with the district?
51:24 She said 22. Okay. Next year it’s already been decided. You know,
51:27 it’s already been with the MOU.
51:29 It’s going to be $4,400 extra for the year. And she didn’t know.
51:33 And that’s not anybody’s fault,
51:35 but it’s just one thing we have to continue to put out there,
51:38 letting people know for our,
51:39 our veteran teachers, it’s going to be almost $7,000 a year
51:42 additional. Um, and so we, you know,
51:46 if people are sitting there on the line wondering, you know, do
51:49 I need to leave? Do I need to look for
51:51 something else when this is coming and it’s coming soon? And
51:54 thank you. It is not lost on me. The work
51:57 that your division has done, that, uh, Mr. Cheatham’s division
52:00 has done and everybody else in HR is going
52:02 to, is, has done and will have to do in the coming days to get
52:05 this started as soon as possible. Um, so,
52:08 but I just, you know, I think it’s really important every time
52:10 we can highlight that it’s coming
52:12 and that it’s coming soon and it will make a significant
52:15 difference, especially for our employees
52:17 who have been with us for the longest amount of time. Yep. And I
52:20 think that, um, one of the things
52:23 we have to be careful on is actually stating dollars because the
52:26 millage hasn’t come through and it’s
52:28 estimated to be more than what we had seen, but we haven’t seen
52:32 it yet. So, um, I think that they’re
52:34 going to be some very pleasantly surprised teachers. I think the
52:37 key though is, is that the millage doesn’t
52:38 come out for, I think another month or less coordinating and we’ll
52:42 talk about that in a second,
52:43 but, um, just wanted to make that great point, Ms. Campbell. And
52:47 I think we do have communications
52:48 going out this week after we decide that we’re all good. So
52:51 thank you.
52:52 Okay. So let’s get ready. Um, this is a four year program. Uh,
52:59 and again, I’m highlighting the 20 pay
53:01 supplement for employees and it’s, you know, based on years of
53:05 service. It’s never been done. Um, highly
53:08 manual time consuming, um, but we’re going to get it done
53:11 because it’s what we need to do. Um,
53:14 but as we do this, we also need to make plans as how are we
53:18 going to budget and expense these,
53:21 how are we going to create the reports? Because the reports are
53:24 going to be required. We’re going
53:26 to need to make sure that our oversight committee can follow all
53:30 the expenditures and make sure that
53:32 we clearly spend a hundred percent of those proceeds on, on the
53:38 areas that we told the community that
53:41 we were going to do. So that’s, you know, super important. Um,
53:45 we’re going to have audits. We’re
53:47 going to have oversight committee. We’re going to have questions
53:51 from the board. So as we’re planning
53:53 this, I just want to make sure that we have thought out simple
53:57 structure format reporting procedures. So
54:01 it’s clean and everybody can see where everything’s going.
54:04 So in order to do all of that, um, we are proposing that we have
54:11 a millage team,
54:13 um, just three people, uh, one person from payroll, one person
54:18 from HR, and then a grants person that is
54:24 more with the budget and able to, um, grasp all of the entire,
54:31 um, program and be able to work with
54:34 the oversight committee. Again, you know, maintain a culture of
54:37 audit readiness. If you’re always ready
54:39 for an audit, that means you’re doing things right. Um, easy
54:43 access for information. And the, the thing
54:47 that I want to do more than anything, uh, for this millage and
54:51 with the new initiatives that we’re doing
54:54 in the budget is to start really tracking the return on
54:58 investment. So we, you know, the millages for
55:01 four years, but if we want to continue, you know, we need to
55:05 show the community that,
55:08 hey, look at this, we did this, and this is the benefits. And,
55:12 um, so we need to make sure that
55:13 we remember that, you know, a promise made is a promise kept.
55:18 And I definitely want to be able to
55:21 show that we are producing the desired outcomes for any programs
55:25 that we use within the millage.
55:31 Okay. Any questions on this slide?
55:33 And then lastly, uh, we’re going to have a millage oversight
55:41 committee. And I think it’s super important,
55:44 just like, uh, uh, Ms. Hands, I, ICOC, ICOC. We’re kind of doing
55:51 mirroring her, uh, processes and how she does
55:55 all that important work. Um, and this is incredibly important
55:58 because this is a lot of dollars that the
56:01 community trust is with and it’s a great risk, a huge
56:04 responsibility. And so we’re going to have an
56:08 oversight committee and that’s going to increase visibility,
56:11 transparency, build community trust and
56:14 support. And, um, you know, and then, um, um, it’s going to be
56:20 impartial. Um, so there’s no district staff,
56:23 anything like that. And the, uh, application window is going to
56:28 open hopefully tomorrow.
56:30 And the goal is to have the, um, Brevard schools foundation is
56:38 they, they offered or they’re, so
56:42 they’re vetting it. So they’re going to look at those. They’re
56:45 going to, their committee is going
56:47 to take a look and, um, provide their inputs and recommendations.
56:53 And the hope is it goes to the
56:55 board by July 11th and we can get this, uh, committee set up and
57:00 ready to go.
57:05 Any questions? Ms. Hand, did you have something you wanted to
57:11 say?
57:11 No, I think Ms. Licinski covered it. We’re, uh, we’re very
57:13 excited to get started on, on all of this,
57:15 the, the payouts to our employees. Mr. Bruhn is ready with some
57:18 information to our employees that will go
57:20 out tomorrow and let everybody know what’s expected. And then we’ll
57:24 be doing some additional media and
57:26 such to just kind of make sure we put out the word about what’s
57:29 happening with the millage payouts.
57:30 And then our, our, um, citizens oversight committee have been
57:34 working with Ms. Kershaw and the Brevard
57:36 schools foundation. Their board is going to be the group that vets
57:40 the applications and makes a
57:41 recommendation to the school board. So, uh, Tammy’s been working
57:45 with us and we’re going to be, uh,
57:47 launching that application process probably tomorrow and be open
57:50 for about 30 days. We think the closing
57:52 date will be around June 9th to give the, uh, schools foundation
57:56 folks an opportunity to review the
57:57 applications. And we’re looking for seven to 11 members for the,
58:01 the committee similar to the
58:02 surtax oversight committee. Nobody else. All right. Thank you.
58:08 Next topic is community summit planning.
58:11 So I’m going to see if I can change. Oh, look at that. It worked.
58:15 I can change the slides from up here.
58:17 All right. So, uh, Mr. Susan had mentioned this concept, um, a
58:23 few meetings ago and worked with him
58:25 and, uh, Tammy to kind of put together, um, a concept for the
58:28 board to discuss as to how we might do this.
58:31 And so the first kind of discussion point is whether these
58:36 community summits will be, um, full board and
58:41 community members or whether a board member will take a lead or
58:44 some hybrid approach where a board
58:46 member is a lead and one or more board members, uh, participate.
58:51 Um, so that’s one question. Another
58:54 question is, is the, um, the topic areas and we’ve have some on
58:58 later slides that are ones that we’ve
59:00 talked about such as, uh, faith-based organizations, uh, health
59:05 care organizations, economic development
59:07 type folks. So I think there’s some, some very broad based
59:10 topics out in our community where we can
59:12 gather, uh, a group of folks that have an interest in those
59:16 topics. And then in my mind, the board member
59:20 who is leading this and the participants would jointly identify
59:23 the topics of discussion and kind of set
59:25 the agenda. We, as the staff would work through the logistics of
59:29 those meetings and then schedule
59:31 the follow-up. So I would imagine with all of those, there’ll be
59:34 some, hey, we ought to do X, Y,
59:36 and Z either on our part or on their part and have some tracking
59:39 of action items and follow-up later on.
59:42 So this is what I would call a straw man proposal just to get
59:45 the discussion started as to how
59:47 the board might want to work through this topic. I think, and if
59:50 you remember, um, uh,
59:53 I’m not sure if Ms. Jenkins was on the board yet, but Ms.
59:56 Campbell, if you remember in this,
59:57 Belford had sent out and said, Hey, can we pull together the
1:00:01 community mapping, right? And I think that
1:00:04 part of this is, is that we each have, uh, an organ, an area,
1:00:09 right? Whether if we go to the veterans,
1:00:12 which we were talking about, and I’ll go into dev here first,
1:00:15 then you have VFWs, American Legions,
1:00:17 and organizations that are inside of yours. I mean, uh, Gene,
1:00:20 you have the 45th Space Wing and Patrick
1:00:22 Air Force Base in yours, right? Um, so there’s just all these
1:00:25 dynamics that are inside of there that fall
1:00:27 into those and then having a summit where they come together
1:00:30 based on that. So when you first, if you can
1:00:33 put that back up, uh, Mike, so that I can see it, I wanted to
1:00:36 kind of go through that. We would identify a
1:00:39 topic and most of the topics, they all have to pretty much
1:00:42 follow the strategic plan, find out
1:00:44 some initiatives inside of that. Then we identify whole board
1:00:46 versus individual boards. There might
1:00:48 be some stuff that’s just specific to your area that we might
1:00:51 want to do, and you can utilize this plan
1:00:53 through process. The other pieces is identifying the
1:00:55 participants and stuff like that in there,
1:00:57 which we just spoke about the, um, community mapping. And then
1:01:01 through that, then meet with them and
1:01:03 suggest a agenda. Um, the ones that I have suggested had all
1:01:07 been groups that have approached me saying
1:01:09 they wanted to have this and they had a series of agenda items
1:01:13 that they wanted to speak to.
1:01:15 So, um, anyways, with that, if you wanted to continue to go, I
1:01:17 just wanted to kind of tie that up.
1:01:19 That kind of wraps up the, the overview. Um, we had looked at a
1:01:23 couple different, uh, scenarios. This was the,
1:01:26 the, a little bit more detail on the veteran and military, uh,
1:01:29 discussion.
1:01:30 Yeah. And Mr. Susan, I think you had some contacts with folks in
1:01:34 that arena that perhaps wanted to get
1:01:36 together with us and had some potential discussion topics. And
1:01:39 then the last slide was just simply
1:01:41 some additional, uh, topic areas that we thought the board may
1:01:44 be interested in engaging with those
1:01:46 sectors of the community. Yep. And so for instance, if you’ll go
1:01:50 back one Ms. Hand, if I could explain the,
1:01:52 how this connects to our strategic plan, I sat in there and gave
1:01:56 this to Tammy the other day. And Tammy said,
1:01:58 wow, if you would explain it, it would, it makes it a whole lot
1:02:00 better. Right. So besides me getting
1:02:02 up there and doing a whiteboard, um, basically we have, uh, some
1:02:05 of our strategic plans are, uh,
1:02:07 retention and recruitment. Um, you know what I mean? Program
1:02:11 expansion, program alignment,
1:02:12 and all of those things inside of our strategic plans. So for
1:02:15 instance, you have retention of students.
1:02:18 One of the things that we have right now is, is we are trying to
1:02:22 be competitive with charter schools
1:02:23 and stuff like that. So if a military family comes here and they
1:02:26 say, Hey, I’d like to go to school.
1:02:27 If we have an onboarding package ready to go as part of it, that
1:02:31 is in line with the needs of the
1:02:33 families that may change every year, then we’ll be able to
1:02:35 attract most of them. We already have that.
1:02:38 And it’s a great process. One of the best ones is over here at
1:02:40 quest, but how do we do that to make
1:02:42 sure that all of our teeth, 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 want to just be stagnant. The other thing is, is
1:02:48 like recruitment of, um, employees.
1:02:51 So like we could do a better job of having that pipeline coming
1:02:56 from the veterans who may be
1:02:58 retiring and stuff like that. So for your career and technical
1:03:01 programs, many of our veterans organizations
1:03:03 that are out there, um, you know, they’re coming off being, you
1:03:07 know, F 22 fighter pilot mechanics
1:03:10 would be perfect for going into our aviation program and stuff
1:03:13 like that.
1:03:14 But we have never really tried to connect that from the bases as
1:03:17 the retiring as an option to be out
1:03:20 there. So how that component works, um, you also have it for ROTC
1:03:24 instructors. Um, and many of the wives
1:03:27 of servicemen are very degreed and they would be able to fill as
1:03:31 teachers. Um, the office that I work at,
1:03:34 three of the owners of the company all have wives. They’re all
1:03:38 military and all of their wives while they
1:03:39 were in the military or were all teachers. So there’s an
1:03:42 opportunity to attract maybe some of
1:03:44 them that were, that have degrees to come to work for us too. So
1:03:47 there’s this whole dynamic inside of
1:03:49 there. Um, the other thing is, is that Kennedy Space Center and
1:03:52 45th Space Wing could give on the job
1:03:53 training to many of our workers. Um, many of our, our employees
1:03:56 could work over the summer. Um, you have
1:03:59 program alignments for like a girl state, boy state. Just so you
1:04:03 guys know, many of our programs like, um,
1:04:05 girls state had a low participation this year. So they were
1:04:08 saying, Hey, how can we actively do this?
1:04:12 You know what I mean? Get it into the schools. And I think that
1:04:15 that’s just having a place where
1:04:16 we can discuss that. I talked to the director of that. Um, there’s
1:04:19 many scholarships as you guys are
1:04:20 aware of. So like the, um, American Legion and those guys give
1:04:23 out a thousand dollar scholarships for
1:04:25 giving it. The problem is, is as a former history teacher, they
1:04:28 would come to us in March and say,
1:04:30 Hey, we got the scholarship and it’s about the American
1:04:32 revolution, but we taught that like six months ago.
1:04:35 So I couldn’t stop my class to teach a class, to have them write
1:04:38 a scholarship thing on it because
1:04:39 it was not pertinent to the timeline. So working with them on
1:04:43 alignment of where in our curriculum,
1:04:45 the dates that they need those and what we would be creating. Um,
1:04:48 and then you have STEM opportunities
1:04:50 through expansion 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 that we do a good job in
1:04:59 many of these, but it’s a way of us
1:05:00 getting to do it better and expand in those areas. So that’s, I
1:05:04 didn’t do a good job of explaining how
1:05:06 they tie together and I can do it for all the other ones. But I
1:05:09 think that that would be some of the topics
1:05:11 and the idea would be that we would, um, have them come in and
1:05:13 do like a, Hey, we’re going to set up a summit.
1:05:15 And then we would announce a day in the summer and then they
1:05:18 would meet them.
1:05:19 So I think the question that Ms. Hand has is that in many of
1:05:24 these, as we’re moving forward,
1:05:27 did you guys want to meet as one or as five? And I said that we
1:05:31 probably all should, but being the
1:05:34 fact that I don’t want to speak for the board, we could notice
1:05:36 it for five, but then it just be an
1:05:38 informational thing that if you want to come, you can. And if
1:05:40 you don’t have to, if you don’t want to,
1:05:41 does that make sense? Yeah. So, uh, thank you for, for the
1:05:44 question and, um, for the idea. And I
1:05:46 think it would be a very positive thing. Um, so when we talk
1:05:49 about whole versus individual, I’m leaning
1:05:52 towards whole, um, because, you know, we don’t all have the same
1:05:58 kind of, um, community connections.
1:06:01 And so we’d have, we each have different strengths and different
1:06:05 areas where of influence, but it would,
1:06:08 so that will, I think it’ll assist for us all to be a part of
1:06:11 that to help build those connections
1:06:13 with the areas that we may not be as connected with. Um, and
1:06:16 also it just, it, it develops a
1:06:18 more unified appearance to the public of us as a board. And it,
1:06:22 and it also makes sure that we can all
1:06:24 participate so that it’s not one member coming as the, the, the
1:06:28 person who has all of this information
1:06:31 about this particular area. That being said though, as I said,
1:06:34 we all have different strengths. I think
1:06:36 it would be good for each of us to take the lead, a different
1:06:39 board member to take the lead. Uh,
1:06:41 I think Sue, that’s where Sue was, um, getting to in depending
1:06:46 on the area of, as far as develop,
1:06:48 meeting with the, the key stakeholders, developing the agenda. I
1:06:51 think that would be really good to
1:06:53 just kind of, uh, rotate that, um, you know, which, which board
1:06:57 member will be taking the lead. And, and then just
1:07:00 advertising it. And as you say, if it’s something that we can’t
1:07:03 get to, it’s not like a board meeting
1:07:04 where we’re going to be voting, whatever. It’s something that
1:07:06 won’t work for the schedule. We
1:07:07 will, we’ll try to work around as many board members as possible.
1:07:10 But I think that would be a good idea
1:07:11 for it to be all of us. If I could speak to that real quick and
1:07:14 let me just align it. I truly believe
1:07:17 that this should be not as much of a person on the board, as
1:07:21 much as the superintendent collaborating with
1:07:25 the groups and have the board as support with our individual
1:07:30 areas to drive. So for instance, and
1:07:32 I’m sorry, I just wanted to kind of jump in there because I didn’t
1:07:34 want it to get down a tangent.
1:07:35 Sometimes by the time I speak, it’s like it takes forever, but
1:07:38 like career and technical, we all have
1:07:40 areas in our, like you have Palm Bay, right? And I’m not sure
1:07:45 which one of you has Kirby street,
1:07:46 but that’s a major manufacturing center, right? And having those
1:07:49 connections to yours, bringing them to the
1:07:51 table and then allowing you Sue to be the communicator for that
1:07:55 meeting, I think would probably be the
1:07:58 best. That way it’s not like somebody’s being in charge. Does
1:08:01 that make sense to you? Because like
1:08:03 faith-based organizations, I have a ton of them that I work with
1:08:06 already in the center part of the county
1:08:08 and it would be weird. You know what I mean? Does that make
1:08:10 sense to you? And I shouldn’t lead some
1:08:12 of them. So yeah, I think, I think we will need some assistance
1:08:16 from board members as to who should be
1:08:18 invited to the table. So that, that will be helpful on your part.
1:08:23 And we can certainly handle the logistics
1:08:25 and the meeting preparation and bringing in the correct staff
1:08:28 folks, depending upon the topics.
1:08:29 And I do think it’s important for us to frame an agenda so that
1:08:35 we’re not just talking randomly,
1:08:37 that we at BPS have, these are the five things we want to cover.
1:08:41 And then the participants may have
1:08:43 five things that they want to cover so that there is a targeted
1:08:46 agenda with the, the understanding that
1:08:48 we will come back again next year or next six months or in some
1:08:52 period of time and reconnect,
1:08:54 follow up and potentially have a new set of, of tasks. So that’s
1:08:58 kind of my thinking on it,
1:09:00 Mr. Susan, if that makes sense. Yeah. And I think that if we
1:09:04 work on creating those community
1:09:05 connections inside of our district based upon the strategic
1:09:08 planning and everything is kind of
1:09:10 consistent with what we had prior with the community mapping and
1:09:13 some of the other stuff.
1:09:14 So I think it’s a good, um, could kind of flow. And I just
1:09:16 wanted to kind of jump in there and do that.
1:09:17 So Ms. Wright, you were, had something to say.
1:09:20 Uh, no, I, I love this idea. I’m definitely leaning towards, uh,
1:09:24 the board as a whole.
1:09:25 I think, um, just from a logistics standpoint of how we’re going
1:09:29 to look at, at creating a summit
1:09:31 over six different topics. Um, it might be better suited for us
1:09:35 to narrow it down to four and maybe
1:09:37 do one a quarter, uh, because it sounds like it’s going to be a
1:09:39 pretty large undertaking for our staff
1:09:41 as well as capacity and all that. So I think, um, I like the
1:09:45 idea of us all being involved in this
1:09:48 because we do all have different relationships and different
1:09:50 strengths. And so I think if my vote
1:09:52 would be, Hey, let’s, let’s all be part of it. And I mean, there’s
1:09:55 six here. It’s what are you,
1:09:57 what are your thoughts on how many? Cause there’s different
1:09:59 categories here. And I know that’s
1:10:00 could become a conversation to have on which ones we want to
1:10:02 look at or not look at, or do we want
1:10:04 to do all six. So yeah. Can you pull that back up so we can see
1:10:07 it? I think I have it. Yeah.
1:10:09 Yeah. I mean, we can, you know, the, um, faith-based and the
1:10:16 veterans were the first ones. Maybe we just
1:10:17 get through those and then we see how they are depending on how
1:10:20 large and then we add the others as we go.
1:10:22 Something like that. Yeah. I, I would suggest a pilot project
1:10:26 would be good to start. Let’s see how it
1:10:27 goes. Yeah. So maybe we start with the veterans ones and then
1:10:32 depending on how that goes, we set
1:10:34 out the next ones. But I think this aligns with our
1:10:37 communications and connections to the community.
1:10:39 So I think it’s good. So I, um, where I was going with this
1:10:44 while I’m listening to this is this sounds
1:10:50 like it’s involving the board in the process that was already
1:10:52 taking place with the previous
1:10:53 superintendent, which is a good thing. Um, establishing those
1:10:57 community connections.
1:10:58 My feeling of this is similar to what Mr. Susan was saying is I
1:11:03 actually don’t think this should be
1:11:04 driven by the board. The board obviously needs to participate
1:11:07 with the communication or with the, um,
1:11:08 relationships that they have and, and communicate that to the
1:11:11 superintendent. And I want them to,
1:11:13 I think we should be involved and be there. Um, but I think the
1:11:17 purpose of this is to ensure that the
1:11:19 people who are participating and the organizations that are
1:11:22 participating, that their voice is being
1:11:24 heard. Uh, and that the superintendent is there to be the
1:11:27 liaison to communicate what’s happening
1:11:29 within the school system. And the board is really there to
1:11:31 listen, um, to help give them guidance in case they
1:11:34 want to make some kind of decision going forward. Um, so I don’t
1:11:37 really know how I feel about like a
1:11:39 individual board member taking on a topic because I, I don’t
1:11:44 really think that’s the most beneficial
1:11:46 way of using this. I think we should be there and we should
1:11:48 participate and, and invite, um, all the
1:11:50 connections that we have. So that way it’s the entire county and
1:11:53 not one area. Um, but I think this is,
1:11:56 I think this is a role that’s best for the superintendent. So
1:11:58 those people can be heard.
1:12:00 I could speak to that real quick. Um, one of the problems we
1:12:04 have is there’s a going thought
1:12:06 process in the community with many businesses that their voices
1:12:10 aren’t heard, um, as they make pitches
1:12:12 to the school districts and stuff like that. So this kind of
1:12:15 gives that, um, direct pipe. So I think
1:12:18 I agree with you, whereas the superintendent should be the
1:12:21 person that kind of facilitates, but I think
1:12:23 the board’s role is to listen and then push the initiatives that
1:12:27 are kind of agreed upon by the
1:12:29 group as far as from a policy perspective, if anything needs to
1:12:33 be changed and from a budgetary
1:12:34 perspective, if we need to add some revenue to something, does
1:12:37 that make sense to you? Yeah, I, I think
1:12:39 the pilot project will illustrate how that works because I, I
1:12:44 think, I think you both have, um, very valid
1:12:49 points and I think it will depend on the discussion topic. Some
1:12:53 of this might be, you know, a staff
1:12:55 driven program that is just really easy for the staff to, it’s a
1:12:59 staff function. Some of it might
1:13:01 be a discussion on the policy level. So I think you could have
1:13:04 either of those circumstances. And so,
1:13:07 I think the superintendent driving the, let’s have the meeting,
1:13:12 board members participate in the
1:13:14 participants and the subject, the topics for the agenda. And
1:13:19 then we go from there. But I, I, that’s why I
1:13:22 think that the pilot project will have some value because I do
1:13:26 think there might be policy level
1:13:28 conversations and there might be, um, you know, technical staff
1:13:31 driven type conversations too.
1:13:33 Sounds good. We’re good. Yep. All right. Um, next up is imagine
1:13:41 language and literacy.
1:13:43 Yes. Sorry. Can I just ask one question? Yes, sure. Go ahead. I’m
1:13:47 like, where, where is this landing?
1:13:48 What, what, I don’t feel like a real decision was made about
1:13:50 this. So that’s where I’m just.
1:13:52 So I was going to meet with Sue, talk about the veterans as
1:13:54 being the pilot project. We would put
1:13:55 together that and then bring it back to the board as a plan.
1:13:58 Okay. 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. Is that
1:14:03 okay. Well, I mean, that’s what I’m like,
1:14:04 I’m like, because I think we just said we’re not going to, it’s
1:14:07 not going to be led by a board member
1:14:09 and then you’re leading it. So I think, um, I think the reason I’m
1:14:13 doing that is because it was my
1:14:14 idea and initiative to start creating these. So I should be kind
1:14:17 of the one that puts it together with
1:14:20 her. Well, and we would all at that point be tasked with going
1:14:23 back to our connections within our areas
1:14:25 of where we’re at and bringing in military veterans, those types
1:14:28 of people in our area. Correct. Is that
1:14:30 what you’re saying? Yeah. I’m just trying to make sure I’m on
1:14:31 the same page on where is this landing
1:14:33 and where are we going? I love the idea. I think we serve a huge
1:14:35 benefit to them. They serve a huge
1:14:37 benefit to us. And I think it’s a good partnership that we just
1:14:39 need to connect. Um, I, I like the idea
1:14:42 of my mic isn’t even on. Sorry. I’m not something to be helping.
1:14:44 Uh, I like the idea of this being a
1:14:47 collaboration with all hands on deck, so to speak, because you
1:14:50 don’t want it to fall under one person. And if that one
1:14:53 person isn’t here, then what happens? And there’s no way they
1:14:55 can do it. And that goes for all of us,
1:14:56 because we’re all not going to be here one day. So, um, it needs
1:15:00 to be a something that we set up and
1:15:01 organize that will remain past us and help benefit our county.
1:15:05 So I like the idea of it. I just was
1:15:07 trying to figure out where is this landing now that we’re, we’ve
1:15:09 discussed it. So, so I would say my
1:15:11 first step would be to ask Tammy to reach out to each of you and
1:15:14 say, if you have connections in the
1:15:16 military veteran community, please let Tammy know. And then we’ll
1:15:20 start to build a roster and then
1:15:22 start to reach out to those folks and build an agenda and we’ll
1:15:25 set a date and we’ll kind of work
1:15:27 from there. Does that sound okay with everyone? Sounds good.
1:15:30 Yeah. And I think, I think the idea
1:15:32 is, is to grab people who are a part of the process of the
1:15:35 school district. Like we have a lot of veteran
1:15:38 friends that are in the community, but they may not be the ones
1:15:41 we want to community map. It might be
1:15:42 your American legions. It might be your 45th space wing, those
1:15:46 kinds. You know what I mean? That have
1:15:48 part of our strategic planning can add to it. So that’s all.
1:15:51 Okay. Sorry. Thank you for the clarification.
1:15:52 Sorry. Yeah. I forget about making the details. Sorry about that.
1:15:56 All right. Next up is language and literacy.
1:15:58 Skinner, come on up. So I’d like to introduce Ann Skinner. She’s
1:16:01 our district ESOL coordinator and
1:16:04 she briefed us on this PowerPoint and project a week or so ago
1:16:10 and it was very informative. Being
1:16:12 the facilities person, I learned a lot about our ESOL students
1:16:16 and I appreciated the depth that you went
1:16:18 into to show us how this product is used and how you are helping
1:16:21 our students in that arena. So
1:16:23 she will give you a briefing on this, this system. Hi, everybody.
1:16:31 Thank you for having me today.
1:16:33 Like Sue said, I’m Ann Skinner, the ESOL coordinator. We in Brevard
1:16:38 County are part of this
1:16:41 Title III Part A English language acquisition, language
1:16:46 enhancement and academic achievement grant.
1:16:49 This is our Title III federal grant. In this grant, we support
1:16:55 our English language learners
1:16:58 our goal. And our goal is to help them access challenging state
1:17:01 academic content, increase student
1:17:05 academic proficiency on their ELA statewide assessment. In
1:17:08 addition to that, our ELL students have the WIDA
1:17:12 access for ELLs assessment and standards. So we’re also looking
1:17:17 at growth with their WIDA proficiency.
1:17:23 Since 2017 in Brevard County, we have increased over a thousand
1:17:29 students
1:17:30 in our English language learners. We classify the English
1:17:35 language learners as either LY, who are active
1:17:39 in the program right now, or LF. That means they’ve graduated
1:17:43 from the program per se. We’ve dismissed them
1:17:45 from the program because they’re on grade level, but we still
1:17:48 monitor them for two years. We still support
1:17:50 them making sure their grades are on grade level, make sure they’re
1:17:53 still passing statewide assessments,
1:17:55 compliance wise, just to make sure they’re still on track. So in
1:17:58 those numbers, we have included both
1:18:01 our LYs and our LFs, our students. And you can see that we are
1:18:08 on a trajectory of uptick as we’re going to just continue
1:18:12 to grow as this population grows. Previously, the ESOL
1:18:20 department has supported these students with two
1:18:25 computer programs. Rosetta Stone for our fourth through 12th
1:18:29 graders and Learning A to Z for our fifth or
1:18:33 kindergarten through fifth graders. Rosetta Stone is a language
1:18:37 acquisition program. It is
1:18:39 word calls like flashcards. And Learning A to Z is a
1:18:44 supplemental literacy program.
1:18:51 In the fall of 2022, we started looking at our ELLs subgroup
1:18:56 data. In Brevard County, our graduation rate
1:19:01 of our ELLs since 2017-18 dropped almost 10%. Our third grade ELA
1:19:09 proficiency of our sub-EL group, our English
1:19:15 language learners also dropped in third grade from 2017-18. We
1:19:21 also looked at our WIDA access for ELLs
1:19:27 proficiency growth. So we’re looking at our learning gains for
1:19:32 our ELLs. And in 21-22,
1:19:36 our learning gains was below 60%. So we started looking around.
1:19:49 We felt like there was a need for a more
1:19:52 impactful program and something that would make a bigger
1:19:54 difference for our students academically.
1:19:57 The Bureau of School Improvement recommended Imagine Language
1:20:03 and Literacy to both Endeavor and Creole
1:20:06 elementary school when it was reached out to them to ask what
1:20:09 was an effective program for our ELLs.
1:20:11 So the Bureau of School Improvement gave approved Creole and
1:20:17 Endeavor’s request. And both Creole and
1:20:19 Endeavor purchased the license for all their ELLs in their
1:20:23 school from this recommendation.
1:20:25 I also reached out to like sizes and other ESOL coordinators
1:20:30 around the district,
1:20:32 talked to other people in the ESOL departments of other programs,
1:20:36 and every one of them came back to me
1:20:38 Imagine Language and Literacy. So in November, I purchased 800
1:20:45 individual licenses for 800 of our newcomers,
1:20:49 non-English speaking students, K-12 in our schools.
1:20:54 So we’re going to take a look at Miami-Dade, Broward, and Seminole
1:21:04 County.
1:21:04 Right now, Imagine Language and Literacy is in 50 districts
1:21:08 throughout Florida.
1:21:10 And Miami-Dade, Broward, and Seminole have all been using
1:21:14 Imagine for more than five years.
1:21:16 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 that does both
1:21:27 language acquisition and literacy
1:21:29 together. They’re not separate. It’s combined and the data is
1:21:32 together and teachers are able to track
1:21:35 it better and it’s all in one place for them. So we can see that
1:21:38 growth together.
1:21:42 Since 2017 and 18, Broward was pretty close to Miami-Dade with
1:21:49 our graduation rate and our L subgroup.
1:21:51 Now, Broward, right now, if you combine our LYs and our LFs, we
1:21:59 have 4,233 English language learners,
1:22:03 or around about 5% of our student population for Brevard County.
1:22:09 Where Miami-Dade has a much higher
1:22:11 percentage with 98,000, Broward has 42,000, and you can see Seminole
1:22:17 County is a little bit less
1:22:18 than us at 3,600. So where Miami-Dade stayed about the same with
1:22:25 their graduation rate, again,
1:22:29 Brevard dropped 10% with our ELLs subgroup. And now we’re also
1:22:34 below the state average or the state
1:22:38 level for graduation rate for our ELLs. So looking at this data,
1:22:44 we looked at Imagine Learning. Imagine
1:22:48 Learning is a large company that has many different types of
1:22:54 material and courses in it, and we in the
1:22:57 ESOL department is looking at purchasing only Imagine Language
1:23:01 and Literacy under their ELA and Literacy
1:23:04 section of their company.
1:23:06 So why Imagine Language and Literacy? It covers grammar, it
1:23:13 covers oral vocabulary,
1:23:15 and it covers literacy skills, including all the foundational
1:23:19 skills, fluency, and comprehension.
1:23:22 But what makes it so successful is it also comes into 15 home
1:23:26 language. These directions and supports for
1:23:29 the students are in their home language. And then the lessons
1:23:32 itself are in English because it is an
1:23:34 English language acquisition program, so they are acquiring
1:23:38 English. But as they acquire more English,
1:23:40 their home language supports lesson. So it’s like a, it’s a
1:23:43 scaffold. So some of our ELLs will go back to
1:23:47 their home country for a couple months in the summer. And if
1:23:50 their language acquisition, their English
1:23:52 level is lower when they come back, it’ll adjust for that. And
1:23:55 then it’ll retest them as they work
1:23:57 through the program and start taking away that support as they
1:24:00 no longer need it. So it’s really fluid and
1:24:03 it’s really nice for the students as they’re acquiring those
1:24:06 supports go away. But if the supports go away too
1:24:09 soon, there’s also an interpreter button that they can push that
1:24:13 the directions will go back in their home
1:24:15 language compared to other programs.
1:24:18 So we purchased those 800 licenses in November. And in November,
1:24:27 we did teacher training on it and we got
1:24:30 the program out there. And you can see as our usage went up each
1:24:33 month, by April, we reached our goal of 60
1:24:36 minutes a week for those students using imagined language and
1:24:40 literacy.
1:24:41 So we have over 103 schools using this program right now with
1:24:48 our 800 licenses.
1:24:50 On the left side is the chart of the top schools that has the
1:24:58 most usage that have 15 or more students
1:25:01 using it from their school. For example, Medellin Intermediate
1:25:05 has 29 students right now in Imagine
1:25:08 and they are one of our top schools in their usage. And you can
1:25:12 see it’s gone above the 60 minutes
1:25:14 because these families are taking advantage of it and using it
1:25:16 at home, at night, on the weekends,
1:25:19 trying to help those students acquire their English. The column
1:25:23 or the chart on the right side
1:25:25 is also our top usage. But these are our schools that have one
1:25:29 to 10 students in the school using it.
1:25:31 For example, McNair Magnet has eight, Sherwood has six. So yes,
1:25:36 they have a smaller amount of L’s
1:25:37 in it right now, but they’re also taking full advantage and
1:25:41 using the program as much as possible
1:25:43 for their students.
1:25:46 Again, we do have 103 schools using it, and many of them are in
1:25:50 that 60-minute-a-week average.
1:25:52 These are just the top 10 of each of these categories.
1:25:55 So our current plan right now is we have 800 individual student
1:26:03 licenses between November and June 30th.
1:26:05 These are for our non-English speakers, plus Creole and Endeavor
1:26:10 also purchased their student licenses.
1:26:13 Where we’d like to go is we’d like to expand this and put all 3,500
1:26:19 of our LY students in it
1:26:21 for summer, for summer enrichment ESOL program, for our high
1:26:26 school senior program,
1:26:27 and to make sure that it supports our students over the summer
1:26:31 and they don’t have that summer slide.
1:26:32 Then we’d like to start our new contract July 1, again, to
1:26:38 support the students so that summer slide
1:26:41 doesn’t occur and so that it starts right away in August.
1:26:44 So when the teachers come back, it’ll already be in their
1:26:47 schools and their kids will already
1:26:49 be enrolled in it and they can start working on it right away in
1:26:51 August.
1:26:51 With our federal grants, sometimes the funding doesn’t come
1:26:55 until end of September, October,
1:26:57 and then it’s November until you get the programs into the
1:27:00 schools.
1:27:01 So if we used our federal grants now, we could start the renewal
1:27:05 process and start the contract in July 1
1:27:09 and there wouldn’t be that loss of coverage and there wouldn’t
1:27:12 be that gap for our students and our teachers.
1:27:17 So again, our goals and our outcome always for our ELs is to
1:27:20 improve their academic proficiency on ELA state assessments,
1:27:23 their overall English language proficiency and growth, and their
1:27:27 graduation rate.
1:27:28 And we do this by expanding this program so that all of our ELs
1:27:31 would have access to it.
1:27:33 We continue the program implementation for the teachers with
1:27:36 learning opportunities, data chats,
1:27:38 and using the direct instruction lessons and the reteach lessons
1:27:41 on this program also.
1:27:42 Thank you for your time today.
1:27:49 Ms. Sue, you had something to say?
1:27:53 No, thank you, Ann. Other than just wanted to let you know this
1:27:59 is on your agenda tonight
1:28:01 under the procurement to approve this, the purchase of the
1:28:04 software.
1:28:05 Thank you.
1:28:07 Anybody have any questions?
1:28:08 Yeah.
1:28:08 So when I started with Brevard Public Schools, we had about 70
1:28:13 different,
1:28:14 or I’m sorry, 60 different languages and dialects. Where are we
1:28:17 now?
1:28:17 We’re still at 60.
1:28:18 Okay. And I was just curious because, I mean, obviously we had
1:28:22 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
1:28:30 learners, which can contribute to that. But I was curious if
1:28:33 whether or not that was part of the problem.
1:28:37 There was a slide that had mentioned the 15 languages that it
1:28:40 supports. Do those happen to align with the top
1:28:44 languages that we have here in Brevard?
1:28:45 Yes, absolutely. So our top five languages in Brevard County
1:28:53 right now
1:28:56 is Spanish. Portuguese has actually surpassed Haitian Creole
1:29:00 this year for the first time.
1:29:02 Haitian Creole and Vietnamese are our next two languages.
1:29:09 Chinese is also one of our top five. But actually, let me take
1:29:15 that back. Arabic has surpassed Chinese
1:29:18 now. So Arabic is our fifth highest language. The one program on
1:29:22 there that they don’t have,
1:29:26 that we saw an uptick in this year for the first time, is
1:29:28 Ukrainian. Because we have a lot of wonderful
1:29:30 families that are supporting our war refugees. Some of our
1:29:34 Ukrainian families speak Russian and some of
1:29:36 them speak Ukrainian. So if they speak Russian, it is supported
1:29:40 on here. And the company is working on
1:29:42 Ukrainian to support our war refugees coming in and our families
1:29:45 that are supporting them. But what we’ve
1:29:48 also been told is what their students are doing are using just
1:29:51 the English version only if their
1:29:53 language is not on here. Like you said, we do have 60 languages.
1:29:57 Tagalog is on here, but there are other
1:30:00 languages on here that aren’t that like Swahili is not on here.
1:30:04 And we have a couple of Swahili
1:30:06 students. So they would just use English and their rate of
1:30:10 growth is not as fast, but it’s faster than
1:30:12 any other program that they’ve used, we’ve used previously. And
1:30:15 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 and their content area
1:30:28 teachers aren’t teaching them second grade or
1:30:30 third grade grammar that they need to help support language
1:30:33 acquisition. So this is filling in those
1:30:35 holes and those gaps for them.
1:30:36 Tanya Brown: Is there an option to this tool for access at home
1:30:42 over the summer? And I understand that,
1:30:45 you know, if we’re not providing the technology and they don’t
1:30:47 have it, then they can’t utilize the
1:30:49 service. But is there an option if they do have access to that
1:30:51 technology, if they could utilize it?
1:30:52 Tanya Brown: Yes. So this program is 100% completely supported
1:30:56 if they choose to use it at home. And when
1:30:58 I was showing that usage earlier, the average is 60 minutes a
1:31:02 week in school. But some of our families,
1:31:04 you can see, are using 80, 100, 120 minutes a week, because they
1:31:08 are using at home at night on the
1:31:09 weekends. And that was the idea behind starting the next
1:31:12 contract in July 1. So that students would have
1:31:15 it all summer long and there would not be a break in their usage
1:31:18 if they choose to use it from home.
1:31:19 Tanya Brown: Awesome. Thank you.
1:31:20 Tanya Brown: Ms. Campbell.
1:31:22 Ms. Campbell: Thank you. And I remember, Ms. Scanner, back in
1:31:26 the day, first meeting you at
1:31:27 Endeavor when we were doing our coaching that year. So, you know,
1:31:31 actually, one of the stats that shocked
1:31:33 me was the number of students at Endeavor, 595. I mean, that’s,
1:31:37 I don’t know, I remember what the
1:31:39 student count is there, but that’s well over 60% of that student
1:31:42 population.
1:31:43 Tanya Brown: Well, Endeavor bought a site license. So they
1:31:45 bought it for everybody in their school.
1:31:46 Tanya Brown: Okay.
1:31:47 Tanya Brown: Not, not all 595 are using it, but they do have
1:31:51 over 240 students in the ESOL
1:31:55 program right now. And they are our top school with four ESOL
1:31:58 teachers because of, and they are continuing to
1:32:02 grow. So they are our top elementary school. Tanya Brown: And
1:32:05 you bring up a good point,
1:32:06 because what, what is the minimum number of students you have to
1:32:09 have to have a full-time
1:32:10 ESOL teacher? Tanya Brown: 50, 5-0. Tanya Brown: So our schools
1:32:13 that have less than 50 students are,
1:32:15 this is really vital because they don’t have that dedicated
1:32:20 professional that’s coaching them every
1:32:23 day. Tanya Brown: Right. And so a lot of them, schools have to
1:32:26 have 15, 1-5, 15 students in the same
1:32:29 language to get an ESOL IA at their school. Tanya Brown: Right.
1:32:31 Tanya Brown: But they have to have 50 to
1:32:34 have an ESOL teacher of any language. So a lot of times these
1:32:38 students, five students in a school,
1:32:41 six students in school, they don’t have that support of an IA or
1:32:44 an ESOL teacher. So this is really
1:32:46 helping our schools and our families have something that meets
1:32:49 their needs right away,
1:32:51 right where they’re at, because they take a placement test and
1:32:53 it actually puts them in a certain level
1:32:55 for oral language. It puts them in a different level for grammar
1:32:57 and it puts them in a different
1:32:59 level for literacy. So they’re on three tracks in all three of
1:33:02 those areas to help support their growth.
1:33:04 Tanya Brown: Yeah, I think that’s fantastic. So you answered the
1:33:07 question of I had same, you know,
1:33:08 can they access it at home or on their own? And it sounds like
1:33:11 right now they have, while we have
1:33:13 this license. In the elementary schools, is this, and I think I’ve
1:33:17 seen this, when they have their
1:33:19 IREADY time, are our ELL students doing this instead of IREADY?
1:33:24 Tanya Brown: So that’s the goal for them,
1:33:26 especially our non-English speakers, because right now they can’t
1:33:29 successfully handle IREADY because
1:33:31 they don’t understand what it’s asking them to do. They don’t
1:33:33 know what they’re doing in it. So this
1:33:35 will be in replace of it for now, but then as they become
1:33:38 limited English speaking and they gain more
1:33:42 language acquisition, then they can kind of do a combination of
1:33:45 both, or they can get one done
1:33:47 first and then move to the other one. Because some of our ELL
1:33:50 students are using Lexia to support
1:33:52 them in their tiered intervention also. So, but this is the only
1:33:56 one we have out there that’s in their
1:33:57 home languages right now. Tanya Brown: Yeah. So I very much
1:34:02 appreciate the data from the other
1:34:03 districts. And I know this is a long game plan, but I would very
1:34:07 much appreciate any short-term
1:34:09 progress that can, that is noted that we can get back. So, you
1:34:13 know, I’d love to have some follow-up
1:34:15 next year, but sooner if possible, since we have these PM1, PM2,
1:34:18 PM3, with some results for the
1:34:21 current students who were, who have been using it. Tanya Brown:
1:34:24 So right now, PM3 is happening with
1:34:26 FAST with our K through two this week. And that’s why we don’t
1:34:30 have data for you today. But the third
1:34:33 through sixth graders endeavor has already seen some promising
1:34:36 results from it. Because again, most of
1:34:39 these students started it during PM2 in January. And so we are
1:34:42 hoping to have some data come out of it in
1:34:44 the next week or two, once the testing finishes. The testing
1:34:47 window ends on the 23rd. Tanya Brown: That would be fantastic.
1:34:49 So even if it’s not a presentation,
1:34:49 if you guys could send that to the board with the, I mean, as
1:34:54 much as we could do apples to apples to
1:34:54 apples to students who hadn’t, versus the students who didn’t
1:34:58 have access or just the growth, I’d love to see that.
1:34:58 Mr. Dean.
1:35:02 Well, thank you so much for all the information. I have a little
1:35:08 bit of knowledge here. I’ve proctored those
1:35:12 we detest at Cocoa Beach. So the data looks good. It looks
1:35:16 promising. I liked all the information. I appreciated all the
1:35:21 information
1:35:21 that you’ve given us in this, in this presentation of just
1:35:25 ordering exactly what we need from this company. I think that’s
1:35:29 important.
1:35:29 It answered some of my questions, actually. And it’s, it’s a
1:35:31 wonderful program. I’ve, I’ve done some asking on the street, so
1:35:31 to speak. And I like where it meets the student, where they’re
1:35:31 at.
1:35:31 And it, it, it, it’s interactive. It works with, you know,
1:35:35 reducing their, their former language to English, the right
1:35:39 times. I think it’s, I think it’s good. And I appreciate your
1:35:42 effort in this. I appreciate it.
1:35:45 It works with, you know, reducing their former language to
1:35:50 English at the right times.
1:35:53 I think it’s good, and I appreciate your effort in this.
1:35:56 I appreciate it.
1:35:57 Yeah, thank you, Ms. Skinner.
1:36:00 You hate to – I would hate for language to be a barrier in how
1:36:02 well our students succeed
1:36:03 in our school system, so I’m all for this.
1:36:07 I had one question in regard to something you said, and I don’t
1:36:08 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, you gave numbers that
1:36:14 were specific, needing
1:36:15 50 students to get an actual ESOL teacher, correct?
1:36:18 50 LY, so 50 active students.
1:36:21 Okay.
1:36:22 So we do screeners, and we say, are you – do you qualify for
1:36:25 the program?
1:36:26 Do you have a language acquisition need, support, and if they do,
1:36:31 they become LY, which is active
1:36:33 in the program.
1:36:34 So right now we have 3,500 active LY students in our district.
1:36:38 To get a ESOL teacher allocation at your school, you have to
1:36:42 have 50 of those in any language,
1:36:45 right?
1:36:46 So Endeavor mainly has Spanish-speaking, but University Park has
1:36:52 Arabic, they have Portuguese,
1:36:54 they have Spanish, there’s multiple language, and they have a
1:36:58 teacher with over 50.
1:36:59 Cambridge just earned their second ESOL teacher.
1:37:02 They are over 100, but to earn an IA, you have to have 15 of the
1:37:07 same language.
1:37:08 So that kind of gets a little tricky with the way the federal
1:37:12 law goes, the money goes,
1:37:14 because if you have, say, 20 students or 30 students, like –
1:37:19 but they’re not the same
1:37:21 language.
1:37:22 So that is an example, Love Quest, they are such a multilingual,
1:37:26 multi-international school
1:37:28 with all their different ones, but they don’t have 15 of one
1:37:31 language.
1:37:32 So they didn’t – they don’t earn an IA because of that caveat.
1:37:37 But then I have, like, Riviera Elementary down in Palm Bay, they
1:37:42 have 15 Spanish, but they
1:37:43 also have 15 Arabic and they’ve earned 15 Portuguese this year.
1:37:47 So they actually earned three IAs because they’re 15 in that one
1:37:51 language.
1:37:52 So it’s –
1:37:53 Wow.
1:37:54 It’s a different way of work.
1:37:56 Okay.
1:37:57 But even though they may not have a dedicated teacher, we do
1:38:00 have ESOL-endorsed teachers.
1:38:01 Oh, yes.
1:38:02 And so those students are assigned – so it’s not like they’re
1:38:04 being not served at all.
1:38:05 Correct.
1:38:06 They just aren’t being served with a dedicated teacher.
1:38:07 So their ELA teacher will be ESOL-endorsed, so that they’re
1:38:12 being served, but it’s –
1:38:14 It’s just interesting to me that those numbers and how that
1:38:17 breaks out in the 15.
1:38:18 So you answered my question, which was, you know, what happens
1:38:20 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 versus one teacher.
1:38:27 Or the other thing is if you have 50 5-0 students of the same
1:38:31 language, you earn your second IA
1:38:33 in that language.
1:38:34 Okay.
1:38:35 For example, like Endeavor, if they – they have more than 50
1:38:38 Spanish, but they would earn
1:38:40 an IA at 15 and then they earn a second IA at 50.
1:38:44 Okay.
1:38:45 All right.
1:38:46 Thank you for the clarification.
1:38:47 Yeah.
1:38:48 Sure.
1:38:49 Anybody else before I go?
1:38:51 Good.
1:38:52 Thank you.
1:38:53 So, like, do those IAs speak directly to the language that they’re
1:38:56 covering?
1:38:57 Yes.
1:38:58 So when you sent that one in the Portuguese –
1:39:00 Yes.
1:39:01 So, yes.
1:39:02 So they are hired based on their language.
1:39:03 All right.
1:39:04 They have a Haitian Creole IA down at Heritage High School.
1:39:07 Because they have earned an IA in Haitian Creole.
1:39:09 Yeah.
1:39:10 They have to be able to speak, read, and write in both languages.
1:39:14 Yeah.
1:39:15 I remember when I was teaching night school and we had a family
1:39:18 that moved in and they
1:39:19 were trying to take the test in Creole and the only place you
1:39:22 could take the test was in
1:39:23 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.
1:39:28 Okay.
1:39:29 What is the hurdle that you guys run into?
1:39:31 Is it – like, when you guys implement this, I’m sure that we’re
1:39:34 not all the way to
1:39:35 a hundred percent what what hurdles do we see in that space and
1:39:39 is there
1:39:39 something we can do as a board to assist you in that right now
1:39:43 the first step
1:39:44 with any program when you have one is usage getting it out there
1:39:47 getting the
1:39:48 teachers trained on how to use it getting all the stakeholders
1:39:51 trained and
1:39:52 how to use that so that’s where that expansion goes next year
1:39:55 because this
1:39:56 year our training went with the ESOL teachers with the IAS but
1:40:00 then again you
1:40:01 talk about schools like Andrew Jackson or someone who has ESOL
1:40:05 program there
1:40:05 with ELs but they don’t have someone so my next round of
1:40:08 training would be like
1:40:09 recovery teachers or English teachers in those schools content
1:40:13 area teachers that
1:40:14 work with these kids but don’t know the program yet to kind of
1:40:18 encourage it right
1:40:18 because we see the schools that have someone to check on them
1:40:22 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 things
1:40:26 we’re working on the other thing is this program because it also
1:40:30 has fluency
1:40:30 they have to have microphones in their headsets so we the ESOL
1:40:35 department
1:40:36 purchased those and got those out and if we’re able to expand
1:40:39 the program then
1:40:40 we’ll continue that to support the schools and their families
1:40:43 the headsets
1:40:44 wouldn’t necessarily go home with the families because we would
1:40:46 need them the
1:40:46 following year but it helps them in the schools using that and I
1:40:51 think also you
1:40:52 were mentioned in the stakeholders and the teachers and maybe
1:40:54 having those
1:40:55 parents come in also and get trained on what they can do to help
1:40:58 out Sun Tree
1:40:59 elementary had a series of families that moved in and they had
1:41:01 no they had one
1:41:02 person in the whole school that could speak Spanish and they had
1:41:04 a bunch of
1:41:05 families so the secretary up front was working to try to get
1:41:07 those go to learn
1:41:08 Spanish as quick as she could I looked on the on the RFP and it
1:41:12 listed a bunch of
1:41:13 private schools and but then it has us paying for it
1:41:16 so the ESOL department is a K through 12 program by federal
1:41:21 grants that we support
1:41:23 both charter schools private schools and public schools okay so
1:41:27 we have federal
1:41:28 grant programs to allow the private schools to know what we have
1:41:31 to offer and
1:41:32 our systems and steps for going through that so the private
1:41:35 schools who do go
1:41:36 through that we do provide them this program so do they contact
1:41:39 you to be a part of
1:41:40 that list or do you just blanket it and then offer it to them no
1:41:45 so we in
1:41:45 January have a federal programs program for our private school
1:41:48 where they come in
1:41:49 yeah they learn about all of our programs what we have to offer
1:41:52 and then they
1:41:53 choose whether to participate not based on the laws and
1:41:56 regulations of the federal
1:41:57 programs and all our requirements sure and then they reach out
1:42:01 to us and say yes we
1:42:02 want to participate so for this program because I was only
1:42:06 starting with 800
1:42:07 licenses and I was only starting with the non-English speaking
1:42:10 if they had a
1:42:11 student that qualified for that as a non-English speaker they
1:42:13 reached out to
1:42:14 me and said I would like this student in this program okay and
1:42:16 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 is really cool who put that
1:42:25 together for you so my
1:42:26 amazing parent liaison Raphael he did that for me he’s got it on
1:42:32 his like sign out when you sign
1:42:33 any email he’s got that for that’s what I saw it as because I
1:42:37 see us try to do it and
1:42:38 it’s just like it doesn’t look as good so we might have to ask
1:42:41 is that somebody Raphael he’s
1:42:43 amazing he’s him and Angelina have expanded our parent liaison
1:42:47 section of the ESOL department so
1:42:49 much this year and they’re doing so many great things for
1:42:51 parents that it’s just impressive thank you
1:42:54 so much I appreciate it that’s all I had is anybody else have
1:42:56 anything we’re good okay all right wrote
1:43:00 so much on my book I can’t find out where we are right now next
1:43:03 board topic is five five one one
1:43:05 dressing and grooming we had if you guys will pull up the actual
1:43:12 policy we had given board direction in
1:43:15 the last meeting to not have like leggings inside there and
1:43:18 stuff like that but somehow it made
1:43:21 its way back in so what they did is they took and put are you
1:43:27 coming up to the dressing grooming all
1:43:31 right this is all right um let’s see here I’ll go first if you
1:43:36 want me to on this one I have a whole
1:43:38 good yeah that way you can just knock out um so why don’t we why
1:43:42 don’t we let uh Miss Wright pound
1:43:43 at it all right so I read through the 2256 student comment that
1:43:51 we received so you know that was
1:43:51 several pages lots of time to uh read through what the students
1:43:55 really felt about this dress code policy
1:43:56 change that we’re discussing and uh there were some common
1:44:00 thread through there that I saw that I’m
1:44:02 like this one keeps on coming up keeps on coming up keeps on
1:44:04 coming up so um want to discuss those
1:44:06 things um the first one is believe it or not I can’t believe I
1:44:10 have to say this out loud but
1:44:12 the furry dress attire that came up in that thread I don’t even
1:44:15 know how many times it well it but it
1:44:18 it went all through there so referring to dog collars referring
1:44:23 to tails referring to ears um that
1:44:26 students are wearing there was one student that even actually
1:44:29 referenced the fact that this is causing
1:44:32 a lot of the issues with behaviors and bullying and and I
1:44:34 thought well that’s a that’s a
1:44:36 really great perspective from a student to be able to recognize
1:44:38 that these are the students that are
1:44:40 being picked on because of choices and and what they’re wearing
1:44:43 so I think it’s something that
1:44:44 as much as I don’t want to necessarily enter this into our dress
1:44:48 code policy I think we maybe need
1:44:49 to discuss it at least as a board because if it’s causing
1:44:52 students to be targeted we obviously need
1:44:54 to look at that um the other thing that was commented on here a
1:44:58 lot of the females feel that the dress
1:45:00 code policy is targeted towards females so um I think that it
1:45:03 just again conveying to everyone that we need to
1:45:06 across the board if a if a male is wearing a tank top he gets
1:45:10 the same treatment as a female wearing
1:45:12 a tank top um and the same with like PE there were comments in
1:45:15 there that were you know male students
1:45:17 are allowed to take their shirt off after PE when it’s hot and I’m
1:45:19 like that’s not acceptable they
1:45:21 shouldn’t be doing that so just making sure that our schools
1:45:23 know that we’re going to stick to this
1:45:25 dress code strapless garments that was one of the comments that
1:45:28 I read through here a couple times I
1:45:30 think it’s important that we write into the dress code policy
1:45:33 that they are acceptable for formal wear at school
1:45:36 so the girls are wearing dresses that are strapless when it
1:45:39 comes to school dances
1:45:41 I saw lots of comments about wanting to be allowed to wear hats
1:45:45 that was a common thread
1:45:47 want to be able to wear a hat there were a couple arguments that
1:45:51 were maybe valid arguments on why
1:45:52 a hat would be beneficial to a student so again something there’s
1:45:57 arguments on why it wouldn’t be as
1:45:58 well so so just a conversation that we need to have so these are
1:46:01 the notes that I’m just that I wrote down
1:46:02 uh tank tops that’s one of the common ones too I think we live
1:46:06 in Florida I think it’s acceptable
1:46:08 for a student to wear a tank top um especially with the heat
1:46:12 that we have here so I would like this
1:46:14 board to maybe possibly consider allowing tank tops into the
1:46:17 dress code um I think right now it’s specific
1:46:20 to the width of the tank top but again when it comes to males it
1:46:24 seems like it’s allowed but it’s not
1:46:26 allowed for females so I think just generic tank top and taking
1:46:30 away the dimension of the strap would cover
1:46:33 it all right um do you want you want to just list these and then
1:46:37 we’ll go back through them or do you
1:46:39 yeah I guess yeah that’s fine okay um all right boxer shorts not
1:46:44 being allowable um shorts for lower
1:46:47 garments that’s something that I read in here a couple times
1:46:49 that that we are seeing in the schools the
1:46:51 students are we are saying females are wearing boxers as
1:46:53 acceptable shorts we wouldn’t allow a male to
1:46:56 wear them because they’re considered an undergarment we shouldn’t
1:46:58 allow a female to wear them as lower
1:47:00 garments so um that’s something I think we should add on huh
1:47:07 well I yeah that is true um okay on page 18 this
1:47:14 is just a typo I think honestly under a one uh it talks about
1:47:19 well hold on uh the word sunless is used
1:47:24 but I think it should say unless instead of sunless um I’m
1:47:28 trying to find where it’s at though because
1:47:30 now that I say that oh yeah in the new one in the new one okay
1:47:34 so I’m like where it’s a typo so it
1:47:37 says sunless and it should say unless instead of no s so um on
1:47:43 section b3 where where am I at sorry
1:47:50 I need to give me one second sorry I need to go back to where it
1:47:52 was page 18 um page 19
1:48:01 sorry um oh the word modest yeah I think that that is a very
1:48:09 subjective word and my idea of modest and
1:48:12 your idea of modest might be different so I think um removing
1:48:14 words that could be interpreted and used
1:48:17 against a student is probably a good idea um just because of how
1:48:23 some people view things differently
1:48:28 i can’t find this but there’s a section in here oh the the
1:48:33 students there was common thread there
1:48:36 they should be allowed to wear where uh they should be allowed
1:48:39 to wear shirts that show parts of their
1:48:40 midriff that was you know they want to be able to wear low
1:48:43 shirts and I know that that’s the trend I
1:48:46 I don’t personally want to advocate for that I think that they
1:48:49 should have to cover yeah no like a
1:48:52 like a half shirt like a well you said low shirts sorry the we
1:48:56 don’t know the tech yeah that was part
1:48:59 of it um c1 yeah all right so the sports bra part doesn’t really
1:49:09 make sense in this section just
1:49:11 because we’re talking about lower garments so under the new I
1:49:13 guess let’s see I don’t know if this will be
1:49:15 I think that’s a typo because when you go to the clean version
1:49:18 it’s not there I’m looking up the red
1:49:21 line so maybe I need to operate off the clean version okay it
1:49:26 looks like it’s been taken off of there
1:49:29 it just wasn’t redlined on the red line so that’s why I can’t
1:49:34 use
1:49:34 um crocs is another one that’s in here so we have in here that
1:49:38 we don’t think students should be allowed
1:49:39 to wear crocs it’s a pretty common practice for kids to wear crocs
1:49:42 so I don’t think there’s a
1:49:43 problem with them wearing them I don’t know what the board feels
1:49:45 it’s just an elementary but even
1:49:49 elementary students wear crocs so I don’t I don’t think I mean I
1:49:53 have elementary daughter and she
1:49:55 wears crocs and never an issue there um costumes I don’t know if
1:49:59 that’s something that that was kind
1:50:02 of a thread that I saw too and the student comments about
1:50:04 costumes being worn to school as dress attire so
1:50:08 I I know all these things you have to talk about platform shoes
1:50:12 was in there a couple times it was
1:50:13 wasn’t it wasn’t as prevalent as some of the other things but um
1:50:16 platform shoes was talked about
1:50:19 sagging pants was talked about quite a bit um which we have a
1:50:22 sagging pant policy so so all right
1:50:25 I’ll let somebody else go on what they’re thinking do you want
1:50:28 do you want to go through that list and
1:50:30 pound through it or do you want to have everybody else speak
1:50:31 well I guess we just got a list all right
1:50:35 okay miss Jenkins you had three you had three or something yeah
1:50:39 so in b for upper garments I feel
1:50:44 like number one and three just need to be struck through and and
1:50:47 not be in there um because I feel
1:50:49 like they’re already encompassed by two and five um so we’re
1:50:52 already talking about the fact that strapless
1:50:54 garments are prohibited tube tops and halter tops are prohibited
1:50:58 uh shirts must adequately cover all
1:51:00 undergarments and or the areas undergarments traditionally cover
1:51:03 I feel like it meets the needs
1:51:04 of one and three takes out that subjective part that we’re
1:51:06 concerned about with the word modest and
1:51:08 low-cut necklines um there would need to be an addition of um
1:51:14 covering the midriff and waistline
1:51:17 if that’s something the board desires because that’s not
1:51:19 technically in there I think that was probably
1:51:21 being met by number one but to me number one wasn’t really
1:51:25 explicit um the other thing too is in c for
1:51:30 lower garments number one um form-fitting tight spandex leggings
1:51:35 I think if we just cross out the
1:51:37 rest of that sentence and add must be opaque um that’s more
1:51:41 realistic and and with the times c1
1:51:46 get rid of types of clothing unless proper outer garments cover
1:51:50 mid thigh length or longer um
1:51:53 the whole argument about leggings is like that’s that is beyond
1:51:57 an acceptable trend nowadays and if
1:52:00 the leggings aren’t see-through I don’t know any kid that’s
1:52:02 wearing a shirt that’s mid-length on top of
1:52:05 it um it doesn’t that doesn’t really make any sense so if the if
1:52:08 the point of it was to not get kids
1:52:09 dress-coded over wearing leggings um we should just add the
1:52:13 words must be opaque and not worry about the
1:52:15 upper garment that’s covering the rest of it um and and then
1:52:21 some of the things that Ms. Wright had
1:52:25 mentioned um I think it’s good to listen to our students but I
1:52:28 don’t think our policy should
1:52:30 necessarily be too indicative of a trend that’s going around
1:52:34 like the fact that random students are
1:52:36 wearing boxer shorts at one particular school is not a reason to
1:52:39 put it in this policy because I feel like
1:52:42 technically the lower garment part of this should already kind
1:52:44 of ex-may that um hopefully
1:52:48 um
1:52:50 but again definitely want to take out the subjective words in
1:52:56 one and three of the upper garments um there
1:52:59 was another one that I wanted to commend you for being so
1:53:03 creative on your word selection but
1:53:07 I kind of lost it but thank you other otherwise I like all the
1:53:10 other revisions
1:53:11 okay
1:53:15 I’m trying to write them all down too as we go the I just need
1:53:22 some help and guidance with the
1:53:24 generalized words from the board if there’s yeah what we’re
1:53:27 going to do because this is why I was
1:53:29 saying like yeah what we should do is go through hang on what we
1:53:32 should do is go through each one
1:53:34 but we’re going to go through it all and then we’re going to go
1:53:36 back to one of them and then we’re
1:53:38 going to pound through it so that way you can get through it we’ll
1:53:40 get there yeah just I wouldn’t
1:53:42 write anything down until we come back for the second round all
1:53:45 right go ahead Mr. Trent you had to go
1:53:48 so um it was about some of the words too so if we if we look at
1:53:54 B with the um the upper garments I did any other
1:53:58 of the one two three four five in there talk about necklines
1:54:03 because that’s kind of what they’re
1:54:06 getting at there so I know Ms. Jenkins you said to take that out
1:54:10 but that’s a big issue at the schools is
1:54:13 is not so much I mean we’re talking about the word modest but we
1:54:18 have to talk about something if we
1:54:20 allow tank tops which is all great like them but um they need to
1:54:25 stop somewhere so I mean we we I do
1:54:27 believe we need to talk about uh necklines somewhere so we need
1:54:31 to keep that in if you come up with a
1:54:34 better word than modest good luck what about tank tops are
1:54:38 prohibited low neck oh wait wait we don’t
1:54:41 want to go start right so so if it’s in there you know that’s
1:54:45 why it’s in there um some of the things
1:54:47 that I had seen in talking to um staff was um uh hopefully they
1:54:52 uh you know kids can wear hoodies but
1:54:55 just not on and they just said it was such a security risk um uh
1:55:01 in an issue of of kids wearing hoodies
1:55:04 when something happened and they bring them in and they’re
1:55:07 trying to figure out was that you but you
1:55:10 know they’re wearing hoodies so in any of the uh in the dress
1:55:13 codes sweatshirts not a problem but the
1:55:15 the hoodies in the common areas is has got to be down that was a
1:55:19 request by a few um tanks yeah I think
1:55:23 boys and girls can wear those have been wearing those I I don’t
1:55:28 see any boys with spaghetti straps
1:55:32 so I don’t I don’t think we have to go into that um but um you
1:55:37 know so far I mean if I feel
1:55:40 uncomfortable up here you can sense it it’s always been an
1:55:43 uncomfortable situation as a male
1:55:45 teacher talking about uh dress codes all right for for both guys
1:55:50 and girls students I don’t want to see
1:55:52 guys bottoms either um so the the thing about the um boxer
1:56:00 shorts if we deem that or anybody at a
1:56:04 school grounds deemed that as underwear it’s it’s the same
1:56:07 category as the the sports bra regardless of
1:56:11 how many layers you have if we deem that that’s underwear then
1:56:14 that’s that’s already talked about
1:56:15 here yeah so other than that I just want to hear what the rest
1:56:19 of you have to say all right Ms. Campbell
1:56:22 so I very much appreciate all the um I didn’t get through all
1:56:25 2000 something lines but I you know by
1:56:28 the time I’d gotten through you know several hundred of seeing
1:56:32 those same patterns um you know it’s
1:56:34 interesting because the perspective just often have to reflect
1:56:37 on the process because some of
1:56:39 them were reading through it as if we were about to change it to
1:56:42 that not realizing no that is the
1:56:44 existing yeah that is the existing policy um so clearly it’s not
1:56:48 being enforced consistently across
1:56:51 and I understand why that’s one of the reasons why we’re
1:56:53 cleaning it up because we can’t have a policy
1:56:55 that says you can’t have weird colored hair anymore and and
1:56:58 enforce the rest it just it makes it challenging
1:57:01 but also I you know it was interesting to see some of the same
1:57:07 students who said we should be able to
1:57:09 wear whatever we want but then say but you can’t wear a tail and
1:57:14 ears so I’m not a big fan of the furry
1:57:17 movement but at the same time if ears means a headband with
1:57:22 pointed ears on them I it’s a hair accessory
1:57:26 so I you know tails are different and students meowing and
1:57:30 barking at other students that’s not cool but
1:57:33 that’s not dress code so you know but when I get down to the
1:57:36 changes that we’ve made here here’s a couple
1:57:38 of questions just that I had on A1 when we talk about head
1:57:43 things one of the things said sweat bands
1:57:48 and I’m just not sure what the problem with a sweat band is
1:57:53 huh when you looked at that I think in the other one there was
1:57:58 that was related to some of the gang
1:58:01 conversation in the upper one I think that’s what that was um
1:58:08 yeah so and
1:58:11 then when it go down to B something happened oh with four so we
1:58:17 used to have the in the old policy in
1:58:20 the red line said excessively larger baggy clothes which may
1:58:22 conceal dangerous items or be a safety
1:58:24 hazard shall not be worn you know I had there were I saw tons
1:58:28 and tons of students saying well you can’t
1:58:30 you said the clothes can’t be too tight but then they can’t be
1:58:32 too baggy and I think we missed the point I
1:58:34 mean excessively baggy to me is the pants are falling off you
1:58:39 could get you could literally get
1:58:43 a gun in the you know go down just you know I mean we’re not
1:58:47 talking about just loose I like to wear
1:58:49 baggy clothes too but I think a lot of the and it’s there were
1:58:52 so many misunderstandings and maybe some of
1:58:54 it had to do with school’s individual dress codes I even saw a
1:58:57 student say something about why can’t we
1:58:58 wear v-necks I’m like nowhere does it say you can’t wear v-necks
1:59:01 it said no low cut so unless a school
1:59:03 has decided you can’t wear v-necks and I can’t imagine a school
1:59:06 that just has that a blanket
1:59:07 v-neck policy um I think some of it is just a misunderstanding
1:59:12 but I I don’t know if if we’re
1:59:15 good with the taking that out because it didn’t get put back in
1:59:18 somewhere else excessively larger baggy
1:59:20 clothes um so I don’t know where if we want to leave that out
1:59:24 put it back in um but I I will tell
1:59:28 you b5 the way it’s written right now uh in the red line where
1:59:33 it says shirts must I just 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 whether I don’t know it’ll be
1:59:41 popular or not but um so in b5 currently with a red line it says
1:59:45 um shirts must adequately cover all
1:59:48 undergarments and or the areas that undergarments traditionally
1:59:51 cover so that says to me that midriffs
1:59:55 are okay um so we’re saying as long as whatever you have on top
1:59:59 covers wherever your undergarment would
2:00:02 be it’s okay but then down in c we say but if you have on
2:00:06 leggings you have to have on a shirt long enough
2:00:10 to cover your rear end so I’m here’s where I would suggest that
2:00:18 we level out on this is that I just want
2:00:22 the tops to meet the bottoms I just want them to touch and
2:00:27 popular or not if you’ve got on high rise
2:00:30 jeans that come way up here and you have on a short shirt it
2:00:34 touches if you’re wearing if you’re you
2:00:36 know out of style like I sometimes am and wear low rise jeans
2:00:39 but you’re having a longer 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 see them above their
2:00:48 jeans but they’ve got a shirt long enough to cover you know it
2:00:51 touches I just want the tops to touch the
2:00:53 bottoms and I know can we literally put that in there in a nicer
2:00:57 way you know top upper garments must
2:01:00 meet lower garments we don’t have to have this long complicated
2:01:03 thing that we used to have that if
2:01:04 you have your hands raised over I just want the tops to meet the
2:01:08 bottom I actually love it so I mean
2:01:10 say it more policy nice but that that is where I am and and so I
2:01:17 I don’t necessarily think even
2:01:19 though I it’s not my preference I don’t necessarily think girls
2:01:23 have to wear shirts or boys if their
2:01:25 boys are wearing leggings um that go down to their mid thigh but
2:01:30 I just want the tops to touch the
2:01:32 bottoms so that’s where I am on that um if we’re going to put I
2:01:36 I’m not a big fan of the crocs because
2:01:38 the safety thing but if we’re going to leave the word crocs in
2:01:41 there can we please spell it without a k
2:01:47 for just for because that’s how you spell it I think I’m pretty
2:01:52 sure um and then I we have this
2:01:56 paragraph about gang stuff that got added in it’s highlighted in
2:02:00 yellow in the red line and I think
2:02:02 it’s just an awkward place where we put it I think maybe it
2:02:05 belongs down somewhere else um so
2:02:13 yeah so that’s that’s my first um who knows it’s probably Neil’s
2:02:20 phone again okay that is my first uh
2:02:23 swipe at it good all right so um one of the things that I was
2:02:29 looking at is is the dress and grooming
2:02:32 grooming seems to be a little bit out there as far as a name so
2:02:36 if we could call it the dress code
2:02:38 policy that would help out just feels kind of odd calling it
2:02:41 grooming they did it they did it already
2:02:44 good it is oh thank god I didn’t see it they wanted us to
2:02:50 address grooming did you notice that
2:02:52 students were saying there should be some rule about wearing deodorant
2:02:56 or something we can’t do that
2:02:58 all right I think you guys have covered pretty much all of the
2:03:04 other things that I had on here
2:03:05 thank you so much for going through the detail what I’d like to
2:03:08 do is go back to you
2:03:09 Ms. Wright and just start pounding away at it if we can and I
2:03:12 think the first thing that you put up
2:03:13 was the furry dress code I’d like to talk about that myself the
2:03:16 reason is is that this is like my
2:03:18 daughter who’s the number one lobbyist for elementary schools um
2:03:21 students in the in the county consistently
2:03:23 says I’m tired of the furries and I’m like what are you talking
2:03:27 about like where is this so I’m all about
2:03:30 trying to find a way that that is not acceptable in any way
2:03:33 because what it does is they then do the
2:03:35 barking and all the other weird stuff so like this is something
2:03:38 that comes up at our dinner table at
2:03:39 least every month and so um like if there’s a way that I
2:03:43 understand that your concern about it was
2:03:46 them wearing something else but like at some point we’ve got to
2:03:50 you know curb that behavior is there a
2:03:52 way that you guys suggest that we can not have that in there
2:03:56 I mean it already should not be allowed right Ms. Klein well
2:04:03 nothing okay I don’t think so it’s a
2:04:06 Ms. Klein just hang on Ms. Campbell
2:04:11 yeah yeah and then they’re barking at people and stuff like that
2:04:24 I have
2:04:28 it’s enough to where people are talking about it in our things
2:04:32 so
2:04:33 first time I’ve heard of the furry movement so really oh I have
2:04:42 not heard of any of what are you
2:04:44 living in living under nope I have not so this right here is the
2:04:48 first time I’ve heard of the
2:04:50 furry movement so I’ll have to look into I recall back I mean
2:04:56 Rosette Brown was principal of McNair and I
2:04:58 was area superintendent we had um the first furries and I
2:05:04 remember when I was when I was in high
2:05:08 school people wore dog collars but that was as far as it went
2:05:11 well they weren’t trying to be a dog
2:05:14 so what I’m saying is there’s a majority of the board I think
2:05:17 that wants to move forward with not
2:05:19 making this appropriate as dress code is there a way you can
2:05:21 find to put it in there to make it work
2:05:23 I will assist Mr. Reed as his new designee on this policy as of
2:05:28 today so I just I want to mention
2:05:31 though something because I mean there is the firm and there’s
2:05:33 people wearing tails and barking but
2:05:35 there there have been for years if you have a you know you have
2:05:39 a teenage daughter um Claire’s just
2:05:41 on them all over the girls were just wearing headbands that had
2:05:44 animal ears on them right it was just
2:05:46 and they weren’t there are plenty and I want you because I want
2:05:48 you to consider our little elementary
2:05:50 school girls who they’re not trying to be a furry they just it’s
2:05:53 a headband and it’s cute and has
2:05:55 flowers or it’s got a unicorn or whatever they’re not trying to
2:05:58 be an animal they’re just they like the
2:06:01 headband so are we you know so that’s what I’m like right so if
2:06:05 we want to say you can’t wear a tail
2:06:08 because that’s a tripping hazard or whatever or it you know it’s
2:06:11 fine I just don’t know if we have to
2:06:13 go all the way to um curbing for some students it’s just what
2:06:18 they think is cute and there’s no
2:06:20 problem here’s the bottom line it’s inappropriate like
2:06:23 utilization of like behavior in a school and we
2:06:26 just need to end it so if there’s a way that you guys in your
2:06:29 infinite knowledge of dress code uh
2:06:33 violation whatever can we figure it out we can um i would just
2:06:40 ask is and maybe you can get consensus
2:06:42 from the board just due to the timeline for the student code of
2:06:45 conduct it’s very important that
2:06:46 this policy get wrapped up and that’s a big question mark you’re
2:06:49 asking for our feedback on we do have
2:06:51 the opportunity to revise the administrative procedure and we
2:06:54 could get this policy right following neola
2:06:58 which tails and furries is not in neola but we could add that to
2:07:01 our administrative procedure to
2:07:04 really pinpoint that if if we wanted to try and get that policy
2:07:08 right otherwise we will give it our
2:07:10 very best stab at the next meeting which won’t have discussion
2:07:14 if i recall there can be discussion if
2:07:16 anything’s changed and we’re starting over again we gotta get it
2:07:18 right today that’s fine no furry behavior
2:07:22 but there’s there’s yeah there’s no furry dress code i hear two
2:07:26 things going on the dress code
2:07:28 and then behavior behavior is another issue like an animal that’s
2:07:31 a separate issue right just wearing
2:07:33 the headbands with the cat ears can i jump in here please just
2:07:36 hang on just hang on um can i can i
2:07:39 finish you went like back and forth like four times because i’m
2:07:42 asking questions of staff you went after
2:07:44 miss jenkins just let me continue here for a second point of
2:07:48 order mr susan so mr reed um in that thread
2:07:52 what are you looking from us so that we can deliver that right
2:07:55 now you’re looking for us to try to give
2:07:56 you some more direction or what would you need from that yeah i
2:07:59 mean i would hope that we could get the
2:08:01 the words that you’re all going to be happy with so clothing to
2:08:04 emulate a non-human something that
2:08:09 anyone could agree to that you can give me guidance to that yeah
2:08:13 this is like this is not rocket science
2:08:15 and it’s not an epidemic if you don’t want tails on kids just
2:08:18 say no tails this is ridiculous this
2:08:20 conversation about furries is insane and a culture war
2:08:23 conversation the barking has nothing to do with
2:08:26 that if you guys are keeping up with the trends it’s this weird
2:08:30 ridiculous thing that kids are doing
2:08:32 in middle school all children barking and meowing at each other
2:08:36 it’s weird but they’re doing it it has
2:08:38 nothing to do with a kid wearing a tail it’s all the kids
2:08:41 unfortunately speak to your middle school
2:08:43 teachers they’ll tell you this is we’re over complicating this
2:08:46 you don’t want to wearing tails say
2:08:48 no tails i’m sorry accessories number four no tails no there’s
2:08:56 more than tails i mean it’s not it’s not
2:08:58 just tails and and i would say that there’s a disingenuous
2:09:01 comment miss jenkins when you start
2:09:02 saying that it’s only in middle school and the fact that my
2:09:04 daughter’s in elementary school and been
2:09:05 talking about it for three years and then there’s also others
2:09:08 that are around the thing this is an
2:09:09 issue let’s just deal with it let’s not degrade it let’s i i
2:09:12 liked mr reed’s comment i like it
2:09:14 because honestly that covers other things that could come up in
2:09:16 the future yes yes i like it
2:09:20 good so would you repeat that back mr reed yes please uh roll
2:09:24 the tape back he’s like you’re watching
2:09:25 the video yeah emulate non dress of which emulates non-human
2:09:34 characteristics love it that covers it
2:09:37 could we cover it with you talked about we need to dress
2:09:39 somebody said we need to dress costumes
2:09:41 that’s not human can we put it along well not necessarily it
2:09:44 could be human but could we say
2:09:46 you know no costumes or and then you know costumes well that
2:09:52 could be considered a costume right yeah
2:09:54 but she’s saying that there are other costumes that are not are
2:09:57 you talking about when you talk about
2:09:58 costumes i didn’t see those comments in there it wasn’t a ton of
2:10:01 them but i mean and there are times
2:10:03 of the year where obviously a costume is appropriate right
2:10:05 spirit days and things like that yeah i think
2:10:07 pajama day oh my gosh i hate that pajama day right we actually
2:10:13 there’s nothing in here that’s keeping
2:10:14 kids from wearing pajamas that i see so add number four to
2:10:19 accessories if we’re just going to say tails
2:10:23 no we’re not saying tails i like his his comment yeah or just
2:10:26 right right right i don’t know if it
2:10:27 goes under accessories then if we’re just talking we’re talking
2:10:30 about you’ll find a place for it we’ll find
2:10:32 a place as long as you like all right i have to say another
2:10:34 thing about hurry down we we number
2:10:37 one your favorite word is disingenuous do not tell me that my
2:10:41 words are disingenuous you can have a
2:10:43 different opinion than mine again we’re equally elected
2:10:46 officials you don’t have to combat every
2:10:48 single thing that i say you don’t have to agree with it that’s
2:10:51 fine you don’t get to put it down
2:10:53 and say it’s disingenuous are you listening mr susan i’m not i’m
2:10:56 not going to take a berating okay
2:10:59 i’m saying the same thing to you secondly there has been this
2:11:03 conversation this entire time mr susan
2:11:06 point of order there has been this conversation this entire time
2:11:10 that if our children are listening
2:11:12 because they were very responsive that i think we need to
2:11:14 clarify for a second
2:11:15 it’s one thing if we want to add things in here that we don’t
2:11:19 allow
2:11:19 but that children see it as a reason kids are getting bullied we
2:11:23 need to actually focus on the other
2:11:25 side of that sure we don’t want our kids getting bullied but we
2:11:30 can’t we can’t justify that by
2:11:31 saying what you’re wearing is the reason you’re getting bullied
2:11:34 that’s not a good message so i just
2:11:35 want to clarify that is not the intent of this board um and
2:11:39 again whatever we’re going to add in here
2:11:41 we’re going to add in here but we need to focus on the fact of
2:11:44 if kids are getting bullied then we
2:11:45 need to get to the root cause of that okay okay can i continue
2:11:50 on with the the for the very top part
2:11:53 it student is misspelled on the clean version just so you know
2:11:57 next to 55 11 it’s spelled s-t-u-d-e-n-d
2:12:01 on mine so just want to make sure we correct that um all right
2:12:08 so and then upper garments um
2:12:11 going back to upper garments real fast the strapless garments
2:12:15 are prohibited is it possible or are we
2:12:19 okay with adding with the exception of formal wear for school
2:12:22 dances or yeah or any school function
2:12:25 you could say school function too because dances might not be
2:12:27 the only time that they do that but
2:12:28 school function could be a football game and we maybe don’t want
2:12:31 that as a football game that’s true
2:12:33 however that’s after school though yeah we would have to um say
2:12:39 formal for we can come up the language
2:12:42 because it would be you know i’m thinking awards programs
2:12:45 sometimes the young ladies wear something
2:12:48 that’s more formal and also uh homecoming and so we can i’ll
2:12:53 work except in a formal wear maybe that’s
2:12:56 that covers it formal events or yeah we’ll come up all right i
2:13:01 like what you said uh miss campbell about
2:13:04 the the tops feeding the bottoms and i don’t you know that’s
2:13:07 that kind of covers it honestly i think
2:13:09 um for me i had a example from pinellas and this is how they
2:13:14 worded it and i don’t know if you want
2:13:16 because actually pinellas like charlotte actually requires us
2:13:19 leave but this is how they worded this
2:13:23 they’re they’re number one um all clothing must be appropriately
2:13:27 sized securely fastened and cover
2:13:28 midriff back sides and all undergarments at all times for
2:13:33 example suspenders should be over the
2:13:35 shoulders pants secured the waist belt buckle no underwear is
2:13:38 outerwear no underwear exposed but the
2:13:40 that where was somewhere it said something about armpit to armpit
2:13:44 um oh yeah clothing must cover the
2:13:47 body from one armpit across to the other armpit and down to mid
2:13:51 thigh we we’re not doing that because
2:13:53 we’re saying it just has to cover the right but all tops must
2:13:56 have sleeves so that idea because there
2:13:59 was a lot of feedback about um boys and tank tops yeah you know
2:14:04 which you know i hate the term wife beaters
2:14:07 but that’s what how everybody knows it i mean but the truth is
2:14:09 you know so many people want to say oh
2:14:11 this is a sexist dress code but the thing is if we have a guy
2:14:14 coming in wearing a shirt that is as tight
2:14:17 as what some of our girls wear they’ll say oh that’s a wife beater
2:14:20 it’s an undergarment you can’t wear that so
2:14:22 you know it’s all i just if we’re gonna we allow the tank tops
2:14:30 and whatever but we need but i think
2:14:33 we need to have something but did that armpit to armpit did that
2:14:37 take care of the word modest
2:14:39 because doesn’t that not cover right well i was good it does
2:14:42 address your neck your neckline thing
2:14:44 because if it goes armpit to armpit then we’re not having to
2:14:47 worry about how low it goes you know
2:14:50 explore that um from east to west
2:14:56 so mr trent the one-liners up here today don’t you mr trent
2:14:59 sorry this is i know this is an opera
2:15:01 conversation so is that good enough for your uh trapless area
2:15:06 that you were talking about
2:15:07 armpit to armpit i think that does cover it doesn’t it i mean
2:15:10 that’s what are you guys literally that
2:15:12 literally covers the ones that go above the armpit and come
2:15:14 straight across okay well i mean because
2:15:18 then you know whether it’s a v-neck or whatever i mean if it’s
2:15:20 going from here to here it’s you’re
2:15:22 going to cover everything that needs to be covered that’s right
2:15:25 yeah you had hats well hats is actually
2:15:27 covered under the first one and honestly i think it’s fine
2:15:31 because i i think i mean hats being worn
2:15:34 indoors what’s the thought i mean that a lot of students
2:15:36 commented about hats and hoodies they wanted
2:15:38 hats and hoodies and um what is the board’s thought on hats i
2:15:43 and beanies you know i mean i i understand the
2:15:48 the because i one of the schools where i did variety with the
2:15:53 school lunch uh thing was it was a high
2:15:55 school and i saw so many things and there’s the kids who wear
2:15:59 like the caps over their hair like you
2:16:02 know they have i don’t necessarily have curlers underneath but
2:16:04 they have you know their hair kind
2:16:05 of in a they wouldn’t go out in public but they’d go to school
2:16:08 with it um i can’t remember what you
2:16:10 call this but um caps over their hair and kids had um like a
2:16:14 winter cap i wouldn’t necessarily call
2:16:17 it a beanie but you know it’s not a hat like a baseball hat that
2:16:19 would cover your face it’s not a hoodie
2:16:21 that would but at the same time i at some point we have this
2:16:25 that’s the dress code is about being
2:16:27 not professional because they’re not going to come wearing suits
2:16:31 and ties and loafers but um
2:16:33 you know that we’re here for school and so i don’t know i think
2:16:38 we need to it’s easier just to say
2:16:41 this is what it is no hats rather than men saying okay you can
2:16:46 have this kind of hat but you can’t
2:16:48 have this kind of hat but if we want to we can we can say oh you
2:16:51 can wear a cap or a hat of some
2:16:52 sort as long as it’s not covering your face which which would
2:16:55 mean hoodies or baseball caps things
2:16:57 that the security cameras are not going to catch if you have a
2:16:59 tight fitting beanie on your head you
2:17:01 know who cares um i i i’m not it’s pretty much covered under
2:17:05 under a1 honestly with the way that
2:17:08 it’s on the clean version yeah we’re good not indoors yeah the
2:17:12 only problem with that is is that if they
2:17:15 wear a hat like mr trent was saying in the security videos
2:17:18 trying to get them they can’t pick it because
2:17:21 it might come up is that is that a concern of yours mr trent it’s
2:17:24 not as much okay hoodies was there’s
2:17:27 schools that have um kind of explored that this year allowing
2:17:31 students to have hats on but if your
2:17:34 teacher it’s it’s almost goes back to almost the cell phones if
2:17:36 the teacher says at the beginning of
2:17:38 the school year no hats in my room they they abided by that and
2:17:41 then but during the halls and in cafeteria
2:17:43 if they wanted a hat on but that’s that enough for the direction
2:17:47 on the hats we’re good all right and
2:17:49 then tank tops um tank well i mean i think if we say the upper
2:17:53 garment covers from armpit to armpit that
2:17:57 tank tops would be allowable at that point right i mean they
2:17:59 already are they already are so it just
2:18:02 says the only thing that’s not allowed is strapless but they
2:18:04 would change the language to and i think
2:18:07 this is what you talked about the last time um that took the
2:18:10 inches away right the one so that where
2:18:13 it says in b1 the cut of sleeveless garments must not expose
2:18:17 undergarments uh oh but you wanted to get
2:18:20 rid of one because it says it in five shirts what must
2:18:24 adequately cover all undergarments and or the
2:18:27 areas that undergarments traditionally so if you don’t want to
2:18:29 expose them that’s the same thing right
2:18:31 and then if you want to add something about armpit to armpit and
2:18:35 we probably need some visuals
2:18:39 and what that means are you saying you’ll wear the outfits no i’m
2:18:45 saying we have a little stick figure
2:18:47 drawing well not sticks i see a hilarious commercial coming from
2:18:52 this um all right so what to wear what
2:18:56 not to wear you can demonstrate what not i’m sure russ can do
2:18:58 this right yeah we get russ we can have uh
2:19:00 russ do the what not to wear and what to wear video yeah mr bruce
2:19:04 they might be someone more
2:19:05 most like to view videos so are we in agreement then number
2:19:09 three with rather than necklines being
2:19:12 modest that that’s we replace that with the i’m in agreement
2:19:18 with that armpit line sure okay so and
2:19:21 then number five somebody had said shirts must adequate are your
2:19:25 this is we’re on yours right now so
2:19:27 well i think mr canton mentioned this one on one and five being
2:19:31 the same so and they are the same so
2:19:35 um what happened to four yeah where’s four what was it for
2:19:41 baggy clothes is that just a weird formatting
2:19:45 oh the loose baggy clothes okay but um we need to say something
2:19:52 in there about it covering
2:19:54 your entire so because right now armpit to armpit doesn’t cover
2:19:58 necessarily your entire
2:20:02 right i thought we were adding the tops can expose between top
2:20:06 and bottom tops and bottoms best
2:20:07 touch yeah we had that one i think we all agree to that under
2:20:11 the lower garments the the form-fitting
2:20:12 tight spandex leggings that’s still there um i i think what miss
2:20:17 jenkins said i understand the
2:20:19 need to make sure that they’re not see-through and that being
2:20:21 the concern on why they’re there so
2:20:26 i so i think we can make we can if there’s something we can do
2:20:30 um if it just just take
2:20:33 that line out the form fitting in there and then just keep the
2:20:35 undergarments shall not be visible
2:20:37 because that covers it so if you just don’t have that so then it
2:20:40 would say what pants and shorts i
2:20:42 may go to the clean version
2:20:43 pants and shorts shall conform to the building stature of the
2:20:49 student shall be worn at the waist and
2:20:51 shall not extend below the heels of the shoe and length rips
2:20:53 holes or tears and clothing must be below
2:20:54 mid-thigh undergarments shall not be visible under undergarments
2:21:00 shall not be visible and then the
2:21:01 sports bra should be struck from this because we’re talking
2:21:03 about lower garments can you guys explain to
2:21:06 me what form-fitting tight spandex leggings types of clothing is
2:21:10 not allowed unless proper outer garments
2:21:12 covered mid-thigh so my daughter wears sport like she wears
2:21:15 leggings right and they’re colored all the way
2:21:18 down is that is that appropriate well what what this is saying
2:21:21 what that’s the part we’re trying to
2:21:22 take out right right so what they what they wrote in the red
2:21:25 line would say that if you’re going to
2:21:27 wear like this you have to have a shirt that comes down to here
2:21:30 down to here yeah like covering but
2:21:32 that’s not that’s not what this is where so i think i think just
2:21:35 strike that line from it no are we able
2:21:37 to allow building principles to not relax these codes but to be
2:21:43 stricter stricter yeah this is the minimum
2:21:46 because if it’s elementary i i’ve talked to many principals that
2:21:50 said that’s we are going below
2:21:52 the butt with a shirt at an elementary level we’re not allowing
2:21:55 them to dress like 17 year old juniors
2:21:58 okay all right i think that needs to be clear with our
2:22:00 principals that if they already have something
2:22:02 that you know there’s a procedures outlined in the administrator
2:22:07 procedure that will need to get
2:22:08 outlined but stricter dress code procedures exist for them to
2:22:12 execute and there’s and that’s always just
2:22:15 rule of law that if we have a policy that can go deeper but they
2:22:18 can’t go past i have one of those
2:22:19 and it’s interesting because some of the comments were from
2:22:22 charter school uh students who have
2:22:24 uniforms and were complaining on hard dress code and i’m like
2:22:27 wait a minute you have to do what i’m like
2:22:29 oh one of the private schools just so you know that there’s a
2:22:32 private school that charges five dollars to
2:22:34 wear jeans um so let me just go again so my daughter will be
2:22:40 able to wear and her friend’s leggings and
2:22:42 not get written up for is that what we’re saying here it depends
2:22:45 on their what their school chooses i’m
2:22:47 sorry i’m using my dog’s gonna kill me but our our restrictions
2:22:51 will allow it to students to wear
2:22:54 leggings correct right if we take that line out good the form-fitting
2:22:57 type spandex leggings types of
2:22:59 clothing so it’s so after chairs and clothing must be below mid-thigh
2:23:03 it would just say undergarments
2:23:05 not be visible boom the end of it what’s the next number yeah
2:23:10 okay all as part of one of one yeah
2:23:13 and then pick up undergarments which should not be visible
2:23:16 sports bras are considered undergarments
2:23:17 okay so you guys are okay with that all right all right joss isn’t
2:23:26 miss campbell when you mentioned that about um are we going to
2:23:31 add it to the upper garments did any of
2:23:33 us want to talk about that again what’s that i mean that’s a
2:23:36 security what’s that what is it the
2:23:38 excessively baggy i think we’re getting there i just wanted to
2:23:41 get through miss miss wright’s list
2:23:42 it’s okay no yeah people are gonna we’re gonna end up going back
2:23:52 and forth because of the i just think
2:23:54 it’s easier to if you tackled like boxer shorts we need to make
2:23:57 sure that we get a that we don’t agree
2:23:58 to that right so and again undergarments shall not be visible
2:24:03 should cover it because an undergarments
2:24:05 an undergarment matter who wears it you know we’re in agreeance
2:24:08 so that’s good all right costumes we
2:24:11 already did that that’s going under accessories correct okay crocs
2:24:16 elementary school it sounds
2:24:18 like there’s some divide on that um i’m in favor of allowing
2:24:22 students to wear crocs there’s it’s a
2:24:25 fashionable thing they put those little things inside of them my
2:24:28 son wears them at five my daughter wears
2:24:30 them at four i don’t know if it’s a safety precaution i don’t
2:24:33 know do you guys want to speak to that you
2:24:36 do you guys care about that i’m just the teacher survey um the
2:24:40 feedback from the teachers there were
2:24:43 36 instances where crocs were asked most of them to not allow
2:24:48 them to be one what can somebody speak
2:24:50 to the reason that i’m missing like i don’t understand it’s a
2:24:53 shoe that’s made out of rubber
2:24:55 are we missing something because it goes back to the safety
2:24:58 because it’s not securely securely wrapped
2:25:00 around their feet so in elementary school when you’re doing fire
2:25:03 drills pe things of that nature
2:25:05 it’s a safety hazard but i also would bet that if those are
2:25:08 elementary teachers it’s also because of
2:25:11 the little buttons on them and they’re picking at them and it’s
2:25:14 a distraction too but it was definitely
2:25:15 number it was definitely safety so there are crocs that have a
2:25:18 loop around the back of them they have a
2:25:21 thing that goes around the back of them i don’t know is that the
2:25:25 issue so you know it’s a safety thing
2:25:30 climbing on the you know playground equipment things like that
2:25:33 but also it’s really easy to take them off
2:25:35 um and it’s a different standard for our secondary students okay
2:25:40 well that’s not i mean again if you
2:25:42 guys know what the consensus is leave that to make crocs allowable
2:25:46 i’m okay with giving that one up and
2:25:48 that’s not all right yeah and then you had upper and lower
2:25:51 garments you had that whole section at the
2:25:55 bottom that’s good dresses and skirts must reach well in upper
2:25:58 garments was the uh four that’s blank which
2:26:00 was the excessively baggy oh we didn’t we need to come back
2:26:03 around to that conversation yep i don’t
2:26:06 know why i keep bringing that up um you know it was redlined did
2:26:10 you guys have was that based on feedback
2:26:13 by any particular group i believe it that that change came from
2:26:19 the secondary setting i could be
2:26:23 mismatching these but it came out of some collaboration through
2:26:27 you know the the meetings or the surveys but
2:26:31 you know we we were referencing something and i think it was the
2:26:34 secondary
2:26:36 i think excessively baggy is again subjective because what is
2:26:39 what is excessive i don’t know
2:26:40 it’s one of those words that could mean something different from
2:26:43 personal person so
2:26:44 and clearly it’s spoken our students are reading it as if that
2:26:49 means they can’t wear baggy clothes
2:26:50 and that’s i don’t think that was ever the intent if we take a
2:26:54 look at c1 real quick i think that i
2:26:56 mean we could ask ourselves does that address that for us
2:27:03 yeah yeah at the waist
2:27:08 i think it does i think it’s fine to just i don’t know where
2:27:12 does a
2:27:12 very baggy black trench coat fit in this policy
2:27:18 no i hear you i think i think you’re 100 right i think that c1
2:27:26 does address it right and i think that
2:27:28 it gives our principles the right to absolutely enforce that baggy
2:27:32 clothes so i think that’s good
2:27:34 now you said mr trent you were on to the trench coat well i i
2:27:37 think that’s what i said where where does that get
2:27:41 addressed here other than excessively baggy clothing yeah i don’t
2:27:45 even know if that would fit
2:27:46 necessarily under that um you could say no trench coats i mean
2:27:51 is there anything that would stop us from saying no trench coats
2:27:54 what happens in the cold weather
2:27:55 we’re in florida there’s no blizzards yeah i think your security
2:28:00 on campus would notice something
2:28:01 that’s an anomaly that a student is wearing and react
2:28:04 appropriately yeah they’ve done it in this room as well
2:28:10 and if we have staff you know we’re trying to find out well i
2:28:13 mean let’s face it you’re not going
2:28:14 to find something that’s going to hit every right right right
2:28:17 right um okay
2:28:20 we can allow the principles to enforce that at a different level
2:28:26 that we can do especially in the
2:28:28 event that they have a student that may be excessively doing it
2:28:31 that’s a concern so that’s good
2:28:33 okay miss right anything else if you’re 10 000 things you got on
2:28:36 your thing and very well put together
2:28:40 no it’s not it’s kind of all over the place because i just threw
2:28:42 it down a few comments right
2:28:44 um number three shorts must be clearly just
2:28:48 what is it lower garments number three yeah i’m on lower
2:28:55 garments still we haven’t moved off of it i just
2:28:57 don’t like i mean i like the last part of it you’re saying
2:29:00 discernible in scenes that’s where you
2:29:02 go like i don’t i don’t know what that is again these are really
2:29:05 subjective no i i think that’s
2:29:07 i think that’s actually not subjective because unfortunately
2:29:10 some of them will literally just
2:29:11 kind of start out of nowhere um and so it’s trying to say that
2:29:16 there has to be some kind of an inseam
2:29:18 so um i think that speaks to uh some of the trends that are
2:29:23 happening right now uh to avoid that issue in in the classroom
2:29:30 so what are we doing do you have a better i don’t i honestly don’t
2:29:33 i i’m just oh okay
2:29:35 it took me a while are you there i get number three now okay
2:29:39 yeah you have to be able to tell that
2:29:41 there is one i well i mean without having to i’m not touching
2:29:49 this right now you don’t want to talk
2:29:51 about this you guys can you guys can well and to be fair some of
2:29:54 them are like they’re not like
2:29:57 shorts are not always straight across anymore no right and so
2:30:00 some will have rips and tears and
2:30:02 they’re not really short shorts but in some parts they are and
2:30:06 so i think that’s a really important
2:30:08 thing to keep it okay so keep it like that like it is yeah okay
2:30:11 and that’s what it said before it just
2:30:14 added shorts must have clearly discernibles inseams of
2:30:18 reasonable length but then again you kind of
2:30:20 have that subjective um as long as they’re covering right okay
2:30:25 all right so now we’re on to footwear
2:30:30 so crocs we’re going to spell correctly and take the k out
2:30:40 what about um i saw a couple of comments in there about platform
2:30:49 shoes and then being dangerous
2:30:52 i don’t know if that’s something that we want to put into this
2:30:54 that was another thing that i thought
2:30:55 was interesting just to say let us wear whatever we want express
2:30:58 our style but not don’t let our kids
2:31:00 wear shoes that are four inches tall i mean you know it’s the
2:31:04 style they’re moving there you’ve seen
2:31:07 the platform i have i have i’ve seen them i’ve seen them in all
2:31:10 different kinds are you talking about
2:31:12 tennis shoes i was like my daughter’s sixth grade um thing they
2:31:15 were wearing those tennis shoes that had
2:31:17 at least two inches on i know i agree yeah but i mean at that at
2:31:21 that point i mean it’s safety is an
2:31:24 issue if a student i think we could have netflix flexibility i
2:31:28 don’t necessarily like you said a
2:31:31 little bit ago that’s right we’re not gonna we can pick apart
2:31:34 and put every single thing in here that
2:31:35 we might and we’re still and then tomorrow the styles will
2:31:37 change and there’ll be something in here that
2:31:39 we won’t have covered you know i if it’s i think our principals
2:31:42 have the flexibility because we have in
2:31:45 here down at the bottom that the principal is the one who’s
2:31:48 going to enforce if we have a principal
2:31:50 who there’s a student who is there’s a safety issue that they’re
2:31:53 causing because of their they’re the
2:31:54 only one who’s wearing certain issues and it’s causing a problem
2:31:57 i think that they should have the
2:31:58 flexibility to address it without us having to handle put every
2:32:02 little single thing administration can
2:32:04 put that in there if they need to correct yeah right okay but if
2:32:08 we start telling girls you can’t wear a
2:32:10 two-inch heel or three-inch heel or four or boys whatever you
2:32:14 should have it you may have to run
2:32:15 down the hallway or something all right um do you is it okay if
2:32:19 i go to miss jenkins about her stuff
2:32:21 and come back miss jenkins you had a couple on upper and lower
2:32:23 garments i was going to give you the
2:32:25 opportunity that if we haven’t already addressed that i feel
2:32:27 like we already did that we were going
2:32:29 okay we were going mr jenkins i just wanted to make sure we diverted
2:32:32 i understand i’m still talking
2:32:34 um i think we i think we went through it i think everybody’s
2:32:38 concerns and issues have been addressed at this point okay well
2:32:42 then we’ll just run through the check
2:32:43 thank you um uh mr gene do you have anything i had uh necklines
2:32:48 modest difference hoodies tank tops
2:32:50 underwear we got all that right all right i think we have it all
2:32:54 covered miss camp campbell headbands
2:32:56 excessively large baby clothes yeah did we address the sweatband
2:33:00 thing was that it like i don’t know
2:33:04 what i’m picturing is you know what my son needs to wear because
2:33:07 his hair is really long when he plays
2:33:09 basketball i mean but i don’t have a problem with the kids
2:33:11 wearing a sweatband in a class because it’s not
2:33:13 covering i know why i suspect why middle school and elementary
2:33:17 school teachers would have an issue
2:33:20 with that because they become projectiles projectiles from
2:33:24 across the room okay so again if the if the
2:33:26 building principal says no to that for seventh and eighth grade
2:33:30 middle schools then that’s their problem
2:33:32 so my high schooler does it does it need to be in here for
2:33:35 everybody because this is the bare minimum
2:33:38 yeah my daughter wears soccer and i’m sorry i gotta say i’ve
2:33:42 seen people wear soccer um headbands and
2:33:45 stuff like that that are like and i’ve seen that as part of a
2:33:49 female um undergarment or dress i’m all
2:33:52 screwing this thing yeah you are yeah you know what i’m talking
2:33:55 about here right so i i’m okay with
2:33:57 pulling it um out of there if you guys wanted to i’m okay with
2:34:00 it and the principal has the option to
2:34:03 enforce it if it becomes a problem in their school we’re good to
2:34:07 remove sweatbands remove sweatbands on
2:34:09 number one all right we had the baggy clothes under you miss
2:34:13 gamble we’re good there um you got tops to
2:34:17 bottoms of that thing you were talking about games moved to
2:34:20 another area did you want to address that
2:34:22 yeah i just i don’t know just like it’s just kind of going along
2:34:27 and we’re talking about and then all of a
2:34:29 sudden we have this gang paragraph just maybe it goes down at
2:34:35 the bottom or i i don’t know maybe it’s
2:34:40 fine that’s probably neola so i’ll just leave it it’s not worth
2:34:43 fighting over i don’t know that we’re
2:34:46 fighting but um we’re good i’m good with all of what you guys
2:35:01 have yeah now we’ll go to them and then
2:35:04 we ask miss miss uh hand may want to make some adjustments to
2:35:08 the dress policy just a little
2:35:11 concerned about my grinch suit for this coming holiday season
2:35:14 your grinch suit
2:35:15 otherwise i’m good thank you okay that counts as a spirit day
2:35:21 yeah that counts as a spirit day okay
2:35:23 and do we we don’t because we do have the spirit days where some
2:35:27 of these rules like hats
2:35:29 are allowed do we have somewhere in here that addresses
2:35:33 spirit days i think we can address that under the principles
2:35:38 discretion discretion and we can add a
2:35:42 little asterisk about spirit days because on those days we can
2:35:46 have um different kinds of hats or costumes
2:35:51 or whatever you know and don’t want it to be um limiting that so
2:35:57 um mr reed do you feel comfortable with the things that we have
2:36:02 okay i want to say thank you for being so uh like attentive
2:36:07 through this process you did a great job and
2:36:10 had some great input um miss cam was miss uh campbell with her
2:36:14 stuff uh miss megan wright everybody else
2:36:18 um miss klein and we all feel pretty good about this yes we’re
2:36:21 good all right all right you guys is it
2:36:24 okay if we take a five-minute break and come back for a second
2:36:37 you
2:36:54 so
2:40:19 Thank you.
2:46:49 I’m going to move back at that policy discussion when I’m
2:46:49 retired.
2:46:49 Thank you.
2:47:09 I’m just going to kind of run through it and if I hear somebody
2:47:12 yell, then I’ll stop.
2:47:12 If not, I’m just going to keep moving.
2:47:14 All right.
2:47:15 Move on.
2:47:16 24/17.
2:47:17 I read that this one needs to be updated to match Neola.
2:47:19 Yep.
2:47:20 So there’s quite a bit more in here?
2:47:22 Mm-hmm.
2:47:23 You know, life skills that build confidence, all of that stuff.
2:47:27 I think we have a couple of things here where it says
2:47:30 instruction for acquired immune deficiency
2:47:32 syndrome.
2:47:33 You have a parent opt-out, some of those things.
2:47:39 Not sure what direction you guys want to go with this.
2:47:43 So if you guys look at 24/17 and you look at the Neola, there’s
2:47:49 a bunch of additions that I think
2:47:50 we should adopt, but then it gives us the opportunity to talk
2:47:53 about acquired immune deficiency
2:47:55 syndrome.
2:47:56 It’s a whole section on I think that there’s, you know, teaching
2:48:03 abstinence from sexual activity.
2:48:05 I don’t know if this is something that we wanted to bring on.
2:48:08 I think that’s what we actually have in our policy right now.
2:48:10 Yeah, our standard is abstinence, yeah.
2:48:12 It is, but this is a whole, like –
2:48:15 Mr. Susan, just –
2:48:17 Yes.
2:48:18 I was about to ask if you all could speak into your mics because
2:48:22 we can’t hear.
2:48:22 Yeah.
2:48:23 Thank you.
2:48:24 Okay.
2:48:25 It’s done on purpose.
2:48:26 You caught me.
2:48:27 Anyways, yeah.
2:48:28 If you look at the teaching abstinence, it’s just worded
2:48:31 differently.
2:48:31 You know what I mean?
2:48:32 And it’s –
2:48:33 Yeah, it just elaborates on it.
2:48:34 I don’t think it’s bad.
2:48:35 There’s just any of that.
2:48:37 Okay.
2:48:38 Is anybody against adding the instruction for acquired immune
2:48:43 deficiency syndrome?
2:48:43 Oh, and you know what?
2:48:44 Look down at the bottom.
2:48:44 We may have this – this is pretty new, so I don’t think we’ve
2:48:44 added it anywhere.
2:48:44 But there’s this section about instruction CPR, which is new.
2:48:45 I think that just passed last legislative session, but that
2:48:55 includes that additional piece.
2:49:01 Which I think we absolutely should do.
2:49:04 No doubt.
2:49:05 Love it.
2:49:06 Was waiting to talk about it.
2:49:07 So this is one we need to put in the hopper.
2:49:09 And then we should have called Sean Seema so he could come up
2:49:12 here and give a speech about
2:49:12 it because he does such a good job.
2:49:14 Yep.
2:49:15 I’m okay with that.
2:49:16 So I think we are adding the Neola template with the –
2:49:21 Instruction on the card immune deficiency syndrome.
2:49:24 Yep.
2:49:25 Syndrome and the instruction on CPR AED.
2:49:30 Yeah.
2:49:31 I mean, I can’t see if – I like both of them.
2:49:41 There’s one thing that we need to add to this.
2:49:43 When I was talking to Sean, he wanted to put together a thing
2:49:46 where all of our staff knew
2:49:48 where they were.
2:49:49 So many people in here don’t – may not remember, but we had a
2:49:53 student that went down at Viera
2:49:54 High School and they were screaming for the AED out at the field.
2:49:58 And they thought they were saying the athletic director because
2:50:01 nobody knew where it was.
2:50:03 And the student died a couple times.
2:50:05 We actually were over at the hospital over there in Orlando
2:50:09 doing prayer circles all the way.
2:50:10 He died like three times over there and the kid lived.
2:50:12 Wow.
2:50:13 So I think –
2:50:14 We have an AED policy.
2:50:15 She’s raising her hand.
2:50:16 Dr. Sullivan’s raising her hand.
2:50:17 Dr. Sullivan, you want to come up to the mic?
2:50:19 Okay.
2:50:21 So would you want us to hold on this and have you – you kind of
2:50:35 heard where we were going
2:50:35 to go with those checks, but anything else you guys want to take
2:50:38 and bring back to us?
2:50:39 Right.
2:50:40 No, I’m saying that once you get it, you can bring it back.
2:50:45 Okay.
2:50:46 That makes sense.
2:50:47 But there’s direction to go add those other two sections.
2:50:50 But just to your point earlier, we do have – because we did
2:50:53 this last year.
2:50:53 Yeah.
2:50:54 We have a new – or a revised AED policy, 8452.
2:51:02 Does it speak to – does it speak to educating all the staff on
2:51:06 where they are and the usage
2:51:07 of it?
2:51:08 Yeah.
2:51:09 It talks about training and should be notified of the location.
2:51:14 Good.
2:51:15 And all of that.
2:51:16 The other thing that we have is our emergency response teams
2:51:19 sometimes come in and they don’t
2:51:21 know which entrance to come back to.
2:51:23 There’s just a coordinating piece.
2:51:24 So we’ll wait for it to come back and we’ll do it.
2:51:26 All right.
2:51:27 2421, career and technical education program.
2:51:31 I wouldn’t – this is very in-depth and I think –
2:51:34 That’s a Dr. Sullivan as well.
2:51:37 What’s that?
2:51:38 She’s going to be bringing that one back.
2:51:40 Yep.
2:51:41 So we’re good on that one?
2:51:42 So hold off until I –
2:51:43 There’s enough statutes that I know something’s going to change
2:51:46 in there.
2:51:46 And I believe the sponsored activities as well.
2:51:48 All right, Dr. Sullivan?
2:51:53 No.
2:51:54 All right.
2:51:55 Was it 24, 20 or 30 or 31?
2:51:58 Interscholastic activities?
2:52:00 No.
2:52:01 No, that one I’m working on.
2:52:06 So –
2:52:07 We have two Neola policies before we get to that.
2:52:09 Right.
2:52:10 That aren’t in ours.
2:52:11 Students as training.
2:52:14 That’s part of everyone.
2:52:18 Hmm.
2:52:19 I like it.
2:52:30 I wonder if we have that in something else.
2:52:36 Seems like that would be under a –
2:52:39 Career and professional academies.
2:52:42 It’s just reinforcing it.
2:52:47 Okay.
2:52:48 I don’t know if we have that in there or not.
2:52:50 Yep.
2:52:51 But it’s not going to hurt to add it.
2:52:52 Right.
2:52:53 It just says basically we’re going to do it.
2:52:55 So I think we’re good.
2:52:56 Yeah.
2:52:57 I think we should add it out.
2:52:58 See why we wouldn’t add it.
2:52:59 I mean –
2:53:00 Good to add 2421.01.
2:53:01 All right.
2:53:02 Move on to the next one, which is 2423 school to work program.
2:53:05 Yeah.
2:53:06 Keep going through opening these things up faster than I am.
2:53:10 So –
2:53:11 The computer’s quick.
2:53:12 Yep.
2:53:13 All right.
2:53:14 We do that, right?
2:53:15 Yep.
2:53:16 We do, but –
2:53:17 We don’t call it work release, that’s prisons.
2:53:18 What do we call it?
2:53:19 Work-based learning, correct?
2:53:21 OJT.
2:53:22 OJT is what I’m putting on.
2:53:23 Sorry.
2:53:24 The NEOLA policy, they have a template for 2423 school to work
2:53:29 program.
2:53:29 We have that where it’s, you know, the work-based learning,
2:53:35 right?
2:53:35 Where students can leave.
2:53:36 We do.
2:53:37 Okay.
2:53:38 So we have it.
2:53:39 We just don’t have a policy for it.
2:53:40 Yep.
2:53:41 I don’t know.
2:53:42 So I’m okay with adding it.
2:53:43 There’s a series of sections, A through G, I think that –
2:53:47 When they bring it to us, maybe they can make suggestions as to
2:53:54 which others we need to add it.
2:53:57 So what you’re saying is, is we want to add it, send it to staff,
2:54:02 and have staff choose which ones of A through G that they think
2:54:05 is appropriate for our system?
2:54:06 And then bring it back to us at the time?
2:54:08 Is that what you’re saying?
2:54:09 Yeah.
2:54:10 Are you guys okay with that?
2:54:11 Yeah.
2:54:12 I think we want to add it.
2:54:13 We just don’t want to do it wrong and tweak something, right?
2:54:15 Yeah.
2:54:16 Okay.
2:54:17 We’re fine with that.
2:54:18 All right.
2:54:19 Moving on.
2:54:20 Here we go.
2:54:21 2430, which is not in – yeah.
2:54:25 Okay.
2:54:26 So 2430.
2:54:27 District-sponsored clubs and activities.
2:54:30 It’s pretty much we have –
2:54:32 Is this the one Mr. Gibbs you were saying?
2:54:34 I thought there was something going on with this one, but you
2:54:37 guys can go ahead and proceed with this.
2:54:39 It would fall under student services usually.
2:54:43 I think that when you – we have – this one’s a little bit
2:54:54 different than what we have.
2:54:55 There’s a bunch of sections inside of here that – are there
2:55:05 some that we can add.
2:55:08 Some of them I don’t like.
2:55:22 I think this is one that we should ask staff to review and bring
2:55:28 back recommendations for.
2:55:32 Because I think that there’s some additions to NEOLA that are in
2:55:36 here that I think it –
2:55:38 We’ve got two extra statutes that are referenced.
2:55:41 And I think that there’s a lot of cross-references here to
2:55:44 things that are inside of our policies, both with security and
2:55:48 other things that we may have to take a look at.
2:55:51 It’s interesting because I don’t think we have – there’s –
2:55:55 there – and these aren’t requirements.
2:55:56 I think they’re just suggestions.
2:55:57 There’s – one of the suggestions is in order to be eligible for
2:56:01 one of these activities at clubs, including non-inter-scholastic
2:56:04 clubs, there’s some options where they have to maintain a
2:56:08 certain grade point average or not have a failing grade.
2:56:10 I think that would be tough and demotivating for our students.
2:56:18 It’s probably that Chinese stuff.
2:56:20 It’s that Chinese stuff.
2:56:22 Yeah, it’s all your Chinese candy.
2:56:24 It is.
2:56:25 Yeah.
2:56:26 So there’s – but there’s some options in there.
2:56:29 Mm-hmm.
2:56:30 So are we okay with giving it back to staff and asking them to
2:56:35 bring it back for recommendations?
2:56:38 It just seems that there’s enough there that we – we may not –
2:56:41 Yeah.
2:56:42 We’ve got – the last time you updated it was 16 years after our
2:56:46 last update.
2:56:46 Yep.
2:56:47 So I think we’re good there, Paul.
2:56:49 You got that direction?
2:56:50 Good.
2:56:51 Next up, 2430.01 in our book.
2:56:56 Okay.
2:56:57 And then –
2:56:57 Special programs by community volunteers.
2:57:00 Yeah.
2:57:01 It just basically gives – let me see what the piece is.
2:57:06 Is it identical?
2:57:07 Yeah, it’s the same.
2:57:08 Yeah.
2:57:09 Okay.
2:57:10 So we’ll just update that one since it’s exactly the same.
2:57:15 It’s not –
2:57:16 Oh, is it exactly the same?
2:57:17 The name of the security office is the only thing different
2:57:19 because they call theirs –
2:57:20 I don’t think this is the same.
2:57:21 – our disabled –
2:57:22 Office of District and School Security.
2:57:23 Board believes opportunities enhance appropriate –
2:57:27 Yeah, it is.
2:57:28 – curricular activities, the board response.
2:57:30 Oh, that’s what it is for the board .
2:57:32 Okay.
2:57:33 All right.
2:57:34 moving on gosh we might get through the 2000s i move quick neola
2:57:39 doesn’t have any updates on this
2:57:40 uh miss sullivan dr sullivan and crew in the back do we have
2:58:01 a because this is it goes along with the volunteers i was
2:58:04 wondering is there a coordinator at the
2:58:07 district for mentors since we found out there wasn’t one for
2:58:10 volunteers okay she uh it’s china
2:58:14 spear works out of student services she’s done a numer a number
2:58:18 of community 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 right so i think this
2:58:27 one we’re good on right okay next up two four three one
2:58:33 interscholastic athletics
2:58:39 this one’s okay if you guys would we’re in the middle of
2:58:44 updating the
2:58:45 um just so everybody knows there’s a lot of stuff in here and we’re
2:58:50 in the process of updating the
2:58:52 athletics both interscholastically and intramurally and all that
2:58:56 if we can pass on this one and we
2:58:59 can work on it separately because it’s a we we have some
2:59:01 recommendations that will probably be coming
2:59:03 before us does that make sense to you guys and it’s been updated
2:59:07 within yeah well there’s yeah
2:59:09 no but the the issue yeah the issue is is there’s a lot of
2:59:13 competition holding things back and those
2:59:17 are all going to change so all right um two four three one point
2:59:24 zero
2:59:31 but i wanted to say i thought we had something in our previous
2:59:48 policy about transfer students
2:59:52 we do there is a process inside there but this one’s more robust
3:00:02 and it has a bunch of statutory
3:00:03 recommendations and it has this is a always a office this is
3:00:09 always up for contention with transfers
3:00:11 i think i’d like this policy
3:00:22 it’s just literally laws and statutes from florida fhsa and the
3:00:32 statutes brings it kind of up to speed
3:00:34 um we have
3:00:36 um i knew we had done it not very long ago and uh 56 10.05 which
3:00:44 is under the student section we have
3:00:45 participation extracurricular activities and it it addresses
3:00:49 some of those things which one is it
3:00:51 doesn’t it’s not really long so it doesn’t mean we can’t have
3:00:55 this one 56 10.05 so we’re okay with
3:00:58 adding this one yeah if we have it somewhere else there should
3:01:02 we it’s not robust for students yeah okay
3:01:06 yeah now we okay good good for that one mr gibbs yep all right
3:01:13 24 31.03
3:01:15 concussion and head injuries this is pretty standard
3:01:18 straightforward there’s um it’s got an update
3:01:21 as of 2023 i think if you guys would like i think it’s just a
3:01:26 formatting update yeah looks like it’s
3:01:28 yeah we just did this one in 2022
3:01:34 okay
3:01:45 okay all right we’re good with it we already have it in there it’s
3:01:50 already up to par no need
3:01:51 to change good point mr jenkins thank you this next one’s the
3:01:55 same too
3:01:57 oh wait which one we don’t have an athletic there’s the athletic
3:02:00 injuries one
3:02:01 prevention and treatment program 24 305
3:02:05 athletic trainer five five oh
3:02:13 this one gets kind of well i think it’s important though when we’re
3:02:20 talking about our student athletes
3:02:21 if they get injured what are we doing to help them well i think
3:02:24 to be honest with you there’s some other
3:02:26 stuff like we’re talking about community-based athletic trainers
3:02:29 coming in there’s a bunch of those kind of
3:02:31 components here and this qualifies it um if we can hold on this
3:02:35 one and bring it back as part of like an
3:02:37 athletic package or if you guys want to move forward with this
3:02:40 one and then we can come back later on
3:02:43 i would just i’m kind of hesitant because i’m not sure if make a
3:02:46 note that if we need to put it in
3:02:48 there we don’t have it somewhere you know get it covered we don’t
3:02:51 have this this type of
3:02:52 depth on anything like um i just don’t know i don’t want to say
3:02:58 let’s do this and then let’s
3:03:00 restrict athletic trainers that are currently out there and i
3:03:03 don’t know if it’s per statute that
3:03:05 some of these restrictions have to be in it would be easy for us
3:03:09 to have if we had an athletics guy
3:03:13 so i would make the recommendation to to hold on it but if you
3:03:22 guys feel like we should move forward
3:03:23 with it well we’re not hurrying on any of these right you know
3:03:26 they’re just as they can get them to us so
3:03:28 i think it so you guys okay with putting this part of that
3:03:31 athletics package yeah okay we’re gonna
3:03:33 be looking at yep makes sense okay driver’s education
3:03:37 it’s the same i think my 22 year old could have used yeah it’s
3:03:43 the same it is yep yeah very short we’re good
3:03:48 that one checks out mr gibbs summer programs uh we should just
3:03:55 adopt neola’s it says basically the
3:03:59 same thing but way more explicitly about laws about the assistive
3:04:02 good with that you guys good yeah okay
3:04:05 adopt the neola template moving on
3:04:12 two five four zero
3:04:13 two four five zero sorry what’s that uh-oh what do we do what
3:04:24 are we doing due to state law changes
3:04:27 adult and community education all right so when’s going to bring
3:04:31 that one quick good job
3:04:32 all right two four five one alternative education plans and
3:04:37 programs
3:04:42 oh here we go this one we should probably ask staff to look over
3:04:50 yeah i think this is one that is
3:04:51 important to look at because because they have already selected
3:04:55 one of them
3:04:55 dr solomon could we send this to you guys and you guys take a
3:05:01 look at it and make a recommendation
3:05:03 back to us i will absolutely share with the appropriate
3:05:06 personnel and student services
3:05:11 there’s no there’s no there’s no neola updates because it the
3:05:14 the copyrights 2002 so it just
3:05:16 pick one or the other it’s pretty yep generic you know it’s good
3:05:21 the implementing is uh the
3:05:24 procedures is going to be what unless the board has a real
3:05:28 desire to switch to option one
3:05:37 or have staff looking over yeah okay see if it needs to be
3:05:42 updated yep all right two four six zero
3:05:46 things pretty close to what we have testing programs i’m gonna
3:05:54 say because those laws change
3:05:55 quite frequently yeah that this one probably needs to come back
3:05:58 all right in the future let’s have
3:06:01 staff take a look at it see if there’s any law changes and bring
3:06:04 it back you’re right i think anything
3:06:05 that has over ten statutes will probably change somehow it’s
3:06:08 good to keep it close all right mr gibbs
3:06:12 did you get that one we actually have a policy that neila doesn’t
3:06:18 have or no wait or no we don’t have
3:06:20 a 2461 recording of iep team meetings we already do this um
3:06:26 right so we we have a 24.01 right 0.01
3:06:33 oh i’m sorry i’m sorry i’m sorry i kind of did backwards yeah
3:06:36 this is this is straightforward this is
3:06:39 just defining what that is okay it’s a law yeah so this is good
3:06:44 we can mark just reviewed yep
3:06:47 and then we have 2461 recording of iep meetings yeah and we have
3:06:55 dated this um my first year on the board
3:06:59 uh uh with uh options of uh with uh options of you know no video
3:07:07 recording but i think we um
3:07:11 we laid out like you could request ahead of time for um for
3:07:16 audio recording
3:07:18 it doesn’t say it doesn’t say it doesn’t say it doesn’t say just
3:07:32 as well it says capture voices
3:07:35 um so it does sound like it’s recording of the iep is strictly
3:07:53 prohibited so it is just recording and
3:07:54 voices not an audio recording right um is there any particular
3:07:59 reason i guess that we would be opposed to
3:08:02 one versus the other you mean as far as lonely doing audio only
3:08:06 doing audio versus doing video there’s
3:08:09 it’s part of your teacher contract as well um that’s definitely
3:08:13 part of the conflict we it was a long
3:08:15 conversation we had when we um went through this as far as what
3:08:19 you know all the different situations
3:08:22 that can come up during iep meetings so i would actually
3:08:25 encourage you to go back
3:08:26 um because i don’t remember because i’ve slept a lot since april
3:08:30 2019 but we did have some really good
3:08:33 conversations and those would be in the workshops leading up to
3:08:36 that vote yeah so i would say probably
3:08:39 the uh workshop one of the probably the first workshop i’m going
3:08:43 to guess from our normal calendar
3:08:45 the first workshop in march is probably where we had that longer
3:08:47 conversation okay and tammy can probably
3:08:49 find that do some research and find it if and then you could go
3:08:52 back and watch the um i would be curious
3:08:55 to see it yeah because i can’t remember all the the reasons
3:08:58 behind it that chris uh more shared with us
3:09:01 when they walk through um why they recommended that other option
3:09:06 okay all right moving on to 25 20.
3:09:12 selection adoption yes it’s true we have to redo all of them
3:09:19 again okay so you want us to wait on this one
3:09:22 you can move it yeah there’s three in a row that are going to
3:09:26 need to be changed based on um
3:09:29 current newly adopted in the queue state statutes three in a row
3:09:34 being sounds like you’re really
3:09:36 ecstatic about that opportunity um well as you recall it’s only
3:09:39 been active for about two board meetings
3:09:42 now yeah so um 25 20 25 21 25 22. oh they have a 25 22 which we
3:09:50 don’t have so you’re saying which we will
3:09:52 need okay okay so you’re saying wait until the legislation
3:09:55 passes and then just come back to those okay
3:09:57 yes sir but it but it does seem like our process actually will
3:10:02 align with what i’ve heard so far
3:10:05 of the new bill yeah there there’s some changes in timeline okay
3:10:09 so there’s some language on certain
3:10:11 types of challenges have to be pulled within five days um there’s
3:10:15 some language on your committee members
3:10:18 uh must have uh must have parents um so there’s there’s there’s
3:10:22 there’s a little bit of tweaking i don’t
3:10:24 think um i don’t think it conflicts with the intent of the board
3:10:29 um it just has some tweaking of language
3:10:33 in my opinion they’re actually mirroring some of the things you
3:10:35 guys have already done
3:10:37 and so the intent will be super similar but some different
3:10:42 specifics that uh we have to change in
3:10:45 the policy because ours conflicts okay sounds good 25 31 is
3:10:50 exactly the same um we can stamp that as
3:10:54 updated yeah we’re good with that okay then 25 40 audio visual
3:11:04 use
3:11:04 um neola hasn’t updated there since 2002 but looks like we did
3:11:10 in 2018
3:11:11 looks pretty close
3:11:16 yeah let’s this is the same as okay right okay we’re good
3:11:29 updates it update it there mr paul
3:11:31 move on to 25 40. uh we don’t have it we don’t have a service oh
3:11:39 no we have we just did 25 40 right
3:11:43 25 75 25 75 service learning
3:11:55 i like it i already i would say that this i i i do like this i
3:12:05 taught this class so like
3:12:10 if you guys are okay sending it to staff and asking them to come
3:12:12 back because there are some
3:12:13 things inside of here but i taught a service learning class it
3:12:16 was it was used as space coast dump class
3:12:18 for all the kids that just needed an extra elective that were
3:12:21 just really bad behaviors and i had a
3:12:23 blast with it yeah we did a lot of good stuff in there i think a
3:12:26 lot of our kids learn really well
3:12:27 through service learning yep we good with that sending it to
3:12:30 staff mr campbell miss jenkins you good with that okay
3:12:36 and we just updated the next one to match
3:12:44 i’m talking about 25
3:12:54 yep yep it’s pretty there feel good about it you guys yeah approving
3:13:05 it and moving on okay so 2605 is approved
3:13:09 mr gibbs yep student assessment but we we have 26 23
3:13:14 student assessment i’m waiting for her to come on and say this
3:13:19 is going to change
3:13:20 because it looks really big yeah but it doesn’t have any
3:13:24 statutory
3:13:26 well neola updated in 2022 so i don’t know what the look at all
3:13:31 those look at all those that aren’t
3:13:32 weapons yeah so this one needs some updating i think that this
3:13:36 one needs to go back to staff
3:13:37 paul okay and have them look it over because it’s got well they’re
3:13:41 pages six pages long and there’s a ton
3:13:43 of florida statutes cited in here on it tammy does a good job of
3:13:46 reducing everything but i think that
3:13:48 there’s definitely some statutes oh okay there also may be some
3:13:54 changes from this one to
3:13:56 yep from current um legislation this session because there’s a
3:14:00 section in there about the
3:14:01 florida i just lost it tax credit scholarship and i think that
3:14:05 was one of the scholarships that got
3:14:07 absorbed into the fes uh maybe so so would you send it back to
3:14:14 them and they can bring it back after
3:14:16 them yeah after the session after neola releases their updates
3:14:19 good okay next up is 2700 academically
3:14:23 high-performing school districts oh we don’t have one we do not
3:14:26 we don’t have that okay it’s got three
3:14:31 statutory requirements on it um it’s funny i just i don’t know
3:14:42 why we would need to have this i don’t
3:14:45 either as a policy because it sounds more like a state um it
3:14:50 sounds like a state rule
3:14:52 yeah let me talk about districts
3:14:56 this is like a doe thing let’s go yeah i don’t need i don’t
3:15:07 think we need this one
3:15:15 but it’s a doe yeah it just basically says here’s here’s how you
3:15:24 get to be a high-rated district
3:15:25 here’s what happened if you don’t but it’s not necessarily a to
3:15:29 me something that needs to be
3:15:30 written into policy right a policy right is that there’s nothing
3:15:34 in the the statutes that say we
3:15:35 need to have a policy on this is there no okay i haven’t looked
3:15:40 up before the statute but it’s like
3:15:45 the next one’s identical as well yeah i had a lot of notes on
3:15:51 the next one i wanted to talk about
3:15:54 but i was going to wait are you guys okay with sending that to
3:15:57 um with not having 27 i just don’t
3:16:01 think we need 2700 okay are you guys would you guys agree with
3:16:06 that i um if it’s a state standard with
3:16:08 the oe i don’t know why we would write it into policy because i
3:16:10 mean yeah we just have to change it
3:16:12 anytime that they change their standards so yeah it’s not
3:16:15 anything for us we still have to adhere
3:16:17 right we either earn it or we don’t earn it you know this next
3:16:22 one that we have i have quite
3:16:24 extensive notes on okay i’ve been took some uh liberty okay no i’m
3:16:29 just kidding it’s exactly the
3:16:31 same and it’s the last one so paul can we just add i had you
3:16:34 didn’t you did you get nervous i was like
3:16:36 oh my god exactly paul it’s exactly the same except it doesn’t
3:16:40 have the letters can we just add the
3:16:41 letters just because it follows the template more what letters
3:16:44 we have the letters are in ours they’re
3:16:46 not in the oas all right so we’ll leave the letters in ours and
3:16:50 actually we may have the letters because
3:16:51 a couple years ago i asked us to i knew what that was format our
3:16:55 policies consistently so that’s maybe why
3:16:58 we put the good i like letters yes we’re good i like them too we’re
3:17:01 good we got through the 2000s
3:17:03 you guys ready to go to 3000s or do you want to break i think we
3:17:06 break you guys good and continue
3:17:08 on tuesday i haven’t looked because i i have a fee like i have
3:17:11 to refresh on the 3000s i haven’t
3:17:13 okay had a chance to i know that all right for breaking and
3:17:16 coming back so
3:17:17 so then so that we’re prepared i’m so sorry i cut you off did
3:17:23 you want to go into the 3000
3:17:25 so then we’re prepared right now we have a work session next tuesday
3:17:30 so right now the only thing
3:17:31 on the agenda is the facility service budget presentation that
3:17:34 sue talked about earlier and
3:17:35 then unless staff may have some other things to come up they’re
3:17:37 going to have other things and
3:17:39 then we’re going to with the time that’s left at the end we’ll
3:17:41 start on the 3000s big party okay so
3:17:43 we need to be ready for the three thousands on maybe we’ll wear
3:17:46 our uniforms but not four we don’t
3:17:47 have four thousands right we have we don’t have them but neola
3:17:50 has templates that have been provided
3:17:52 to you so okay but we’re just going to plan on getting through
3:17:55 the 3000s for tuesday or starting
3:17:59 them starting starting okay i don’t want to go too fast thank
3:18:02 you mr seusson i very much appreciate
3:18:04 thank you all right everybody good all right thank you all right
3:18:13 thank you all right thank you all right
3:18:34 you