2023-06-27 - School Board Work Session

0:00 Thank you.

9:59 Good afternoon, board members.

10:29 Thank you.

1:53:56 offense again I’m like who’s determining it’s a level four now

1:53:59 at this point if

1:54:00 it’s or a level three or I mean I guess this is where it gets

1:54:03 just very

1:54:04 complicated I’m like and why is a level four offense have the

1:54:07 same punishment as

1:54:08 a level one offense it feels like the offense the punishments

1:54:10 should go up as

1:54:11 the levels go up right so if you’re committing something that’s

1:54:14 a level four

1:54:15 the punishment should be heftier then what’s available at a

1:54:18 level one and can

1:54:19 I given it like I’m not going to give an example of a behavior

1:54:23 right but like for

1:54:25 instance if I hate that we keep going backwards I know it’s like

1:54:28 flip and

1:54:29 floppy aggression if you were to raise physical aggression which

1:54:32 would be the

1:54:32 shoving whatever to a four there has to be room and discretion

1:54:36 for a principal to

1:54:37 make a decision what is right for that child so if you I’m

1:54:40 completely making

1:54:42 this up but if you have a sixth grader that never shows up to

1:54:45 school you’re not

1:54:47 going to want to give them an out-of-school suspension for shoving

1:54:49 a

1:54:49 kid you’re gonna think the better appropriate consequences to

1:54:52 keep them in

1:54:52 school suspension because that’s a better consequence for that

1:54:55 student so you have

1:54:56 to give the principal that authority to make that decision it’s

1:54:58 not that they’re

1:54:59 gonna passively get a gentler consequence it’s just that that

1:55:02 consequence is better for that student and more appropriate I

1:55:05 can’t think of

1:55:06 another scenario but you know it’s again we’re not talking about

1:55:09 battery when they

1:55:10 get to just stay in school every kid is different every scenario

1:55:14 is different and

1:55:14 every school is different that’s you that’s the fastest thing I

1:55:18 can think of

1:55:18 because I can think of those students already and I can concur

1:55:21 with that you’re

1:55:22 correct every situation is different like you could have a kid

1:55:25 who’s never been in

1:55:26 trouble and you can have a kid that constantly so that gives you

1:55:32 options maybe

1:55:33 this kid was protecting themselves and so you know they may not

1:55:38 get that major

1:55:39 consequence where because this is their first offense it gives

1:55:44 for me keeping it

1:55:46 this way means that they can give the same offense that they

1:55:48 give at level one or

1:55:49 level three two and it may cause confusion like you were saying

1:55:52 as far as why is

1:55:54 level three the same as one so I’m okay with going PK through

1:55:57 two and then what is that

1:55:58 a three through six for level three or four stuff like that like

1:56:01 I’m okay with

1:56:02 that if you guys are too it seems like you have a majority we’re

1:56:08 talking about

1:56:08 changing the break one changing the breakdown we’re also talking

1:56:11 about are we

1:56:12 gonna go along with moving it level one to a level three and

1:56:15 from a level three to a

1:56:16 level four what does the board think about changing the

1:56:18 breakdown let’s start

1:56:19 there first one okay change of the breakdown I’d rather keep it

1:56:23 pre-KK one through six

1:56:25 like they had it because I feel like that is the better okay and

1:56:29 Ms. Jenkins that’s where

1:56:29 you’re at keeping it pre-KK and one through six no I I

1:56:32 personally I don’t mind the proposal

1:56:36 well that’s a lie I don’t like the ones underneath you I I

1:56:38 personally believe that the first

1:56:40 proposal should read pre-k to two okay and and I think it should

1:56:43 stay at a level one I don’t I

1:56:45 don’t agree with jumping to level three so no we’re just talking

1:56:47 about the breakdown of the the

1:56:48 the grades right now so pre-k to two you’re okay with for and

1:56:52 then three to six

1:56:54 that to me developmentally makes the most sense but and then

1:56:57 secondary I think that

1:57:00 makes sense to me too so all right so we’re looking at and Gene

1:57:03 I don’t know if

1:57:03 you need like an official how many said yes or how many said no

1:57:06 it doesn’t matter

1:57:07 now well we have three at this point so I don’t know where you’re

1:57:10 at but okay so

1:57:12 now we’re going to talk about the levels so we heard multiple

1:57:17 things not just so the

1:57:18 first one to move to physical aggression one-sided is PK through

1:57:21 two right the second one moved to

1:57:23 physical aggression one-sided is three through six now we’re

1:57:26 going to get to whether we’re moving

1:57:27 them from one to three and level three to four right does that

1:57:31 help sorry I know that this is where we

1:57:33 needed to go to get this thing through I know it’s a it’s a

1:57:35 conversation can I um and miss right I

1:57:37 heard you on I’m trying to find a compromise but just hear me

1:57:40 out for a second because by

1:57:42 lifting it to a level two um it isn’t a compromise because now

1:57:46 we’re now raising

1:57:47 the offense for the pre-k to kindergarteners where we agreed

1:57:50 that a level one was more appropriate for

1:57:52 them um so I just I would like you to think about that because

1:57:56 if you raise it from a level one to a

1:57:58 level two instead of a three it’s still now raising the

1:58:01 consequence for those pre-k to kindergarteners

1:58:03 Mr. Reed if I can just again answer uh raising it to the level

1:58:07 three still gives the same options as level one

1:58:10 um and they but it does give the levity for this the principal

1:58:15 to move to a level three if they find it

1:58:17 correct

1:58:17 uh there’s less options in at your disposal again speaking only

1:58:24 of in and out of school suspension so

1:58:26 a level three help me miss bland a level three does have in

1:58:30 school suspension does have out of school

1:58:33 suspension one to three and four to five it does offer all of

1:58:38 those but lower level um corrective

1:58:41 actions aren’t as long so the list for level three is this long

1:58:47 the list for level one is this long right

1:58:51 so there’s options beyond in and out of school suspension that

1:58:55 you lose when we call it a three

1:58:57 we basically are saying at a three you’re leaving class right at

1:59:03 that grade level and i would say that

1:59:05 again this is recommended by our principals and our teachers and

1:59:09 everybody else to go to this level

1:59:11 so that’s that’s where i’m at um i’ll now quiet down and let you

1:59:14 guys speak i okay i’m seeing

1:59:17 questionable faces across across the room when you’re saying

1:59:20 that so i want to know why they’re making

1:59:21 those faces but also remember you’re talking about five-year-old

1:59:27 six-year-old seven-year-olds who

1:59:30 could just be shoving in a line and that teacher decides you

1:59:33 need a consequence for that that’s up to

1:59:35 that teacher to make that decision but that teacher can choose a

1:59:38 consequence like teach reteach or

1:59:40 whatever else is on level one but if you move it to a level two

1:59:45 or three or level three you are now

1:59:47 limiting those reactions and consequences so what i expect will

1:59:53 happen because we have kind sweet

1:59:56 gentle loving elementary teachers they’ll be less likely to

2:00:00 address and write up those offenses because

2:00:02 they’ll be forced to make such an extreme consequence for it

2:00:05 because it’s not really appropriate response

2:00:08 they’re going to feel that way because they’re they’re used to

2:00:10 working with those age groups like i am

2:00:12 and or you’re going to have kiddos who are getting extreme

2:00:14 consequences that really just aren’t

2:00:16 appropriate for the action that they had so if yes i hear you mr

2:00:21 citizen on the slide that they showed

2:00:24 us they’re the same but they’re not the same because you’re

2:00:26 taking away those other options to teach the

2:00:28 little guys yeah and i would but i also want to know why you

2:00:30 guys are making this my main point is is that

2:00:33 if our principals and our teachers and everybody made this as

2:00:36 part of the proposal that we asked them to go to

2:00:38 the steering to come together to come forward with then here’s

2:00:41 what this is what the reason that i would

2:00:43 support it well i i hear you but this i mean we’re going to be

2:00:46 looking at a lot of things and staff’s

2:00:48 already shown that some of the recommendations were problematic

2:00:51 so i’m not i appreciate their input but it

2:00:53 was only some i was gonna say it wasn’t all of our principals

2:00:55 right right right if we were to move it

2:01:00 from a one to two like everyone is saying that all you’re i mean

2:01:03 you’re adding you already have in

2:01:05 school suspension for the plant you know for the level one but

2:01:08 if you move it up and you’re adding

2:01:09 oss you know one to three or oss four to five what it what this

2:01:14 says is we have to pick something from

2:01:16 that level but we can also go back and still pick something from

2:01:21 lower levels so if it was moved up to

2:01:23 a level two you pick something in level two and you still can

2:01:26 pick another corrective action from

2:01:30 anything lower so you have all of this and all of this thank you

2:01:34 miss plan for saying that i think

2:01:36 i think the idea is absolutely thank you for that um are we okay

2:01:41 with my vote would be to move it to

2:01:43 from a level one to a level two uh just so that there is the

2:01:46 option in the event and and again i’m

2:01:48 thinking of the most extreme situation here is why i’m saying

2:01:52 that but if you recall we are adding

2:01:54 for repeated level one and three offenses they can move to the

2:01:59 next level so they could give something

2:02:01 more severe like a level two or a level three if it’s repeated

2:02:05 so it’s like that progressive discipline

2:02:08 so that if you left it at level one they if it’s repeated they

2:02:12 can pick from level one level two level

2:02:15 three yeah because we open that up for administrators to choose

2:02:19 we move it to level two then they have

2:02:21 both options and they can still go there so hold on that’s a

2:02:24 good plan because when we started this

2:02:26 conversation we all i think so all agreed that anything higher

2:02:31 than a level one for pre-k to k was not

2:02:34 appropriate and then i convinced you all to change it to pre-k

2:02:38 to two and now we’re raising it to a level

2:02:40 two no no i didn’t agree no i didn’t agree that it wasn’t

2:02:43 appropriate so and again i’m thinking of

2:02:45 the most extreme situation i’m thinking of a kid who just is

2:02:47 horse playing around pushes a kid and then

2:02:49 break the kid falls and breaks a bone and i’m like well wait a

2:02:52 minute that you well but what happens

2:02:55 with the action of the child didn’t change what happens depends

2:02:59 on where they were i i i caution against

2:03:02 that um but i we just need to look at what the action was what

2:03:06 the purpose was behind it because that’s

2:03:08 what the those are the definitions have i think with them being

2:03:10 able to have the options of level

2:03:12 one or two i and giving the principal the discretion to pick

2:03:16 because they can pick an option that’s

2:03:18 level two isn’t going to automatically mean they’re out of they’re

2:03:21 out they’re suspended

2:03:22 no i hold on i’m confused it will mean or they won’t no okay

2:03:27 okay so just reading directly out of

2:03:30 our student code of conduct on a level two the principal or designee

2:03:34 must select at least one of the

2:03:36 following strategies from plan two the use of correct corrective

2:03:39 strategies from plan one may

2:03:41 also be used so in addition to so if we move it up to level two

2:03:46 we have we say they have to pick

2:03:49 something from out of here so we are eliminating we’re not

2:03:51 saying they can do level one things or

2:03:53 they can do level one things in addition to level two they can

2:03:56 do teach reteach in addition to all these

2:03:59 things but remember a level one does include up to three days of

2:04:03 in-school suspension

2:04:05 so if it’s if it is that more serious type of physical

2:04:10 aggression they have that option as opposed

2:04:13 to sorry i’m going to shove you for a second okay yeah but many

2:04:15 of many of our elementaries don’t have

2:04:17 in-school suspension well they some of them don’t have like a

2:04:21 separate room but speaking as a person

2:04:24 whose child god they go to the office they well they had

2:04:28 classroom reassignment so they had their in

2:04:30 school suspension in somebody else’s class um so you know they’re

2:04:35 those things are available for those

2:04:38 kinds of actions i again i think and remembering when the

2:04:42 steering steering committee met the steering

2:04:45 committee met early on in this process i’m moving the wrong

2:04:48 slides they met early on this process

2:04:50 before we had before we had the new definite new sensor

2:04:52 definition which is going to provide them more

2:04:55 clarity before we had some of these other things in place that

2:04:58 we’ve done before the other meetings

2:05:00 that have gone on the may meeting and the june meeting that got

2:05:02 to get even more input and so these

2:05:05 are early on decisions that i think some of this we’ve been able

2:05:08 to take care of in other ways so

2:05:10 now we’re coming back to early recommendations that aren’t as

2:05:15 relevant because of some of the things

2:05:17 that we’re taking care of um like the assessor definitions so

2:05:20 you know more clearly defining the

2:05:22 difference between what physical aggression is and what the

2:05:25 simple battery is so i i think some of

2:05:27 that took care of all this so we’re not again because we keep

2:05:30 thinking about those extreme stories but

2:05:33 those extreme stories aren’t going to apply to this definition

2:05:35 that’ll be a level four simple battery

2:05:37 right a level four even for a little one right i mean if if if a

2:05:42 kindergartner is a big

2:05:44 kindergartner and can pick up a chair and throw it at a teacher

2:05:46 or a student they’re there they’re level four

2:05:50 doesn’t matter if they’re pre-kk okay so let’s just remember

2:05:54 what it is because we didn’t have that

2:05:56 necessarily tool in our tool belt that clear definition i think

2:05:59 we’re already taking care of it without

2:06:01 going overboard to me on changing this from what it was i think

2:06:06 what we had a lot of is people coding

2:06:08 things wrong and people not having that option they could go to

2:06:12 for simple battery but they do now

2:06:14 so my again strong recommendation would be to leave it like it

2:06:19 is which is pre-kk on a level one and one

2:06:22 through six on a level three and we have the we have those tools

2:06:26 in our tool belt now to take care of

2:06:29 those extreme situations that we were hearing about from november

2:06:32 on so right now we’re working on pk

2:06:35 through two from a level one to a level two and we have two

2:06:39 individuals that don’t want that i’m in

2:06:42 favor of it would you are you in favor of it that’s right so you

2:06:44 just ignored everything that i just said

2:06:46 no i’m trying to get to a consensus because we’re still on the

2:06:49 first one but you went right back to

2:06:50 what we were talking about beforehand which was what we were did

2:06:53 we were arguing about and making a

2:06:55 recommendation on she made a she made a recommendation the

2:06:58 argument is is that so i’m trying to see if

2:07:00 there’s a consensus for that and if not then we move to what you

2:07:03 have that’s the process just because

2:07:05 you made an argument doesn’t negate what she put on the table

2:07:08 that’s all so i’m in favor of it i’m

2:07:09 okay to move it from level one to two that’s right you made the

2:07:12 recommendation are you still solid

2:07:13 about that okay mr mr trent would you are you okay to move it

2:07:17 from a level one to a level two

2:07:18 instead of a level one to a level three yeah because there’s no

2:07:23 there’s not consensus to go from

2:07:25 a level one to a three i was okay with that but it seems like

2:07:27 this is the only one that the next level

2:07:30 so that’s where i’m at it would be a minimum yeah you’re good

2:07:33 with that okay so that goes from so

2:07:36 the first one is is pre-k through two level one to level two the

2:07:40 next one is move physical

2:07:41 aggression one-sided we’re at now three through six from a level

2:07:46 three to a four let’s have discussion

2:07:47 about that um open to the floor i’m okay with that i would i

2:07:51 would leave it i would leave it as

2:07:53 three two personally that’s okay i would do you guys can you you

2:07:57 have the opportunity to go miss jenkins

2:08:00 yeah i mean and you know uh miss campbell just so i can

2:08:05 acknowledge that i heard what you were saying

2:08:08 so if there wasn’t already a consensus going forward my personal

2:08:12 feeling listening to where we were going is

2:08:22 i would have preferred to leave pre-k through k a one if it

2:08:24 meant that everything else had to stay at

2:08:26 level three personally because it really bothers me that we now

2:08:29 have four and five

2:08:30 year olds that are going to move up to a level two it’s insane

2:08:33 to me that is absolutely insane to

2:08:35 me um so yeah i just want you to know uh i’ve heard you okay um

2:08:41 so now we’re under the number so we

2:08:44 all agreed that on the next one which is move physical

2:08:46 aggression one-sided from three to six from level three to four

2:08:49 now we’re

2:08:50 on to no we said don’t move it we said leave it at three no no i

2:08:53 said move it to level four no i

2:08:56 thought we said leave it to a three leave it at a level three we

2:08:58 said leave it at a level three that’s

2:09:00 what we said just want to remind everyone simple battery is a

2:09:03 level four yes so you now have a

2:09:05 lower level incident and have the same that is a four if that’s

2:09:10 what i heard and simple battery which

2:09:13 is a higher level incident that’s a four no i was saying i think

2:09:16 leaving three through six at a level

2:09:19 three is sufficient that’s why that’s what i was saying yes and

2:09:22 that’s what the majority is then okay

2:09:24 so that’s a majority all right next up is move physical

2:09:27 aggression one-sided secondary from level

2:09:29 three to four i’m okay with that let’s have that discussion

2:09:32 leave it leave it at a three because then again

2:09:35 now we have simple battery which is for those more serious

2:09:37 offenses that will be afford very kids

2:09:39 no the action is still lesser right they should you’re

2:09:45 absolutely right mr susan they should know

2:09:48 by now that they shouldn’t be shoving kids and that’s why if

2:09:51 they commit that offense we we can’t act like

2:09:55 there’s no we can’t act like there’s no consequence because

2:09:59 because a level three is alternative classroom

2:10:02 placement one period that would be for some of these lower

2:10:04 things probably wouldn’t see for this

2:10:06 extended detention financial restitution in school suspension

2:10:08 out of school suspension of three days

2:10:10 out of school suspension up to four to five days with leading

2:10:13 and learning approval but i think we got

2:10:14 rid of that report to law enforcement suspension pending parent

2:10:18 guardian conference i mean there’s other

2:10:20 things that are level three they’re not getting away with

2:10:24 anything they should know there’s consequences

2:10:27 okay sounds like that’s and it sounds like that’s the direction

2:10:30 i’m okay with keeping it the way it is

2:10:32 it seems like miss wright is okay with leaving it at level three

2:10:34 secondary okay and you have said the same

2:10:38 thing and i think miss jenkins are you in that component you

2:10:41 would like to leave the secondary component to a level three

2:10:44 okay so i think that that’s the direction we’ll go if you guys

2:10:47 will move to the next slide

2:10:49 allow the principal to move up from level one to three for

2:10:52 repeated incidences absolutely we’re

2:10:54 all agreeing good i mean okay remove out of school suspension

2:10:58 oss from level four i’m okay with that

2:11:01 i don’t understand what that is yeah that makes no sense just i

2:11:05 don’t i’m not really clear on that

2:11:08 it was a suggestion so now the only thing that you have is out

2:11:14 of school for a level four so you don’t have that choice to use

2:11:18 in and out

2:11:19 of school suspension i think you should say in then right

2:11:22 because it says remove out of

2:11:22 school suspension from level four sorry i’m sorry um remove but

2:11:28 i’m confusing because right now level

2:11:30 four doesn’t have in school it has out of school one to five and

2:11:33 out of school up to 10 days pending

2:11:35 and even alternative placement maybe you guys can help me on

2:11:38 this this is

2:11:40 what why would we have out of school suspension one to three

2:11:44 days and then out of suspension four to

2:11:46 five days and out of suspension two to ten it’s all over the

2:11:49 place instead of just saying out of

2:11:51 school suspension from one to ten days or is it a different code

2:11:56 okay to ten is when there’s well

2:11:59 because even before in level three we had suspension one to

2:12:02 three and four to five i’m just looking at

2:12:04 why isn’t it one to five it’s it’s all different codes right and

2:12:10 the two to ten pending investigation

2:12:13 is a very specific like we could be expelling that child well

2:12:16 yeah it just says out of school

2:12:18 suspension two to ten here right that one is very specific okay

2:12:21 it could be going further in other

2:12:24 words but it is to remove the in-school suspension out of uh

2:12:27 level four sorry i got jumped ahead that’s

2:12:29 line three so we are still on line two remove out of school

2:12:32 suspension from level four that would mean

2:12:34 our only consequence would be the two to ten pendant you know

2:12:38 pen okay so you’re going to remove one

2:12:40 to three and four and five that’s what okay was that’s what was

2:12:44 put out there yes

2:12:45 i’m okay with that that means you’re going straight to expulsion

2:12:50 no no no no right isn’t that what

2:12:53 that means no sometimes he’s shaking his head yes it means you’re

2:12:58 doing an investigation every time

2:13:01 if they’re put in out of school suspension at a level four but

2:13:05 they don’t have to be expelled they can

2:13:07 come back on a five-day suspension they can come back on a two

2:13:10 days but we’re also then forcing them to

2:13:13 have an investigation and when maybe that isn’t necessary so we’re

2:13:18 taking a tool away from our

2:13:20 administrator who wants to suspend a student out of school but

2:13:24 we’re forcing them to investigate am i

2:13:27 correct am i interpreting that correctly because it’s a serious

2:13:29 right because if that’s what’s left

2:13:31 that’s what they’re going to be doing putting a kid on a two to

2:13:33 ten yeah level it’s going to go

2:13:35 out for however many days they’re going to do the investigation

2:13:38 bring them back and decide if this

2:13:40 kid is going to have an alternative placement and i think the

2:13:43 reason behind it is and is if i can

2:13:45 remember this is because level four is such an extreme case that

2:13:49 they want to have investigations and in

2:13:52 some cases there were not investigations on some of the level

2:13:54 fours and that’s what maybe that was doing

2:13:56 that was that was my that was yeah but if a principal or

2:13:59 somebody is deciding if there’s a teacher in

2:14:02 there and they say look this is wrong and there’s no

2:14:04 investigation on a level four those were extreme

2:14:06 that’s what that’s what i thought when i saw that i’m i’m okay

2:14:09 with it i’m not i’m uncomfortable with

2:14:11 accepting that proposal without really knowing the why behind it

2:14:14 and i don’t feel like we have a good

2:14:18 dr indell as a yeah you’re the most recent building principal i

2:14:22 think we need some clarity sure to be

2:14:25 honest i wouldn’t remove oss options in level four um i think

2:14:29 what i’m understanding that again these

2:14:32 are recommendations from the one steering committee this isn’t

2:14:35 from all the different groups they’re

2:14:36 going through the recommendations of that first steering

2:14:39 committee now it seemed to have the most

2:14:40 stakeholders okay but removing out of school suspension one to

2:14:45 two days one to three days five days

2:14:48 whatever as an option i wouldn’t want you said earlier you want

2:14:50 the principals to have some

2:14:52 flexibility and leeway to run their buildings if you remove that

2:14:55 you have to do a 10 10 day pending

2:14:58 you have to start the process and there are plenty of times

2:15:01 where you have a situation it’s a level four

2:15:03 it’s very serious offense but you know you’re not going to go

2:15:06 recommend for expulsion so why start the

2:15:08 process why do all that you know i would want the flexibility

2:15:11 all right that’s enough for me so you so the the

2:15:15 the consensus of the board from what i’m hearing is is to leave

2:15:18 it the same and not move to out of

2:15:20 school suspension from level four correct yeah because again

2:15:23 they’re they’re bringing these

2:15:25 recommendations these proposals they may not be in favor of

2:15:29 those proposals themselves they’re just

2:15:31 showing you what was sure put out by the committees so i think

2:15:34 there’s consensus on that you guys

2:15:36 have that yeah to really take that one out the next one is

2:15:39 remove in school suspension from level four

2:15:42 um it’s not in there now is that why there’s

2:15:45 for the pre-k through six i’m looking at it right now that

2:15:51 i’m not looking at elementary i’m looking at sorry i forgot so

2:15:55 this should be for

2:15:56 so for elementary it does have in-school suspension

2:16:01 again i’m going to make that argument that there are different

2:16:06 consequences that are more extreme to

2:16:08 certain students and situations where that is actually a more

2:16:12 extreme consequence for that kiddo

2:16:14 than to send them home yeah i don’t think i don’t think it’s a

2:16:18 smart idea to take away anything that

2:16:20 they have available to them to use as i mean personally i can’t

2:16:24 see why you would take away in school

2:16:26 suspension and i i want you to think about like a sixth grader

2:16:30 who’s in school suspension now puts

2:16:33 them in another classroom for some kids that age that is

2:16:38 absolutely a way more significant consequence

2:16:41 to them than to send them home that you just outed them and put

2:16:44 them in another classroom so we have

2:16:46 to give but what are you doing to that class you just put them

2:16:50 in we i had an incident where it was

2:16:52 an elementary school and the in-school suspension was to just

2:16:56 give that student with the current

2:16:57 behaviors in another sixth or another another class um it wasn’t

2:17:03 much of a deterrent of behavior and it

2:17:07 was more of a that now now i got a call from that teacher saying

2:17:11 all they did was hot potato and that’s

2:17:15 just the way it was if that if it’s a level four incident there’s

2:17:19 many principals are not going to

2:17:22 they’re going to take the path of least resistance uh and not

2:17:24 have to hear it from a parent and just put

2:17:26 them in another classroom him or her yeah but now we have given

2:17:29 the flexibility to the principal to move

2:17:30 i don’t know but if it’s not enough i i don’t necessarily want

2:17:35 that but anyway it’s a level four

2:17:37 incident we need to leave it at all the tools in the toolbox

2:17:41 again more flexibility more flexibility

2:17:44 it’s just going to shine yeah that spotlight on that principle

2:17:47 even more that’s fine becoming an

2:17:49 incident then we can address that that’s fine all right we see

2:17:51 that becoming a pattern we can address

2:17:52 so that one we are not going to yeah strike uh move out of area

2:17:56 elopement elementary from level

2:17:59 one to three oss up to five days i’m okay with it if you guys no

2:18:05 absolutely not okay okay can can we

2:18:08 get a let’s get a make sure we’re understanding exactly what

2:18:11 that is going to mean what does that look

2:18:13 like out of assigned area elopement what kind of things could be

2:18:15 classified as out of assigned area

2:18:17 so if you get a we made that level three extended detention in

2:18:24 school suspension out of school

2:18:26 suspension out of school suspension would be the choices that

2:18:30 you have if you leave it at a one

2:18:35 you have many more options for any age child or from an

2:18:39 elementary age child as an alternative

2:18:42 corrective action can just to be clear on elopement does that

2:18:51 mean because again you know out of a

2:18:53 signed area and elopement to me are two significantly different

2:18:56 things so is this a child who has left

2:18:58 left off campus or define elopement for me it could be that or

2:19:01 out of the classroom but how would that

2:19:04 not be out of a signed area versus elopement i think is on

2:19:07 campus we have a leaving campus that’s

2:19:09 i think on the next slide um and so we we too feel that we’re

2:19:12 going to need to better define those

2:19:15 those things okay in class and going to gym versus running off

2:19:18 campus and running around the playground all

2:19:20 it we need to define those things items okay better um but we we’re

2:19:25 that’s something we recognize i think

2:19:28 a child that leaves campus yes that’s a huge concern that’s a

2:19:31 major safety concern and so i i think that

2:19:33 that needs to be a hefty punishment that goes with that but um a

2:19:36 child that is on the playground or skip

2:19:39 you know skipping well it used to be it used to be defined

2:19:41 separately differently correct out of area

2:19:43 was if you didn’t come back from the bathroom in 15 minutes you’re

2:19:46 out of area the elopement is if

2:19:48 you’re now you decide to go to the 7-eleven and get a slurpee

2:19:51 i believe they’re still leaving campus elopement means like for

2:19:57 instance you have a young child

2:19:59 who runs out of the classroom and runs to the playground um

2:20:01 because they’re being reactionary

2:20:03 for whatever well yeah they’re out of the area you’re still on

2:20:06 the campus well you just so but

2:20:09 why is that not out of area though i mean that’s what i’m saying

2:20:11 i’m like this you got to define

2:20:12 those two things i think that they can’t yeah out of area should

2:20:15 be on campus elopement should be off

2:20:17 campus that’s an easy definition this is a elementary elementary

2:20:21 code so i’m not i’m not okay with

2:20:23 moving this from one to a three and again i think some of this

2:20:25 problem from this early committee that

2:20:27 we took care of because we’re allowing them to be moved up for

2:20:30 repeated offenses so i think some of

2:20:32 the concerns that people are bringing to us with this are going

2:20:36 to be addressed by that so i think we

2:20:38 need to leave this because it is such a broad thing and it could

2:20:41 be some small things that just need

2:20:42 to be corrected and it could be kindergartners and things doing

2:20:46 that to you know it we need more

2:20:48 definition before we just say oh yeah we’re just moving it to a

2:20:51 three so but here’s the thing in

2:20:53 elopement if elopement means leaving the school grounds then yes

2:20:57 by all means it doesn’t mean

2:20:59 okay well it needs to say that that’s coming up that’s a

2:21:01 different code okay leaving campus is

2:21:03 coming leaving campus there’s another one okay so we have why do

2:21:07 we have two then why do we have

2:21:09 moving out of us i mean that’s just so can i ask a question so i’m

2:21:13 hearing and tell me if i’m wrong

2:21:15 i’m hearing that out of area and open aren’t defined differently

2:21:18 but it’s my understanding that they are

2:21:22 in practice at least um and so elopement always meant leaving

2:21:26 your classroom like a threshold of

2:21:28 some sort or about or an invisible boundary right you run off

2:21:31 the playground to go back to the classroom

2:21:33 or you leave the lunch room to go to your classroom or whatever

2:21:36 um and out of area typically means you’re

2:21:39 still within the confines of that imaginary boundary but you’re

2:21:42 not where you’re supposed to be and it’s

2:21:44 not as simple as like you know compete off of the line but you

2:21:47 know johnny’s not staying in his chair

2:21:49 johnny keeps hanging out in the corner of the classroom and won’t

2:21:51 return back to his seat when

2:21:53 redirected that would be more of an out of area that makes sense

2:21:56 but i guess and if you can imagine

2:21:57 if the five of us are sitting up here having these conversations

2:22:00 how is a teacher or a principal going

2:22:02 to know how to code something like this if it’s not clearly

2:22:05 defined so i think we we have to be

2:22:06 very clear with which each what each one of these things means i

2:22:10 mean so just i’ve been looking at our

2:22:14 code of conduct leaving campus is actually defined by statutes

2:22:17 so that’s a different yeah it’s its own

2:22:20 code because it’s defined by statutes

2:22:23 so you feel comfortable on the last one on the last slide for

2:22:33 direction

2:22:34 can you go back can you go back to it so that we can or i’m

2:22:44 sorry yes i’m sorry number four move

2:22:47 out of area assignment again i’m okay to do that but there seems

2:22:51 to be consensus to leave it alone

2:22:52 um what are you guys’s feelings yes i would love for you guys to

2:22:56 clearly define the two

2:22:57 because i i believe elopement should have a heftier penalty than

2:23:01 out of area so i think that you need

2:23:04 to separate those two because if i’m hearing miss jenkins

2:23:06 correctly and she’s saying that’s a kid

2:23:08 that’s leaving a classroom or so sometimes it could be a student

2:23:11 with yeah so traditionally miss ray it’s

2:23:15 like trauma induced students it is not always but often in the

2:23:19 youngest grades it’s students who have

2:23:21 trauma so their natural reaction is to flee fight or flight um

2:23:25 and again traditionally these students

2:23:27 would then be identified get a behavior plan and whatever um but

2:23:30 it’s not they’re not running to

2:23:32 get off of campus right they’re not it’s just a different

2:23:36 intention behind the behavior so it’s not as extreme

2:23:39 um can i tell you a story yeah so you have a student who was

2:23:46 sitting in an award ceremony

2:23:49 who struggled academically and sat in the situation doesn’t

2:23:54 happen anymore but who sat

2:23:56 time after time after seeing older siblings get awards and go up

2:24:00 on the stage and sat through their

2:24:02 first award ceremony and didn’t get called and someone who has

2:24:08 an iep and when that happened got very very

2:24:12 emotional and yelled at a teacher and then ran out of the

2:24:17 cafeteria where the award ceremony was being held

2:24:22 and ran to the other side of campus and the bless her heart the

2:24:26 poor little counselor who was not

2:24:29 very tall didn’t have very long legs had to chase that child

2:24:31 down because he was upset

2:24:34 that child did get some corrective strategies and did have to do

2:24:43 serve time in another classroom

2:24:45 but do you want to put that elementary child

2:24:52 in one of the situations of the level three and take those other

2:24:57 options away there need to be some

2:25:01 there need to be consequences because that child needs to learn

2:25:04 you can’t you have to regulate your

2:25:05 emotions and all of those things but let’s just stop and think

2:25:11 because it’s easy it’s so easy for

2:25:13 us to start thinking about all these things but we’re there’s

2:25:16 lots of different reasons why and when we

2:25:18 take tools out of the tool i i understand we want people to be

2:25:21 consistent but we take tools out of the

2:25:23 of the toolbox for our principles i just caution us against that

2:25:27 because they are reading those

2:25:28 student situations and and needing to tailor discipline to what’s

2:25:33 going to be effective with that child

2:25:35 so i am not in favor of and especially without the clarification

2:25:43 of what these are i am not in favor of us moving out of area elopement

2:25:49 from a level one to a level three

2:25:51 can i ask a quick question because it came up personally with my

2:25:57 wife um kids that leave campus

2:25:59 is it our standard procedure to allow them once they’re gone off

2:26:03 of our campus not to have staff

2:26:05 chasing after them through the through the streets and stuff

2:26:08 like that or do is it our job to we call

2:26:11 the police right and that’s the way that it’s supposed to go for

2:26:13 elementary students like uh we’re

2:26:17 just we’ll just say at gardendale for elementary students we

2:26:19 absolutely do follow um oh you follow

2:26:23 so like if there’s a blue shirt jeans right so that’s so the

2:26:28 issue that i’m saying is is that

2:26:31 there was an incident where um the kid runs off campus and you’ve

2:26:34 got one of our staffers running

2:26:36 across streets and stuff like that trying to stop them and it

2:26:38 puts us in a very difficult situation and

2:26:40 that’s not i don’t think something that we should be doing i

2:26:43 think you should pick up the phone call

2:26:45 please i’ve always been told that especially elementary

2:26:49 assistant principal that we need to do

2:26:53 everything within our power to say come back you know but you

2:26:57 could force the kid if you’re running

2:26:59 and they go in the streets so you could call so the attorney may

2:27:02 want to weigh in on that but you need to

2:27:04 do everything within your power not necessarily run behind them

2:27:07 but say come back johnny come back we need you to and then

2:27:10 then calling you know for support but if they’re running off

2:27:12 into neighborhoods you’re not supposed

2:27:14 to go jump the fence and chase after them across streets and in

2:27:16 the neighborhoods keep eyes on them

2:27:18 while we call law enforcement we keep eyes on them and keep

2:27:20 saying come back but if they but what i’m

2:27:22 what i’m getting at is is if they’re out of sight from the

2:27:25 campus it shouldn’t right it should not

2:27:27 be the responsibility of the administration or the staff to

2:27:29 chase after that kid through the

2:27:30 neighborhood is the officer is going to pick them there it is

2:27:33 and bring them back problem is they don’t show

2:27:34 up for like sometimes because they’re busy for 35 to 45 minutes

2:27:37 you got a kid running around ends up at target

2:27:39 right and then we have that situation so i think mr gibbs is

2:27:41 going to weigh in go ahead mr i would not

2:27:44 encourage anybody to chase somebody into a dangerous situation

2:27:48 and you also have dangerous situations

2:27:50 that could create liability for staff if staff’s jumping fences

2:27:54 and they tear a rotator cup or something

2:27:55 now you’ve got workers that’s that’s and that’s what i was

2:27:58 getting at is is there’s not a clear like

2:28:00 some of our some of our people don’t know that that’s the proper

2:28:02 thing to do and they go chasing after

2:28:04 and it causes a liability well and the other thing to consider

2:28:07 with this again with elopement more so

2:28:10 than moving out of assigned area is what about all the other

2:28:13 students when a teacher has to stop and

2:28:15 chase a child what about all the other kids that are sitting

2:28:17 there that are not that don’t have a

2:28:19 teacher now because of this i had a teacher the teacher cannot

2:28:22 follow that child so i that’s not

2:28:24 that’s 100 percent not what is happening in elementary schools i

2:28:27 had a they literally should not be doing

2:28:29 that then the administrator needs to be redirected that’s not

2:28:32 the reality is when a kid takes off

2:28:34 and they’re radioing for help and no one’s coming what are they

2:28:39 supposed to do so again that’s why

2:28:41 i’m like these two things need to be separated it needs to be

2:28:44 moved out of assigned area as one

2:28:47 elopement as another and i think that elopement does carry a

2:28:51 heftier punishment because of the risk it

2:28:54 it is for i mean all those other students that don’t have a

2:28:56 teacher or the multiple administrators that are

2:28:58 chasing down a child that needs to be something that’s handled a

2:29:02 little more harshly i think

2:29:04 then so to summarize i think what staff can take back is we need

2:29:08 to take out of a signed area and

2:29:09 separate it from elopement out of a signed area possibly remain

2:29:13 at level one elopement possibly have a

2:29:16 higher consequence we have to bring this back to you for

2:29:19 approval anyway so okay that makes sense they

2:29:22 can take that guidance back separate the two define them out of

2:29:25 a signed area definitely in the

2:29:27 elementary grades is a one elopement maybe a two yep and we’ll

2:29:31 come back with that all right sounds

2:29:34 good to me um is that good with the consensus uh yeah well mr reed

2:29:38 you had said there there’s like

2:29:40 three three definitions possibly and just so i can clarify and i

2:29:45 can go home and i know it sounds like

2:29:48 out of area could be in the same classroom where johnny doesn’t

2:29:52 go back into the area that he’s

2:29:54 supposed to be okay he doesn’t stay in his center yeah right

2:29:57 leaving his center and then it sounds like

2:29:59 then elopement could be he runs to the uh playground and then

2:30:03 the third one is off campus okay and any of

2:30:07 them could be willful disobedience too well that that’s why i

2:30:09 didn’t understand the out of area in a

2:30:11 classroom that’s usually you’re not okay so if we can get all

2:30:15 three of those to find as a former

2:30:17 classroom teacher that’s new that you could be out of the area

2:30:20 when you’re in the area but that’s that’s

2:30:21 fine okay great thank you thank you next up add functional

2:30:25 behavioral assessment fba update or

2:30:27 behavioral intervention plan bip bip as a corrective action for

2:30:31 level one can i so i’m in favor of it

2:30:39 because i’m assuming something and i just want you to make sure

2:30:41 i want to make sure i’m not making an

2:30:42 assumption here can you explain to me how it would potentially

2:30:48 circumvent the mtss process and

2:30:50 expedite a bip being put in place because that’s how i’m reading

2:30:55 at reading that this is for students

2:30:58 that already have one and and you know lots of things that are

2:31:02 going on and you’re you’re they’ve

2:31:04 committed a level one infraction an incident and you’re choosing

2:31:08 to as the the corrective action to

2:31:10 add to the existing plan i don’t believe that you would it would

2:31:14 speed anything up or slow anything

2:31:16 down it’s saying we’ve got a great plan in place and this

2:31:19 student committed a

2:31:20 level one infraction and we want to tweak our great plan to make

2:31:25 it even better

2:31:26 okay so i guess so that’s a little different than i was thinking

2:31:32 but but i’m still for it

2:31:33 i guess so a scenario would be sometimes we put in place

2:31:37 interventions that cause new behaviors

2:31:40 in which this would be the appropriate consequence because the

2:31:44 professional recognizes

2:31:46 the constraints in which that situation was may have caused an

2:31:49 additional behavior to occur

2:31:51 i think we need to be careful that we’re not saying we’re adding

2:31:56 to a student’s behavior plan because

2:31:58 um so yeah i’m just i’m just confused we’re just we’re making

2:32:03 some changes to the existing plan at lower

2:32:05 levels okay okay we all agree okay they agree we agree

2:32:14 i think it’s another tool for the administrator

2:32:16 okay okay next

2:32:19 we’ll see you guys want to take a minute

2:32:26 guys if we could take a five minute break that’s okay okay we’re

2:32:31 gonna take a five minute break recess

2:32:37 okay thank you you

2:33:07 we’re gonna take a five minute break that we’re gonna take a

2:33:09 five minute break that’s okay

2:33:11 okay

2:33:13 we’re gonna take a five minute break that’s okay

2:34:13 yeah we’re gonna take a five minute break that’s okay

2:34:15 we’re gonna take a five minute break that’s okay

2:34:26 so we’re gonna take a five minute break that’s okay

2:34:28 we’re gonna take a five minute break that’s okay

2:34:50 we’re gonna take a five minute break

2:34:52 we’re gonna take a five minute break that’s okay

2:35:36 we’re gonna take a six minute break that’s okay

2:35:38 we’re gonna take a five minute break that’s okay

2:36:13 we’re gonna take a six minute break that’s okay

2:36:15 we’re gonna take a five minute break that’s okay

2:37:15 we’re gonna take a five minute break

2:37:17 we’re gonna take a five minute break that’s okay

2:38:49 we’re gonna take a five minute break

2:38:51 we’re gonna take a five minute break that’s okay

2:40:04 so we’re gonna take a five minute break that’s okay

2:40:08 we’re gonna take a five minute break that’s okay

2:40:32 so we’re gonna take a five minute break that’s okay

2:40:34 we’re gonna take a five minute break that’s okay

2:42:27 we’re gonna take a six minute break that’s okay

2:42:29 we’re gonna take a five minute break that’s okay

2:43:58 welcome back we are now on to the steering committee’s corrective

2:44:06 action recommendations

2:44:07 the first of these is to move the electronic tunnel

2:44:12 communications device misuse from level one to two

2:44:16 i’m okay with that let’s open the floor for discussion i would

2:44:21 also say just so everybody knows

2:44:22 that we have a lot of other items besides what’s on side of this

2:44:27 presentation today

2:44:28 we’re gonna discuss on discipline so just so that you guys know

2:44:30 if we um can keep our comments to a

2:44:34 conversation and then move on each one of these would be good so

2:44:37 i’m making the recommendation to

2:44:39 move from level one to two let’s have a conversation well i

2:44:41 think we need that can keep this really short

2:44:43 because the the staff has already pointed out we need to read

2:44:46 the whole entire thing including

2:44:47 the right hand side which tell us that tells us that this is

2:44:50 going to conflict with our own policy

2:44:51 so their recommendation is to keep it a level one with the tiers

2:44:55 that we have according to our policy and

2:44:56 according to our uh cell phone use plan can we incorporate what

2:45:01 you have provided for us which

2:45:03 i i like a lot with the cell minor cell phone misuse i think

2:45:05 that that’s a great solution that

2:45:07 could would that conflict at all i don’t think it would would it

2:45:11 i don’t understand i don’t understand on page 13 on page 13 on

2:45:16 the slideshow that she provided with

2:45:18 where it talks about the minor cell phone it’s it’s the outline

2:45:21 of offenses and corrective interventions

2:45:26 because it kind of this is right this is right it’s gone further

2:45:29 in the powerpoint oh

2:45:30 oh yeah to define well no because we’re talking about cell

2:45:34 phones sorry yeah yeah yeah

2:45:39 it would clean it up all right forward are you guys inconsistent

2:45:48 but if you look at page 13

2:45:50 of the slideshow it or the slides yeah i think great i think

2:45:53 they’re going to ask us later on for that to go

2:45:55 across the board for for consequences too and actions i have a

2:45:58 question about the one on the bottom

2:46:00 financial restitution is that just related to cell phone use or

2:46:04 is that no just no it’s just

2:46:07 what was the reasoning behind that and it says pending so where

2:46:12 are we we’re not sure what the

2:46:16 rationale was of what i mean we’re reading notes of meetings we

2:46:19 weren’t in and we’re not sure why we

2:46:21 we didn’t want to potentially pursue financial restitution so it

2:46:25 was a recommendation that came

2:46:26 out of one of those meetings the steering committee and we will

2:46:31 write it in or write it out based on your

2:46:35 directives can you give me an example of what that would look

2:46:38 like well the one comment that was made

2:46:41 was that if we ask a kid to say you’re going to have financial

2:46:45 restitution of something and then

2:46:47 they don’t do it what can we really do like can we really hold

2:46:51 graduation that that was one thing

2:46:53 that they said or they all for a textbook and we’re saying that

2:46:56 you’re not going to walk you know so

2:46:58 that you really if you really can’t do anything with it why use

2:47:02 it i haven’t looked at it i wasn’t in

2:47:09 those meetings so i would have to can we legally withhold like

2:47:14 graduation but we do we did we i would

2:47:16 have to look at it for sure we make students not able to go to

2:47:20 prom yeah you could they haven’t paid

2:47:23 all their or go to grad bench or whatever if they haven’t paid

2:47:25 their yeah i think you can have

2:47:28 those consequences for sure and i think you can even restrict

2:47:31 walking that’s a typical thing but

2:47:33 can you restrict the conveyance of a diploma they’ve otherwise

2:47:37 earned no you probably can’t would be my

2:47:39 guess but okay so i think we have consensus on um the first one

2:47:48 and am i hearing the second one and third one so

2:47:51 i’m i agree with leaving it in the tiers i think that’s what mr

2:47:57 said the recommendations on the right

2:48:00 right and and miss wright wants to support going forward the

2:48:05 specific

2:48:08 definitions in the future slide yes i mean i i think i think we’re

2:48:14 probably all

2:48:36 okay thank you i i admit when i don’t know things and i

2:48:47 genuinely didn’t understand how we would ever

2:48:50 implement that okay okay so can we keep the we don’t want to

2:48:57 remove okay yeah yeah nope we’re good there we

2:49:04 we’re good all right we’re good on add failure to serve lunch

2:49:14 detention also level one okay all right good

2:49:21 there can i ask a question about that i’m not against it by any

2:49:24 means but is that really different

2:49:27 than an in-school suspension or is in-school suspension only

2:49:30 used for a totality of a day yeah i think

2:49:32 i think this recommendation was to have lunch detention as a

2:49:37 recognized tool

2:49:38 i think for tracking purposes we would want to have that as a he

2:49:48 had lunch detention he didn’t serve lunch

2:49:50 detention now you’ve got this okay something more specific okay

2:49:54 thank you all right we’re good there

2:49:57 other actions students will no longer be able to attend the alc

2:50:02 prior to hearing i have a question

2:50:04 about this go for it so if i make sure that i’m understanding

2:50:08 and for the explanation for our new

2:50:09 board members too so in the past if we’re doing a two to ten day

2:50:13 or or while we’re waiting on the

2:50:15 official process to go through we could go ahead and have kids

2:50:18 if their parents signed a paper and

2:50:20 agreeing it to get they could go ahead and start at the alc

2:50:22 while while we’re going through the process

2:50:26 yes is that correct and then so what we’re saying is

2:50:30 they wouldn’t have the opportunity to do that can i clarify that

2:50:38 for a second yeah that this

2:50:39 this right here came from multiple people because it’s

2:50:44 yes we have students going there and they’re not their days aren’t

2:50:48 being counted against them however

2:50:51 there’s a lot of issues with that there’s a lot of missed

2:50:54 paperwork there’s a lot of problems that come

2:50:57 with that and um so it has it’s it’s good and bad um that was

2:51:02 one of the recommendations from uh the

2:51:06 deans had a conversation about that as well as people at the alc

2:51:10 that you know when you’re trying to push

2:51:12 kids through and you don’t have all of your information you have

2:51:15 to withdraw them you need a bus

2:51:17 there’s a lot of things so by the time you get them in then you’re

2:51:20 going back to your you’re completing

2:51:22 your hearing so what potentially then what happened is if this

2:51:25 if we’re waiting to see if a student is

2:51:27 going to be expelled then they could be home for longer than 10

2:51:31 days while we’re waiting to get that done

2:51:33 it’s it’s up to 10 days so we should be having that hearing yeah

2:51:41 theoretically we wouldn’t be able

2:51:42 to keep them out past 10 days like you have to wrap up this

2:51:45 process within the 10 days

2:51:48 okay so is that the idea then to to speed up the process just so

2:51:52 you have the right paperwork where

2:51:54 you’re not undoing what was you know the parent thought the kid

2:51:58 was going to alc by the time they

2:51:59 get the documentation it’s like no no there was a mistake so it’s

2:52:04 just cleaning it up that they’re

2:52:06 really assigned to that location and also just for the students

2:52:11 benefit as well if we have a student

2:52:13 that ends up not going to an alc causing that shift in placement

2:52:18 and again it’s the word of the day but

2:52:20 it’s true another trauma of putting them in another location and

2:52:23 then pulling them out and put them

2:52:24 back in their school it’s just causing a situation for no reason

2:52:28 for that student can i ask a silly

2:52:30 question because i don’t know the answer to it but i mean if we’re

2:52:33 talking about a 10-day process

2:52:34 what about in that time frame they’re not in school i mean they’re

2:52:39 so they what about their absences

2:52:41 they’re considered suspensions okay so they’re not and those are

2:52:45 okay to be suspect i guess suspensions

2:52:47 don’t count as absences for students well no they’re absences

2:52:50 they are like if a kid gets in a fight

2:52:52 within 10 years investigating your but you’re not assigning them

2:52:57 automatically to the alc right

2:53:00 now i get it i’m just saying as far as like the nine absences

2:53:04 allowed in a semester where does this

2:53:05 play how does that play out in this scenario it doesn’t matter

2:53:08 or does it have to apply right which is

2:53:10 there’s why it’s risky to elevate some of these things though

2:53:13 because if if a principal chooses

2:53:14 a higher option of suspension for some of these minor infractions

2:53:17 it impacts things like that but

2:53:19 this absolutely impact impacts the alc because now we’re a

2:53:22 holding cell for not only the kids that

2:53:24 are already there but now we have kids there correct so that it

2:53:27 makes it very very difficult

2:53:30 and then we have kids that go there and then prefer to stay it’s

2:53:34 you know for some kids it’s just

2:53:36 there it’s like being sent somewhere you’re not sentenced yet

2:53:39 right so we haven’t said that you

2:53:41 are guilty of whatever happened you’re saying that if they

2:53:45 students will no longer be able to send the

2:53:47 alc prior to hearing that that’s a good thing because they’re

2:53:50 not impacting the alcs in a negative way

2:53:52 and it’s good to have them to where i understand 100 i i get it

2:53:56 i don’t even think good to go good to go

2:53:59 all right yeah consensus on physical aggression one-sided versus

2:54:01 simple battery i think we already

2:54:02 had conversations around this right about it good to go um next

2:54:06 up

2:54:09 all right first funny thing i’m laughing it might have to happen

2:54:11 revise referral to include

2:54:14 previous administrative actions that’s important i love that any

2:54:18 any argument i mean this should

2:54:20 have been done you know what i mean so we’re good here good okay

2:54:24 if parent contact is logged on

2:54:26 referral automatically right into student documentation contact

2:54:29 logs look i think it’s great um all right

2:54:33 formatting change to discipline manual no she’s kidding i’m like

2:54:38 that’s her like she likes to do that like

2:54:40 i i swear she doesn’t read them she just scans it with like microsoft

2:54:43 word and then

2:54:44 because it’s like every meeting i’m like who does that yeah i

2:54:48 just went through it with the deans in

2:54:50 the um elementary aps and we went page by page and that’s what

2:54:54 one thing that we did so that’s why

2:54:55 we put that in there there’s some literacy features over here

2:54:58 too we could probably use that too let’s

2:54:59 go on the next one develop charter for discipline advisory

2:55:03 committee outlining governance yes where

2:55:06 are we at with that you have FYI they made they made some

2:55:09 recommendations of what that committee would

2:55:11 look like so do you want us to pursue those recommendations we’d

2:55:14 love that yeah so so they

2:55:17 they’re looking at they’re going to look at the data each year

2:55:20 right of here’s here’s all the fences that

2:55:23 we had and here’s the ones here’s the results i mean they’re

2:55:27 going to look at it and then and maybe

2:55:29 tweak and bring forward to the board tweaks from like what we

2:55:32 did today and say maybe this one needs

2:55:34 to move up maybe this one needs to down move down add tools that’s

2:55:37 what you’re they’re going to be

2:55:38 looking at that detail do you have a 15 member team yet yeah is

2:55:42 that staff only like what is this yeah

2:55:46 what is it i’ve done that oh well that’s what i’ve done for the

2:55:50 even when dr rendell

2:55:52 where we put it out public notice i mean it’s no it’s like

2:55:56 anybody can come to these

2:55:58 district it’s like work groups that you’re looking at the data

2:56:03 you’re giving feedback and

2:56:05 you’re giving updates and then you’re bringing the

2:56:07 recommendations to the board and of course the

2:56:09 board gets to decide in the past i’ve started that process

2:56:13 selling staff in november is public notice

2:56:17 for you know for us to start in december so everything is

2:56:20 brought to the board

2:56:21 early march so we have it in time for our families and for

2:56:26 everybody to know what the code of conduct

2:56:29 because you have to have it out for 30 days yeah i love it so

2:56:31 there is no 15 member committee yet this

2:56:34 is just the process that they would they would set up if we were

2:56:37 to pursue this which i would recommend yeah

2:56:40 would this be 15 staff members though and then the public can

2:56:42 come or could be public member like

2:56:44 what is this who makes up the teams well the draft is 13 to 15

2:56:48 individuals they must live in brevard

2:56:51 county one would be a parent a school member rule each board

2:56:54 member will appoint a parent guardian

2:56:56 no more than two members from brevard public schools no more

2:56:59 than two members from bft

2:57:02 no more than two members from bassa so it’s very detailed i mean

2:57:06 you may want to lay eyes on this so

2:57:07 we each get one but it’s diverse and you know what earlier in

2:57:11 the year i think in february we were

2:57:12 all asked to come up with someone and then that kind of went

2:57:14 away so this would be that is true because

2:57:16 i was like i remember coming up with a name and i emailed the

2:57:19 name so yes i already have my person

2:57:21 i do too me too if they still will do it how long until you can

2:57:24 bring that back to us for full approval

2:57:29 i would say august we want to get through the code of conduct

2:57:33 yeah one thing at a time but august

2:57:36 in gardenedale they won’t need to review anything because we don’t

2:57:39 have any data to start reviewing

2:57:40 until after august yes usually you would have that data we want

2:57:44 to see the august september october you’d

2:57:46 have it in december january so sometime in august you guys will

2:57:49 come forward with the recommendation

2:57:51 for charter along with dates that you would like to have them

2:57:53 meet that way we can do it okay i was

2:57:55 because i was going to also make a suggestion um because i i

2:57:58 voted against the organizational change

2:58:00 but it’s happening right so i also think something for us to

2:58:03 keep in mind is the intention

2:58:05 is for one of those departments then to be in charge of

2:58:08 discipline so i mean obviously i think

2:58:12 it’s important for them to bring it forward so we can get on it

2:58:14 but i think it’s also important for

2:58:15 us to keep in mind and be cognizant and wait until we also have

2:58:18 a staff member and a department

2:58:20 functioning correct to be able to be receptive to whatever’s

2:58:22 happening within this team because

2:58:23 starting it without that doesn’t make any sense yep all right i

2:58:27 think we’d like it move on okay we

2:58:31 already did that should be we’re talking about okay we already

2:58:35 went through this right yeah well there

2:58:38 was the next slide had it so when so on the last slide when you’re

2:58:42 talking about option a or option b this

2:58:44 is up this is an example of if we chose option b then everything

2:58:48 would be lined up like this is what you’re

2:58:50 saying so our students so this is for when we talk about

2:58:59 developing our student code of conduct next

2:59:03 year or is this like administrative procedures off of our

2:59:06 student code of conduct what is this we had

2:59:09 previously uh this coming year added to the code of conduct and

2:59:14 then part of that is training

2:59:17 specific training uh outlined for students for administrators

2:59:22 for teachers for bus drivers

2:59:25 it’s consistency with the code of conduct along with bullion

2:59:28 along with title nine there’s a whole

2:59:31 plethora of training that needs to take place i love it yes okay

2:59:37 so short answer is the entire code of

2:59:39 iconic would look like this okay we’re all good yep all right

2:59:43 you have any other slides we need to go

2:59:46 through okay um i think at this time if there’s anything that

2:59:49 you guys have as far as individual

2:59:51 board members in relation to discipline that we can have miss um

2:59:56 if you’re take a look at um i have a

2:59:59 series of things i can start it off or we can go um one of the

3:00:02 things we talked about in our meetings

3:00:06 is that the data needs to be housed in one central place and be

3:00:09 able to be viewed right so i think we

3:00:11 were using focus the issue that we had was and i’m just kind of

3:00:15 preliminary laying it up

3:00:17 is that we had multiple places where some of this data was

3:00:20 hidden right so you had workers comp data from

3:00:23 teachers getting hit right and then having that discipline was

3:00:26 that followed up then you had

3:00:28 um you had assessor data that was in other it was all kind of

3:00:32 you had the violations you had sort of a

3:00:34 description but then there were all these outliers right you had

3:00:37 title nine stuff that was going on

3:00:39 there were some of the discipline may not have followed through

3:00:41 on some of the things right so

3:00:43 is there a plan to pull that all together

3:00:48 i’ve had conversation with dr rendell because we did something

3:00:52 similar um and uh put processes

3:00:55 in place for all of these to track and for and trained on that

3:01:00 for bullion title nine um

3:01:03 cell phone all of the codes the major codes but it will take

3:01:10 some we just

3:01:13 it won’t be ready for august it will be ready for august we’ll

3:01:16 be it won’t be ready for august because

3:01:21 no it won’t be ready for august because we’re just um learning

3:01:25 focus but we’re putting that’s our main

3:01:28 problem we’re putting processes in place and we really got to

3:01:32 work with um et and work as a team to

3:01:35 get processes in place with that it does it doesn’t happen

3:01:39 overnight it really doesn’t it it takes time

3:01:43 so in the meantime like just to make sure that when a teacher is

3:01:48 um physically attacked

3:01:51 that we also have it have a successor has it um as a discipline

3:01:57 issue how are we

3:01:58 cord because when i went to go make the request she was like

3:02:01 well our database doesn’t have it was

3:02:02 like it was that antiquated when we did it when i pulled it so

3:02:06 how are we able to can you see what i mean

3:02:11 yes uh you’re talking about battery on the school board

3:02:14 employees shouldn’t there be a code you can

3:02:16 put a code that that data with focus but the problem was it was

3:02:20 new and we were trying to learn

3:02:23 because as 400 we had many many double digit years to learn that

3:02:26 so that was just the process of being

3:02:28 able to do it so that whatever data we give you get the same

3:02:32 data each time yep so it was just a process

3:02:34 of learning that because i know tenfold is now what i knew from

3:02:38 the school year first started absolutely so that

3:02:41 that’s all i’m saying what we had is some instances where the

3:02:43 teacher may have had battery on them

3:02:46 and didn’t report it or whatever it was so like i was finding

3:02:49 that inside of those inside the workers

3:02:52 comp that some of those were not lining up with some of the

3:02:55 actual discipline pieces so if there’s a way

3:02:57 to check these to make sure they match these that would be good

3:03:01 you have something russ yeah i was just

3:03:03 going to add some some of this data is in the student

3:03:05 information system some of this data is not in

3:03:07 the student information system the the struggle is doe is now

3:03:11 also starting to build additional systems

3:03:14 for threat assessment assessor they’re starting to build some

3:03:17 outside they’re they’re further separating

3:03:19 some of this data which is concerning for for districts because

3:03:23 the districts want to understand when

3:03:24 they say we’re not reporting assessor correctly we want to see

3:03:28 the data but if they keep separating it

3:03:30 and using different systems it makes it harder for districts

3:03:32 right so so we are having those

3:03:34 conversations from the technology realm with doe but it’s it’s a

3:03:39 struggle because they’re they’re now

3:03:40 starting to make additional systems trying to get the fidelity

3:03:44 that districts don’t have in their sis systems

3:03:48 so what you’re saying is is that the doe is also creating a very

3:03:51 of extra systems so there’s data

3:03:54 points there’s got to be a way that we look at all the data

3:03:56 points to make sure that they check

3:03:57 how do we do that right so so what mrs dampier was talking about

3:04:00 is they created a system

3:04:02 in indian river that does all that we’re going to do that now it

3:04:05 just won’t be ready by august

3:04:06 but with focus we’ll be able to do much more than we could with

3:04:10 as 400

3:04:12 it’s just we got to get our staff and get our stuff together and

3:04:16 and in the meantime we can still go

3:04:19 and pull the data sources and manually look at the stuff if we

3:04:22 needed to yeah focus has a lot of data

3:04:25 for us especially in discipline that we didn’t know we had

3:04:27 available to us when we first started using

3:04:30 focus that russell’s team we just finished in year one we’ll get

3:04:33 there i promise lots of lots of reports

3:04:35 available so if a person if i have a situation that happens and

3:04:38 i’m a teacher i input the data into the

3:04:40 system then under focus right that focus referral goes up to the

3:04:44 administrator the administrator

3:04:46 begins whatever level that is whatever implementation that is

3:04:50 and records that if it’s a two to if it’s a

3:04:53 10-day pending that then goes out of the school for a review

3:04:57 from somebody from the district right

3:05:00 so like our previous one is is that the principal would say two

3:05:04 to ten day pending and send it to

3:05:05 like 14 or 12 people or something right that’s what the previous

3:05:08 one was yes sir they still have to

3:05:10 finish writing that so that referral is still there so they’re

3:05:12 still going to put the action code in

3:05:14 there they’re still going to put the opi in so all of that’s

3:05:16 still going to be filled out so

3:05:17 and then it it’s sent to the district for somebody and this is

3:05:21 where i’m going is somebody to review

3:05:24 and say this is this follows like yes we have the legal ability

3:05:28 to do that yes we have no the legal like

3:05:31 right where is that going for that decision to be made is that

3:05:35 the org chart that we’re going to find

3:05:36 right it’s going to go into the um chief of schools okay area

3:05:41 okay yeah so we’ll have somebody that’s

3:05:43 going to be reviewing those two to say day 10 day pendants got

3:05:46 it okay that’s all because that was

3:05:48 part of the problem we had was is it would be sent to those

3:05:51 multiple instant people and then it was

3:05:54 kind of just like right okay all right does anybody have

3:05:57 anything on data yeah i just i want to i want

3:05:59 to add to that and expand upon one of the things that you said

3:06:02 not at the end that’s a different

3:06:04 string but part of the issue with the data wasn’t that it wasn’t

3:06:09 accessible it was that our staff

3:06:11 was hesitant to pull the data because it was a new program and

3:06:15 our staff wasn’t yet using it efficiently

3:06:18 and effectively and they knew that and so they knew if they

3:06:22 pulled that that data for you it would be

3:06:24 deflated and so it wouldn’t be useful data you can’t make

3:06:26 decisions off of it when you know it’s not accurate if

3:06:28 if teachers weren’t reporting the referrals or incidences in

3:06:31 focus um and so it’s been a year

3:06:35 since i’ve heard that response and so i know that people have

3:06:38 now been trained on it and they’re using

3:06:39 it more consistently and then administrators when they interact

3:06:43 in focus to that referral or or incident

3:06:46 the teacher automatically sees that the administrator has been

3:06:49 interacting with it correct because that

3:06:51 wasn’t happening out there okay so part of and i would be i

3:06:55 would be careful because every single referral

3:06:57 whether it was being used in focus or whether it was as 400 is

3:07:01 supposed to be recorded and that’s the

3:07:03 recordings that i was requesting so it’s not that staff didn’t

3:07:07 have a legitimate uh recording process i was

3:07:10 recording requesting data points from everywhere from sessor to

3:07:13 make sure that sessor backed up if it was in

3:07:16 workers comp and if it was backed up into title nine and if it

3:07:19 was backed up into our those all should

3:07:22 match and what was happening is is that due to not data not

3:07:26 being implemented correctly but some other

3:07:29 some other components they we needed to make sure that they’re

3:07:32 under one house and that’s what

3:07:34 rsm and i were working on was is look we have all these data

3:07:37 points they’re not all linking up we need

3:07:40 to have somebody in house in the centralized group to do that so

3:07:43 i appreciate you guys doing that um i

3:07:45 appreciate you guys moving forward that dr rendell on your on

3:07:48 your i think somebody needs to make sure

3:07:50 that all of the data points are matching all right now the next

3:07:53 thing is is that um we had the offense

3:07:56 matrix we just did that the um did we feel comfortable with um

3:08:01 the discipline committee we did that we had an

3:08:04 issue with parents trespassing on buses violence in front of the

3:08:08 front office general behaviors on

3:08:11 school grounds we have no issue implementing uh mr gibbs you may

3:08:15 want to enter in here one of the issues

3:08:17 we had was is we had school bus drivers that were driving all of

3:08:21 a sudden a parent or a citizen would

3:08:23 get on the bus tell kids to get off then the police would show

3:08:27 up and the police would not even arrest the

3:08:30 person that was on there so it was not so much the bus driver

3:08:34 who was just completely distraught

3:08:36 it was communications back to our sros over making sure that the

3:08:40 law enforcement agencies knew that if

3:08:44 behavior like that occurred that they have the right to trespass

3:08:47 and arrest for entering and we needed to

3:08:49 get that to them to tell them that there were so many instances

3:08:54 that came up videos over and over again if

3:08:56 you need them just ask transportation where they were entering

3:08:59 our buses and they were entering the

3:09:00 other pieces is that there were situations where car loop where

3:09:04 parent teachers you know there’s

3:09:06 things that are happening inside the car loop engagements

3:09:09 parents coming up and then violently

3:09:11 you know what i mean saying things there’s people coming into

3:09:14 our front offices we just need to be able

3:09:15 to communicate to our law enforcement agencies that this is

3:09:19 inappropriate behavior so in our staff to call

3:09:22 the law enforcement to make sure and that our bus drivers know

3:09:24 you get somebody on there that is doing

3:09:26 that they need to go to jail that’s the kind of stuff that i i

3:09:28 wanted to kind of talk to you guys

3:09:30 about if you guys can give me these are these are a problem but

3:09:32 i think that’s outside the scope of this

3:09:35 conversation i think it’s actually outside the scope of student

3:09:38 services because you’re talking about

3:09:40 parent behavior we’re talking about the big people that we need

3:09:43 to be talking to it’s this guy it’s part of the

3:09:46 issue that we had when we were relating to the discipline

3:09:49 component so if that’s not you guys

3:09:51 if it’s not your job to communicate to our bus drivers and our

3:09:55 staff that this type of behavior

3:09:56 is bad then point me to the right what would that be so i we had

3:10:00 this conversation previously and

3:10:04 major neil had had addressed this concern already saying it’s

3:10:08 absolutely trespassing and i believe

3:10:12 mr roon correct me if we’re wrong here i don’t remember who was

3:10:15 sitting in the superintendent seat

3:10:16 at the time but i believe we did send out communication to

3:10:20 reiterate to administrators

3:10:22 front office staff and bus drivers that they absolutely have the

3:10:25 right to trespass and that

3:10:27 their safety is number one and afterwards it kept happening so i

3:10:30 think one of the problems that we had

3:10:32 though was that there’s different municipalities and we didn’t

3:10:35 have the the mou in place with some of our

3:10:37 municipalities mine correct i think that is correct so we we’re

3:10:40 cleaning all that up major neil was

3:10:41 fixing that and i think now um but our messaging should be

3:10:44 uniform right this doesn’t have to anything

3:10:47 to do with the municipalities though this was major neil made it

3:10:50 clear we need to reiterate it to our

3:10:52 staff that they have the right to do that if the staff doesn’t

3:10:55 didn’t necessarily know or feel

3:10:56 comfortable enacting a trespass they have to initiate it the law

3:11:00 enforcement officer can’t trust somebody

3:11:02 unless the person on campus says those words and so we have to

3:11:05 teach our staff that that’s what they’re

3:11:07 allowed to do so let’s do this do we have it just hang on do we

3:11:10 have it inside of our training for

3:11:13 our staff that they know in parent and citizen engagement that

3:11:17 is acting inappropriate what to do

3:11:20 is that part of your training or is that part of the district

3:11:23 securities training yeah i don’t think

3:11:26 it’s part of student services training i think that might be

3:11:28 something we need to make sure that

3:11:29 administrators building level administrators are aware of also

3:11:33 transportation we need to make sure

3:11:34 the bus drivers are aware and we just need to keep working with

3:11:37 law enforcement to make sure they know

3:11:39 that we’re going to pursue stuff like that because one of the

3:11:42 problems we had was is that the bus

3:11:43 drivers were saying we didn’t know that in some cases we were

3:11:46 allowed to i just didn’t know who

3:11:48 needed to make that part of the training so that we can do that

3:11:51 we also had staff and administrators

3:11:54 who didn’t know that if a person comes in and does that in the

3:11:56 front office that you can have them

3:11:57 trespass to um the other thing is is that iss at each school

3:12:01 miss megan wright miss wright brought it up

3:12:03 earlier um what are we doing as far as setting a standard of iss

3:12:07 and allowing each school to be

3:12:09 able to do that is that part of this plan do you need direction

3:12:11 from the school board because i think

3:12:13 there is a overwhelming support for putting iss giving the

3:12:17 availability at each school

3:12:18 and making it uniform in some kind is that something we would do

3:12:23 dr rindell yeah we need direction from the

3:12:25 board on that i mean that is a cost um we would have to devote a

3:12:29 teaching unit to

3:12:30 if you wanted the secondary schools for sure you’d have to

3:12:33 devote a teaching unit to that and teaching

3:12:35 you in and an extra planning period because that teacher then

3:12:39 would need a planning period so that’s

3:12:41 a cost we can work up the cost for that also they’ll survey the

3:12:44 secondary principals and the elementary

3:12:46 principals to see if they if that’s a tool they want at their

3:12:49 disposal sure there are some schools that

3:12:52 might not want that as a tool they may not have the need for it

3:12:56 as much as other schools and i would

3:12:58 agree with that i just didn’t want it to where they would not be

3:13:01 able to move forward and didn’t have

3:13:03 the resources to implement that and i think there’s innovative

3:13:06 ways that we might be able to do it

3:13:08 rather than just having a staff member there the whole time you

3:13:10 know what i mean there’s there’s because

3:13:13 you know that iss may be one or two kids at each school and

3:13:16 there might be an innovative way to

3:13:17 bring those kids to a different okay i don’t know like if if it’s

3:13:21 okay with you the board says that

3:13:22 we would like to find some sort of solution there if you guys

3:13:25 can kind of put that together are we okay

3:13:27 with that that’s word corporate yeah i mean the schools are

3:13:31 creatively in secondary schools some of them

3:13:34 are creatively funding that with allocating allocations and and

3:13:37 it also has to do with space you know every

3:13:40 school is a different situation as far as what space they have

3:13:44 and so um some of them you know and

3:13:46 when you think about elementary someone don’t need a whole

3:13:48 entire classroom you know they just need a

3:13:50 little sub office or whatever so i i hate for us to sit down and

3:13:53 go here’s the parameters everybody’s

3:13:55 going to do it like this i think we need the opposite

3:13:57 flexibility but i you know i don’t think we need to i mean i don’t

3:14:01 have a problem with schools i’ve you know

3:14:02 having that tool in their in their tool belt but we it’s going

3:14:06 to be bigger than just i don’t know

3:14:09 what direction we can give you today we’re going to have to well

3:14:11 and have more information i think in

3:14:14 looking at it it’s like this you have some schools that i know

3:14:18 for a fact are implementing iss in a

3:14:20 very effective way they are to the point where they were

3:14:23 communicated through some of the other

3:14:26 principles and i had some other principles that said we would

3:14:29 love to do that but we may not have the

3:14:30 resources so if there’s a way to find out if there’s schools

3:14:33 that need resources and find best

3:14:35 practices to do so i think that this board would like to see

3:14:38 that that’s all i’m a huge fan of

3:14:40 the in-school suspension as opposed to the out-of-school

3:14:42 suspension i think that that’s a great tool that we

3:14:44 should make accessible to all of our schools honestly so um i

3:14:47 realize there’s a cost with it so i i guess

3:14:49 what we would probably what i would like to see is what does

3:14:51 that cost and how many of our schools would

3:14:53 want to really participate in this and need additional funding

3:14:56 for it or if it’s feasible or not some schools don’t have

3:14:59 the the space as you were saying so um we would need to gather

3:15:02 all that information before we kind

3:15:04 of went forward and said hey you know go forward and do this

3:15:07 kind of thing and then and i agree with

3:15:10 you 100 are we okay with giving that direction that in the event

3:15:13 that there’s best practices we share and

3:15:15 if there’s a school to board a school that would like resources

3:15:18 we try to find out what that cost is

3:15:19 and bring it back to the board is that effective i’m fine with

3:15:22 that i like the in-school suspension

3:15:24 yeah yeah that’s what we’re saying if you’re okay with having

3:15:27 staff moving in that direction

3:15:29 okay um yeah the other thing is is that we spoke about this

3:15:35 earlier doing uh staff bus driver

3:15:37 student trainings those kind of things like hey what’s the game

3:15:40 plan so like kids come back

3:15:42 you know and i know you’ve made i mean you just took over like

3:15:44 two weeks ago right but like

3:15:46 um what are the teachers what kind of training are we going to

3:15:49 get what kind of staff for the bus drivers and then what are we

3:15:51 looking at for when the students and parents come on campus for

3:15:52 the first time

3:15:52 what is that you know what i mean do we have a plan are we

3:15:55 working on that what’s going on

3:15:58 we needed direction as to today now we know um which what we’re

3:16:05 going to bring back to the board in july

3:16:07 and we will have a plan outline i want to say staff did an

3:16:11 amazing job with the cell phone rollout

3:16:14 right to communicate to say all those things so um that’s what i

3:16:17 think effectively we were looking at

3:16:20 to communicate all of our our um you know future disciplines and

3:16:24 stuff like that so if that’s okay

3:16:26 and these are ideas that i’m just putting on the table but if

3:16:29 that’s okay with you i would like to

3:16:31 see sort of a effective plan of action for implementing the

3:16:34 trainings and stuff like that and what that

3:16:37 would look like for our staff because one of the problems they

3:16:39 kept saying is is our bus drivers need

3:16:41 trainings our bus drivers need trainings and we just didn’t have

3:16:43 them and now that we’re bringing like

3:16:45 we’ve got like 66 new applicants we’re gonna need to do some

3:16:48 training right so i think that in that case

3:16:50 i think that uh some sort of plan of action sometime before we

3:16:52 open would be good that’s all

3:16:54 all right absolutely i the communication that was done in

3:16:58 regards to the cell phone um that was

3:17:00 tremendous and that that really hit home everyone got the

3:17:03 message the same message was conveyed over and

3:17:05 over and over again and i think that type of messaging is very

3:17:08 good for for our district to to create a sense

3:17:11 of we’re uniform across the board so it wasn’t different from

3:17:14 school to school so yeah and then the last

3:17:18 piece is is that discipline process that i spoke of before um

3:17:21 having some sort of a plan of action which

3:17:24 you said will come out from the under the state office of safe

3:17:27 schools tied to that is what i think miss

3:17:30 jenkins really is passionate about and i and i feel the same way

3:17:34 is that yes e identification process

3:17:36 seemed to be some sort of a discipline nightmare meaning student

3:17:41 needs to be identified for their

3:17:43 discipline or their esc services they’re not getting the correct

3:17:46 um identification of those services that are

3:17:49 needed and they continue to have incidences where they are

3:17:53 implementing a negative discipline that is

3:17:55 towards their uh manifestation but it they hadn’t gotten there

3:18:00 does that make sense to you

3:18:01 like our our young kids who may have um needs as far as uh um

3:18:08 autism and on the spectrum and all of these

3:18:10 other components that need the services are not getting those um

3:18:14 implementation those those identifications of

3:18:17 their services in a fast enough time like we have kids that are

3:18:20 just going through a long time period

3:18:23 and not being identified is there a plan to shorten that up or

3:18:26 anything like that can i jump in there

3:18:29 go for it miss jenkins that is a loaded question and there’s no

3:18:33 there’s no fixing that that is not a magic

3:18:35 wand fix um that is a community awareness problem that is a esc

3:18:41 certified teacher problem that’s esc staff

3:18:45 um it’s absolutely a concern but it’s it’s basically impossible

3:18:53 to address at this point it’s something

3:18:55 to always be aware of and to strive towards but one of the most

3:18:58 significant problems in our schools

3:19:00 is that we don’t have enough esc staff to make that process go

3:19:03 faster um and so number one step one would

3:19:06 be recruiting esc professionals to this to this district to

3:19:09 ensure that they have functioning mtss teams

3:19:13 because that’s really where where the difficulty lies

3:19:15 unfortunately most of those constraints that

3:19:17 slow the wheel of progress are um policy and statutory

3:19:20 requirements and things of that nature and

3:19:23 there’s really no circumventing that pause unfortunately okay so

3:19:28 um it sounds like there’s an opportunity to

3:19:30 improve the process by finding if there’s we need to have more

3:19:34 of the esc um individuals to do that there’s also i i met with

3:19:40 some teams in orlando

3:19:41 that were talking about how they do it and they said that if

3:19:44 they did it this way which is the normal way

3:19:46 that they go through the process it takes months and months and

3:19:49 months if they do it this way that it

3:19:50 took like two weeks so i’d love to just sit down with you and go

3:19:52 through that process to see how they’re

3:19:54 doing it so that we might be able to do it to fidelity because

3:19:57 it’ll help our children get identified for

3:19:59 the services that they need ahead of time to get moving that’s

3:20:02 all okay what district is that again it was orange county it was

3:20:04 in orange county it was a there was a couple of them so i’ll i’ll

3:20:06 be over there and i’ll yeah my daughter’s there too all right

3:20:09 okay all right

3:20:09 okay all right i’ll bring it bring the uh the facility and

3:20:12 everything else and the individuals

3:20:15 involved so i just wanted those were some of the issues that i

3:20:17 just looked they were on my table

3:20:19 the data collection the iss the um we’re moving i know and i

3:20:22 really appreciate you guys i know that

3:20:25 this is just like a whirlwind you’re drinking through a fire

3:20:27 hose everything’s happening so fast

3:20:29 but i know that there’s an impending opening of schools and we’ve

3:20:32 got to be able to have something ready

3:20:33 for them for trainings and everything else so i really

3:20:36 appreciate it um i’ll leave the floor open

3:20:37 to anybody else and the issues they may have that they want to

3:20:40 discuss with discipline

3:20:40 we have another presentation yeah we do i know i know but we’re

3:20:44 on discipline right now just finishing

3:20:46 i know i mean they’ve tackled a lot in this one meeting today i’d

3:20:48 kind of like to let miss dampier and

3:20:50 her team get some have some more time to before we lay anything

3:20:54 else on their plate so yeah are you guys

3:20:57 okay okay thank you guys so much all right um now let’s see i

3:21:04 ran out of room i was writing off onto

3:21:06 multiple pages the next topic thank you everyone the next topic

3:21:11 is the organizational structure

3:21:27 all right so um the board may recall that during the interview

3:21:42 process one of the things i said i was

3:21:44 going to examine was our organizational structure to see if

3:21:46 there were some changes that needed to be

3:21:48 made and you know after i was selected i said that i was going

3:21:51 to go do that talked about a little bit

3:21:53 at the off site a couple weeks ago that gathered a lot of

3:21:56 information looked at a lot of things

3:21:58 and so it was going to be making some recommended changes to the

3:22:01 organizational structure so

3:22:03 here are four areas for places where i got a lot of the

3:22:07 information this aren’t the only four things

3:22:10 that i took into consideration but the first was the rsm

3:22:13 discipline audit there were a lot of findings in

3:22:15 there that talked about duplication of effort a lot of people

3:22:19 doing having pieces of discipline but nobody

3:22:21 really owning discipline there was a lot of work that was

3:22:24 not consistent across the district a lot you know they didn’t

3:22:29 necessarily recommend

3:22:31 any changes to our policies our code of conduct or anything like

3:22:34 that they said we need to be more consistent

3:22:36 in the enforcement of those policies across the district they

3:22:40 saw a lot of inconsistencies

3:22:41 inconsistencies and some mistakes and then they also mentioned

3:22:45 you know since no one owns discipline

3:22:48 one of their recommendations was a cabinet level person that

3:22:51 would kind of be a discipline czar they didn’t

3:22:53 call it that but you know something like that so that’s you know

3:22:56 part of the organizational structure

3:22:58 changes the other is the paper put together by dr cody her

3:23:03 assessment her recommendations her

3:23:05 observations in the time that she was here some of it was

3:23:08 curriculum related some of it was operational

3:23:11 related a lot of it talked about restructuring um again the

3:23:14 discipline was was mentioned also um that

3:23:18 in a lot of other districts there are principal supervisors and

3:23:22 they saw she saw that in our

3:23:24 district we had principal supervisors who also had other

3:23:26 curriculum responsibilities

3:23:28 and she recommended in her assessment that we go back to a

3:23:32 different model also she talked

3:23:34 about curriculum and instruction your chief academic officer

3:23:37 overseeing you know those three she talked

3:23:39 about in her assessment two or three times she made reference to

3:23:43 three areas that really affect student

3:23:45 achievement it’s elementary learning secondary learning and

3:23:48 student services and those three were kind of

3:23:51 operating independently or not in not in concert and so if there

3:23:55 was a chief academic officer or something

3:23:57 like that would oversee those departments in her in her

3:24:00 experience her recommendation was you know that

3:24:02 that would be a better way to go also started those one-on-one

3:24:05 conversations with different staff you

3:24:07 know print building level principals also district level leaders

3:24:10 here in the district and other staff

3:24:13 members and a lot of that feedback backed up what was reported

3:24:20 by dr cody and the discipline audit

3:24:23 and then also my experience for serving as a principal in the

3:24:26 last four years here in the district

3:24:27 but also my experience being in the district here in the past

3:24:30 under a different organizational

3:24:31 structure and also working in several other districts so these

3:24:35 were some of the themes that

3:24:37 i kind of saw in my analysis and you know talking to every

3:24:42 everybody else reviewing there was

3:24:44 overlapping responsibilities discipline was one of them but also

3:24:46 curriculum there were some things that

3:24:48 well i do a little bit of this so i do a little bit of that why

3:24:51 we do some of this we do some of that

3:24:52 two things that are clear examples is the discipline we didn’t

3:24:57 have a single person owning the discipline or single

3:24:59 department necessarily owning the discipline the other one was a

3:25:02 good example was federal programs we’ve

3:25:05 talked a lot you’ve seen a lot of budget presentations now we

3:25:08 talked about it just a little while ago

3:25:09 that we have federal program money in a lot of different places

3:25:14 which is fine and we’re doing a lot of

3:25:17 great things with all this different federal program money but

3:25:19 there’s really nobody that has

3:25:21 they’re eye on the ball of all the federal program money you

3:25:25 know there was a meeting that was called

3:25:28 by dr cody of the different people who have federal program

3:25:32 spending authority so to speak that you know

3:25:35 have programs that are funded with federal funds and she said

3:25:39 that in the meeting it was

3:25:41 a parent that a lot of people didn’t know what the other people

3:25:44 were doing with the federal money so

3:25:48 there were some overlapping ideas and spent you know we’re doing

3:25:50 a little bit of this and we’re doing

3:25:52 a little bit of that i’ve talked to several people that were in

3:25:55 that room that day and they said it was

3:25:56 one of the best meetings they ever went to because they learned

3:25:58 so much more about what other people

3:25:59 were doing in the district and a lot of duplicating efforts and

3:26:02 so we’re using federal money to do some of the same things

3:26:05 so we need to kind of combine all that and put it all in one

3:26:08 house one of the biggest things that i

3:26:11 noticed was this support and supervision of schools it’s

3:26:13 something i noticed in st lucie county years

3:26:15 ago when i was there as a deputy i had been promoted to

3:26:18 assistant superintendent had some schools to

3:26:20 supervise but i also had stuff to oversee and doing some

3:26:23 research and looking at other districts we saw

3:26:27 that there was a better way to do that principal supervisors

3:26:29 really should just be supervising

3:26:31 principals that should be their sole responsibility they shouldn’t

3:26:33 have all these other

3:26:34 responsibilities there’s actually research out there hillsborough

3:26:37 county was one of the first districts

3:26:38 to move to this in florida and they still do it today and we put

3:26:41 a model in place in st lucie that’s

3:26:43 still there today where these directors area superintendents or

3:26:48 area directors area coordinators

3:26:50 in st lucie we call them executive directors of schools all they

3:26:53 do is supervise schools the research shows

3:26:54 that for them to be really effective the magic number is 14. 14

3:26:59 schools for them to supervise if they’re in their

3:27:01 schools often supervising their schools then they’re also

3:27:04 checking in with their schools it’s not a

3:27:06 supervision or a gotcha it’s more like hey how can i support you

3:27:10 if they’re in the schools on a regular

3:27:11 basis they know what’s going on in the schools they know what’s

3:27:14 working what’s not working the principals

3:27:16 have frequent consistent dialogue with their supervisor and that

3:27:21 provides big dividends down the road when

3:27:24 you’re trying to support a school so those were some things that

3:27:27 i saw that we didn’t have so my solution

3:27:30 was to realign some different things change some structures

3:27:35 define redefine who oversees what

3:27:37 we had leading and learning and i wanted to separate leadership

3:27:42 from learning or leadership from curriculum

3:27:46 so you know we would have directors that oversee departments not

3:27:49 schools and directors that would

3:27:52 supervise schools underneath those umbrellas so the example is

3:27:56 looking at our current cabinet we had two positions

3:28:00 assistant superintendent for elementary leading and learning and

3:28:03 assistant superintendent for secondary leading and learning

3:28:06 and it’s really the positions that i’m talking about is divesting

3:28:10 separating leading from learning so

3:28:13 my change is to eliminate the assistant superintendent

3:28:17 elementary leading and learning position

3:28:21 and replace those two positions with the chief of schools and an

3:28:25 assistant superintendent of curriculum

3:28:28 instruction chief of schools is very similar to like a deputy

3:28:31 superintendent or we used to have three

3:28:35 area superintendents at one time we had four areas superintendents

3:28:37 so very similar to that

3:28:38 so the chief of schools is someone who would oversee those

3:28:41 directors who oversee schools that would be their

3:28:44 primary responsibility that would be their area of of work the

3:28:49 assistant superintendent of curriculum instruction would

3:28:52 oversee all of learning so the chief of schools oversees leading

3:28:55 the assistant superintendent curriculum

3:28:57 instruction oversees learning we used to have that position in

3:29:00 this district in the past assistant

3:29:02 superintendent curriculum instruction was a long time cabinet

3:29:06 position here for many years and they would

3:29:09 oversee the different curriculum departments like we talked

3:29:13 about student services elementary learning and secondary

3:29:16 learning so if you look at the chief of schools my plan is to

3:29:21 have the chief of schools and then

3:29:25 these six directors um so they would be by geography and by

3:29:32 grade level so as you can see there would be

3:29:35 an area director in the north for you know far north so to speak

3:29:38 for elementary schools

3:29:40 an area director over north central elementary schools an area

3:29:44 director of south central and an area director of south

3:29:46 elementary schools so this would encompass this would cover all

3:29:50 of our elementary schools each director would have

3:29:52 between 14 and 15 schools which again supports the literature

3:29:56 the research

3:29:57 and then for um secondary schools we’d have an area director of

3:30:03 the north an area director of the south

3:30:05 right now the breakdown i have of these schools is basically

3:30:07 north of the pineda and south of the

3:30:09 pineda for the different breakdowns there’s a couple nuances

3:30:12 with the elementaries that they don’t all

3:30:15 line up quite like that but that’s kind of the breakdown and

3:30:17 then director of alternative sites so

3:30:20 mrs bland who’s just here she’s director of alternative sites

3:30:25 and discipline we would be divesting the

3:30:28 discipline responsibilities taking those off of her plate and

3:30:30 she would just be supervising the two alternative schools

3:30:34 all right so that would be and the off site and the yeah she

3:30:38 reminds me that it’s not just the two

3:30:40 alternative schools it’s a bunch of other stuff but the idea is

3:30:43 that all these directors their primary

3:30:46 responsibility would be to serve their schools they would be

3:30:48 required to be in their schools once every

3:30:50 month when we put this in place in st lucie we followed the

3:30:54 model at hillsborough use where the

3:30:56 directors didn’t just show up and say hi i’m here what’s going

3:30:59 on is everything good what can you tell me

3:31:01 you know they have a checklist a list of data points that they

3:31:05 would review with the principals also some

3:31:08 some guiding questions that they would ask every time they were

3:31:10 there each month they might have a

3:31:12 different data point to go a little deeper into so example after

3:31:16 pm1 after progress monitoring one

3:31:18 assessments done when they visit the next month they would sit

3:31:21 down the principal and say let’s look at

3:31:22 your pm1 results what do they look like compared to last year

3:31:25 where are your hot spots where can we help

3:31:27 you do you need support from curriculum instruction let me reach

3:31:30 out to curriculum instruction how are you

3:31:31 doing with your new teachers that kind of thing so i’ve seen

3:31:35 this work in the past it’s very effective

3:31:37 for principal support you guys have noticed that we’ve been

3:31:40 appointing a lot of new principals and

3:31:43 assistant principals they need as much support as they can get

3:31:46 this person would be there to support them

3:31:48 at least once a month on a regular basis that’s why i think this

3:31:51 is a great investment

3:31:52 so now the stuff the departments the curriculum stuff that our

3:31:59 directors kind of oversee now in

3:32:02 addition to supervising schools this would all fall under the

3:32:04 assistant superintendent curriculum and

3:32:06 instruction this is very similar to the breakdown that was in

3:32:09 place in this district years ago so you had

3:32:12 an assistant superintendent for cni you have a director of

3:32:15 elementary programs a director of secondary

3:32:17 programs i talked about bringing all those federal programs into

3:32:20 one place so this would be a director

3:32:22 of federal programs position this person would oversee all those

3:32:24 different federal spending buckets

3:32:26 we have a director of choice programs but she also supervises 11

3:32:30 schools by making this a pure director

3:32:33 position she would handle all of our choice programs including

3:32:37 all of the implications of hb1

3:32:41 and all the processes that we now have to go through with people

3:32:44 filing for different buckets of money and that kind of stuff

3:32:47 director of accountability testing and evaluation we kind of

3:32:50 have that now but we’d probably move some

3:32:52 more people in and under that like john carr might end up in

3:32:55 there because he’s our big big analyst and that kind of thing

3:32:58 director of adult and community education already have that and

3:33:01 director of current technical education already have that

3:33:03 that’s 14 directors at first you might say wait a minute we only

3:33:07 have if you counted

3:33:08 there are 13 directors between secondary and elementary but keep

3:33:13 in mind that mrs bland was over in student

3:33:16 services and she’s one of the 14. so all of this restructuring

3:33:21 is is meant to be budget neutral

3:33:23 we’re not supposed to be creating new positions without

3:33:26 replacing current positions rewriting some job

3:33:29 descriptions and that kind of thing so

3:33:31 directors that oversee schools and a chief of schools that

3:33:38 oversees the directors and the operation of those

3:33:40 schools then the curriculum side of the house of the assistant

3:33:45 superintendent for curriculum and instruction

3:33:47 and the directors that would be responsible for the different

3:33:49 buckets so what does that look like

3:33:51 visually this is our current organizational chart with the

3:33:55 cabinet positions as you can see there are nine

3:33:57 cabinet positions they’re all there positions familiar and so

3:34:03 the recommended changes would be to eliminate

3:34:07 these two positions the assistant superintendent of elementary

3:34:10 leading and learning assistant superintendent

3:34:12 of secondary leading learning and then replace those with a

3:34:14 chief of schools and an assistant superintendent

3:34:16 of curriculum instruction so the number of cabinet positions

3:34:19 does not change

3:34:21 so budget neutral in that effect taking a look at how it looks

3:34:24 further down the line

3:34:26 just like the slide a minute ago now this chief of schools they

3:34:30 would oversee seven directors

3:34:32 four over elementary schools two over secondary schools and then

3:34:36 director of alternative sites again

3:34:38 theoretically budget neutral as far as the positions okay and

3:34:43 then the next would be the assistant

3:34:46 superintendent curriculum curriculum instruction just like the

3:34:48 slide earlier you know these seven directors

3:34:51 overseeing different things now theoretically budget neutral for

3:34:56 sure

3:34:56 this will require some shifting of people and places

3:35:00 i want the area directors to be able to supervise geography

3:35:05 so eventually maybe not this year but down the road we might

3:35:08 have area offices again

3:35:10 where that north secondary director and that north elementary

3:35:14 director may share some space

3:35:16 at a place in the north end or they might set up shop in an

3:35:21 elementary school in a secondary school that

3:35:23 has space so that they could be near their school so when they’re

3:35:26 visiting their schools they can visit

3:35:27 more of them more frequently that kind of thing so budget

3:35:30 neutral in terms of salary and all that kind of thing

3:35:33 but when i start moving people around in different places you

3:35:36 know there might be costs associated with that

3:35:39 but we’re paying costs for them to be housed here right now so

3:35:42 again this is what the organizational chart

3:35:44 would look like with these new positions replacing the two

3:35:48 previous positions and that’s about it

3:35:56 take any comments from the rest of the board members um can go

3:36:00 to i always start with you miss campbell so

3:36:02 maybe we’ll just go over to mr trent if you like have anything

3:36:07 to say

3:36:07 well thank you for all the uh uh i know the effort and the

3:36:13 thought uh we’re we knew what we were getting

3:36:16 into and we all uh we had all the candidates up and and what

3:36:20 they would do if they were fortunate

3:36:22 enough to be in this position so um you know we we hire because

3:36:28 of experience and um i’m excited to see

3:36:32 how this plays out again we’re the we’re the what and and you’re

3:36:36 the you’re the how and um again i look

3:36:39 forward to seeing how this plays out here in bivard miss jenkins

3:36:42 do you have something to say

3:36:47 okay all right miss camp yeah so i think uh thank you for um

3:36:52 going walking through the specifics of

3:36:55 the the plan i actually um you know one of the things you talked

3:36:58 about how it used to be and i i

3:37:00 know it’s not with the chief of schools a little different

3:37:02 because we had those area superintendents

3:37:04 but one of the things that came out in discipline years ago was

3:37:08 that there was some inconsistency like

3:37:10 what we’re dealing with now but in a different way between maybe

3:37:12 how certain areas were handling it so i

3:37:14 actually like the chief of schools because there is that one

3:37:18 person that will help there to be that

3:37:20 consistency from the north to the south i think that’s a better

3:37:23 even bottle even better than when

3:37:25 we have the area superintendents um so i think um that will be

3:37:30 good uh one thought just um when you

3:37:33 were talking about the potential in the future to create offices

3:37:36 for people i mean we’ll kind of have to

3:37:38 see how it goes because they also each have administrative

3:37:40 assistance because of all the things that they

3:37:42 and some of them may need to share or they or they currently

3:37:45 share with other people but we have

3:37:46 that remote work policy that we just passed and that’s also an

3:37:50 option um depending on where they

3:37:52 are so that if they’re visiting two schools and it wouldn’t be a

3:37:55 cost effective for them to come all

3:37:57 the way back to viera in between and they can you know do a

3:37:59 couple hours of work at home because we’re

3:38:01 allowing that remote work option whether they’re at home or at a

3:38:05 school or wherever i mean it you know i

3:38:08 think that gives some flexibility to those types of jobs i can’t

3:38:11 remember if we put um directors on

3:38:13 those lists but i think it would probably fit totally hadn’t

3:38:16 thought of that but that’s yeah there’s

3:38:19 just some options to think about in the future so but no and in

3:38:21 general i think this is going to be

3:38:23 um a good plan and a good streamlined way to do things okay that’s

3:38:29 right uh no i i appreciate you

3:38:32 giving us the presentation obviously i had the opportunity to

3:38:34 sit down and talk with you about this ahead of

3:38:36 of time and and see what the vision was and um it’s it’s needed

3:38:40 i believe for us to do the exact same

3:38:42 thing and expect different results we know what that is and so

3:38:45 uh this change should be a positive

3:38:47 change i’m looking forward to seeing the other side of it when

3:38:50 right now i know it’s bringing

3:38:51 uncertainty and some people are nervous about that and and i’m

3:38:54 that’s just the nature of change

3:38:56 unfortunately um but i think once we give this model a try and

3:38:59 we see the dividends that it pays i think

3:39:02 we will walk away and go hey that was actually a really good

3:39:04 thing that we’re really excited about

3:39:06 seeing so um thank you for being bold enough to step out in this

3:39:09 role i know this is this i’m sure it’s

3:39:11 not been an easy decision and um so i’m grateful for your

3:39:14 leadership on this one i think it’s going

3:39:17 to bring good things for our county so thank you can i just

3:39:19 address the uncertainty real quick because

3:39:21 i know there are directors in the room and watching yeah it’s

3:39:23 the same number of directors they just might

3:39:26 be in different seats okay so my intent is to sit down with each

3:39:29 of them and ask them

3:39:31 what their preferences would be there may be some directors

3:39:34 right now that oversee schools and stuff

3:39:36 and they might say man if i like if all i could focus on was my

3:39:39 schools and i’d want to do that

3:39:41 they might say you know i really like my stuff i really like

3:39:44 being in charge of x y and z

3:39:46 i do love supervising schools but i don’t want to give up supervising

3:39:51 x y and z you know those

3:39:52 departments those curriculum responsibilities and we’ll see you

3:39:55 know if it all shakes out they all

3:39:56 get their pick then awesome if not then i’ll have to see you

3:39:59 know who who goes into what seat but you

3:40:02 know not replacing any directors or anything like that the idea

3:40:05 would be that they you know find one of

3:40:07 these spots that to their liking and they’re suited for and we

3:40:11 move on like that you know that’s going to

3:40:13 be so the directors watching and in the room the idea is we don’t

3:40:17 want to lose you we want to figure out

3:40:18 which spot you want to be in and if they can all get that spot

3:40:22 great if not then we’ll have to make

3:40:24 some decisions on who who gets to do what thank you i appreciate

3:40:27 you clarifying that because i do

3:40:29 think there is there is uncertainty with all everything and uh

3:40:31 it we don’t want to lose any more of our

3:40:33 people there’s no doubt about that right well and it’s been a

3:40:36 delicate balance of sharing stuff with

3:40:38 the board and directors and staff members it’s you know you don’t

3:40:42 want to share stuff with other people

3:40:44 before you guys get to see it but so they’re seeing a lot of

3:40:48 this for the first time yeah so okay thank

3:40:51 you i wanted to say thank you um i understand absolutely with

3:40:55 the chief of schools just like

3:40:57 you said and being in many of the other school districts across

3:41:00 the state the larger school

3:41:01 districts have them and it’s a good because of the unification

3:41:04 of everything i absolutely love the

3:41:06 breakdown of the regional going back to having regional

3:41:09 representation i think in some areas that are square

3:41:13 um counties the county itself is a little bit different but we

3:41:17 have a cultural difference from

3:41:19 mims to mico and i think that each one of those is amazing and

3:41:23 having that ability to shine individually

3:41:25 and having that representative in there is going to make some

3:41:28 great things and i think that that that’s

3:41:31 been needed for a long time i appreciate that and when you talk

3:41:33 about the offices um sharing some offices

3:41:38 when we first got here some of the staff was at the pineapple um

3:41:42 facility and it’s a beautiful building

3:41:45 and i i got inside there the roof is perfect on it uh somebody

3:41:48 left the windows open so it might not be

3:41:49 so perfect anymore but the issue is is that there was just kind

3:41:53 of this nostalgic of representing your

3:41:55 local team and i felt that in there and i think that that’s what

3:41:58 we’re going to get back to so i love the

3:42:00 idea of having people work in regional offices and stuff like

3:42:03 that because it means less time that

3:42:05 you’re here and more time in those areas for somebody to report

3:42:08 here to this building then get in the car

3:42:11 or have to drive up to mims or mico it makes it a little bit of

3:42:14 a long run it’s windshield time it’s

3:42:17 it’s effectiveness and when you’re waking up every day next to

3:42:19 the people that are inside those areas and

3:42:21 saying hey um this is what’s going on here you you eat at the

3:42:24 same you get your hair cut at the same

3:42:26 place you get your eat at the same you know what i mean you’re

3:42:29 you’re in the culture and i love that

3:42:31 so thank you so much i really appreciate everything you’ve

3:42:34 brought forward i absolutely love the one

3:42:36 thing is that the citizens of brevard county are over the top

3:42:38 and i know you put that in there i

3:42:40 really appreciate you doing that um thank you i i dr rendell

3:42:43 this is this is great thank you does anybody

3:42:46 else wish to say anything uh before we move forward no let’s get

3:42:49 to the 5 000 policies did you have did

3:42:54 you have did you did you have anything else you’d like to say dr

3:42:57 rendell no i just um looking forward

3:42:59 to getting to work to put this in place that’s all okay all

3:43:03 right um one of the things that we always

3:43:05 end up with is is i just wanted to run through some of the heads

3:43:08 up on july 11th um some of the things

3:43:11 that are going to be coming up uh just real fast the one

3:43:14 thousands just so you guys know are now

3:43:16 coming back so all the ones we went through have now been zero

3:43:20 zeros sorry i was getting excited

3:43:22 there all right the zeros are coming back and um we are going to

3:43:26 do the five thousands all right

3:43:27 i do want to take a second to say miss campbell if you feel

3:43:32 appropriate maybe on the 11th we can

3:43:34 talk about that challenge because we got to get ready before

3:43:37 school starts because you know what

3:43:38 i mean if we’re going to be doing these physical challenges and

3:43:40 stuff like that i think or whatever

3:43:42 dr rendell are you in oh yeah what is the challenge this is the

3:43:46 members to be determined she makes me

3:43:48 and everybody she calls me out because i haven’t we are going to

3:43:51 set an example for all of our staff

3:43:53 across the district for getting healthy and and being well she’s

3:43:56 been doing a great job and let me

3:43:58 reiterate she’s been doing a great job of effectively asking us

3:44:02 to walk and there’s a pair of golden

3:44:03 shoes in gibbs office just because he puts them on his dog and

3:44:06 lets that walk around and that’s what ends up

3:44:07 getting the the steps right so the thing is is that i have not

3:44:11 done a good job of effectively being a

3:44:13 part of that i apologize to ms campbell and moving forward i

3:44:17 said let’s put up this challenge of

3:44:19 whatever the school district is doing 5ks and whatever it is to

3:44:22 promote what they’re doing right

3:44:24 so i wanted to say if we can bring back that idea the campbell

3:44:28 the cc the campbell challenge on the 11th

3:44:31 that might be a good discussion tomorrow and i’ll see if we can’t

3:44:34 hook up some of our because we have

3:44:35 signa representatives who work here in the building they work

3:44:37 for us and they lead a lot of those

3:44:39 initiatives so maybe they can work with them and they can help

3:44:42 design something especially for

3:44:43 the five six seven of us we may not include paul because he’ll

3:44:48 probably win but um at least maybe

3:44:51 get some of them to come in too okay then we’re including paul

3:44:55 you wouldn’t know

3:44:59 yeah there it is um the other thing i want to do is is uh we

3:45:02 have the veterans groups coming on the on

3:45:05 the next on the 11th where we’re talking about retention

3:45:08 recruitment some of the policies we have

3:45:10 and all of those things i’ll get a summary together so you guys

3:45:12 know what it is if you wanted to invite

3:45:14 any of your veterans groups to be a part of it it is a

3:45:16 collaborative effort um the other thing is is

3:45:19 that the athletic policies um there’s a couple of athletic

3:45:23 policies we were waiting for an athletics

3:45:25 director to be in charge and he’s going to bring it back there’s

3:45:27 like two of them okay so you’ll see

3:45:29 those um the uh don’t forget your form six so if you guys have

3:45:33 not already done it it has to be done

3:45:36 this month and it’s all electronic so if you haven’t done it

3:45:40 please take a second and do it

3:45:42 yeah well i just wanted to remind you guys because you may have

3:45:45 forgotten

3:45:45 well let’s just get it done let’s just not get into the grace

3:45:49 period it’s just not early and then

3:45:52 and then the other thing is is that we had spoken we had spoken

3:45:56 before about the um cost of having us

3:46:00 um redistrict and stuff like that i want to bring that back now

3:46:03 that we’ve had the resolution and all

3:46:05 that other stuff and have a discussion on whether we are going

3:46:08 to inhibitly pay for a portion of the

3:46:11 supervisor’s costs or if we’re not um as proved uh as dr or mr

3:46:16 gibson stated there’s no physical or

3:46:20 there’s no law that says that we have to but i have a feeling

3:46:23 that the conversation wrapped around what

3:46:25 is good for um governance and what is right is part of that

3:46:29 conversation so um i’ll have some of those

3:46:32 stats put up but i just kind of wanted to let you guys know what

3:46:34 was coming up on the july 11th and if

3:46:35 there’s anything else that you guys wish to talk about we can um

3:46:39 if not mr chair just to let the

3:46:41 board know we will be requesting an exec session on the 11th for

3:46:45 bargaining okay some more discussion

3:46:48 um awesome so let’s not go till five o’clock i’ll do my best hey

3:46:53 guys great day appreciate it anybody else

3:46:59 nothing else that’ll be the end of the meeting all right all

3:47:10 right

3:47:19 you