Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 Music playing.
9:29 So, please stand for the Pledge of Allegiance.
9:36 I pledge allegiance to the flag of the United States of America
9:41 and to the Republic for which it stands, one nation under God,
9:45 indivisible with liberty and justice for all.
9:48 I just wanted to say, I just wanted to say, I just wanted to say,
9:53 I just wanted to remind everybody that we do have a time certain
9:55 at 430 so we can be prepared for this evening.
9:57 So if we’re pretty close to it, I’m going to say, hey, we got 10
10:00 minutes so if we can start wrapping up just to give you guys a
10:02 heads up. The first item on the public hearing and rule
10:06 development for board policies and bylaws 00 or 0118 through 0172.
10:11 Is there anyone present who wishes to speak to address this item?
10:15 Give me just a second?
10:20 Give me just a second while I get this thing hooked up here.
10:25 All right.
10:26 Ready when you are.
10:27 Okay.
10:28 Good afternoon, everybody.
10:29 You guys are used to me normally having a speech prepared and I
10:38 don’t have one so I just got back from vacation.
10:43 0118 is the purpose of the school board and as a educational
10:53 body I am disturbed to see that in the most recent edit after
10:59 the last work session that educational needs is still been
11:03 removed from the purpose of the board.
11:04 I walked away from the last meeting under the, I guess
11:08 assumption that it was going to be desires and educational needs
11:13 and yet the edit only shows desires.
11:17 There are desires is an interesting choice.
11:21 Neola wrote this update in 2017.
11:24 We are not the same society.
11:26 We were in 2017.
11:28 We’re not the same society.
11:29 We were pre 2020 in the COVID pandemic.
11:33 There is a heightened sense of offenses on both sides of the
11:38 political line and public education has become a political
11:43 battlefront.
11:44 Ms. Kerbin, if you can speak directly to the policy rather than
11:47 sitting here and talking about the politics, that’d be great.
11:49 The politics matter with the wording of the policy, though I
11:53 understand.
11:54 How the words are perceived are in direct relation to the way
12:00 our politics are and in our current society.
12:03 And so when people see that the board is going to take the
12:08 wording of educational needs out and put desires, my question is
12:13 why?
12:13 Your job, the job of our school board is to provide our students
12:21 with a well-balanced and well-rounded education so that the
12:27 needs of our community are met.
12:30 Our businesses rely on our students as graduates to fill the
12:36 employer’s needs.
12:37 Our companies who operate in Brevard County rely on these
12:42 students to continue the economic growth of Brevard County.
12:47 And so I’m struggling with why we would remove educational needs
12:53 when the entire purpose of this board is to educate our students.
12:59 And that’s the whole point, unfortunately.
13:03 I would love to live in a world where this kind of a change wasn’t
13:09 seen so viscerally and yet it is.
13:11 So I just want clarification on why it can’t be both.
13:15 And I just think desires is a really weird word.
13:18 Maybe the word wants might go over better.
13:21 Thank you very much.
13:23 Are there any other speakers that wish to address this item?
13:26 Hearing none, it’s open to the floor for board discussion.
13:28 Are there any of these policies that wish anybody wishes to
13:31 discuss and go either way, whatever you guys want.
13:33 Well, 118 does have the wrong one just on 118.
13:36 I was just going to say.
13:37 We did say we both have some conversation.
13:39 You were correct.
13:40 We should have that in there.
13:41 I’ll pull 118 off and we’ll stick it on the next track.
13:43 Do you need us to do a motion for that or are you good?
13:45 I’ll just pull it off.
13:46 It’s wrong.
13:47 You’ll have to just vote for that one separately.
13:49 Yeah, it’ll just go through separately on its own.
13:51 The rest of the packet looks like it was accurate.
13:54 That one just didn’t get attached.
13:55 Do you need a motion in order to do that or are we okay?
13:57 Okay.
13:58 I’ll just pull it off.
13:59 Okay.
14:00 A quick question I have for Mr. Gibbs just to make sure as far
14:02 as the legality.
14:02 Does he need to ask for each individual policy if anyone wishes
14:04 to speak to them or is he
14:05 able to group them in the way that they’ve been done?
14:07 Ideally, we go through all of them.
14:09 I’m sure Mr. Susan really appreciates you asking that question.
14:10 I know that’s not a fun thing, but I’m just saying for the legality
14:11 of it, we need to
14:19 make sure that we’re compliant with the way it’s supposed to be
14:20 done.
14:20 In the workshop, it’s okay to do this.
14:21 I think when we get to the actual board meeting is when the
14:24 first hearing is when we have to
14:24 go through each one of them.
14:25 This is the first public hearing?
14:26 This is the first public hearing.
14:27 The board meeting is on.
14:28 The final approval is next.
14:29 Yeah.
14:30 So, Mr. Gibbs, can you give advice on this, please?
14:31 I would recommend going through all of them.
14:32 All right.
14:33 Here we go.
14:34 Fair enough.
14:35 I do want to address one.
14:36 This is going to be a tongue twister.
14:37 Just for 118, for the purposes, answer the question.
14:38 I actually am going to go back and say again, at the risk of
14:48 repeating myself from last time,
14:51 is when we start thinking about desires or wants versus needs, I
14:54 mean, obviously, we’re
14:55 going to put them both there, but it’s still important because
14:59 we are absolutely an education
15:00 environment.
15:01 We take care of the education needs of our students.
15:03 But how we do that is up to opinion interpretation.
15:06 And that’s why that desire is, and there’s some times where it
15:09 doesn’t have to do with anything
15:10 educational, like what we name a building or things like that.
15:13 It doesn’t have to do with educational needs, but it has to do
15:16 with the desires.
15:16 So we are, I think this item, again, what I said last time is,
15:19 it’s about we are listening
15:20 to all the desires, but we’re not obligated because we can’t
15:23 make everybody happy to always
15:24 make decisions based on what will make people happy.
15:27 We have the responsibility to make that decision because it’s
15:30 not a mass democracy, but a representative
15:32 democracy.
15:33 So thank you.
15:34 Okay.
15:35 Is there anybody else which is to speak freely on the items
15:39 before I start running right
15:39 through them?
15:40 Okay.
15:41 So what we’re going to do is pull 0118, right?
15:45 Next up is policy 0121.
15:48 Does anybody wish to speak on this item?
15:54 Hearing none.
15:55 Next policy is, I’m sorry, I have to go through this to get to
15:59 them because I didn’t have them preset.
15:59 Oh, use the thing on the side.
16:00 Oh, yeah, yeah.
16:01 There we go.
16:02 All right.
16:03 Here we go.
16:04 Next policy is 0123.
16:05 Standards of Boardmanship Code of Ethics.
16:06 Does anybody wish to speak to this item?
16:07 Hearing none.
16:08 Next policy is 0123.
16:09 Standards of Boardmanship Code of Ethics.
16:10 Does anybody wish to speak to this item?
16:12 Hearing none.
16:13 Next policy is 0121.
16:14 Hearing none.
16:14 Next policy is 0121.
16:14 I’m sorry.
16:15 I didn’t have them preset.
16:16 Oh, use the thing on the side.
16:17 Oh, yeah, yeah.
16:18 There we go.
16:19 All right.
16:20 Here we go.
16:21 Next policy is 0123.
16:24 Standards of Boardmanship Code of Ethics.
16:26 Does anybody wish to speak to this item?
16:30 Hearing none.
16:31 Next item is 0124.
16:33 Standards of Ethical Conduct.
16:34 Does anybody wish to speak to this item?
16:38 Hearing none.
16:42 Move on.
16:43 0141.
16:45 2.
16:46 Conflict of Interest.
16:47 Does anybody wish to speak to this item?
16:48 Hearing none.
16:52 Move on.
16:53 0141.
16:54 2.
16:55 Conflict of Interest.
16:56 Does anybody wish to speak to this item?
17:01 Hearing none.
17:04 Move on.
17:05 0141.2.
17:06 Conflict of Interest.
17:07 Does anybody wish to speak to this item?
17:13 Next up.
17:14 Hearing none.
17:15 0142.3.
17:16 Orientation.
17:17 Does anybody wish to speak to this item?
17:21 Hearing none.
17:23 Next.
17:24 0143.1.
17:26 Residence areas.
17:27 Does anybody wish to speak to this item?
17:31 Hearing none.
17:32 Next.
17:33 0144.
17:34 Term.
17:35 Does anybody wish to speak to this item?
17:40 Next up.
17:41 0145.
17:42 Filling a board vacancy.
17:43 Does anybody wish to speak to this item?
17:47 Hearing none.
17:49 Moving on.
17:50 0147.
17:51 Compensation.
17:52 Does anybody wish to speak to this item?
17:57 Next.
17:58 Policy.
17:59 0147.1.
18:00 Travel and per diem expenses.
18:02 Does anybody wish to speak to this item?
18:06 Hearing none.
18:08 Next up is 0148.
18:10 Use of equipment and services.
18:12 Anybody wish to speak to this item?
18:14 Does anybody wish to speak to this item?
18:16 Next up.
18:17 0149.
18:18 Access to records.
18:20 Does anybody wish to speak to this item?
18:24 Next up.
18:25 0149.1.
18:26 Public expressions of members.
18:28 Does anybody wish to speak to this item?
18:33 Hearing none.
18:34 Next up.
18:35 0154.
18:36 Motions.
18:37 Does anybody wish to speak to this item?
18:41 Hearing none.
18:43 Next item is 0164.
18:45 Notice of meetings.
18:47 Anybody wish to speak to this item?
18:51 Hearing none.
18:53 Next up is 0165.1.
18:54 Order of business.
18:55 Anybody wish to speak to this item?
19:00 Hearing none.
19:01 Next up is 0165.3.
19:03 Special meeting.
19:04 Anybody wish to speak to this item?
19:09 Hearing none.
19:11 Next up.
19:12 Policy up is 0166.
19:13 Executive session.
19:14 Anybody wish to speak to this item?
19:18 Next up.
19:19 0171.
19:20 Review of policy.
19:21 Anybody wish to speak to this item?
19:25 Hearing none.
19:26 Moving on.
19:27 Hearing none.
19:29 0171.2.
19:30 Review of policy, philosophy, and goals.
19:31 Anybody wish to speak to this item?
19:36 Next up.
19:37 0171.3.
19:38 Review of policy, community relations.
19:41 Anybody wish to speak to this item?
19:45 Hearing none.
19:46 Next up.
19:47 0171.4.
19:48 Review of policy and ethics.
19:49 Anybody wish to speak to this item?
19:54 Hearing none.
19:55 0172.
19:56 Visitation of schools by individual school board members and
20:00 legislators.
20:01 Anybody wish to speak to this item?
20:05 Without hearing anybody that wishes to speak to any of these
20:08 items, I open the floor for discussion on these items, if
20:12 anybody has any.
20:16 Hearing none.
20:17 Those pass.
20:18 Any questions there, Paul?
20:19 We’re good on those?
20:20 Yeah, we’re good.
20:21 Did it good?
20:22 All right.
20:24 Next is a public hearing and rule development for board policy
20:27 24131, Interscholastic Athletics.
20:28 Is there anyone who wishes to address this item?
20:31 Is there anybody who wishes to address this item?
20:34 Hearing none.
20:35 I open the floor for board discussion.
20:37 Hearing none.
20:40 We’ll move on.
20:41 The next topic is Gardendale Separate Day School.
20:44 Update.
20:45 I did, because I speak very fast.
20:51 That was good.
20:52 I’ve been trained.
20:53 I think you should do like an auction one time.
20:55 No.
20:56 No, I’m good.
20:59 I got this whole thing.
21:00 I’m ready to go.
21:01 Hello, Ms. Pam.
21:02 I’m ready to go.
21:02 Hello, Ms. Pam.
21:02 I’m ready to go.
21:03 Hello, Ms. Pam.
21:04 I’m ready to go.
21:06 Hello, Ms. Pam.
21:08 I’m ready to go.
21:09 Thank you, Ms. Pam.
21:09 I’m ready to go.
21:10 Thank you, Ms. Pam.
21:11 I’m ready to go.
21:12 Thank you, Ms. Pam.
21:13 I’m ready to go.
21:14 Thank you, Ms. Pam.
21:15 I’m ready to go.
21:16 Thank you, Ms. Pam.
21:30 Good afternoon, everyone.
21:31 Board members, Superintendent Rendell.
21:35 I’m very excited to give you a Gardendale Day School update.
21:41 As promised, on June 13th, we focused a lot on the facilities.
21:47 I said we were going to do an update on programming, and I’m so
21:51 excited to share the work that has
21:53 been done with the student services team, which they worked
21:58 really hard to work out a plan with the
22:00 administrative team, and I think you will be very impressed to
22:06 see what has been done.
22:07 So, where are we now?
22:10 We have been meeting weekly with the administrative team to work
22:16 out – sorry.
22:18 I’m just at the clicker – to work out a plan of support, which
22:24 entails what will occur if Gardendale
22:27 is fully staffed, because even if they’re fully staffed, we want
22:31 to keep that staff.
22:32 And we worked out a plan if they’re not fully staffed.
22:36 So, a lot of the training will be done side by side in
22:40 conjunction with my team of staff,
22:42 along with the staff at Gardendale to make sure that we have a
22:48 seamless idea of what should be
22:50 happening and occurring in the classroom.
22:52 And so, we’re going to start that training as far as in
22:56 conjunction next week.
22:57 We’ve also been meeting with – biweekly with the facilities
23:01 team and the education technology team,
23:04 just to make sure that we’re on track for what we plan to do as
23:10 far as the facilities.
23:12 So, from our previous PowerPoint, we had a needs assessment, and
23:17 all of the needs assessment
23:18 were on track to have completed prior to – or right on schedule
23:23 for August 10th.
23:24 The only area that we may not meet that is the playground.
23:30 We put that order in last month, and they originally said eight
23:34 to nine months,
23:34 but they gave us an update, and it’s only about four months,
23:38 which is good.
23:39 But we work it, and it looks like we’re going to be on time with
23:43 the completion of some of the facilities,
23:45 as well as the staff, which leads us to personnel.
23:50 I’m very pleased to announce that Misty and Ms. Poli has worked
23:55 very hard to staff Gardendale.
23:57 Currently, it says two – three.
23:59 We actually have two.
24:00 They’re lacking a science and a math teacher for instructional.
24:05 And we’re working really hard to make sure that there is a
24:09 process in place for the instructional support staff
24:11 being creative at request to utilize a school counselor in a
24:18 different capacity,
24:19 as far as a position so we can hire someone who can also support
24:24 the school,
24:24 maybe in a social worker capacity.
24:26 So just thinking outside of the box, not creating barriers for
24:30 the school,
24:30 but problem-solving how we can make things happen and make it
24:34 easier for the school to staff that school.
24:38 With that in mind, we’ve already begun the professional
24:43 development summer and pre-planning.
24:44 We’ve started some of the training.
24:46 We started this month, as a matter of fact, and I will give you
24:51 an outline in a few minutes where we’re looking at the teach
24:55 model,
24:55 which really looks at the communication and cognitive disorder
24:59 and what that classroom structure should look like.
25:02 And it talks about the five areas that we really need to focus
25:07 on.
25:07 And we have those five areas set up in the classroom when we get
25:11 to talk about the model classroom.
25:12 I actually had a chance to see that today.
25:14 We’ve trained two teachers on teach with those strategies and
25:19 they will be the lead teachers on the campus to model those
25:22 classrooms.
25:22 We have the first classroom that’s already prepared.
25:25 The other due to construction is the reason we don’t have the
25:29 second one.
25:29 And that will be in September as far as what that classroom
25:32 structure will look like.
25:33 But an ESC PD pathways, I’m going to explain that as well.
25:38 But that’s for our first year teachers.
25:40 And then our ESC symposium that’s coming up.
25:43 And on your slide, it says champs.
25:47 We were not able to do champs because of the amount of time it
25:52 takes to train the teachers.
25:53 And we are going to take some behavioral strategies and school
25:57 wide expectations and create those with the school and have the
26:02 school buy into that.
26:02 So they have ownership of those strategies and expectations and
26:08 then train on that.
26:09 And then our access project, and I’ll talk a little bit more
26:13 about that.
26:13 And of course, counseling supports.
26:15 We’re contracting services for that.
26:17 This is what our summer pre-planning professional development
26:23 looks like.
26:24 We’ve already started July 10th through the 13th working with
26:28 those two teachers on those five key principal areas of teach,
26:31 which is the use of visual cues in the classroom.
26:35 If you go and visit the classroom, you’ll see those areas.
26:38 The physical structure of the classroom, what this classroom
26:43 layout looks like, and going over, you know, the different
26:45 sections of the classroom where it’s specifically tailored to
26:50 meet the needs of our students.
26:51 Also, where they have a consistent schedule on the board.
26:55 And if you go by and take a look at it, the way they have it is
26:59 that the kids will be able to, you’ll take the schedule off once
27:02 they finish one area so they can see that, hey, we had seven.
27:05 Now we’re down to four.
27:07 Now we’re down to two.
27:08 And so they can see that consistent schedule on the board.
27:12 Also, establish school-wide and classroom expectations and
27:17 routines.
27:17 And that’s going to be key to the success of the classroom
27:21 learning environment.
27:22 Next, we had the ESC pathway, PD pathways, and we had, these are
27:28 new ESC teachers.
27:29 And we had several teachers that participated in the
27:33 foundational knowledge of just our policies and procedures.
27:35 Collecting data, you know, we have to collect data on behavioral,
27:39 behavioral for our students who are in our EBD unit.
27:44 And also classroom management strategies to make sure that our
27:49 classrooms have a positive learning environment and that there
27:53 are routines and procedures in place to ensure success is
27:55 occurring in that classroom.
27:56 We have the ESC symposium, which is coming up on July 28th and
28:01 29th and August.
28:02 That is open to all ESC teachers.
28:05 And we’re hoping to have a huge show on that.
28:08 And this is more of the foundational structure of teaching and
28:13 what the support and communication in the classroom looks like.
28:17 Looking at structures and making sure that they know what the
28:21 rotations, how do you rotate with students who have, you know,
28:24 cognitive disabilities in the classroom.
28:26 It may look differently than in a general ed classroom, but
28:30 really modeling that process for our teachers and actually
28:34 having them practice it.
28:35 So, so many times we are in a training session where you’re
28:38 sitting and getting, I truly believe that you need to provide
28:41 some information, but then you also need to model and give it,
28:45 give teachers an opportunity to practice.
28:46 And if they have questions, you can correct or, you know,
28:50 redirect and provide that on site professional development.
28:53 And that’s our goal with our school wide expectations and
28:56 behavior strategies.
28:57 I have committed 12 to 14 staff members to work with Gardendale
29:04 side by side on school wide expectations and behavioral
29:09 strategies.
29:10 They will work and actually create those together.
29:13 And then on the other side, so you’ll have half of them in the
29:16 morning getting trained.
29:17 And then you’ll have another half go and practice that in our
29:20 model classroom.
29:21 What does those routines look like?
29:23 How do you incorporate the expectations and behavior into the
29:27 academics?
29:28 It cannot be an isolation.
29:29 So we really want to focus on behavior.
29:32 You, it should be done and inclusive with the academics so we
29:36 can redirect those behaviors.
29:38 Also, um, looking at, um, classroom management, classroom
29:43 management strategies.
29:44 So we wanted to make sure that, uh, we are united on what we
29:51 think is good classroom management behaviors, strategies.
29:54 So when my team goes in and support, we’re all hearing the same
29:59 message.
29:59 And, uh, then we have access points, which is our discretionary,
30:04 um, program from the state,
30:06 which any kid that, uh, is on, uh, best LA and math access
30:11 points.
30:11 We’re going to provide training for those, uh, teachers who need
30:16 support in that area.
30:17 And that’s going to be on August 7th.
30:20 I had an opportunity this morning to go and visit, um, this, uh,
30:28 this particular classroom,
30:29 which is our model classroom in there.
30:31 And I had an opportunity along with, uh, Ms. Baez and Ms. Bland
30:36 to actually go with, uh, one of our ESC, uh, uh, assistant, uh,
30:42 director.
30:42 And we had Ms. Poli in there as well.
30:44 And they went through the five different areas of the teach
30:48 model.
30:48 And you can actually visually see where, you know, they sit in
30:52 the classroom, they have the furniture, the visual clues.
30:54 The only thing that I didn’t see was carpet on the floor.
30:57 And I said, we need a carpet space for our kids to be able to
31:00 sit and look at and do their calendar and all of that.
31:03 So we are going to add that.
31:05 Um, and this structure, this, this process will take place again
31:09 on August 4th, where our team will go in.
31:12 And, uh, this particular teacher has committed.
31:15 She’s been trained and she’s excited to share what she learned
31:20 as well as work side by side with my staff to make sure that,
31:25 that we retain teachers that most of these teachers have never
31:29 taught before.
31:29 So we want to make sure that they know good teaching strategies,
31:32 what happens in a classroom from the beginning to the end of the
31:36 day and what that looks like.
31:37 So, uh, we’re going to provide that, which leads us into our
31:42 program and support plan, which will start from August 10th.
31:46 We will have a professional development, uh, opportunity for our
31:51 teachers at Gardendale.
31:52 And then we will follow that up that Tuesday and Thursday.
31:56 So we’re going to provide professional development.
31:59 Then we’re going to go in and coach and model and observe and
32:03 give feedback the next week.
32:04 So that cycle is going to continue into December or it’s no
32:07 longer needed, or we will continue after December.
32:10 If that need is still there.
32:12 So all of this has been in conjunction with miss plan and miss Polly.
32:15 And some of the times they felt very strongly.
32:17 We don’t need them there all day.
32:18 We want to really build capacity.
32:20 So we’ve worked through, uh, what that schedule is going to look
32:24 like for the teachers.
32:25 And, uh, we really want to make sure that we empower and we
32:29 provide that gradual release of support for our teachers.
32:34 And, um, that’s going to be done, like I said, until December.
32:38 And that’s all we have as far as what, um, what our programming
32:43 is going to look like.
32:44 Are there any questions?
32:46 Anybody have any questions?
32:47 Um, so first of all, hats off.
32:52 Um, I appreciate you coming here with very specific content and
32:58 a plan.
32:58 So thank you.
32:59 That gives me confidence that we’re moving in the right
33:02 direction.
33:02 Um, hats off to only 18 positions being open.
33:06 That’s significantly less than the last time we met.
33:10 So it’s not even 18 anymore.
33:13 I mean, it’s changing.
33:14 This is changing every day.
33:16 Misty is a working miracle.
33:18 It’s fantastic.
33:19 And I, so not that it matters, but I’m just curious.
33:22 Um, so for those positions that we’re filling there, is there
33:26 like kind of a majority where they’re new to the district?
33:29 Or are these people kind of transferring around and making a
33:33 decision to go there?
33:34 Um, the majority of them are new to the district.
33:37 Okay.
33:38 And we do have a few that have transferred.
33:39 Okay.
33:40 And, uh, we did keep the majority of the teachers, which is good.
33:44 There were only a few that decided to leave, unfortunately, but,
33:49 um, I think the majority of the teachers have been in this
33:53 district.
33:53 If I don’t, I don’t know the numbers right off the bat, but.
33:55 No, that’s okay.
33:56 Yeah.
33:57 I don’t, I don’t need a specific.
33:58 I was just, I was just genuinely curious.
33:59 Um, so awesome.
34:00 Yeah.
34:01 Well, welcome to all, all the new people to provide.
34:03 All the new people to Brevard County and to Brevard Public
34:06 Schools.
34:06 Um, thank you for stepping up to the challenge.
34:07 And, um, I’m, I’m really, really excited about this.
34:09 Thanks guys.
34:10 Anybody else?
34:11 Ms. Kim.
34:12 Yeah.
34:14 Just, I, not a question, but just thank you.
34:16 I guess just, uh, really quick.
34:18 Cause I, the presentation you had was just a little bit
34:20 different from the one we’re at.
34:21 So we’re not doing champs, um, but there’s going to be a, but
34:26 that, that training day is still happening with the other, um,
34:31 uh, direction.
34:32 Yes.
34:33 But it’s more focused on the school creating these behavioral
34:37 expectations and strategies and working together and the team
34:41 working together to create these, not just canned.
34:43 Yeah.
34:44 So.
34:45 Just personally, I wouldn’t mind.
34:46 Uh, I would love if you guys would send a day when, you know,
34:49 they’re all going to be there.
34:50 That if we wanted to pop in and say, Hey, you rock.
34:53 Um, that we could individually, not all at the same time.
34:56 So we’re not like breaking such anything, but you know, just
35:00 come up and, and give a hoorah, um, in person.
35:02 I would appreciate that.
35:03 I know, um, um, my team and I were going to visit August 4th.
35:07 I want to see it in action.
35:09 I was very excited.
35:10 Almost brought tears to my eyes this morning to see night and
35:13 day as to what happened.
35:14 Uh, what I saw on June 5th and what they have worked extremely
35:19 hard, this team.
35:20 And I can’t say enough, um, to what I expect to happen on day
35:25 one.
35:25 Well, I know pre planning is split.
35:27 Cause sometimes it’s time in your room and sometimes it’s time
35:29 together.
35:29 But if you wouldn’t mind, if they already know the times when
35:31 they’re going to be together,
35:32 that we could just like stick our head in and say, we’re here.
35:34 We see you.
35:35 And we’re glad for all that you do.
35:36 That would be great.
35:37 Thank you.
35:38 Ms. Campbell, you took the words in my mouth.
35:41 I was going to ask, um, can we have the invitation to come with
35:44 you on August 4th?
35:44 I would absolutely love to come.
35:46 And honestly, uh, the word that you’re doing there, I am, I’m
35:50 blown away.
35:50 I really am.
35:51 So this, even the very first time that we went and saw that
35:53 school, cause my heart hurt for what was happening.
35:54 And I get it.
35:55 We were throwing it together last minute.
35:57 There was a lot going on there.
35:58 Um, but you guys are exceeding expectations, honestly.
36:02 So your team is doing a phenomenal job.
36:04 I love this idea of teaching and then modeling and coaching and
36:08 kind of going alongside them and working with them.
36:10 Because it is a different world.
36:11 Working with disabilities is different than working with the
36:15 general ed population.
36:15 Um, so what you’re doing there is going to make a tremendous
36:18 difference.
36:18 And I’m really looking forward to seeing some, some positives
36:20 that are going to come out there.
36:21 So if we can get the invite, I would absolutely love to come
36:24 with you guys.
36:24 So thank you guys.
36:25 Jane.
36:26 Just going to keep adding on.
36:27 Thank you so much for the effort, the work.
36:29 Misty, this has got to be great to see things, you know, change
36:34 in such a positive way.
36:36 And Pam, thank you so much for what you’re doing.
36:38 Um, this is kind of what competence looks like.
36:41 Thank you so much.
36:42 Yeah.
36:43 Thank you.
36:44 I wanted to ask, um, one of the issues that I was looking at is,
36:49 is we only have one SRO at that facility.
36:51 Is that shared by both?
36:52 Or is that specific to one?
36:54 There’s always been a little bit of confusion there.
36:56 I wonder if you could help me on that.
36:57 Currently, um, there is just a security specialist.
37:00 I have been in contact with Mr. Wilson and major Klein, and we
37:05 are going to meet to problem solve on how we can support the
37:08 school,
37:08 because we know that, um, we need to be able to support that a
37:12 school with the SRO.
37:13 Because we have a SRO next door.
37:15 Yes, we do.
37:16 And so the, the question would be like, if you have an SRO here
37:20 and then you pick up the phone and right next door and you have
37:23 to call and wait 20, 30 minutes for somebody to get there.
37:24 So I appreciate you looking into that.
37:26 Um, I don’t think you have any problem with any resources at
37:30 this point, if you were to need them.
37:31 Um, you know, but bring back whatever that is, but we need to
37:34 make sure that before they start that we’ve got an answer there.
37:37 Okay, that’s all.
37:38 Okay.
37:39 That’s fine.
37:40 I’m good on that.
37:41 Everybody else good?
37:42 Thank you very much, Ms. Dampier.
37:43 Appreciate you.
37:44 Thank you.
37:45 All right.
37:46 Getting back.
37:47 Let me just get to my notes here.
37:50 All right.
37:54 Next type, next topic up is the drug diversion program update.
37:58 Well, good afternoon.
37:59 Thank you to Dr. Rendell and the board for allowing me to speak
38:09 to you.
38:10 I feel like I just spoke recently, but I talked to everyone on
38:15 June 13 regarding a drug diversion program.
38:17 And I’m here just to update you on the few questions that you
38:22 asked and the option for placement.
38:24 So the one question that you asked talked about the kids that go
38:31 there and if they fail a drug test for earned return.
38:34 So I broke that down because I wanted to make sure I had the
38:38 right number.
38:38 And if you look at it, the North ALC, the first time they take
38:42 the drug test, 23 fail.
38:44 This was this year and the South was 11.
38:47 So a total of 34 for the earned return.
38:50 When kids go back to their school at two or three weeks, we retest
38:55 them.
38:55 And if they’re positive, they have to come back to the ALC to
38:59 finish their stipulation conduct agreement.
39:01 And when we retest them, the ALC, the North had 10 that failed
39:07 and South had six for a total of 16.
39:10 So when you think about the amount of kids that we had, these
39:14 numbers are extremely, extremely low of kids that are not
39:18 passing the drug test.
39:20 The next thing that was asked to me was to discuss enrollment.
39:25 What does it look like if we start this drug diversion program?
39:28 And what does it look like for the beginning of the school year?
39:31 If you look at North, they’ll start with 96 students.
39:35 57 of them are drug and alcohol and they should go back in
39:40 October unless they’re a repeater.
39:43 And the other was 39.
39:44 If you look at South, you’ll see 35 of those were for drug and
39:48 alcohol, 28 are other.
39:49 And then so for a total of 63, that’ll be at South area when
39:53 school starts back.
39:54 So we, we talked about having two options.
39:59 I thought about this really hard.
40:01 And after working with the school principals, um, and just
40:05 really looking at this and to make sure it’s fair and, you know,
40:10 equal across the board, there was two options.
40:12 So the first one is parent chooses to do this school based drug
40:18 diversion program.
40:20 They would complete the better without it.
40:22 They would have group and family counseling, have the drug
40:25 testing.
40:25 And if they do not successfully completed, they would be
40:29 suspended and placed up for full expulsion.
40:31 If they choose to do the ALC program, they’re going to go to the
40:37 ALC or another approved option.
40:40 They’re going to complete counseling as normal, like they would
40:43 do at their home school.
40:44 They’re going to have drug testing.
40:46 There would not be any earned return.
40:48 And if the student does not successfully complete that program,
40:51 they would be suspended and placed up for a full expulsion.
40:54 So it would be the same thing at each school.
40:56 And it would be, you know, if they choose to do this, this, the
41:01 standard would still be just as high as if they were at the ALC.
41:04 So one thing that was really important, uh, that I got a lot of
41:09 feedback was on the stipulation conduct agreement.
41:11 So what does it look like when kids are successful there and
41:15 what are the requirements?
41:16 So obviously the first thing they need to attend school, um, and
41:21 only be absent if they have to, they also need to fall.
41:24 They need to follow the code of conduct.
41:26 Um, also they need to complete this drug diversion program.
41:31 Better without it.
41:32 Uh, the four week counseling sessions, the family and pass the
41:37 drug test and active participation is required in all counseling
41:40 sessions.
41:41 Because obviously if they’re not participating, that’s, they’re
41:45 not having an actual counseling session.
41:47 And transportation to weekly group counseling, family counseling,
41:51 shall be the responsibility of the parent and legal guardian.
41:54 And the only thing that I did want to add to this because I didn’t,
41:58 I hadn’t had it in there previously.
42:00 Um, with my title one part D I was allowed to use a little bit
42:04 of the funds for kids that may be students in transition and can’t
42:09 get to counseling that I’m able to provide that.
42:11 So, uh, we do have currently have a, um, hop, skip and jump that
42:18 we use.
42:19 So I’m going to be able to use that and use some of that money
42:22 to help with the kids that can’t get it, that can’t get there.
42:25 So students are per, um, prohibited also from being on another
42:28 school campus, just like normal while they’re underneath this.
42:31 Um, students are also prohibited from participating in e-sports
42:36 clubs, extracurricular activity.
42:38 However, the length of exclusionary period period will be
42:41 principal discretion.
42:42 So that will be up to the principal.
42:44 Uh, students may be subjected to administrative screening backpacks
42:48 and school attire upon entering campus.
42:50 That’s also principal discretion because some principals may
42:54 want to check, you know, depends on the situation,
42:56 may want to check a backpack every single day and some may not
43:00 want to.
43:00 So that’s going to be a principal discretion.
43:02 And then obviously if principals think they’re something else
43:06 needs to be set for student safety and that’s going to be set as
43:10 well.
43:10 So what are the next steps?
43:12 Obviously, if this is approved, I have to develop an MOU with
43:17 preventable bar for a drug prevention counselors.
43:19 And, uh, be ready for August 8th for the board meeting for it to
43:24 be approved on.
43:25 Thank you.
43:27 Does anybody have any questions?
43:29 No, we got kind of this order going here.
43:32 So Ms. Jenkins.
43:33 Um, on option B, uh, it says no earned return given.
43:38 Is that a change?
43:40 Yes, that’s a change.
43:44 We’d be removing earned return completely from the equation.
43:48 We have this new diversion program.
43:50 And then we have placement at the ALC.
43:52 Because they can stay at their school if they pick option A.
43:55 Right.
43:56 If they stay, if they pick option A, they get to remain at their
44:00 home school.
44:01 Okay.
44:02 I just, so I don’t, I don’t understand that.
44:05 I don’t understand that concept.
44:07 So if they choose to go to the ALC and they’re doing well and
44:12 they complete their counseling and the drug testing and
44:17 everything’s going well, they can’t earn return back to their
44:21 home school.
44:21 Right.
44:22 Not early.
44:23 They’ll still be able to go back to their home school at the end
44:26 of their term.
44:26 Okay.
44:27 I don’t understand why we’re modifying that, I guess.
44:32 I don’t understand the addition to that.
44:34 Yeah.
44:35 I think one of the biggest frustrations for the families and the
44:38 schools and really everybody else involved was transferring in
44:41 and out different classes.
44:42 So if you go to the ALC and you’re only there for a period of
44:45 five or six weeks and you know, you leave the classes at your
44:47 home school and now you’re in different classes and then you
44:50 come back to your home school and you’re not taking the same
44:53 classes when you’re at the ALC.
44:54 So this way they would be going back at the end of a semester,
44:58 at the end of a marking period, much easier transition back and
45:01 forth to classes.
45:02 That was one of the big frustrations with earned return was the
45:06 length of time that you would be in one class and then back to
45:09 your home school, back in other classes.
45:11 So it’s, it’s, it’s a way to try to, you know, the, the, the
45:14 diversion program allows you to remain in your current classes,
45:17 no changes to your academic progression.
45:20 So that’s the advantage to that placement at the ALC is that you’re
45:23 going to, you know, not going to be subject to the same strict
45:27 requirements, um, as on campus.
45:30 And you get to come back at the end of the term.
45:33 So I hear you on that, but I feel like our, I feel like our
45:39 ultimate goal should be for our students.
45:40 To return back to their campus as soon as we possibly can get
45:44 them back there.
45:45 And if the student is doing the right thing, it feels counterintuitive
45:49 to me that we’re going to make them wait.
45:52 And I understand they have option A, but not everyone has option
45:57 A because they have to have transportation to and from
46:00 counseling sessions and their family has to participate in those
46:03 counseling sessions as well, which is limiting to many of our
46:06 students.
46:06 So many students actually don’t get to choose option A in
46:10 reality.
46:10 Um, so I just, I don’t understand why, why we’re adding that.
46:14 Like how often does that happen?
46:16 The earned return where it’s an issue.
46:19 To me, we would want our kids back on campus when, when they
46:23 have done what they’re supposed to do.
46:25 I don’t know.
46:26 It’s kind of hard for me to wrap my brain around that one.
46:28 Anybody else?
46:29 Yeah.
46:30 Um, thank you for, um, clarifying those questions that we had
46:38 the last time.
46:40 Very much appreciate it.
46:41 Um, so just on slide three, when you talked about enrollment,
46:45 that 96 at the North ALC and 63, that’s day one, right?
46:48 That’s day one, right?
46:49 That’s day one, what we will have on August 10th.
46:52 Yes, ma’am.
46:53 What is the number at each location for us to safely bring
46:57 everybody back to be there full time?
47:01 Do you know off the top of your head?
47:02 Well, if I look at the number right now, 96 students, that’s 15.
47:07 When I did the math, it’s 15.6 class size.
47:13 Um, I mean, I, I feel like that’s safe.
47:17 Um, I mean, honestly, I think October would be better when these,
47:22 when, you know, the kids are back.
47:23 Right.
47:24 However, 96 is not so egregious that we couldn’t go back.
47:30 Right.
47:31 Would it be better, um, to wait until October until this group
47:35 goes, but.
47:35 Right.
47:36 Don’t, don’t misunderstand me.
47:37 I should have clarified.
47:38 I wasn’t saying, can we do it right now?
47:40 Right.
47:41 I think that’s the perspective of how close we are because if we
47:45 do part of adopting and there’s multiple purposes for this
47:48 diversion program.
47:48 One is I, for me personally, I want to do better by our direct.
47:52 I think we need to, we need to provide some education and
47:55 resources so that our students will make a better choice.
47:58 And we’re not, what we’re doing right now is not necessarily
48:01 working with this that has exponentially grown the use of THC
48:04 over the last few years.
48:05 It’s, we’ve talked about dumpster fires.
48:07 We’ve talked about that before.
48:08 This is a dumpster fire and it’s destroying the lives of our
48:11 students.
48:11 So we’ve got to do something.
48:12 So to me, that’s the biggest thing.
48:13 But then another part of that is if we’re able to get our
48:16 numbers down our ALC.
48:17 So I’m just trying to, this is a baseline where if we were
48:21 around that so that if we have more students, once the school
48:24 year starts, having the option of the, of the diversion program,
48:28 we’re not sending as many more into the ALCs.
48:30 We’re going to be able to put everybody back on campus in person
48:35 sooner and potentially by the end of the first semester if it’s,
48:40 you know, unless, you know, that, that’s, that’s where I’m going
48:43 with that.
48:43 I’m not saying, let’s start at the beginning because we’re going
48:45 to have other discipline issues and we could quickly get that
48:48 number within the first couple weeks up to 110, 120.
48:51 I mean, we’re in danger zone, but we’re closer to the ballparks
48:56 that if we are not sending as many THC kids or drug kids to the
49:01 ALC, we’ll be very, hopefully, very quickly be able to get.
49:05 Because these kids, once they go back to campus, then that
49:08 number goes down, right, and may not be replaced with new
49:11 offenses if they use a diversion program.
49:13 So that, that, that’s where I’m going with that.
49:14 Okay.
49:15 And then the other question I had was on slide four about the –
49:20 no, no, no, hang on.
49:23 Oh, where did it go?
49:26 The one that you talked about – oh, the stipulation agreement.
49:29 It was on slide six about the principles, unless you’ve changed
49:39 the slide.
49:41 The length of exclusionary principle discretion.
49:44 Could that cause the exclusion to go beyond the length of the
49:50 diversion program or is the discretion designed to possibly make
49:55 it shorter?
49:55 No, it would still be eight weeks.
49:58 Okay.
49:59 So what they’re just saying, if a kid is doing what they’re
50:03 supposed to, following the rules that a principal could allow
50:07 them to maybe –
50:07 Could shorten.
50:08 Not shorten, they’re still going to be there that long, but
50:12 maybe be an after-school activity.
50:13 Okay.
50:14 That’s what I’m saying.
50:15 I mean, could –
50:16 That’s what that part is.
50:17 So a principal can’t make it longer.
50:18 They can’t say, okay, now you’re going to be out of – you know,
50:21 off the team for 16 weeks.
50:23 Okay.
50:24 So they could make it – if the student is doing really, really
50:27 well, they could say, all right, you’ve got two weeks left.
50:28 We’re going to go ahead and let you back into this club or this
50:31 activity.
50:31 Okay.
50:32 That’s – that was my – could we make that more clear in the
50:36 procedures?
50:36 How are you at that?
50:37 You know, it’s at their discretion if they wanted to shorten it.
50:41 Because to me, it’s discretionary.
50:43 It means it could be longer or it could be shorter.
50:45 But I guess you’re saying the whole entire thing is eight weeks.
50:48 Right.
50:49 Because the stipulation will have a date on it and it will have
50:52 the eight-week date.
50:52 So they can’t change that.
50:53 Okay.
50:54 All that’s saying in that slide and I can change it – I can
50:57 change the verbiage.
50:57 But that if a student is doing well there and maybe they want to
51:01 go to their Spanish club meeting and they’ve been doing well,
51:05 that it’s up to the principal’s discretion to allow them to
51:07 attend that club meeting.
51:07 Okay.
51:09 Right.
51:10 Okay.
51:11 That’s what I was – that’s what I was thinking it meant.
51:12 But I just wanted to make it clearer.
51:14 Thank you.
51:15 I think that’s all I have for right now.
51:17 Ms. Wright?
51:18 Okay.
51:19 So I did some research on this because I was – I was looking at
51:23 this yesterday – not yesterday.
51:24 Monday.
51:25 I’m all messed up on my days right now because we’re meeting on
51:28 a Thursday instead of a Tuesday.
51:29 And so I’m like, what day is it?
51:30 Okay.
51:31 All right.
51:32 So I did some research on this.
51:33 And I’m going to tell you, I like – I like the two options.
51:36 I do not – I am not an advocate for the better without it.
51:39 And I’ll tell you why.
51:41 It’s – it is taking the model that I adamantly am opposed to,
51:45 which is using social media for these kids and kind of focusing
51:49 the discipline on that.
51:50 And I just cannot agree with saying, hey, I like that.
51:53 I don’t know where the rest of the board lands on that.
51:55 But what I discovered through this process that’s a little
51:58 discouraging, honestly, is, I mean, I called Space Coast
52:00 Recovery.
52:00 I called Crosswinds.
52:01 I talked to a couple judicial assistants.
52:03 I talked to a recovery pastor who then talked to another
52:07 recovery pastor.
52:08 There is not a whole heck of a lot out there to help kids that
52:13 have substance abuse.
52:14 And that’s a failure.
52:15 That’s a failure of our community.
52:16 And so, you know, I get better without it’s trying it and it’s
52:19 doing it in this new realm that is, you know, what our kids are
52:22 used to with social media.
52:22 But I think – I like the group counseling.
52:27 I like the idea of the eight-week class.
52:29 I think it needs to be an in-person class.
52:31 And I think – I don’t know.
52:33 And this is going to sound extremely crazy.
52:34 But everybody I talked to said they’ll help.
52:36 They’ll help.
52:38 But if we created a program that really walked alongside these
52:41 kids because we want to modify the behavior.
52:43 The drug use is usually a symptom of something else, right?
52:46 So we need to talk to these kids and figure out what’s going on
52:48 and get to the root of it.
52:49 And addicted kids become addicted adults.
52:51 And that’s a problem in our community all over the place.
52:54 So I think we have a really cool opportunity here to possibly
52:58 look at launching something that’s different than really what we’ve
53:01 had in the past.
53:01 And doing that with the community collaboration of several
53:04 different organizations who have all said, hey, I would pick up
53:08 a week of teaching.
53:08 Or I would do, you know, whatever it is that we need.
53:10 So that’s my only thing with this.
53:13 I love the option A, the option B.
53:14 You know, they get to pick one of two paths.
53:16 I just am not a fan of focusing on a big part of that discipline
53:20 being a social media campaign.
53:21 I – that’s an X and A for me.
53:23 But I don’t know where the rest of the board stands on that.
53:26 So that’s a conversation, I guess, that we have to have in
53:29 itself.
53:29 But other than that, I don’t have any other issues with what’s
53:32 happening here.
53:33 Everything else looks great.
53:34 It’s just that one component of it for me that I’m not a huge
53:37 fan of.
53:37 So let me get this straight.
53:39 You are in favor of option A, but you are not in favor of the
53:43 better without it.
53:44 And you would like to see a community meeting and group get
53:48 together to try to solve some of the issues.
53:50 Yeah, and I think if I’m understanding this correctly, there’s
53:53 going to be option A or option B.
53:53 They’re going to have both, correct?
53:55 So they’re going to get to pick which route they go.
53:56 So they either stay in their school, go through counseling, and
54:00 complete the program successfully.
54:01 Or they go to the ALC.
54:02 Right.
54:03 And so it’s still – option A and B are both in the table.
54:06 I’m in favor of both of these.
54:08 I just don’t like the social media campaign component of option
54:12 A.
54:12 And you’d like to see –
54:13 I would love to see our community come together.
54:15 And I’ve already reached out to – I probably have about five
54:18 right now that said that they would be happy to sit around.
54:19 Let’s have a conversation.
54:20 Let’s create something that attacks this from the root of the
54:25 problem.
54:25 Because if we don’t, again, these become adults that have issues,
54:29 you know, drug problems, so.
54:31 Absolutely.
54:32 All right.
54:33 Gene.
54:34 Yeah.
54:35 All right.
54:36 So I too am in agreeance with having option A and option B.
54:41 I think it’s vitally important.
54:44 Just like Ms. Campbell brought up, I had a concern on the length
54:49 of the period away from the activity.
54:51 Is there a minimum time that they need to be away from these
54:56 activities currently?
54:57 I mean, in your – what you’re going to bring back to us?
55:00 Currently they’re out.
55:01 Well, I personally don’t have a minimum.
55:06 That’s something we can, you know, have a discussion about what
55:08 –
55:08 Okay.
55:09 We just – some principals did share their concerns that they
55:14 wanted it to be a principal discretion on allowing them to be
55:19 able to, if kids are doing what they’re supposed to do, to be
55:22 able to go to those club meetings and do those things and get
55:26 back into school as quickly as possible.
55:27 Yeah, the request from the principals was actually to have the
55:31 ability to loosen some of those restrictions if the student is,
55:34 you know, meeting all the expectations and most specifically co-curricular
55:39 activities, sports, clubs, things like that.
55:41 When we craft the actual, you know, policy as far as
55:44 administration, we can come up with a minimum period and a
55:48 maximum.
55:48 Well, the maximum is the eight weeks, but, you know, that way we’re
55:52 not having one school doing something drastically different than
55:55 another school.
55:55 Well, we talk clubs, but you know where I’m going with this.
55:59 Absolutely.
56:00 So we can make a minimum.
56:01 Student gets caught on Monday and Friday, they’re playing in the
56:03 game.
56:03 Right.
56:04 Oh, yeah, yeah.
56:05 Yeah.
56:06 So –
56:07 Because it’ll happen.
56:08 It will happen.
56:09 I mean, we mentioned clubs, but we know what clubs.
56:12 And then the no-earned return, I’m happy to see that.
56:18 I was there personally.
56:19 The disconnect on the curriculum, the academic part of it is
56:26 where this would benefit.
56:28 You know, to go back with a couple weeks left and – I mean, to
56:34 take that student back from the ALC was challenging for the
56:38 student, for the teacher.
56:39 I mean, the activity for the – while you’re at the ALC teaching,
56:45 if the kids like – the students like, I’m going back in a
56:48 couple weeks.
56:48 I don’t need to do any of this.
56:49 We saw all that.
56:50 So I – I appreciate you taking the time to solve that issue,
56:55 because that’s an issue.
56:57 So now we’re taking the academics into account, too.
57:01 So I would be good with that.
57:02 Thank you for this so far.
57:04 When you’re done, we’re going to go back around.
57:06 Oh, you want to go back around?
57:07 Yeah, when you’re done.
57:08 Okay.
57:09 All right.
57:10 So for me, I agree with you on the better without it.
57:14 I’m okay.
57:15 I enjoy what they’re trying to do.
57:17 I just don’t think this application is appropriate for this.
57:20 So in option A, I would rather not see that be a part of it.
57:23 The other question that you had, I completely agree with the –
57:28 some sort of a work group or something that would come together
57:31 to identify some of the needs that they might be able to help.
57:34 So you have so many organizations that are inside the society
57:38 that have components of what we’re trying to do, but they’ve
57:42 never been unified.
57:42 And one of the things we did on January 5th when we met off site
57:46 was we identified mental health as one of those big summits.
57:49 Maybe not a big summit, maybe just a work group of the
57:53 organizations within the community to come to figure out what
57:55 direction that you had just given, because I support that.
57:57 Does that make sense to you?
57:59 It does.
58:00 It just depends on what the timeline that the board is
58:03 requesting, because that’s going to take time.
58:06 So to get that, get it back to the board and do all of that is
58:11 not going to be as timely as you’re –
58:12 I wouldn’t say it would be to fill in, to get it finished by
58:16 August 8th by no means, but we have a major issue inside the
58:20 community.
58:21 And if you look back at when this came up as discussion years
58:25 ago, we had this discussion about having some sort of, you know
58:29 what I mean, some sort of counseling and all that stuff.
58:31 And the will of the board at the time was not to move in this
58:34 direction.
58:34 But I think that due to some of the things that we’ve seen over
58:37 the last two years, as far as the heightened amount of kids that
58:41 are going into the ALCs for it, I think we need – we’re in a
58:44 crisis for it.
58:44 So I would like to give Dr. Rendell the opportunity to put
58:47 together a work group and come back with some solutions, if that’s
58:51 okay.
58:51 If we can get somebody else to give that approval, I think that’s
58:55 pretty good.
58:56 I know.
58:58 I’m just finishing what I would say.
58:59 I’m okay with it.
59:00 All right.
59:02 Ms. Campbell.
59:03 So I know that we – I know Ms. Riley expressed the same concern
59:09 about the format of the Better Without It at our last meeting.
59:14 So knowing that, we had given staff, hey, we have some concerns
59:18 about that.
59:19 And then, you know, staff and Dr. Rendell is now presenting to
59:25 us this as the option.
59:26 That I’m going to assume, and I think probably safely assume,
59:30 that they’ve been out there to see what there is.
59:32 And they still recommend that this is the best option.
59:35 I think that we can – if I can throw out what I sometimes do,
59:39 which is I think we can do a both and.
59:40 It doesn’t have to be either or.
59:42 If we want to get this done and we want to offer this
59:45 opportunity to our students, I think we can go ahead and get
59:48 this started.
59:48 And let’s go ahead and get it going and give the community –
59:52 because I’m kind of like, yes, we always say, oh, people will
59:55 come together.
59:56 I want to see it.
59:57 I want to see it happen.
59:58 So let’s ask our community to help us to support this so we can
1:00:02 make this program even better than what we have right here.
1:00:05 But I’d like us to go ahead and move and let’s get it going, get
1:00:09 it in place.
1:00:09 They have a structure.
1:00:10 They have a curriculum ready to go.
1:00:13 And then, if we get people in the community who say, you know
1:00:18 what, this is even better, then we adjust.
1:00:20 I don’t know if we adjust mid-year, but we can have something
1:00:23 ready by next year.
1:00:24 And also, in the meantime, we will have known, is this working?
1:00:27 Is this impactful?
1:00:28 But, you know, you’ve got to reach people where they are would
1:00:33 be the other thing.
1:00:34 And what is going to be engaging?
1:00:36 My ultimate goal, again, is I want kids to make a better choice.
1:00:40 And however it gets delivered, you know, and I’m going to throw
1:00:44 the mental health curriculum out as an example.
1:00:46 You know, the state said, thou shalt do five and a half years of
1:00:49 mental health training.
1:00:50 And they’re trying to do it as engaging as possible, but the
1:00:53 kids are sitting there every year.
1:00:54 You know, now it’s the last couple of years.
1:00:56 And they’re watching it.
1:00:57 And it’s a requirement.
1:00:58 And it’s boring.
1:00:59 And they don’t want to do it.
1:01:00 They’ve got to be engaged if we’re going to make a difference in
1:01:03 their lives.
1:01:03 And so it may not be the way that we would as 30, 40, 50-something-year-olds
1:01:08 would do it.
1:01:08 But I, you know, I haven’t seen it.
1:01:12 So it may not be the best ever.
1:01:14 But I’d like us to go ahead and get it in place since staff has
1:01:17 brought it to us.
1:01:17 And like I said, Dr. Rendell and his staff are coming and saying,
1:01:20 this is what we’re offering, what we’re recommending.
1:01:23 Let’s go ahead and get it going.
1:01:24 And then if we have a better option, if our community can do a
1:01:27 great job and come up with something that is just as engaging or
1:01:31 more engaging and will fit the bill, let’s move to it later.
1:01:35 Okay.
1:01:36 Ms. Jenkins, do you have anything?
1:01:38 Yeah.
1:01:39 I think I completely hear you, Ms. Ray.
1:01:42 And I don’t necessarily disagree with you.
1:01:44 But I just want to highlight the fact that the better without it
1:01:48 is really the self-pacing, student-driven component of it.
1:01:51 And so the community coming together to help our kids is
1:01:55 wonderful.
1:01:55 But it’s also not going to meet the needs of a student-driven,
1:01:59 self-pacing part of this.
1:02:00 And I might be misremembering.
1:02:03 But I feel like when it talked about the social media component,
1:02:08 that was the overall general look of it, the drive behind how
1:02:13 they came up with the concept of the program.
1:02:15 But it wasn’t necessarily a requirement.
1:02:17 Like they didn’t have to actually interact with social media in
1:02:21 this program.
1:02:21 That was an option if the parents allowed them to and/or choose
1:02:24 afterwards when they complete the project to interact with.
1:02:27 And maybe I’m wrong.
1:02:28 But if you can clarify for me, I don’t remember the actual
1:02:32 program being interactive on social media during the training.
1:02:36 They were able to do either/or.
1:02:38 If a parent didn’t want them to do it through social media, they
1:02:42 absolutely didn’t have to.
1:02:43 It was just that conversation and being able to talk about it
1:02:47 and going through the process of why are they smoking.
1:02:50 And that was the whole piece of it.
1:02:52 But it does not absolutely have to be through social media.
1:02:55 And the reason I’m asking for that clarification, too, is
1:02:58 because I don’t really remember the entire, like, concept behind
1:03:02 it.
1:03:02 Because maybe, you know, an end or a compromise would be maybe
1:03:06 we don’t do that component, right?
1:03:08 Maybe we just don’t allow that part or something.
1:03:11 I don’t know if that would work for them because they just did a
1:03:14 quick overview.
1:03:14 But, you know, then that would settle the concerns of Ms. Wright
1:03:18 as well.
1:03:19 Mr. Trent, anything?
1:03:22 No, I think we need to do something.
1:03:24 And I mean, if we can add to the option A, you know, with
1:03:28 anything from the community, we’re going to be here to accept
1:03:31 that.
1:03:31 But we need to do something.
1:03:35 It’s just a need.
1:03:39 And I’ve gone through it.
1:03:40 I think it’s going to help the ALC.
1:03:44 I saw the numbers at 96.
1:03:47 It sounds like a small number.
1:03:49 It’s not.
1:03:50 I’m going to say that.
1:03:52 When you start out with 96 at the beginning of the year, anyone
1:03:56 who’s taught there is going to be like, oh, my goodness, what’s
1:03:59 coming down the road?
1:03:59 So we need to alleviate those numbers.
1:04:02 And I think we’re just talking the first time drug offense
1:04:05 situations here that for many of them, it’s going to be the wake
1:04:09 up call.
1:04:09 And even though they choose A, it’s strict.
1:04:13 And I’m really hoping that’s going to that may just be enough.
1:04:18 So any more help we can get from the community, the better.
1:04:23 That’s right.
1:04:24 If there is a way to eliminate the social media component of it,
1:04:28 then maybe I could say, yeah, I’ll get on board with it while we
1:04:31 work on creating the other component of this.
1:04:33 I just, again, you know, this board specifically has taken the
1:04:37 initiative to say that we’re going to stand with the class
1:04:40 action that’s being filed right now opposing social media and
1:04:44 the impact it’s had on our kids.
1:04:44 So to me, it seems a little bit like, hey, we said that.
1:04:46 And then we’re going to come back and say, by the way, you have
1:04:49 to do this program that influences, you know, social media.
1:04:51 And then you’re using social media.
1:04:52 So if there’s a way to eliminate the social media component of
1:04:57 it, I’m okay with that.
1:04:58 And I will gladly help connect all the dots and help with this
1:05:01 work group because I’ve already made these contacts with several
1:05:05 different people that have all expressed an interest.
1:05:07 So if that’s an option, then I’d say go with it.
1:05:10 If it’s not an option and then maybe that’s something that you
1:05:13 can find out, like if this is a key component that has to be
1:05:16 incorporated in that program, for me, that would be a hard no.
1:05:18 But if they are willing to remove that part of it and say there’s
1:05:22 other ways that they can do this, then I think that that, you
1:05:25 know, okay, we’ll go with it and then we’ll keep building on it.
1:05:27 So it’s a work in progress.
1:05:28 But I’m looking forward to offering something other than just,
1:05:32 hey, you got caught with this and you’re at the ALC.
1:05:34 We need to teach these kids.
1:05:35 And that’s not teaching them.
1:05:37 Sometimes, honestly, the placement in the ALC is damaging to
1:05:41 them and it causes bigger problems that continue on.
1:05:43 So I’m looking forward to seeing how this changes, how the ALC
1:05:47 looks all together.
1:05:48 But, yeah, if you’ll reach out to them and find that out for me,
1:05:51 I would appreciate that tremendously.
1:05:52 Can I – may I just – because it has to do with the social
1:05:56 media component, my gut tells me they’re not going to say, yeah,
1:06:00 sure, no social media.
1:06:00 Because that’s kind of the point of this concept.
1:06:02 But perhaps can we, instead of doing an opt-out, that the parent
1:06:08 would have to opt in to allowing it so that at least, like, we’re
1:06:13 – it’s not an automatic, they’re on it.
1:06:15 Do you know what I mean?
1:06:16 Just reversing what we traditionally do.
1:06:18 It’s my –
1:06:19 Restricts it a little more.
1:06:20 That’s not an option.
1:06:21 My memory was that they were creating a product, that it was an
1:06:23 assignment.
1:06:23 They were creating a product that could go on social media to
1:06:26 help other people.
1:06:27 That it wasn’t – you’re on social media all the time.
1:06:29 That was my understanding, that they were actually creating a
1:06:32 product.
1:06:32 If you can walk through that for us right now, because there
1:06:36 seems to be a little bit of – it might have this, it might have
1:06:38 that.
1:06:38 And when we had that discussion before, there were no metrics
1:06:40 that were brought forward.
1:06:41 There was no –
1:06:42 Right.
1:06:43 They’ve never worked –
1:06:44 They’ve never done it before.
1:06:45 They don’t have an example in another school.
1:06:46 And that’s where my concern was.
1:06:49 Can you walk through that piece?
1:06:50 That’s what I – because I’m hearing a little bit of –
1:06:52 But just to be honest, right now we only have one hard no.
1:06:56 You have two hard no’s.
1:06:57 Two hard no’s.
1:06:58 I appreciate your vote counting, but let’s go ahead and hear
1:07:02 this whole component.
1:07:03 And just – I’m not arguing this right.
1:07:05 I’m trying to just – if they come back and say we can’t do that,
1:07:09 I’m trying to find a better alternative that appeases Ms. Wright
1:07:12 to say we’re not just opting the kids into being allowed to do
1:07:14 it.
1:07:14 It just puts up a barrier.
1:07:15 How about –
1:07:16 So, thank you.
1:07:17 If you can just explain what the components are.
1:07:19 The goal of this project was using social media was the majority,
1:07:25 to be honest with you.
1:07:26 How they set this up was because that’s – social media, it’s
1:07:31 always in the kids’ hands.
1:07:32 And to do something that they actually connect with.
1:07:36 What they did say when we discussed that, you know, there are
1:07:39 going to be parents that they’re not going to want to do this.
1:07:41 That they said they could come up with an, you know, an
1:07:45 alternate.
1:07:45 So necessarily not that they put it on social media, but – so
1:07:49 doing some type of storyboard, doing something else where it
1:07:52 doesn’t have to necessarily be on –
1:07:55 So they don’t have it.
1:07:56 So they don’t have to do that piece.
1:07:58 But I can’t tell you that they’re going to say yes to this and
1:08:01 want to partner because that wasn’t the goal behind this.
1:08:04 So that would have to be something that I would need to go to
1:08:07 them and have a conversation with.
1:08:08 I guess what I was asking is, is that, okay, we know that they’re
1:08:11 supposed to be using social media and stuff like that.
1:08:13 What does it look like?
1:08:14 Like, what is it?
1:08:15 So I’m a student.
1:08:16 I go in.
1:08:17 I’ve been found guilty of this.
1:08:19 I want to start this program.
1:08:21 According to Ms. Jenkins, if that’s the avenue we go, it says go.
1:08:25 Like, what is it?
1:08:26 Well, it’s the social media.
1:08:28 There’s different platforms that they can use.
1:08:30 And they come up with a product of what can I do better without
1:08:34 drugs.
1:08:34 So this is why I smoke.
1:08:36 This is – or whatever I do.
1:08:38 And then the presentation that they come up with shows what am I
1:08:43 doing instead of that.
1:08:44 You know, am I dancing?
1:08:46 What am I doing?
1:08:47 What can I do instead of?
1:08:48 And why do I do what I do?
1:08:50 So it’s taking all those things that they’re talking about in
1:08:53 counseling and why do they do these certain things.
1:08:54 And they’re just putting it out the way that kids – the way
1:08:59 that kids – I mean, it – I know that’s not what we want.
1:09:02 And then they’re posting this on social media so that the rest
1:09:05 of –
1:09:05 No, absolutely.
1:09:06 They’re not posting it anywhere.
1:09:07 It’s just the kids are using it.
1:09:08 It’s not going anywhere.
1:09:09 It’s just that they’re seeing it together.
1:09:11 They’re talking about it.
1:09:12 They’re not posting it for anybody else to see unless it was
1:09:16 something that the parent allowed or that, you know.
1:09:18 But, no, it wasn’t to post.
1:09:20 It was just –
1:09:21 That’s the format.
1:09:22 It was the format to go through it, to talk about it.
1:09:25 Why am I doing what I do?
1:09:27 And instead of how we do now, you know, making a poster board,
1:09:30 putting – you know, doing it on –
1:09:31 Making it real.
1:09:32 Correct.
1:09:33 Making it real life what kids do now.
1:09:35 So they’re making a video –
1:09:36 And putting it together.
1:09:37 So they’re making a video for themselves.
1:09:38 Right.
1:09:39 In their group.
1:09:40 Their group setting.
1:09:41 So they have a –
1:09:42 Using a social media platform.
1:09:43 Right.
1:09:44 It may not ever get broadcast.
1:09:45 Right.
1:09:46 So it’s – what I’m trying to get that is there might be another
1:09:48 way here.
1:09:48 Right.
1:09:49 I think it’s up to us to go back to Better Without It and maybe
1:09:53 some of our local providers and come up with, you know, the
1:09:57 counseling program that we’ll use.
1:09:58 The bottom line is we’re asking for, you know, approval to move
1:10:02 forward with option A, option B, and we’ll come back August 8th.
1:10:05 We had to either way with a contract or an agreement for the
1:10:11 counseling component.
1:10:13 So, you know, getting direction from the board about not too
1:10:17 excited about social media being a big part of it.
1:10:19 Can we have an opt-in or an opt-out or can we do something
1:10:23 totally without social media?
1:10:24 We can go back and look at – you know, work on that.
1:10:26 There’s – there’s something to be said about making a video for
1:10:30 yourself to watch in the future.
1:10:31 Writing something that you put inside your dress – your –
1:10:34 sorry.
1:10:34 There’s something to be said about having a video that you
1:10:37 review and watch yourself and listen to yourself saying those
1:10:40 words.
1:10:40 That’s common practice for many of our teachers when we’re doing
1:10:43 review inside the classroom.
1:10:44 It’s also known that if you write something on a piece of paper,
1:10:46 you can slide it into your desk drawer and then pull it out
1:10:49 later and review it.
1:10:49 These are all things that we know work.
1:10:51 My concern is, is that using a social media platform drives a
1:10:55 different narrative.
1:10:56 And I’ll tell you, many of the things that we’re finding out
1:10:59 about social media, and one of the reasons we went to Sue,
1:11:01 was because it’s part of a problem that endorphins are released,
1:11:06 that there’s all these other components that cause problems with
1:11:08 the kids,
1:11:08 and where we may find some of them coming into this problem
1:11:12 because of social media.
1:11:13 We’re utilizing it as a component to further it.
1:11:15 I have issues.
1:11:16 So I don’t have an issue with some kid making a video and
1:11:19 sharing it with their friends in a group format.
1:11:20 That’s not a problem.
1:11:21 But putting it to social media becomes an issue for me.
1:11:24 That’s the reason.
1:11:25 And I – and I – listen, I understand the video component of it.
1:11:28 I understand the communications.
1:11:29 The other thing that I was going to say is, is that they have
1:11:32 group and family counseling together.
1:11:34 And we also said inside of there that we’re going out to find
1:11:38 the counselors to – for this contract and stuff like that.
1:11:41 There’s another setting where they’re going to be talking about
1:11:44 that.
1:11:44 And that intimate connection that you were talking about, the
1:11:47 face-to-face component, is taken care of inside of there.
1:11:49 So when we’re looking at this, as far as I’m concerned, I don’t
1:11:53 have a problem with them making a video, showing it to each
1:11:55 other.
1:11:55 It’s not on a social media platform.
1:11:57 And I think we can accomplish both goals.
1:11:59 Absolutely.
1:12:00 If that – if you’re – if you’re following the same way, Ms.
1:12:02 Wright, does that make sense?
1:12:03 Yeah.
1:12:04 I’m – again, I’m fine.
1:12:05 I’m just 100% opposed to social media.
1:12:07 Got it.
1:12:08 That is all.
1:12:09 So –
1:12:10 So what I’m hearing, though, is the social media, which is what
1:12:13 I felt like I remembered, but I wasn’t confident in it.
1:12:15 The social media is a tool.
1:12:17 It’s like using PowerPoint or Excel.
1:12:18 They’re just using social media.
1:12:20 It’s not publicly accessible.
1:12:22 It’s not publicly posted unless parent gives permission at the
1:12:25 end when their work product is created.
1:12:27 They’re not on social media surfing the web.
1:12:31 They’re using that format.
1:12:33 And so I’m not against that.
1:12:35 I think it makes perfect sense.
1:12:36 They’re going to be completely engaged.
1:12:37 They know how to use it.
1:12:38 It’ll be fun.
1:12:39 And – and the point of it is so that they’re not just hearing
1:12:42 themselves.
1:12:42 They’re connecting with one another and creating this, like,
1:12:45 commonality between one another and de-stigmatizing, which is
1:12:48 great.
1:12:48 The one thing I was just curious about is – it was very quick
1:12:55 when they said the parent has to give permission to put it on
1:12:57 there.
1:12:57 Like, can we just – you know, can they just maybe clarify that
1:13:00 for us, that they don’t have the work product and they will do
1:13:03 it at some point?
1:13:03 I know they said that, but I would think that would be important.
1:13:07 Right.
1:13:08 And if the board requests that it doesn’t get posted, it doesn’t
1:13:12 have to be posted.
1:13:13 It was just the process of putting it together so we can make it
1:13:17 where it – it’s never posted, if that’s something that the
1:13:20 board requested.
1:13:20 That’s what I was originally asking.
1:13:21 Because the goal is just for the kids to go through the motions.
1:13:23 That we can’t – we will not allow it.
1:13:24 No parent can make the choice either.
1:13:25 Right.
1:13:26 That we just – as a board say, this will not ever get posted on
1:13:29 social media.
1:13:29 There are ways to communicate between each other that are not
1:13:33 related to social media.
1:13:34 And we can accomplish the goal we’re doing without using social
1:13:38 media.
1:13:38 The platform of PowerPoint is not social media.
1:13:41 Some of those other items are not.
1:13:43 They’re just not.
1:13:44 And there’s a reason for it.
1:13:46 Social media is geared towards certain metrics.
1:13:48 And I don’t agree with those metrics being used at a time for
1:13:51 kids that are trying to recover.
1:13:52 That’s all.
1:13:53 So if you can figure out a way to make all of that work, Dr.
1:13:56 Rendell, then I think we’re in a good spot and bring it back on
1:13:59 the eighth.
1:13:59 I don’t think we have a majority saying that.
1:14:01 Social media is a tool.
1:14:03 It’s a tool.
1:14:04 It’s a tool that can be used for good and a tool that can be
1:14:07 used for harm.
1:14:07 And, you know, and the other thing is if a kid creates a product
1:14:11 and one of their product is to share what they’re doing better
1:14:14 for their lives and they want to go out and post it on their
1:14:17 Instagram story, there’s nothing we can do to stop them.
1:14:18 So I think it’s, I don’t want us to put something in place that
1:14:21 makes it seem like, oh, we’re going to say, well, if it’s their
1:14:24 product on their phone, I mean, we’re not stopping them.
1:14:26 And honestly, then they’re using that tool for good.
1:14:28 More power to them.
1:14:29 They’re taking it back.
1:14:30 You know, I don’t, I don’t find, I hear the issue of the
1:14:33 conflict of interest between the lawsuit.
1:14:35 I don’t see that.
1:14:36 The lawsuit was not against having social media existing.
1:14:39 It’s about the algorithms and the influence and that was used in
1:14:43 a negative light and those companies not taking, I’m trying to
1:14:48 tap dance around talking about litigation without talking about
1:14:51 it.
1:14:52 Um, you know, everybody agrees, you know, that it’s, or most
1:14:57 people agree that it, it was, you know, those algorithms and
1:15:01 things were not kept in check, but it can, just like anything,
1:15:04 it can be used for good.
1:15:06 So I, I think to me, it’s that, that whole point of even having
1:15:11 it is, is about, it’s about engagement.
1:15:13 And, you know, my kids, my husband is a video editor.
1:15:17 He can take a couple hours and go into photo, Adobe, whatever,
1:15:20 and create a video.
1:15:20 But the kids on their phones in an Instagram app or whatever,
1:15:24 you know, can create a video with a message and music like
1:15:29 instantly and have that product that they share.
1:15:31 And then it’s spreading the influence, the positive influence
1:15:35 and taking it back, um, for, to, for good.
1:15:37 So just, I’m not, to me, my approval is not going to be contingent
1:15:42 on whether we can get rid of that.
1:15:44 And I don’t, I’m not hearing that from the majority.
1:15:46 This is, this is an engaging process that, that needs to maybe
1:15:51 be refined and see, but that’s not a, that’s not a deal breaker
1:15:56 for me.
1:15:56 Okay.
1:15:57 Miss Wright.
1:15:58 Oh no, I, I’m, I’m right where I was.
1:16:01 I stand behind where I was.
1:16:02 I haven’t changed.
1:16:03 I, I’m okay with this component.
1:16:05 I just don’t want social media to play a role in what we’re
1:16:08 doing.
1:16:08 Mr. Trent, you want to give any clarification?
1:16:11 Some of this confusion has come into play because the
1:16:17 presentation that we received from this group, they didn’t have
1:16:24 all the answers.
1:16:24 They, they didn’t even have a program.
1:16:26 I, we were kind of the guinea pig.
1:16:28 Um, so when we say social media, I’m not even quite sure if they
1:16:33 knew exactly what they were saying by social media.
1:16:36 Uh, if, if they were talking about a video component, that’s
1:16:40 completely different than posting on social media.
1:16:43 So I think we’re, it sounds like some of us are kind of guessing,
1:16:47 including myself, exactly what they, we mean when we say social
1:16:50 media.
1:16:50 So, um, yeah, I’m not against using video.
1:16:53 Um, that’s not a problem.
1:16:54 I’m not against opting in or opting out.
1:16:56 You guys will take care of that and you’ll present it back to us.
1:16:59 It goes back to, we need to do something.
1:17:02 We have option a option B.
1:17:03 I think we all agree that that’s a good thing.
1:17:05 And, and the counseling part will, I think we’re going to figure
1:17:09 that out, but you’re going to do something, some homework and
1:17:12 you’ll get back to us on the eighth.
1:17:13 But I, I agree.
1:17:14 No, but not complete social media.
1:17:17 I don’t think we want to put our kids problems out there.
1:17:19 I don’t, probably it’s not even what it was going to happen in
1:17:22 the first place.
1:17:23 But, uh, I think you, I would assume we have some direction and
1:17:27 we like option a and option B.
1:17:28 And let’s move on.
1:17:29 Dr. Rendell.
1:17:30 You feel like you’ve got a strong enough direction to go.
1:17:33 Actually I do.
1:17:34 I actually feel like we know what we need to work on and bring
1:17:37 back.
1:17:37 Okay.
1:17:38 And there’ll probably be some options within what we bring back.
1:17:40 Perfect.
1:17:41 And I, and I appreciate.
1:17:42 Positive to the, to the end of this spiraling discussion though.
1:17:45 Um, when Ms. Campbell talked about sometimes how can we use
1:17:50 positively, you know, just remember like the ice bucket
1:17:53 challenge, right?
1:17:53 That thing went viral and crazy and they’re just filming and it
1:17:56 was on social media, but it raised.
1:17:57 You know, millions and millions of dollars for a loss.
1:18:00 So I think that’s kind of the concept behind this is it’s not a
1:18:03 negative thing to addict our kids to social media.
1:18:04 There’s a positive intention for, for that to generate support
1:18:08 and progress for kids who are struggling with addiction.
1:18:10 So.
1:18:11 Okay.
1:18:12 So I think the, the Dr. Rendell, if you can figure out a couple
1:18:16 options, bring them back to us.
1:18:18 And if we can start talking to some of the major groups about
1:18:22 collaborating resources.
1:18:23 We will see what we can do on some of those things.
1:18:26 I think that we’re good there.
1:18:27 And then, um, I think we’re pretty good on the drug diversion
1:18:31 program update.
1:18:32 Everybody else.
1:18:32 Okay.
1:18:33 Yeah.
1:18:33 Any other comments?
1:18:34 Okay.
1:18:35 The next topic is lobbyist registration discussion.
1:18:37 This is something that we talked about.
1:18:38 We, um, gave, uh, sort of the go ahead to do it.
1:18:43 Uh, on January 5th, we’ve kind of talked about it before.
1:18:47 Basically, it’s just a way of making sure that if somebody is
1:18:50 coming to speak and using us to try to get to, um, talk to the
1:18:55 decision makers that we just have them register.
1:18:56 It’s no big deal.
1:18:57 Um, I’ve talked to a couple of the lobbyists that register
1:19:00 across the street.
1:19:01 They say it’s a very easy process.
1:19:03 There’s not an issue.
1:19:04 It’s all transparent.
1:19:05 And many school districts and counties throughout the state of
1:19:09 Florida actually, um, have this.
1:19:11 Um, my recommendation today would be to ask staff to come back
1:19:16 with a policy to work it through and then come back so that we
1:19:19 can discuss it in depth.
1:19:20 But I think today we’re just, hey, do we need to have something
1:19:23 that registers the lobbyists?
1:19:24 It doesn’t have to be massive.
1:19:26 It can be like Brevard’s account where you go on, you register.
1:19:29 There’s a fine of like $200 if you don’t do it or something like
1:19:32 that.
1:19:32 Um, but that’s pretty much what we’re looking for is direction.
1:19:35 Have staff come back with a couple options and a policy and then
1:19:39 begin to register people.
1:19:40 We’re looking for people who wish to talk to our people.
1:19:42 And it’s not just school board members.
1:19:44 It’s, you know, deputy superintendents and others.
1:19:47 We just need to make sure that whoever’s, um, lobbying that we
1:19:50 know who it’s coming from and they’re registered.
1:19:51 That’s all.
1:19:52 So with that, I’ll open the floor for discussion.
1:19:54 Um, does anybody over on this side wish to discuss anything?
1:19:57 Sure.
1:19:58 So I had a couple of thoughts and just questions.
1:20:01 Um, looking at the, the record, the models of the forms and the
1:20:09 policies.
1:20:09 I think we had one from Orange, Miami.
1:20:11 County.
1:20:12 Miami schools, Miami County.
1:20:13 Yeah.
1:20:14 There were a couple.
1:20:15 Oh, and the county.
1:20:16 Yep.
1:20:17 Um, there were, there were a couple that had fees.
1:20:19 Orange has a fee of $25 a person.
1:20:21 Miami had a two, a company $250.
1:20:25 To me, that seems like a little bit of a, I understand Miami
1:20:28 because they’re bigger.
1:20:29 Right.
1:20:30 Um, but I, I really don’t like that.
1:20:32 Across the street doesn’t charge a fee.
1:20:34 It just seems like that’s a, we’re doing this so we can be a
1:20:38 moneymaker.
1:20:38 But to be quite honest, I’ve been on the board for four and a
1:20:41 half years.
1:20:41 I haven’t had a problem with this.
1:20:42 I’ve never had a lobbyist approach me.
1:20:45 So my, you know, I mean, I’ve had some, we have vendors send us
1:20:49 emails and we go to conferences
1:20:50 and people are trying to get a meeting with you.
1:20:52 And I delete, delete, delete.
1:20:53 We have people who handle that.
1:20:55 I mean, that’s, I love when I get those emails because I, you
1:20:57 know.
1:20:57 Those are like the only ones you can delete.
1:20:58 Right.
1:21:00 I can delete those.
1:21:01 Um, it’s, it’s your junk mail, right?
1:21:03 Um, but sorry if anybody’s listening, who’s a vendor.
1:21:06 Um, so, but I, I wondered, I’m like, is there a possibility that
1:21:10 we actually open ourselves
1:21:12 up to more of this activity because now we have a registration
1:21:15 and so now we’re going to
1:21:16 have people, to me, I, I, I don’t want people come into my door
1:21:20 to try to get me.
1:21:21 I want to do my research and, and we have staff who, they have a
1:21:25 procurement process that’s
1:21:26 very detailed for a reason.
1:21:27 Um, I, I don’t, so I, I have a concern about that.
1:21:32 Um, would, the, I, of the policies that were sent to us, the one
1:21:38 from across the street
1:21:40 from the county is shorter and I like shorter, more succinct
1:21:43 policies.
1:21:44 I was trying to think that we, you know, we have all those rules
1:21:46 that are just apply to
1:21:46 school boards and don’t apply to anybody else.
1:21:48 But I think most of that, it was covered.
1:21:50 I think, I think that was probably specific enough.
1:21:54 Just kind of just general.
1:21:55 Um, but I did wonder, you know, the one positive, honestly,
1:21:59 because I say we haven’t had lobbyists,
1:22:00 but we, we did have those people with something like this, Mr.
1:22:03 Gibbs, prevent people who have,
1:22:05 in the past, and I don’t know, it’s been maybe a couple of years
1:22:08 since this has happened, maybe
1:22:09 a year.
1:22:10 We’ve had people that come during public comment time and try to
1:22:13 sell us their air products
1:22:14 and stuff.
1:22:15 Would that mean, would that mean that they can’t do that anymore?
1:22:19 That’s what everybody thought.
1:22:21 No, it’s public comment.
1:22:22 They can do that.
1:22:23 It would probably depend on the exact language in your policy.
1:22:26 But it wasn’t public comment.
1:22:28 It was.
1:22:29 Yeah, it was a solicitation.
1:22:30 it was a presentation of their product the chair should have cut
1:22:33 we can sell you guys our air
1:22:35 purifiers for you know whatever yeah right i mean that’s the one
1:22:39 that comes to mind so go to
1:22:40 prevent that um they came a couple times yeah i remember that
1:22:44 and that’s the same that’s the same
1:22:46 as an email yeah it would be a solicitation and yeah that’s it’s
1:22:49 like thank you we have a procurement
1:22:51 process can you that we would go through if you want to go
1:22:53 through that procurement process we
1:22:55 can put you in touch with them i i just like i said i’ve not
1:22:58 ever had a problem with it and so
1:22:59 i don’t want to invite a problem when there’s not one happening
1:23:02 and so i don’t have a problem with
1:23:03 us having a lobby of policy but like i said why are we creating
1:23:07 something for a problem that doesn’t
1:23:09 exist or maybe exists for you it doesn’t exist for me um okay
1:23:14 next yeah i um i genuinely just want to
1:23:17 understand the why too because i don’t i i feel like isn’t this
1:23:21 mr gibbs isn’t this technically
1:23:23 covered by ethics laws it ethics covers you when you leave
1:23:27 office you’re not allowed to lobby it
1:23:31 doesn’t cover like professional lobbyists from coming to the the
1:23:35 board and lobbying and then so
1:23:37 genuinely i just would i’m not against this but i just i don’t
1:23:39 know i want to understand the why
1:23:41 like so is this so they’re forced to disclose to us and we don’t
1:23:45 accidentally speak to the wrong
1:23:46 person and don’t know that they’re speaking to us that way like
1:23:49 i don’t i i just want to know the why
1:23:50 behind it is it okay if i answer those real quick before we um
1:23:54 so like i think these are great
1:23:56 questions and thank you for bringing them up one of the issues
1:23:59 that you have is is that like i was
1:24:01 saying it’s not so much us so you may go your entire career
1:24:03 without somebody coming up and lobbying you
1:24:06 dr rendell sits down with vendors right if dr rendell sits down
1:24:09 with a vendor we should know about it
1:24:11 if one of our staff is asked to go to a meeting they should have
1:24:17 to register in order to sit down
1:24:19 and talk about their products outside of the scope of business
1:24:22 so inside of a cone of silence inside of a
1:24:25 um rfp process there is a you’re not allowed to talk to any of
1:24:28 the board members you’re not allowed to
1:24:30 talk to anybody that’s already set and that’s normally how it is
1:24:33 but there are some times that our staff has a really good
1:24:36 really good reason to reach out and have meetings and stuff like
1:24:38 that and we just want to make sure
1:24:40 that way it is it is throughout all of the school districts and
1:24:43 all of the counties that have it
1:24:45 it is not a bad thing it’s just a transparent um it’s a way of
1:24:48 creating transparency so that if an
1:24:51 individual is speaking to the district that they have to
1:24:53 register to do it and it’s all there so that
1:24:55 there’s not any behind the scenes kind of stuff that’s going on
1:24:58 the other thing i was going to say
1:24:59 to help you out with the um question that you had with um in
1:25:03 regards to like you’ve never had it before
1:25:06 um there are some times when we go to fsba and there’s a couple
1:25:09 of vendors that are there they
1:25:11 take people out to lunch or whatever it is and then sometimes
1:25:14 there’s a good idea so you may want
1:25:16 the superintendent or somebody to meet them if that’s the case
1:25:18 they should have to register prior to
1:25:20 doing that and make it above board and transparency so that
1:25:23 everybody knows
1:25:24 this tramp this person came during this time that’s all and it’s
1:25:27 a it’s the evolution of if you look
1:25:29 at like all the school districts that have it they’re right
1:25:31 around our size and just a little bit
1:25:33 lower and then all the bigger ones have it so it’s like it’s
1:25:35 just part of transparency it’s not a
1:25:36 if that helps with it yeah i know i understand but i i don’t i
1:25:39 don’t like the fee structure
1:25:41 i don’t think fees needed i think it’s just about like who wants
1:25:44 to collect their 25 check and then
1:25:47 where does that go and that creates all kinds of problems i
1:25:49 think the idea would be that and i did check
1:25:52 across the street and they don’t have a major issue like this is
1:25:55 hey this works we do it everybody knows
1:25:57 where we’re going and it just creates transparency that’s all i
1:25:59 have a follow-up question and it’s
1:26:00 again it’s not because i’m against it i just generally want to
1:26:02 understand a little bit better because
1:26:04 this doesn’t happen to me so i don’t i don’t get it can you give
1:26:07 me an imaginary like really negative
1:26:09 scenario why how this would help like just i just want to
1:26:13 understand how what what like what bad
1:26:15 thing will this prevent and it’s not because i’m against it i
1:26:17 just genuinely want to understand like
1:26:19 how this would rectify a scenario or is it just to be
1:26:22 transparent is it not to prevent something
1:26:25 negative from happening yeah i think that the transparency of
1:26:27 knowing who’s coming in and who’s
1:26:28 going out of our school district and everything else is the idea
1:26:31 behind it i don’t have an example of
1:26:33 a really bad thing because when i checked in with across the
1:26:36 street the individuals that i spoke to
1:26:38 when i was over there didn’t say anything about we have had this
1:26:41 evil person that tries to and we
1:26:42 created the policy around it it’s more just about transparency
1:26:45 that’s all that’s i just genuinely
1:26:47 wanted to understand why jean no all good if it increases
1:26:50 transparency yeah it’s just a no brandy
1:26:53 yeah i’m fine with it too i mean honestly i don’t if i’ve ever
1:26:57 if i’ve ever been approached by a lobbyist
1:26:58 i don’t know that it’s not like they come out and like hey i’m a
1:27:00 lobbyist i don’t i don’t think so
1:27:04 if there’s a business person that comes up and says hey i’d like
1:27:10 to get a meeting with your
1:27:12 it manager your superintendent something like that then if they
1:27:15 do something like that then
1:27:17 you just say hey i i’ll i’ll set it up but there’s a process you
1:27:20 got to go get registered
1:27:21 and then you can reach out to the secretary of whoever that’s it
1:27:24 okay and then that creates the
1:27:26 the transparency so okay that’s all right i’m not opposed to it
1:27:29 honestly i’m not i’m not a huge fan of
1:27:31 lobbyists in general but uh you know they’re here so i get it
1:27:35 but i was legitimately thinking like
1:27:37 is it have we been hoodwinked along the way like what what what
1:27:40 negative thing has happened that we’re
1:27:41 trying to prevent from happening there is nothing currently and
1:27:44 let me just state this there’s
1:27:46 nothing currently that is going on there is nothing this is just
1:27:48 something that’s a carryover i think
1:27:50 that to give staff direction would say if they could bring back
1:27:53 something close to the brevard policy
1:27:55 across the street that doesn’t charge any money that’s pretty
1:27:58 simple did you look and see if there’s
1:28:00 a neola template for uh or have staff look for a neola template
1:28:04 like bring it this isn’t something that
1:28:06 has to happen tonight it’s just something that i think we do so
1:28:09 one of the ones that you had
1:28:11 sent had a number one of the districts they didn’t have it didn’t
1:28:14 have like a but one of them had a
1:28:15 number which might be a neola number but i can’t remember what
1:28:18 it is right i was like there’s literally
1:28:20 so many of them that were out there i just took the high to low
1:28:22 you know what i mean so if you guys
1:28:24 are okay with that dr vendell you feel like you got good
1:28:26 direction on that yeah i actually think it would
1:28:27 be a good thing to have in place so we’ll bring something back
1:28:31 okay all right everybody feel
1:28:33 pretty good about that next piece is the discipline work group
1:28:37 nominations directions and meeting dates
1:28:39 i appreciate you guys taking a second and finding two of your
1:28:42 representatives as this is a committee
1:28:44 that we wanted or a work group that would start um miss pam can
1:28:48 you come on up real quick and kind of
1:28:50 walk through what’s about to happen there’s been a lot of
1:28:52 discussion wrapped around some of these
1:28:54 components and i i think and and while miss pam is walking up i
1:28:57 wanted to say thank you so much
1:28:59 for doing exactly what the direction of the board was but then
1:29:04 moving like at light speed with half of
1:29:06 a staff to accomplish all this stuff so thank you so much miss
1:29:10 dampier
1:29:10 good afternoon i would be remiss if i didn’t uh thank um mr reed
1:29:18 and mr armstrong for really they’ve
1:29:21 been working really hard on trying to make sure that we’re in
1:29:25 compliance with the discipline
1:29:27 training as well as um the work group as well so um what um it’s
1:29:35 my understanding that we really
1:29:37 want to make sure that we have uh the voice of our community uh
1:29:41 working on proposed changes to our
1:29:46 code of code of student conduct uh and discipline procedures i’m
1:29:50 familiar with this work i’ve done
1:29:52 it for about six or seven years and similar to what i’ve done
1:29:55 previously so we would like to have
1:30:00 a work group that will consist of about 15 members two from
1:30:06 board members as well as we’d have
1:30:09 uh a representative for from our basa as well as from bft and
1:30:15 the local union 1010 and sro representative
1:30:21 these were consists of the 15 people on the committee however it
1:30:25 will be open to the public if they
1:30:27 wanted to come and participate this is going to be a work group
1:30:32 not a sit and get so it would be we’re
1:30:34 taking the code of conduct and the discipline plan apart and
1:30:37 working through those sections that we
1:30:39 feel like needs to be amended or reviewed and then we would
1:30:46 first of all we’d want to have the names of
1:30:50 the board by 8 1 and then we posted in september on september 1st
1:30:56 the dates of these meetings so we’d
1:30:58 have a full month uh where it would be posted on our website
1:31:02 inviting you know if people wanted to come
1:31:05 to our work session and then we’d have a series of four work
1:31:10 sessions where we will take you know the code
1:31:13 of conduct as well as the discipline plan apart and really work
1:31:16 on it and then bring those recommendations to
1:31:19 the board in march i don’t have a date yet because we haven’t
1:31:21 set dates for next year but we hopefully
1:31:24 bring it the first board meeting in march work work session and
1:31:29 then in april may we’d have a final
1:31:31 draft of course we get feedback from the board in march make
1:31:34 those changes uh from your direction
1:31:38 and then we bring it back in april and then we put it on the
1:31:41 board agenda for approval so that will give
1:31:44 us time right now we’re rushing at a rate of lightning trying to
1:31:48 make sure that we get uh everyone trained
1:31:51 so in june this will give us an opportunity because it would
1:31:54 have been voted on we’d be able to
1:31:56 roll out our training people would know what the training
1:32:00 because we have our stakeholders we have to
1:32:02 provide training for our students our teachers our
1:32:05 administrators our bus drivers
1:32:08 and really plan it out and make sure that uh we’re training them
1:32:13 um based on those suggested changes
1:32:15 we are doing that this year but it’s it’s it’s pretty rushed um
1:32:19 and then in august uh we would train
1:32:22 everybody but that would give the team my team time to develop
1:32:26 this training and be ready to go for august
1:32:28 for next year we are going to be ready in august we have a
1:32:31 timeline uh the team has worked very hard
1:32:34 um to come up with a timeline to make sure we train all of our
1:32:37 stakeholders we’re going to be working
1:32:40 making sure that our bus drivers have an opportunity to get
1:32:42 trained our teachers uh we’ve already started
1:32:45 with our administrators they got trained um an overview of the
1:32:49 suggested changes um on last tuesday at
1:32:52 leadership uh we did the elementary session of training on tuesday
1:32:58 tuesday at the elementary principal meeting and
1:33:02 then on august 7th and 8th we will have an opportunity to train
1:33:06 our
1:33:07 deans as well as our assistant principals any other principals
1:33:11 that need to be trained on the changes
1:33:13 to the code of conduct and then um we will also we’re working
1:33:18 with mr wilson to outline our training for
1:33:20 our bus drivers and some of the training especially our teachers
1:33:23 will have voiceovers we will not have
1:33:25 face-to-face they’ll be face-to-face with their principal but we
1:33:29 will have a voiceover to make sure we’re
1:33:30 hearing the same message um that’s good so that’s my
1:33:34 recommendation thank you so much now i asked
1:33:37 everybody if they could bring their twos does everybody have
1:33:39 theirs i have mine do you guys have
1:33:41 yours do you have yours miss jenkins did you bring yours okay um
1:33:45 i think we could all if everybody can
1:33:47 say who theirs are because what i’d like to do is is i have i
1:33:50 thought go ahead well i thought you wanted to
1:33:55 by eight one and probably in an email you could if you if you
1:33:58 didn’t have it now it was a suggestion i
1:34:01 just wanted to get my names out and get them done that’s all
1:34:03 just in contact yeah right yes
1:34:06 how about the dates of these i mean the times are the meetings
1:34:10 going to be in the evenings right here
1:34:11 from five but it doesn’t have time a day oh yeah five to seven
1:34:15 five to seven five to seven oh thank you
1:34:18 got it we really want to accommodate you know people that have a
1:34:23 job in the daytime sure can i uh
1:34:25 make a suggestion though so can we just go ahead and email these
1:34:28 to miss dampier not that it won’t be
1:34:30 public knowledge but just for the sake of we don’t need to
1:34:33 publicize their names right now i mean
1:34:36 that’s just my opinion it’s not necessary and i and i appreciate
1:34:40 that the reason that i asked was
1:34:42 i i asked like six people and said would you guys sit based upon
1:34:46 what my other board members do
1:34:48 so meaning that i was willing to because i always figure i’m the
1:34:51 last person to go that depending on
1:34:53 what background each one of you had chosen that i would choose
1:34:57 one of mine based on that to fill right so
1:34:59 i didn’t they all knew that that i had asked them to do that i
1:35:02 can give the two names my only fear
1:35:04 is is that we end up with like five of the same and i just think
1:35:08 that it would be nice to have a
1:35:10 component from the community i don’t mind doing mine either like
1:35:13 i could give you my two names
1:35:15 but you won’t know anything about them except for their names
1:35:18 yeah but i didn’t know if so and i
1:35:20 apologize their political background and not their political
1:35:23 background but like if if you’re a coach
1:35:25 if you’re a former coach if you’re a former pto if you’re a
1:35:28 former law enforcement if you’re a former
1:35:30 you know what i mean like those kind of things that’s all like a
1:35:32 former administrator like i
1:35:33 thought that we can talk about what you know what they bring to
1:35:35 the table whatever what viewpoint if
1:35:37 you guys don’t have to say their names but if you can say who it
1:35:39 is that you guys are thinking about
1:35:41 then i can their perspective that’s it yeah if you guys can do
1:35:44 something like that that would help
1:35:45 i don’t mind going first i have a school psychologist and a
1:35:47 clinical social worker psychologist and a social
1:35:52 worker great all right um i have one who is a secondary parent
1:35:58 but also works as a dean’s clerk
1:36:01 in one of our high schools and the other one is a elementary
1:36:05 school parent
1:36:09 my two are middle school teachers all right both parents uh i
1:36:17 have one parent she’s a business owner
1:36:21 and it has an elementary and high school students and the other
1:36:25 one is also a parent of a choice school
1:36:28 students here in town all right so then what i have um i guess
1:36:35 one of the
1:36:39 you guys are gonna laugh when i tell you when you find out who
1:36:41 it is but um i have a coach
1:36:43 that i’ll put in because we don’t have anybody on here that’s a
1:36:46 coach and then i have a former law
1:36:48 enforcement that i’ll put on there and then those two should
1:36:51 fill in parents law enforcement thank you
1:36:53 miss jenkins for psychologists and social workers i had those on
1:36:57 dean’s clerk that’s great business
1:36:59 owners i think this is a good committee i think we can be proud
1:37:01 of these individuals i will send you
1:37:03 their contact information um you have a question miss pam yes i
1:37:08 wanted to also
1:37:09 uh we want student voice that’s important so we’re gonna have we
1:37:12 had that we see a student or we worked
1:37:14 out so we um the superintendent has a superintendent student
1:37:18 advisory council which consists of a
1:37:21 plethora of students from our our schools so we will be getting
1:37:25 um their you know their uh voice
1:37:29 on some of the things as well and we’ll share that information
1:37:33 as a part of our march
1:37:34 you know feedback session with you with the board but yes if you
1:37:38 can send me the name contact number
1:37:40 whether it’s email phone number etc and then we’ll um make
1:37:45 contact okay i just wanted to add
1:37:48 first of all my thanks miss damper because we i don’t know if
1:37:50 you guys have had a one-on-one
1:37:52 with her yet but i finally got that on my list and we had a
1:37:54 great meeting and then i talked with
1:37:56 you on the phone this earlier this week too and just the amount
1:37:58 of thought you put into this process
1:38:00 and refining it for us and especially moving it earlier but then
1:38:04 one of the things that you had
1:38:05 talked about was because student voice will only be one student
1:38:08 right and it’s only going to be
1:38:10 in addition to the teacher it sounds like we’ve already got some
1:38:12 staff on here like i have a 10 10
1:38:13 person but she’s not in you know she’s my representative um so
1:38:17 you know you had talked about doing
1:38:21 going out to the students and doing those surveys so that even
1:38:25 though we’ll have the one person
1:38:27 part of the work group but they will have more opportunities for
1:38:30 student voice to come back in
1:38:32 that process throughout the year and i think that is very
1:38:34 appreciated and also honestly we probably can
1:38:37 do the same thing with teacher staff and that may be already
1:38:40 part of the plan yes we’ve gone out and
1:38:43 for student council you know we can in the past we could get
1:38:47 that information where we can meet with
1:38:49 student council representatives and we’d organize that with the
1:38:52 secondary schools to get that voice
1:38:54 and we can have that um as a part of our feedback um from you
1:38:58 know the overall like secondary group
1:39:01 middle school high school i think the whole process sounds like
1:39:04 i’m just real excited about
1:39:06 about the work to be done and i think going with the work group
1:39:09 is absolutely the right idea too
1:39:11 anybody else want to say anything to mr ampere about that okay
1:39:15 thank you mr ampere i did want to just
1:39:16 say thank you um i sat with with mr ampere for it must have been
1:39:20 an hour after the superintendent’s
1:39:23 summit to go through all of the concerns to check them off
1:39:25 because we’re kind of all over the place
1:39:27 on the discipline piece we have the audits we have all of the
1:39:30 data we have all this stuff so i sat down
1:39:32 with her and walked through it and i wanted to say thank you so
1:39:34 much um she has in place and you heard
1:39:37 all of the trainings that are going on for the discipline
1:39:40 components right now like they’re
1:39:42 learning about that now i will tell you that we had i think 300
1:39:45 plus teachers inside the gym
1:39:48 in clear lake and they were cheering when i mentioned that we’re
1:39:52 giving the power back to them inside
1:39:53 their classroom we even had some that had come from other school
1:39:57 districts that were that were working
1:39:59 in other school districts that now that we’re cleaned that up
1:40:02 are coming back i was surprised by that
1:40:03 and the number of teachers in there and that wasn’t all of them
1:40:06 that were there that was incredible too
1:40:08 so your willingness to come get this under wraps and get it
1:40:12 moving has been tremendous um all the
1:40:14 way from the data to the trainings to everything else it looks
1:40:17 like dr rindell did you have something
1:40:18 you wanted to say we just want to say that table over there has
1:40:21 been really busy that’s her team over
1:40:23 there i’m sorry they’re the ones who’ve been doing all this work
1:40:26 so you guys thank you so much
1:40:28 all right mr ampere thank you so much i appreciate that all
1:40:31 right you guys here it comes you guys
1:40:34 ready oh man we have one hour for the five thousand you guys
1:40:40 need a potty break all right we’re
1:40:42 we’re going to take a five minute potty break
1:40:55 you
1:41:12 we’re going to take a five minute potty break we’re going to
1:41:15 take a five minute potty break
1:41:15 we’re going to take a five minute potty break we’re going to
1:41:16 take a five minute potty break
1:41:17 we’re going to take a five minute potty break we’re going to
1:41:18 take a five minute potty break
1:41:18 we’re going to take a five minute potty break we’re going to
1:41:20 take a five minute potty break
1:41:20 we’re going to take a five minute potty break we’re going to
1:41:22 take a five minute potty break
1:41:23 we’re going to take a five minute potty break we’re going to
1:41:25 take a five minute potty break
1:41:25 we’re going to take a five minute potty break we’re going to
1:41:27 take a five minute potty break
1:41:27 we’re going to take a five minute potty break we’re going to
1:41:29 take a five minute potty break we’re going to take a five minute
1:41:29 potty break
1:41:29 we’re going to take a five minute potty break we’re going to
1:41:33 take a five minute potty break we’re going to take a five minute
1:41:35 potty break
1:41:35 we’re going to take a five minute potty break we’re going to
1:41:38 take a five minute potty break we’re going to take a five minute
1:41:41 potty break
1:41:41 we’re going to take a five minute potty break we’re going to
1:41:44 take a five minute potty break we’re going to take a five minute
1:41:45 potty break
1:41:45 we’re going to take a five minute potty break we’re going to
1:41:50 take a five minute potty break we’re going to take a five minute
1:41:51 potty break
1:41:51 we’re going to take a five minute potty break we’re going to
1:41:55 take a five minute potty break we’re going to take a five minute
1:41:57 potty break
1:41:57 we’re going to take a five minute potty break we’re going to
1:42:01 take a five minute potty break we’re going to take a five minute
1:42:04 potty break
1:42:04 we’re going to take a five minute potty break we’re going to
1:42:07 take a five minute potty break we’re going to take a five minute
1:42:10 potty break
1:42:10 we’re going to take a five minute potty break we’re going to
1:42:13 take a five minute potty break we’re going to take a five minute
1:42:17 potty break
1:42:18 we’re going to take a five minute potty break we’re going to
1:42:22 take a five minute potty break we’re going to take a five minute
1:42:25 potty break
1:42:25 so
1:42:53 we’re going to take a five minute potty break we’re going to
1:43:00 take a five minute potty break
1:43:00 so
1:43:00 we’re going to take a five minute potty break we’re going to
1:43:02 take a five minute potty break
1:43:02 so
1:43:02 we’re going to take a five minute potty break we’re going to
1:43:03 take a five minute potty break
1:43:03 so
1:43:04 we’re going to take a five minute potty break we’re going to
1:43:05 take a five minute potty break
1:43:05 so we’re going to take a five minute potty break we’re going to
1:43:08 take a five minute potty break
1:43:08 so we’re going to take a five minute potty break we’re going to
1:43:10 take a five minute potty break
1:43:10 so we’re going to take a five minute potty break we’re going to
1:43:13 take a five minute potty break
1:43:14 we’re going to take a five minute potty break we’re going to
1:43:19 take a five minute potty break we’re going to take a five minute
1:43:21 potty break we’re going to take a six minute potty
1:43:21 so
1:45:21 you
1:45:51 so
1:46:12 we’re going to take a five minute potty we’re going to take a
1:46:19 five minute potty we’re going to take a five minute potty we’re
1:46:19 going to take a five minute potty we’re going to take a five
1:46:19 minute potty we’re going to take a five minute potty we’re going
1:46:19 to take a five minute potty we’re going to take a five minute.
1:46:19 so
1:46:51 welcome back everybody just wanted to get moving.
1:47:08 so
1:47:10 welcome back everybody just wanted to get moving on our new 5,000
1:47:24 policies just so everybody understands we’re going through so
1:47:27 that we can be in compliance with the state.
1:47:29 And you guys are consistently joking around
1:47:33 about not wanting to do them.
1:47:34 I am 100% with you.
1:47:36 This is not something that I like enjoy secretly
1:47:38 and I’m punishing you to do it.
1:47:40 But we all need to take it serious
1:47:42 and I appreciate your guys willingness to move forward.
1:47:44 So the first one that we have,
1:47:46 Mr. Gibbs has sent us all of the updated policies for NEOLA.
1:47:51 And if you guys can open up his email, he just sent it.
1:47:55 And then we can take a look at it.
1:47:58 So the first one that we have is 5111.01 Homeless Students.
1:48:03 In looking at it, it seemed pretty close
1:48:06 to the NEOLA component.
1:48:08 - I’ll be the date person
1:48:11 ‘cause that’s what I was just wondering.
1:48:13 So NEOLA’s date is 22 and ours was updated in 21.
1:48:18 So I didn’t find what was different, I would admit that to you.
1:48:23 - I think in a lot of these, as we’re moving forward,
1:48:26 if nobody has a problem and we can’t see it,
1:48:29 we just say, hey Paul, can you go ahead and review it
1:48:32 for any changes to NEOLA and then bring that back to us?
1:48:35 Does that make sense to everybody?
1:48:36 - Yeah.
1:48:37 - Okay.
1:48:38 So Paul, I didn’t see many changes.
1:48:40 So if you can take a look at the NEOLA template
1:48:42 and if there’s any changes to 511101,
1:48:45 it’d be greatly appreciated, is that okay?
1:48:49 All right.
1:48:50 The next one is 5111.02
1:48:53 and that is the Educational Opportunity
1:48:57 for Military Children.
1:48:59 So we revised ours after there’s, but there was,
1:49:03 there’s a link on this one and it’s wrong.
1:49:08 So it says in the very first sentence that our,
1:49:13 it’ll be entitled to the services afforded by the interstate,
1:49:17 interstate compact on educational opportunity
1:49:20 for military children and that’s hyperlinked.
1:49:22 But if you click on that, it goes to nowhere.
1:49:25 So can we just, that’s not even like a technical, right?
1:49:29 We just need to fix the link.
1:49:31 - Yeah, it may not exist anymore, I don’t know.
1:49:33 - Okay, but that compact still exists, right?
1:49:36 - I’ll double check.
1:49:39 - Okay.
1:49:40 I was thinking it.
1:49:41 - Don’t you know?
1:49:43 - It’s still referenced in NEOLA,
1:49:44 so I’m assuming it does.
1:49:46 - Right, right.
1:49:47 We should define where it is.
1:49:48 - Yeah, they just don’t have,
1:49:49 they don’t have a link in NEOLA.
1:49:50 Oh wait, yeah, they do.
1:49:51 - And there’s been some statutory changes since 2010.
1:49:53 - Theirs gets the same one.
1:49:55 So yeah, it comes up as an error.
1:49:56 So I don’t know that the link works anymore.
1:50:00 - We don’t have any changes.
1:50:00 I mean, they don’t have any updates in policy,
1:50:02 so there hasn’t necessarily been a little changes before.
1:50:05 But we need to figure out where that was.
1:50:06 - So just so you guys know,
1:50:07 if you go to the statutes,
1:50:08 the interstate compact for military children
1:50:12 is actually inside of 1000.36.
1:50:16 - Okay, okay.
1:50:17 - And inside of it,
1:50:17 it goes through a very explicit amount of directions.
1:50:21 I don’t know if just for our military families,
1:50:24 if you guys wanted to add that to our policy.
1:50:28 It is pretty lengthy,
1:50:29 but it also may send a message that for families
1:50:32 that are coming in.
1:50:33 - I don’t want to,
1:50:35 I know we did that for our bylaws,
1:50:36 but I don’t want to start adding full statutes
1:50:38 to every policy.
1:50:39 I did find the interstate compact link
1:50:42 on the Department of Defense Education Activity.
1:50:46 So it’s, you know, there’s nothing on it, actually.
1:50:51 - I mean it.
1:50:52 - But you know, I think we just need to get a better link.
1:50:55 - It is pretty in depth, that entire thing.
1:50:58 I feel very, if you guys have a chance,
1:51:00 that’s go to Florida statute 1000.36.
1:51:05 - You can click on the link on the policies,
1:51:07 and it popped up. - It does.
1:51:09 - Mine doesn’t open up when I click the link.
1:51:11 - The 10036? - Mm-hmm.
1:51:13 - Just type in Florida statute. - That’s what I just did.
1:51:15 So I went to get an old-fashioned one here.
1:51:18 - Okay, here it is.
1:51:19 Amended 2012.
1:51:24 There’s a militaryonesource.mil website
1:51:28 that has a link to it, so, and it’s just,
1:51:29 it’s like a PDF, but we always want it to be,
1:51:33 so it is updated.
1:51:34 I think the idea of having a hot link,
1:51:37 that’s not the right word, that’s a sausage.
1:51:38 What do you call it?
1:51:39 What do you call it, Russell Cheatham,
1:51:42 when you have a link?
1:51:44 Not a hot link.
1:51:45 What do you call it?
1:51:46 - I think it’s just active.
1:51:47 - What?
1:51:47 No, no, when you have a good, like the-
1:51:50 - I still have a broken link.
1:51:51 - Hyperlink.
1:51:52 - A hyperlink.
1:51:53 - Thank you, not a hot link.
1:51:54 - Is this why we have a problem with social media?
1:51:57 Because we don’t even know what a hyperlink is?
1:52:00 - 48 years old.
1:52:01 I am not cool enough to know the terms.
1:52:03 All right.
1:52:04 Anyway, that was my only problem with this policy,
1:52:06 was that we had a bad link.
1:52:07 - So if you guys take a look at like our, okay.
1:52:10 - I like section one of this.
1:52:11 I think that should be at the bare minimum in there.
1:52:13 Sorry.
1:52:14 All right, do you guys have the floor statue pulled off or no?
1:52:18 ‘Cause our policy does not, it doesn’t cover all of it.
1:52:24 Facilitating the qualification eligibility
1:52:26 for enrollment educational programs,
1:52:28 participation in external.
1:52:28 It kind of is a, and it was just updated in ‘22.
1:52:33 So, and our policy hasn’t been updated in a little while.
1:52:37 If we’re gonna be very strong on this, on our, I don’t know.
1:52:41 I’m always about putting all this stuff in there,
1:52:43 just so that people can read.
1:52:44 But if you wanted to put the first section and then say,
1:52:46 please go to this article, or the Florida statute for the rest
1:52:53 of it,
1:52:54 then I’m okay with that too.
1:52:55 I just think that there needs to be something in there that says,
1:52:57 there’s a lot more to this.
1:52:59 Sorry.
1:53:07 It’s very good.
1:53:08 It is a great Florida statute.
1:53:10 I think a lot of it is definitions.
1:53:15 So if you’re looking at the Florida statute,
1:53:16 so you have a whole section too as definitions,
1:53:19 which I don’t think we really need to necessarily implement that
1:53:21 in the policy.
1:53:22 If you get three, four, five, six, they’re all pretty good.
1:53:26 Seven, eight, nine, 10, 11, 12 rulemaking functions.
1:53:34 Yeah, I mean, like, look, we can put the beginning section of it
1:53:37 and just say, Paul, is that legal?
1:53:39 Or we can just add that article one and then say,
1:53:43 please see the rest of the statute for more information.
1:53:47 Or as also defined in the court statute.
1:53:50 We can put a note on there saying, excerpted,
1:53:55 and then see the rest of it and link to it.
1:53:58 Question, Paul, when we have on the legal section of NEALA
1:54:01 where it’s already tying in that photo statute,
1:54:05 I’m guessing that’s kind of a bit of a –
1:54:08 Redundancy?
1:54:10 Well, I guess.
1:54:10 I mean, that – so when we put that in the policy under legal,
1:54:13 then that’s us saying everything that’s there, we also are.
1:54:16 Yeah.
1:54:17 It’s saying that’s our authority.
1:54:19 It’s incorporated into the policy already, so.
1:54:22 The only problem that we have is that when families go,
1:54:25 they just see that link and they don’t know,
1:54:26 they assume that that’s what it is.
1:54:28 So if there’s an opportunity for us to let them know that there’s
1:54:32 more
1:54:32 to take a look at that we honor, that might be something that –
1:54:36 Well, the pushback on this one is if a family is a military
1:54:40 family,
1:54:41 they’re not necessarily going to our policies to see what we’re
1:54:45 offering.
1:54:45 They are going to know by federal law we are required to do
1:54:49 these things by these –
1:54:50 and state law.
1:54:51 Right.
1:54:51 So they’re going to go – they’re going to be aware
1:54:54 of their military rights as a military family.
1:54:58 So I just – I – again, when we start – I understand some of
1:55:04 why we put it,
1:55:04 even though I disagree that putting our bylaws,
1:55:06 but if we’re going to start putting whole sections of statute,
1:55:09 let’s write our –
1:55:10 you know, there’s a reason why NEOLA has the policies the way
1:55:13 they do.
1:55:13 And they’re not always perfect.
1:55:14 We certainly have plenty that are – have varied.
1:55:17 But I’m – we want to take a strong stance on what we do
1:55:20 for our military families.
1:55:21 I don’t think this policy is necessarily the statement that we’re
1:55:25 –
1:55:26 that it might be thought of as doing.
1:55:28 I mean, we’re going to do all these things.
1:55:30 But I just wanted us to get an accurate link,
1:55:32 because that is going to be the document that tells them –
1:55:36 spells
1:55:36 out – procedurally, even, more than just policy.
1:55:40 What is policy?
1:55:41 What’s procedure?
1:55:42 Can I ask an aesthetic recommendation for the legal sections?
1:55:50 Can we – can we make them blue and underlined so that,
1:55:53 like, the general public realizes that it’s even a link
1:55:55 in the first place?
1:55:56 That may be a BoardDocs question.
1:55:58 Okay.
1:55:58 Yeah.
1:55:59 I know that’s silly, but I can see why you would think nobody
1:56:03 would
1:56:03 go and look at that as a link when you’re just looking –
1:56:05 Oh, mine’s not.
1:56:06 And underlined.
1:56:06 Oh, mine’s not.
1:56:07 What browser are you using?
1:56:08 Yeah.
1:56:08 No, no, mine’s blue and underlined.
1:56:10 Okay, never mind then, but mine’s not.
1:56:11 No.
1:56:12 What browser – I mean, seriously, what browser are you using?
1:56:16 Interesting.
1:56:16 Because – because, seriously, I understand your concern.
1:56:19 People just see a bunch of numbers on the bottom.
1:56:20 That doesn’t mean anything to them.
1:56:21 Well, and here – the only reason I’m saying I think we should
1:56:23 at least incorporate Article 1 of what is in there is because we
1:56:26 have three of the things that are already in Article 1,
1:56:28 but not the other.
1:56:30 So I’m not sure why we would only have part of it and not the
1:56:32 other.
1:56:33 If that makes sense.
1:56:33 What she’s saying is, is that ABC is in there, but the rest of
1:56:36 it’s not.
1:56:36 So maybe what we do is, is just add the ABCDEF and then add it
1:56:41 inside there and then see
1:56:42 more.
1:56:43 Please go to this statute.
1:56:46 That sounds good to me.
1:56:47 Mm-hmm.
1:56:48 Good.
1:56:49 Yeah.
1:56:50 That’s a compromise.
1:56:52 I just want you to know, Ms. Campbell, because we, we did not
1:56:54 put the other, I don’t know,
1:56:56 13 in there.
1:56:57 So are you good there?
1:56:58 That’s a compromise.
1:56:59 All right.
1:57:00 Ms. Jenkins, are you okay with that?
1:57:01 Yeah.
1:57:02 I don’t, I don’t care.
1:57:03 It’s weird to me that there’s only a piece of it.
1:57:05 With a, with a little note down at the bottom, Paul, that says,
1:57:08 you know, please refer to
1:57:10 the rest of the statute.
1:57:11 All right.
1:57:12 You’re awesome.
1:57:13 Okay.
1:57:14 Next up is, let me make sure of this.
1:57:18 We, we don’t have zero three, but Neela does.
1:57:21 Yeah.
1:57:22 We don’t have the next template.
1:57:24 5, 1, 1, 2.
1:57:26 No.
1:57:27 We don’t have children and youth and foster.
1:57:29 We have that somewhere else though.
1:57:30 No.
1:57:31 I actually looked in our policy manual.
1:57:33 You can, you know, searchable just for the word foster.
1:57:37 And we have, we have a few things that have foster in it, but I
1:57:45 didn’t see anything.
1:57:46 Ah, stop.
1:57:47 I didn’t see anything that was a foster policy.
1:57:53 We may have some of it incorporated in other things, but yeah.
1:57:58 Yeah.
1:57:59 This, this again is just so everybody knows the, this again in
1:58:03 our policy that does not
1:58:05 exist.
1:58:06 The Neola one was from 2017.
1:58:09 So last modified in 23.
1:58:15 That’s just when they print to them.
1:58:16 Right.
1:58:17 It’s the, the copyright date.
1:58:18 I, there’s so much to the foster care and everything else that
1:58:22 what I would like to do is just ask,
1:58:25 um, if staff would take a look at this, make some changes to it
1:58:28 and bring it back.
1:58:29 Because there’s no way that we would be able to look at it and
1:58:32 give us their idea of if this
1:58:33 is something that they want to pursue.
1:58:34 Yeah.
1:58:35 Because there might be a reason why we didn’t.
1:58:36 It might be somewhere else.
1:58:37 And I think that we shouldn’t be making this decision.
1:58:40 And this seems to be based off of simply federal law.
1:58:43 So.
1:58:44 So if you guys are okay with.
1:58:45 I think it would be important to have a foster.
1:58:48 I agree.
1:58:49 Policy.
1:58:50 I agree.
1:58:51 I think, um, but I think if Paul, if you can bring it to staff
1:58:53 and then bring it back with,
1:58:55 with their concerns on.
1:58:56 Right.
1:58:57 Should be good.
1:58:58 And we’re doing these things.
1:58:59 We are, and our staff does good work for our students in
1:59:02 transition.
1:59:02 Yep.
1:59:03 They are.
1:59:04 And foster families and things like that.
1:59:05 But just to, to highlight it and to support.
1:59:08 Okay.
1:59:09 So that was 511 1.03.
1:59:13 Next one is 512, 512 entrance requirements.
1:59:18 Again, this is one of those ones that’s pretty lengthy.
1:59:21 Um, and.
1:59:22 And we just revised this in 21 and they, they’ll have anything
1:59:25 since then.
1:59:26 Yeah.
1:59:27 So if anything, Paul, if you can just have staff review it and
1:59:30 just say, Hey, we’re good to go.
1:59:31 If there’s any changes they want to make and just bring it back
1:59:34 to us.
1:59:34 Okay.
1:59:35 Um, next one is 511 three choice school of choice options
1:59:42 provided by federal law.
1:59:45 Um, this is from 2018.
1:59:51 We do not have this inside of our, inside of our, um, uh,
1:59:56 policies.
1:59:56 It talks about the victims of violent crimes on school property
2:00:01 and these kinds of things.
2:00:03 Is this something that you guys want staff to review?
2:00:05 I feel like.
2:00:07 I’ve seen it.
2:00:08 So we, because of the hope.
2:00:09 Hope scholarship.
2:00:10 So I wonder if this is even, not necessarily out of date.
2:00:13 Because this is by federal law, but then it references state law.
2:00:15 Mm-hm.
2:00:16 I guess state law is what defines what is a persistently
2:00:19 dangerous school.
2:00:20 But I don’t, this seems like this one is redundant to the one
2:00:24 that we just looked at recently about the hope scholarship.
2:00:27 Okay.
2:00:28 I agree with you.
2:00:29 Um, hope scholarships, the only opportunity they have to
2:00:32 transfer because of it.
2:00:33 So if you guys, and that’s a pretty broad definition, if you
2:00:37 guys are okay with that.
2:00:38 And then we should pause on this one.
2:00:40 Right.
2:00:41 So I’m okay.
2:00:42 Are you okay with not incorporating this one because of the
2:00:44 hopes?
2:00:44 Yeah, because this one is requiring the superintendent to come
2:00:47 up with an administrative procedure specific to it as well.
2:00:49 So it’s a whole nother.
2:00:50 See that Dr. Rendell?
2:00:51 We’re looking out for you over here.
2:00:53 Appreciate it.
2:00:54 The next one up is non-immigrant students and foreign exchange
2:00:59 programs.
2:01:00 They just call it foreign students.
2:01:01 Foreign students.
2:01:02 It’s 5114.
2:01:03 The title on NEOLA is a little bit different.
2:01:05 Um, this was last.
2:01:08 NEOLA was 2014.
2:01:10 Yeah.
2:01:11 Ours has no date.
2:01:12 Um, it says adopted 2002.
2:01:15 I’ve had, just so everybody understands, in this thing right
2:01:18 here, I’ve had a series of problems.
2:01:20 And where a foreign student literally lands inside of, say, I’m
2:01:25 not gonna, Raymer’s gonna get upset, but say Merritt Island.
2:01:28 And then what ends up happening is, is they live in the area and
2:01:31 then they go to apply to go to school.
2:01:33 And the principal can say no.
2:01:35 And it’s happened.
2:01:36 Because I’ve had some of that happen, right?
2:01:38 And then, but they’re literally legally zoned in that school.
2:01:41 And it’s just this odd thing that begins to happen.
2:01:45 And if you read in here, it says, foreign exchange students may
2:01:50 be enrolled on space available, principal approval basis, and a
2:01:54 tuition fee is not required.
2:01:55 That’s a whole nother issue.
2:01:56 When I was reading this, we make them pay a tuition fee to
2:01:59 offset the K through 12.
2:02:00 Because we don’t get anything from that.
2:02:02 Right.
2:02:03 We don’t get anything from the FEFP for those students.
2:02:05 Right.
2:02:06 But there’s a value that they bring to, do you see what I mean?
2:02:10 Like I, here’s my thing.
2:02:11 Do we really care about having, I think it was like a 200, what
2:02:14 was it?
2:02:14 The fee was very low, but it’s not even stated in here when I’m,
2:02:17 I think I looked at like $250 or something.
2:02:19 Anyways, so the fee, do we need it?
2:02:22 The other component is, is that I think if the student sits
2:02:26 inside the zone, we don’t get a ton of these.
2:02:28 It’s like one, two, three, like it’s not going to outweigh the,
2:02:32 like the whole foreign country is not going to move into a
2:02:36 school zone and create it.
2:02:38 Um, well, all right, let’s have that discussion.
2:02:41 I mean, seriously, like this is when I was doing it, it was pre
2:02:45 COVID pre hurricanes from, from Puerto Rico.
2:02:48 You know what I mean?
2:02:49 And some of those have seen influxes of students coming in.
2:02:51 So let’s talk about it then.
2:02:53 Um, I have an opinion on this.
2:02:56 Okay.
2:02:57 Let’s go first.
2:02:58 Yeah, go for it.
2:02:59 Yeah.
2:03:00 So the, I agree with you, Mr. Susan, it’s kind of weird because
2:03:04 we have families in Brevard who offer to take in foreign
2:03:08 exchange students, but then they can’t send that student to
2:03:13 their community school, which they participate in, pay taxes
2:03:16 towards in their, in their mind.
2:03:16 I get that it goes throughout the entire district.
2:03:18 Don’t get me wrong.
2:03:19 Um, but they provide to, um, and or their own children go to,
2:03:23 and so they’re said, they’re sending their children to that
2:03:25 school, but then they have to go take the foreign exchange.
2:03:26 Student to another school, which is kind of strange.
2:03:29 Um, and the reason this was brought to my attention is when I
2:03:33 spent time at Coco High School, weirdly enough, uh, their kicker
2:03:37 last year, um, was a Japanese foreign exchange student, but that
2:03:41 family actually resided in Vieira.
2:03:43 Uh, and so they had to transport that student every single day
2:03:46 to Coco.
2:03:47 And I don’t know what school denied them, but, um, so it’s just,
2:03:51 it’s kind of odd and it isn’t a huge number.
2:03:53 So it is weird to me that we allow them to be unaccepted.
2:04:00 Okay.
2:04:01 I have a, so I remembered a couple of emails passing in our
2:04:05 midst recently.
2:04:06 And one of them is recently from Dr. Sullivan, uh, March.
2:04:09 Um, but the one from a couple, from four years ago from Chris
2:04:13 Moore, just doing a quick search was that, um, well, let me just
2:04:15 do the, but this is update.
2:04:15 So in March, Dr. Sullivan sent as an answer to a question, just
2:04:21 kind of some definitions and those J visas, which is the one
2:04:27 that there’s not, um, a fee required.
2:04:31 Those are the most familiar ones that we do culture exchange.
2:04:34 They’d spend 11th grade year or the host family, all of our high
2:04:37 schools are able to work with them.
2:04:39 And, um, but they did, she was recommending at that time that we
2:04:42 change this policy because the current policy gives principals
2:04:46 autonomy to deny a student.
2:04:47 She said, we recommend that J visas students be allowed to
2:04:49 attend the school.
2:04:50 They are districted to based on their host family, because it’s
2:04:53 been an issue in the past.
2:04:54 Um, so I think that’s what you’re talking about.
2:04:57 Then F visas, they’re paying to get an education in the United
2:05:01 States.
2:05:02 Um, the email that was sent to us was referencing our
2:05:06 limitations on F visa students.
2:05:08 We currently have them.
2:05:09 We, there are certain, if I understand this, they, they have to,
2:05:14 there’s something that the school has to do.
2:05:16 Right now we’re serving those at Heritage.
2:05:18 There is significant responsibility, she said, to the school
2:05:21 contact for F visas to include personal responsibility of each
2:05:24 student
2:05:24 and collaboration with ICE and the state department.
2:05:27 Their ongoing costs and a significant amount of additional
2:05:30 responsibilities for the school state.
2:05:32 And they, there’s a link, she sent us a link.
2:05:34 This was back on March 29th.
2:05:35 If you want to go back and look.
2:05:36 Um, but then there’s a counselor at Heritage who manages all
2:05:39 those students.
2:05:40 And so, because that is a more involved process, that’s why
2:05:44 there is the fee.
2:05:45 The initial application cost is $3,500 and then renewal every
2:05:51 three years is $1,250.
2:05:54 So, um, they have, there’s, everything’s online and there’s
2:05:58 documentation and all that.
2:05:59 And it requires a school visit from SEVP, which I don’t know
2:06:03 what that stands for.
2:06:03 It’s probably over in the email.
2:06:04 But anyway, so that, the F visas with the fee, that’s not the
2:06:09 normal exchange students we get all the time.
2:06:11 This is more involved and we are, the school has a lot of
2:06:15 responsibilities in addition to us not getting funding for them.
2:06:17 So it sounds like if we want to make the J, the change, I, I
2:06:20 would absolutely support that making it, you know, easier.
2:06:23 So that, you know, unless they’re completely at capacity, but
2:06:26 one, you know, I don’t know that it would make that much
2:06:29 difference.
2:06:29 But, but it sounds like we really can’t change that F process
2:06:33 because all of our schools can’t handle that process.
2:06:36 I would, I would always wonder Dr. Rendell being like, say
2:06:40 somebody moves to Titusville and then all of a sudden they have
2:06:43 to find out they have to drive their kid to Heritage.
2:06:45 Like, because I remember this email and thank you so much for
2:06:48 bringing it up.
2:06:49 That classification is weird.
2:06:50 Can you, do you know anything in this area?
2:06:52 Yeah.
2:06:54 Right now, my recollection is that Heritage was the only school
2:06:56 cleared to accept those students.
2:06:58 So yeah, you could live in MIMS and if you want to enroll in
2:07:02 public school, high school, Heritage would be the only school.
2:07:05 I wonder if there’s a.
2:07:07 For the F visa.
2:07:08 Yeah, for the F visa.
2:07:09 And I don’t know how many, like the visas that we’d receive from
2:07:13 like Rotary and stuff like that are not the F visas.
2:07:15 They’re not, they’re the other ones.
2:07:16 So.
2:07:17 J1 visa is usually your exchange student.
2:07:19 Yeah.
2:07:20 And four years at Cocoa Beach, one, one conversation about a
2:07:24 possible student moving into our area with an F visa.
2:07:28 And once they learned that they weren’t going to be able to go
2:07:31 to Cocoa Beach, they decided not to come to Brevard at all.
2:07:34 Not because of Cocoa Beach, but because they didn’t want to have
2:07:37 to drive from Cocoa Beach to Heritage.
2:07:38 Yeah.
2:07:39 Right.
2:07:40 So I think I like the idea of not giving the, just allowing them
2:07:42 to attend the school that they’re in.
2:07:44 Right.
2:07:45 And then I also liked the idea of like Dr. Rendell said, just
2:07:49 have them, like you were saying, keep that same F visa component,
2:07:53 but then turn around.
2:07:54 And in the event that we get 10 of them up in Titusville for
2:07:58 some unknown reason that we didn’t know, then we would look at
2:08:01 options to try to qualify that schools.
2:08:04 Okay.
2:08:05 I’m going to forward this email back to the board and then also
2:08:08 include Dr. Rendell and I’ll include Mr. Raymer as well.
2:08:12 But at the bottom, I just was looking through this, just for
2:08:15 some data, Heritage hosted 46 F-1 visa students this year.
2:08:19 And she did recommend at the time, huh?
2:08:23 That’s like one or two.
2:08:24 Yeah.
2:08:25 No, but that’s like, that’s just completely different than the
2:08:28 traditional foreign exchange.
2:08:29 Right.
2:08:30 Because they, because they can stay multiple years.
2:08:32 Yeah, that’s totally different.
2:08:33 They’re staying multiple years.
2:08:34 So she did recommend at the time that we offer the opportunity
2:08:37 to other high schools, but let it be their choice because it is
2:08:40 so involved.
2:08:41 And she listed, and I’ll forward it to you so you can read it
2:08:44 again.
2:08:44 She listed like all the steps they have to take and all the
2:08:47 things they have to do because it’s such a big responsibility.
2:08:51 So if there’s a school that wants to take it on that’s more
2:08:54 central or north, you know, I mean, they can look at it.
2:08:58 I’ll forward it right now back to the board and to Dr. Rendell
2:09:01 and to Mr. Raymer so they can take a look at it.
2:09:04 So, and the bottom of this email too for the F visas says that
2:09:09 the school is assigned an ICE agent.
2:09:12 So like this has a severe federal, sorry, my screen’s freaking
2:09:16 out.
2:09:16 Right.
2:09:17 Federal rigorous progress process.
2:09:19 And then, sorry, Ms. Campbell, you might have said this already,
2:09:22 but Dr. Sullivan did recommend in here that we do change the J
2:09:27 visa.
2:09:27 Yeah.
2:09:28 So let’s at least do that today or we’re going to talk about.
2:09:31 So I think sending the policy, sending the policy back to you,
2:09:34 Dr. Rendell, with the review of removing the fee for J visas and
2:09:39 the requirement that the principal’s allowed to say no or
2:09:41 something just to be done.
2:09:41 And then if there’s just for me before it comes back, I don’t
2:09:47 know if there’s a way that we can pull those F1 visa addresses
2:09:50 to see where they’re at.
2:09:52 And even I’ll reach out and talk to a couple of them and just
2:09:55 say, hey, like, is there a hardship?
2:09:56 Cause maybe it’s, they can do virtual school through heritage,
2:09:58 even though they’re living in Titusville.
2:10:00 There might be some options.
2:10:01 You know what I mean?
2:10:02 So if we can just find out the addresses and see if there’s a
2:10:05 large amount in another location or something.
2:10:07 That’s all.
2:10:08 So yeah, we can do that.
2:10:09 All right.
2:10:10 Okay.
2:10:11 Everybody feel comfortable with that direction?
2:10:13 Paul, did you get it?
2:10:14 Yep.
2:10:15 Okay.
2:10:16 All right.
2:10:17 We’re moving along here.
2:10:18 T minus 30 minutes.
2:10:19 Hang on.
2:10:20 Uh-oh.
2:10:23 So I’m probably going to say this several times today as we go
2:10:26 through 5,000.
2:10:27 There are several of these policies, not just several, many that
2:10:31 say the superintendent will
2:10:32 create administrative procedures and I’m going to bring up every
2:10:34 single one that we didn’t have an administrative procedure for.
2:10:37 And we may have that administrative procedure somewhere, but it’s
2:10:40 not attached to this policy.
2:10:42 And if I read the policy, which very few people do, but if I’m
2:10:44 one of those people reading the policy and it says that I’m
2:10:47 going to go over to the administrative procedures,
2:10:49 even if I’m one of our staff, and I want it there.
2:10:52 It should be another hyperlink.
2:10:54 It should be hyperlink, yeah.
2:10:55 But I’m just saying there’s not one.
2:10:57 I mean, you don’t even have to hyperlink.
2:10:59 You can go, like, you know, to the drop-down and change
2:11:01 administrative procedures.
2:11:02 I went through, like, how many do we have administrative
2:11:04 procedures for, and there’s a bunch that we don’t have.
2:11:06 And we may have those procedures somewhere, but I think they
2:11:09 need to be, even if it’s a redundancy, we need to put it on the
2:11:12 same,
2:11:12 like, administrative procedure, 5-1-1-4.
2:11:14 Yep.
2:11:15 So here, this is one of the ones that we’re going to need an
2:11:16 administrative procedure for.
2:11:17 Okay.
2:11:18 It’s 5-1-4.
2:11:19 I think that’s a great point, Ms. Campbell.
2:11:25 All right.
2:11:26 Moving on to 5-1-2-0, assignment within the district.
2:11:30 If you look at the options that are there, some of them are,
2:11:35 some of them fall into what we have.
2:11:37 But, again, this is junior reserve officers, waiver of attendances.
2:11:42 What I would like to do in this case is send this for
2:11:45 recommendation to Dr. Rindell and staff and ask them to come
2:11:49 back.
2:11:50 There’s a series of Florida statutes to review.
2:11:54 I don’t think this is an area that our expertise is.
2:11:57 Right.
2:11:58 So I would recommend, hey, guys, if you want to take a look at
2:11:59 it, bring it back to us, and then we can take a look at it.
2:12:01 Does that make sense?
2:12:03 Yeah.
2:12:04 I mean, when we revised it, they haven’t – Neola hasn’t had any
2:12:08 updates, but we – I guess we made – we and the staff made a
2:12:11 choice not to include some of these parts in there.
2:12:13 Yep.
2:12:15 That’s why – they did it on the 7-9-19, so we haven’t reviewed
2:12:19 it in four years.
2:12:20 I think there’s been some changes.
2:12:21 If we can just give it to staff to take a look at and bring it
2:12:24 back to us, that would be the best bet.
2:12:25 You guys good with that?
2:12:26 Yep.
2:12:27 Ms. Campbell, Ms. Jenkins, we’re okay there?
2:12:29 Yep.
2:12:30 Okay.
2:12:31 All right.
2:12:32 5-1-2-0, controlled open enrollment.
2:12:35 Wasn’t that the one we were discussing?
2:12:36 No, we’re on 5-1-2-1.
2:12:37 No, no.
2:12:38 5-1-2-1.
2:12:39 We’re on 5-1-2-1 right now.
2:12:41 We were on 5-1-2-0.
2:12:42 Controlled.
2:12:43 Hmm?
2:12:44 Same name.
2:12:45 Yep.
2:12:46 Controlled.
2:12:47 This is one that was in the file, the statute – that Neola sent
2:12:58 an update.
2:12:58 Yeah.
2:12:59 And it is one of the most cumbersome policies we’ve ever seen.
2:13:03 So –
2:13:04 There’s been change in state statute or what – that we’re going
2:13:06 to have to update this one.
2:13:06 So what I would say is if we can give this to Dr. Rendell and
2:13:09 staff, we’re going to have
2:13:10 it and bring it back.
2:13:11 Even though we just updated it in March.
2:13:13 I know.
2:13:15 Are we good?
2:13:16 Yeah.
2:13:17 Well, I highlight – there’s like –
2:13:19 Well, this area right here is a lot of staff’s direction.
2:13:22 Okay.
2:13:23 That policy got extremely long.
2:13:26 Yep.
2:13:27 That’s what I was saying.
2:13:28 Are we okay with allowing staff to review and bring it back to
2:13:31 us with best intentions?
2:13:32 Yep.
2:13:33 Okay.
2:13:34 Next up, 5-1-3-0.
2:13:35 Withdrawal from school.
2:13:36 All right.
2:13:38 You guys, this is – again, I don’t know the ramifications of
2:13:43 making any changes in here.
2:13:46 I would recommend that staff takes a look at this and brings it
2:13:48 back to us with their best
2:13:49 recommendations.
2:13:50 If that’s okay with you guys.
2:13:52 Paragraph –
2:13:53 Paragraph 2.
2:13:54 Yeah.
2:13:55 And Neola hasn’t had – okay.
2:13:56 I’m just questioning.
2:13:57 Five thousands is a boatload of policies.
2:13:58 And everything, even when Neola hasn’t had an update, then you
2:13:59 have so far suggested just
2:13:59 about every time.
2:14:00 Do we want us to have to go look – I feel like they might be
2:14:04 coming to us if there’s something.
2:14:05 If Neola doesn’t have an update, so we haven’t had – just be
2:14:08 careful with like sending – if I
2:14:10 don’t want to send them 200 policies, if Neola doesn’t have any
2:14:12 changes and we don’t have any changes,
2:14:15 why are we asking them to do extra work?
2:14:17 I would say that that is 100% correct.
2:14:18 If our direction from the board is that Neola doesn’t have any
2:14:21 changes and we don’t have any changes,
2:14:23 why are we asking them to do extra work?
2:14:24 I would say that that is 100% correct.
2:14:26 If our direction from the board is that Neola doesn’t have any
2:14:29 changes and we don’t have any changes,
2:14:30 why are we asking them to do extra work?
2:14:31 And if our direction from the board is that Neola doesn’t have
2:14:35 any changes and we realize
2:14:36 that if we make any changes, it’s going to have some pretty big
2:14:39 significant components,
2:14:40 I’m okay with staff checking it just like that.
2:14:43 And that’s what I thought the direction was.
2:14:45 If you see it and there’s not a Neola change, just bring back
2:14:48 what we have.
2:14:48 If there is a small Neola change, add it and bring it back.
2:14:51 But it’s up to them and their direction.
2:14:53 Absolutely.
2:14:54 But this one clearly didn’t have a change.
2:14:56 Right.
2:14:57 I’m going to say Neola’s copyright is 2007.
2:14:59 We revised it in 2014.
2:15:00 Yeah, there’s no change.
2:15:01 So unless we see something we want to change, I don’t know why
2:15:04 we need to go back.
2:15:05 I would love to just have staff review.
2:15:08 Is it 100% word for word?
2:15:11 And are there any new laws or anything?
2:15:14 It’s not bad to have them just eyeball it.
2:15:17 Right.
2:15:18 Well, I just feel like they probably are – maybe I’m assuming
2:15:20 wrong.
2:15:21 We’re probably looking each of them at their policies that are
2:15:25 in their division, under their supervision.
2:15:26 But I did have two quick things on this, on the paragraph too,
2:15:30 just a question.
2:15:30 Okay.
2:15:31 It talked about that – and the student must complete a survey.
2:15:37 This is when they withdraw.
2:15:38 They must complete a survey in a format prescribed by the
2:15:41 Department of Education to provide data on his or her reasons
2:15:44 for terminating enrollment and actions taken by the district to
2:15:48 keep students enrolled.
2:15:48 And now that I say that, I have a vague memory of another email
2:15:52 somewhere from Dr. Sullivan that described – or maybe from
2:15:54 Chris Moore in the past – of how we do that.
2:15:56 But I would – what is – is the survey coming from the DOE?
2:16:01 They have a survey that we give students when they’re dropping
2:16:05 out?
2:16:05 We do, but oftentimes they don’t complete the survey.
2:16:08 Okay.
2:16:09 So we have to provide it.
2:16:10 But if they’re gone, they’re gone.
2:16:11 And then this is another one that doesn’t have an administrative
2:16:16 procedure that says it will.
2:16:18 Okay.
2:16:19 I think it’s pretty safe to say that Dr. Rendell is going to
2:16:21 look at all of them.
2:16:22 And anyone that don’t have the administrative procedures, he’ll
2:16:24 just add them.
2:16:24 I’m going to say it every time.
2:16:25 Okay.
2:16:26 I think he would appreciate the highlights so he doesn’t have to
2:16:30 search.
2:16:31 I’ll take the help.
2:16:32 Yeah.
2:16:33 All right.
2:16:34 The next one, 5136.
2:16:35 Yep.
2:16:36 As Ms. Wright just said, we just redid that one.
2:16:38 So we’re –
2:16:39 But I hate to tell you, but that was one of the ones in the revisions
2:16:41 from NEOLA.
2:16:42 So if the statute changed it, we may have to take a look at it
2:16:46 again.
2:16:46 Well, staff will bring that back to us, right?
2:16:48 Okay.
2:16:49 Next one is, is 5136.01.
2:16:52 We don’t have this one.
2:16:54 Right.
2:16:55 It’s Technology Resources and Other Electronic Equipment.
2:16:59 Talks about basically – and we’ve – I think we have this
2:17:03 somewhere else.
2:17:04 Like, if you have any of these items, here’s how it is – you
2:17:09 know what I mean?
2:17:09 Like, I think registration of items we already have somewhere in
2:17:12 policy.
2:17:13 Do we have it?
2:17:14 We’re good?
2:17:15 We do.
2:17:16 You’ve got it.
2:17:17 Okay.
2:17:18 So –
2:17:19 So I have a feeling that we do not need this policy, and we can
2:17:23 save Russell Cheatham from
2:17:23 reviewing it.
2:17:24 Are you guys okay with that?
2:17:25 Yes.
2:17:26 We’re okay?
2:17:27 I just want you to –
2:17:28 Looking out for you, Russ.
2:17:29 It says boom boxes.
2:17:30 Well, I may want to add that.
2:17:31 Wait a minute.
2:17:32 I might want to add that in there, but I mean –
2:17:35 From 2017.
2:17:36 I thought – people always say I’m old when I say boom box.
2:17:38 Pagers.
2:17:39 Hey, you know, the vinyl records are coming back.
2:17:41 That’s a thing.
2:17:42 I mean, you guys don’t have boom box.
2:17:44 Heat track.
2:17:45 I – you don’t use it?
2:17:46 Yeah.
2:17:47 I don’t know about that one.
2:17:48 Yeah.
2:17:49 5-2-0.
2:17:50 Wheelock kids bring their 8-track.
2:17:51 Let’s see here.
2:17:52 5-2-0.
2:17:53 We just –
2:17:54 Okay.
2:17:55 But this is another one that was in the Neola updates from
2:18:01 legislation.
2:18:01 Again, all those that I’m – I highlight them all, so I’m going
2:18:06 to mention it each time.
2:18:06 But I didn’t go through and see what the Neola updates were.
2:18:08 Oh, I appreciate it, too.
2:18:09 So, Mr. Gibbs, when Ms. Campbell says that these are Neola
2:18:13 updates, can you pull those for the most recent Neola updates
2:18:17 and then –
2:18:17 They’ve already been sent out to staff.
2:18:19 Okay.
2:18:20 So they’re good.
2:18:21 There’s a process.
2:18:22 You got it under there.
2:18:23 Whenever we get a Neola update package, we send it out to all of
2:18:27 the Cabinet and they distribute it to their staff for review.
2:18:30 Okay.
2:18:31 Thank you.
2:18:32 And thank you for that, Ms. Campbell.
2:18:33 All right.
2:18:34 So that was 5-2-0.
2:18:36 Zero, right?
2:18:37 Next one is – let’s see here.
2:18:40 I got 5-2-1-5 on the book and then 5-2-1-5 missing and absent
2:18:46 children.
2:18:47 This hasn’t – they didn’t have an update since 2002 either, but
2:18:51 we also – it’s another one that we don’t have an administrative
2:18:54 procedure.
2:18:55 Okay.
2:18:56 All right.
2:18:57 So since there’s no chant, we can just stamp that we approved –
2:19:02 we reviewed it and add the administrative procedures.
2:19:07 What is the administrative procedure for this?
2:19:09 I mean –
2:19:10 It’s supposed to be about – it’s in the second paragraph to how
2:19:15 we – what we do if a student doesn’t – and, again, we have a
2:19:18 procedure.
2:19:18 I’m pretty sure it’s just not attached to this policy.
2:19:20 What we do if a student shows up and they don’t have the records
2:19:26 we need for entrance.
2:19:28 Okay.
2:19:29 It has to do with student safety and things like that.
2:19:36 All right.
2:19:37 So we’re okay with adding the administrative procedure.
2:19:40 There was no change, so we don’t even need to send that to staff.
2:19:42 Yeah, we don’t need to change the policy.
2:19:43 Okay.
2:19:44 All right.
2:19:45 So this is 5223, Absences for Religious Instruction.
2:19:52 Let me see.
2:19:53 When I was looking at this, I forget.
2:19:56 They don’t have any updates since 2010.
2:20:00 It’s the same.
2:20:01 I want to ask a question just out of curiosity for this.
2:20:03 Yeah.
2:20:04 This is kind of one of those topics.
2:20:05 I know.
2:20:06 And honestly, because I didn’t know this was even a thing, but
2:20:08 when it comes to religious
2:20:09 instruction, so if I’m reading this policy correctly, if a
2:20:12 student were to go on a foreign mission trip
2:20:14 of some sort, would that qualify as religious instruction
2:20:18 depending on, or is that –
2:20:19 I don’t think so.
2:20:20 I think – I’m going to just –
2:20:21 No, got it.
2:20:22 I think this is one of those things of like you can – if I’m –
2:20:26 correct me if I’m
2:20:26 wrong, Dr. Rendell, or like if a student were going to Hebrew
2:20:29 school –
2:20:29 Yeah.
2:20:30 And like the first period of the day, so instead of first period,
2:20:32 they go to Hebrew
2:20:33 school class.
2:20:34 Okay.
2:20:35 And then they come in, you know, later.
2:20:36 And that’s –
2:20:37 Okay.
2:20:38 Yeah.
2:20:39 All right.
2:20:40 As long as they’re on track with their credits and everything.
2:20:41 Maybe – you probably have experienced this, so –
2:20:44 Yeah.
2:20:45 When I was teaching at Sally High School years ago, actually, we
2:20:47 had several Jewish students
2:20:48 who would leave campus for part of the day and go down to the
2:20:51 temple and then come back.
2:20:52 And so, excused absence.
2:20:55 All right.
2:20:56 But you guys want to do a –
2:20:57 But it’s like – it’s not a mission trip type thing.
2:20:59 It’s like a –
2:21:00 Right.
2:21:01 Throughout the year kind of thing.
2:21:02 Okay.
2:21:03 Yeah.
2:21:05 Like, I don’t know if the Catholic Churches here do it during
2:21:08 the school day, but I mean,
2:21:09 growing up, you would leave early on a Wednesday and you’d go to
2:21:12 CCD class.
2:21:12 Yep.
2:21:13 And miss an hour of school.
2:21:14 And that’s all okay under our current statute or current policy.
2:21:18 Did I hear somebody say they wanted to add mission trip kind of
2:21:21 stuff?
2:21:21 I don’t know if that’s – if this is the appropriate time, I
2:21:23 guess that would fall under –
2:21:26 That’s not instruction.
2:21:27 It’s not – yeah, it would fall under absences, I think, or
2:21:30 something.
2:21:30 It wouldn’t be here.
2:21:31 Okay.
2:21:32 Well, it looks like we’ve got a pretty solid – if you can just
2:21:36 make sure that there’s
2:21:37 nothing that needs to be added, but it looks pretty solid there,
2:21:40 Paul.
2:21:40 Yeah, it looks the same.
2:21:41 All right.
2:21:42 If it’s the same, we don’t need to review it.
2:21:44 Let’s move on to 5225, absences for religious holidays.
2:21:48 Neola had an update since we – sorry.
2:21:52 Neola has had an update since we revised this policy in 2021.
2:21:56 And it may be that they add – I’m looking – they may have
2:22:00 added some.
2:22:01 Yeah, that’s what I said.
2:22:02 It looks like their list is longer.
2:22:04 Oh, they did it by month.
2:22:06 Yeah, which I actually like this format a lot better.
2:22:09 Yeah, they broke it out by –
2:22:11 Ours is broken out by –
2:22:13 Time of year.
2:22:16 Well, here’s our answer to our question earlier today.
2:22:19 Yep.
2:22:20 Yeah.
2:22:21 There’s a lot.
2:22:22 Yeah.
2:22:23 Oh, look.
2:22:25 Okay, I’m not going to say it.
2:22:26 I was like, there’s some really interesting.
2:22:28 The only thing is – here’s the only thing about doing it this
2:22:33 way is there are some – and
2:22:34 I’ll give you, for example, Ramadan and Easter that move.
2:22:38 Right.
2:22:39 And they actually put Palm Sunday on a specific date.
2:22:42 I don’t want to change this policy every year.
2:22:44 Yeah, that is true.
2:22:45 So it might be – maybe better to keep our – we might need to
2:22:49 add some of these.
2:22:49 But, like, some of these – I don’t know about some of the other
2:22:52 ones.
2:22:52 But some of these move depending on – because they’re on a
2:22:55 lunar calendar and not a – or
2:22:57 it’s always on a certain day of the week.
2:22:59 So I don’t think –
2:23:00 I mean, we could just make sure that the holidays themselves are
2:23:02 listed.
2:23:02 You don’t have to put the dates.
2:23:03 Yeah.
2:23:05 That’s how the policy –
2:23:06 That’s how we wrote it.
2:23:07 Yeah.
2:23:08 The dates don’t make any sense.
2:23:09 They change over here.
2:23:10 So we just need to make sure that they – that we have them all
2:23:12 covered here based on what
2:23:13 Neola’s is.
2:23:14 I’ll just compare the list.
2:23:16 Yeah.
2:23:17 We’re good?
2:23:18 Yeah.
2:23:19 Okay.
2:23:20 So the direction is to take the current ones that may not be
2:23:24 listed and add them to them based
2:23:25 on religion.
2:23:26 Is that what I’m hearing?
2:23:27 Correct, yes.
2:23:28 Okay.
2:23:29 Paul, is that good for you?
2:23:30 Yep.
2:23:31 All right.
2:23:32 Moving on.
2:23:33 We have 5230, late arrival and early dismissal.
2:23:39 Yeah.
2:23:40 You know what happens if it hasn’t had any changes.
2:23:42 Okay.
2:23:43 So I’m okay if you guys are okay with moving on with this one
2:23:46 and just timestamping it.
2:23:47 Good.
2:23:48 All right.
2:23:49 Health Services, 5310.
2:23:51 Wait, wait, wait.
2:23:54 Okay.
2:23:55 I’m sorry.
2:23:56 Or 5310.
2:23:57 Sorry.
2:23:58 We were on 5230.
2:23:59 Now we’re on 5310.
2:24:01 Are you okay?
2:24:02 Did we talk about 5230?
2:24:05 We said it was exactly the same.
2:24:06 It’s exactly the same.
2:24:07 Okay.
2:24:08 Because they had an update in 2005.
2:24:12 I did not look at every single thing.
2:24:14 This is the same.
2:24:15 I was told it’s exactly the same.
2:24:16 Okay.
2:24:18 Gotcha.
2:24:19 Timestamp it.
2:24:20 And we’re moving on.
2:24:21 All right.
2:24:22 5310.
2:24:23 Health Services.
2:24:24 Neola did their update since we did ours in 2020.
2:24:37 We got to be careful in here because we have some of those who
2:24:41 we play for policies.
2:24:43 You know what I mean?
2:24:44 There’s some of the outside the box screenings that we have.
2:24:46 Yeah.
2:24:47 I would like to – this is more of a procedural than a policy.
2:24:52 But a common thing that I get from multiple parents, and I’m
2:24:55 sure you guys have all heard
2:24:56 it, is how upset they are that their child is given the letter,
2:25:00 the letter after the health
2:25:01 screening is done, that might say that they’re overweight.
2:25:04 We – it gets given directly to the kids.
2:25:06 The kids see them, and it impacts them greatly.
2:25:08 So when our kids’ BMI is being measured, when a parent opts for
2:25:13 that to be done, I am just
2:25:15 asking – I know this is probably a huge undertaking, but I
2:25:18 think those letters should be mailed
2:25:19 directly to the parents.
2:25:20 I don’t think they should be transported through the child.
2:25:22 In the event that there is something there, to alert a child to
2:25:26 it and cause an issue,
2:25:27 whether that be scoliosis or vision or whatever the case is, I
2:25:31 think it’s better to go directly
2:25:33 to the parents to contact them.
2:25:34 So – and again, that’s a procedure, not really a policy.
2:25:37 Has anybody complained to you guys about this, or is this just
2:25:41 me that’s –
2:25:41 Well, I’ve experienced it in my own family.
2:25:43 Yeah, I’ve heard about it.
2:25:44 It’s in the –
2:25:45 Are we forced to do that?
2:25:46 It’s a Department of Health thing, but the communication comes
2:25:50 from us.
2:25:51 Yeah, I think it’s another one of the things that it’s a
2:25:53 Department of Health – I think
2:25:54 the letter even is from the Department of Health, but we’re kind
2:25:56 of tasked with distributing it.
2:25:58 Yeah.
2:25:59 I think we can explore mailing them, but we can also explore
2:26:04 maybe emailing them.
2:26:05 You know, so we’ll get a way to do it rather than hand it to the
2:26:08 student.
2:26:09 I think handing it to the student is damaging.
2:26:11 I’ve heard multiple times about that.
2:26:13 And you never know if it’s actually going to get home.
2:26:15 Those kids will lose them.
2:26:16 Well, that’s what I’m saying.
2:26:17 I’ll talk to Russell, give them another thing to do, and see if
2:26:20 we can just email the letter.
2:26:22 Yeah.
2:26:23 Well, we took away that policy, so that’s a good trade.
2:26:26 Well, we have focus.
2:26:27 I mean, we have focus.
2:26:28 We can send communication through parents, so it wouldn’t even
2:26:31 be a change.
2:26:31 It’s just, you know –
2:26:32 Just be a notification.
2:26:33 Yeah.
2:26:34 I don’t think that’s a change to the policy.
2:26:35 I think that’s just a matter of handling –
2:26:37 Right.
2:26:38 That’s what I said.
2:26:39 It’s more procedural than anything, so I just wanted to put that
2:26:40 out there, though, so –
2:26:41 I thought we weren’t doing BMI anymore.
2:26:43 I know that’s not the only thing we’re talking about, but –
2:26:45 It’s one of the ones that they do a couple of –
2:26:47 Yeah, like, years.
2:26:48 Third grade, sixth grade.
2:26:49 Sixth grade.
2:26:50 I thought they, like, x-named BMI total.
2:26:52 No, they don’t.
2:26:53 And, yeah.
2:26:54 Great point.
2:26:55 For that exact reason.
2:26:56 Dr. Randell, can you tell us the tests for communicable diseases?
2:26:59 Can you tell me what that is?
2:27:00 I cannot.
2:27:01 Okay.
2:27:02 Because that’s where I was confused.
2:27:03 I was like –
2:27:04 It’s letter C on this.
2:27:06 That’s a hot button issue right there to open up.
2:27:10 Okay.
2:27:11 I’ve just never heard of us demanding a test for communicable
2:27:14 disease.
2:27:15 Oh, you’re looking at ours.
2:27:16 Okay.
2:27:17 May.
2:27:19 May?
2:27:20 Oh, sorry.
2:27:21 We may provide.
2:27:22 We may request.
2:27:24 I don’t know if I want to request that.
2:27:25 There are certain positive tests with the Department of Health
2:27:35 where they are legally required
2:27:37 to disclose information, and so that’s what that means.
2:27:39 So they would – there would be scenarios where the parent would
2:27:43 have to disclose that information.
2:27:45 It’s not – that one doesn’t apply to us, to the parent.
2:27:48 And –
2:27:49 Sorry.
2:27:50 Elaborate on that.
2:27:51 I don’t really understand what you’re saying.
2:27:52 So give me an example.
2:27:53 I’m not going to give you an example.
2:27:56 But there are certain communicable diseases that they must
2:28:01 disclose if they are positive.
2:28:03 They are required to do so.
2:28:05 And so that’s why it’s saying that.
2:28:06 The parents are.
2:28:07 Yes.
2:28:08 The parents are.
2:28:09 Yes.
2:28:10 Okay.
2:28:11 I think that’s something that we can agree to ask questions
2:28:13 offline about.
2:28:14 Make sure that our minds where they’re at right now can – so
2:28:18 anyways.
2:28:19 We revised this in 2019.
2:28:20 NEOLA revised this in 2005.
2:28:22 I have a feeling that we’re pretty close to being –
2:28:26 Wait.
2:28:27 Are you on the next one?
2:28:28 I’m still on .
2:28:29 The last paragraph is new to NEOLA, and we do not have it.
2:28:32 Right.
2:28:33 So that’s the 2020.
2:28:34 Right.
2:28:35 Yeah.
2:28:36 I like that.
2:28:37 I like adding that.
2:28:38 Yeah.
2:28:40 I agree.
2:28:41 Yes.
2:28:42 I agree.
2:28:43 Yep.
2:28:44 So if we can add that or come in line with the NEOLA template,
2:28:52 and then if you can just
2:28:53 ask staff if they want to add anything in there to let us know.
2:28:56 Okay.
2:28:57 Are we okay with that?
2:29:02 Move on.
2:29:03 Here comes the next one.
2:29:05 5320, immunizations and health examinations.
2:29:09 I thought that’s the one we were just looking at.
2:29:10 No.
2:29:11 Nope.
2:29:12 Ms. Campbell, are you okay?
2:29:13 We’re like –
2:29:14 We were talking about dates and –
2:29:16 I’m saying it ahead of time.
2:29:17 I’m like, hey, 5320 –
2:29:18 Okay.
2:29:19 That’s where you were saying 19.
2:29:20 I’m like, no, we did it in 18.
2:29:21 I’m skipping ahead.
2:29:22 Sorry.
2:29:23 Three days and six weeks.
2:29:24 Yes, yes.
2:29:25 So NEOLA had an update in 2020 on this one as well, and we
2:29:31 revised ours in 2018.
2:29:32 So there’s some specific things I’m looking for in here.
2:29:50 It’s got a lot in there.
2:29:51 Do you guys want to –
2:29:52 They did an update in 2020.
2:29:53 But there’s a lot of stuff they want to get into in here.
2:29:54 Yes.
2:29:55 Do you guys want to pause on this one and add it to the next
2:29:56 time we come back?
2:29:57 Or do you guys feel comfortable with this – having staff bring
2:29:58 back the updated version?
2:29:59 They probably need to take a look.
2:30:01 Yeah, it’s definitely been updated, so it needs to be taken back.
2:30:02 Yep.
2:30:03 Why don’t we do this?
2:30:04 Why don’t we ask staff to update it and bring it back?
2:30:05 And if there’s any concerns that you may have upon reviewing it,
2:30:06 that you get those to staff.
2:30:06 Does that sound good?
2:30:06 Mm-hmm.
2:30:07 You okay with that, Paul?
2:30:08 Yep.
2:30:09 Okay.
2:30:10 You okay with that, Paul?
2:30:11 Yep.
2:30:12 Okay.
2:30:13 Here we go.
2:30:14 Moving on.
2:30:15 5330.
2:30:16 Just as a point of reference for time, we’re at nine minutes.
2:30:16 Okay.
2:30:20 So, we’re going to go ahead and do that.
2:30:21 Okay.
2:30:22 So, we’re going to go ahead and do that.
2:30:23 Okay.
2:30:24 So, we’re going to go ahead and do that.
2:30:25 Okay.
2:30:26 So, we’re going to go ahead and do that.
2:30:27 Okay.
2:30:28 So, we’re going to go ahead and do that.
2:30:29 Okay.
2:30:30 So, we’re going to go ahead and do that.
2:30:31 Okay.
2:30:32 So, we’re going to go ahead and do that.
2:30:33 Okay.
2:30:34 So, we’re going to go ahead and do that.
2:30:35 Okay.
2:30:36 So, we’re going to go ahead and do that.
2:30:37 Okay.
2:30:38 So, we’re going to go ahead and do that.
2:30:39 Moving on.
2:30:40 5330.
2:30:41 Just as a point of reference for time, we’re at nine minutes.
2:30:45 Yeah.
2:30:46 So, we updated this one in 2019 with the NEOLA update, which was
2:30:50 the Florida statute required
2:30:51 all districts to have a policy about the use of medical
2:30:55 marijuana.
2:30:55 And we went through quite an extensive process.
2:30:58 And if you’ll just notice, I just want to point out.
2:31:01 Where are you at?
2:31:02 Sorry.
2:31:03 I’m on 5330.
2:31:04 If you go down.
2:31:05 It’s very interesting.
2:31:06 Yeah.
2:31:07 It was really interesting conversations.
2:31:08 So, you won’t see this in NEOLA because, my understanding, this
2:31:13 was before Paul, marijuana is still
2:31:17 a federally – so, they wouldn’t give us a template.
2:31:20 But the state required every school board in the state of
2:31:23 Florida to have a policy on how
2:31:25 you’re going to allow it.
2:31:26 So, we have a very restrictive – I don’t even know if anybody
2:31:28 is using it at this point.
2:31:29 At the time, only six people had asked or three people had asked.
2:31:32 But if you’ll look down, there is actually a – what I call an
2:31:37 escape clause.
2:31:38 In this section that says, if at any time we’re at risk of
2:31:42 losing federal funding by allowing
2:31:44 this, that part of the policy immediately becomes null and void.
2:31:48 I can’t remember where it is, but –
2:31:51 16.
2:31:52 Yeah.
2:31:53 So, it just – but we are required by the state to have some
2:31:57 choice, some option.
2:31:59 Or, you know, they either have to take them off campus or – or
2:32:03 we can allow it in.
2:32:04 We allow it in, but it’s, like, very, very restrictive when they
2:32:06 can’t keep it on property
2:32:08 and they have to come – literally come in and do it all.
2:32:10 Our employees can’t touch it.
2:32:12 So, I don’t think there’s – there’s not been any evidence since
2:32:17 then.
2:32:18 So, with that, this is one of those that I think you should take
2:32:22 some time and go through,
2:32:24 just to make sure, because it was a lively, lively conversation
2:32:27 that we had.
2:32:28 So, I would ask that you guys not glance at this.
2:32:31 This is one of those big ones.
2:32:32 So, if we can have staff make any recommendations and, in the
2:32:36 event that you see something, make
2:32:38 that conversation with them and then have them bring back the
2:32:42 policy.
2:32:43 And maybe even find out, like, since we did this, who – if we’ve
2:32:47 even had anybody use it.
2:32:49 Because most of the students who are using – are in such dire
2:32:52 situations.
2:32:52 They’re either, A, not attending school, or, B, they’re, you
2:33:00 know, they’re administering at home.
2:33:01 Yeah.
2:33:02 It’s pretty complicated.
2:33:03 Yeah.
2:33:04 I don’t think there’s any – it’s not in the Neola template now.
2:33:14 So, my direction would be, take a look at it offline, see if
2:33:24 there’s any recommendations
2:33:25 that you have.
2:33:26 If you do, meet with staff.
2:33:28 Have staff bring it back with some of the changes that may be
2:33:30 needed.
2:33:31 And then we’ll go from there.
2:33:32 How does that sound?
2:33:33 And in the meantime, take a look at if we have anybody that has
2:33:36 had this need.
2:33:37 Does that sound good?
2:33:38 All right.
2:33:39 We’re at T minus six minutes.
2:33:40 We’re not getting through all of these.
2:33:43 Yeah.
2:33:44 I thought we could get through all of them.
2:33:45 I was going to extend.
2:33:46 No?
2:33:47 We heard you talk in class with those questions.
2:33:48 There’s like 70 policies.
2:33:50 I have 5330.01, self-administered medication and endephrine.
2:33:57 Epinephrine.
2:33:58 Epinephrine use.
2:33:59 Sorry.
2:34:00 I’m a little tired.
2:34:01 They did have an update in 2015.
2:34:02 Ours was 2014.
2:34:03 Yep.
2:34:04 I don’t know what the difference is.
2:34:05 Again, if we can have staff take a look at this, I do not want
2:34:08 to be making decisions on epinephrine.
2:34:13 There’s definitely a link.
2:34:15 Sorry.
2:34:16 There’s links to federal.
2:34:17 Yep.
2:34:18 On the bottom of it.
2:34:19 So if we can have staff take a look at it, you guys feel okay on
2:34:21 that one?
2:34:22 I don’t think we’re going to mess with this one.
2:34:24 All right.
2:34:25 The next one we don’t have.
2:34:27 We don’t have 5330.03, but that’s also about epinephrine.
2:34:31 I’ll say it for you.
2:34:32 Yep.
2:34:33 So if staff will take a look at this one, too, I don’t know if
2:34:38 we need it.
2:34:39 Well, I think we have to, because it falls under medication.
2:34:42 So I think we do have to have it.
2:34:44 And I think we need to allow the child to carry it with them.
2:34:47 Because honestly.
2:34:48 I think we do.
2:34:49 But it’s just not in this policy.
2:34:50 It’s not here.
2:34:51 Oh, this is why I was like so lost.
2:34:54 All right.
2:34:55 I’m on the wrong policy.
2:34:56 I was like, I don’t see anything in here about what I’m talking
2:34:58 about.
2:34:59 And I was on the wrong page.
2:35:01 I’m like, okay.
2:35:02 So 5330.01 is the self-administered medication.
2:35:06 Yeah, we have that.
2:35:07 And then this one is about.
2:35:09 Administration.
2:35:10 Staff doing it if they’re trained.
2:35:12 Yep.
2:35:13 It says that the student may carry in self-administer.
2:35:15 So I think if we can, just have staff take a look at that.
2:35:18 And if your direction is Ms. Wright that you want to put this in.
2:35:21 If they have any extreme red flags, then they can come back with
2:35:25 it.
2:35:25 Or we just add it.
2:35:26 It’s already here.
2:35:27 We have 5330.01.
2:35:31 We do.
2:35:32 Which covers it.
2:35:33 We’re on 5330.03.
2:35:35 What’s the difference?
2:35:36 Is it the same?
2:35:37 This one would just be saying that the trained school personnel.
2:35:40 Right.
2:35:41 One is the student administering to themselves.
2:35:43 One is the personnel.
2:35:44 I don’t think we need to have the school personnel if we have a
2:35:47 student.
2:35:48 I don’t know.
2:35:49 Or can you have both?
2:35:50 I mean.
2:35:51 Sounds good to me.
2:35:52 I was trained as a teacher.
2:35:53 Not here.
2:35:54 But I was trained as a teacher how to do it if I had to.
2:35:56 So if you have it, if we have a policy that says administering
2:36:00 by a trained school personnel,
2:36:02 does that now mean the student can’t administer it?
2:36:04 If we have a policy that says they can’t.
2:36:05 Can we do both?
2:36:06 But.
2:36:07 Right.
2:36:08 I don’t think it’s one of the other.
2:36:09 I think that it’s saying that if we’re going to have staff who
2:36:12 are authorized, they have
2:36:13 to have the training and know how to do it.
2:36:16 Right.
2:36:17 They can be granted permission.
2:36:19 There’s a whole lot of it.
2:36:21 It’s not the kids can’t do them.
2:36:23 So if you have an EpiPen and they have permit, we would know it
2:36:26 because it’s not your health
2:36:27 card, right?
2:36:28 Right.
2:36:29 They have to keep it with them.
2:36:30 But this is saying that a staff member in certain circumstances.
2:36:33 And I’m guessing we already have that.
2:36:36 We just don’t have a policy for it.
2:36:37 Right.
2:36:38 Yeah.
2:36:39 I mean, I’ve been trained numerous times on how to use it.
2:36:42 So.
2:36:43 Okay.
2:36:44 So if we need to have a policy laid out, then we need to put
2:36:50 this because I just like we
2:36:51 don’t have one.
2:36:52 Yeah.
2:36:53 All right.
2:36:54 So the direction is Mr. Gibbs is to allow staff to take a look
2:36:59 at if they have any red flags
2:37:01 and if not implement it.
2:37:02 Implement the.
2:37:03 We’ve got three minutes left.
2:37:05 The next one is is 5335 care of students with chronic health
2:37:09 conditions.
2:37:10 Again, this is like peanuts and all that other stuff.
2:37:13 We don’t have that inside of ours.
2:37:15 No.
2:37:16 I would like to just give staff the opportunity to take a look
2:37:19 at this and bring it back to
2:37:21 us.
2:37:22 It goes into like emergency allergy treatment.
2:37:24 There’s again new legislation.
2:37:26 Yeah.
2:37:27 And I don’t want to make decisions based on this.
2:37:29 So if we can give it to staff to take a look at bring back what
2:37:32 they feel is important.
2:37:33 We should be okay.
2:37:34 Okay.
2:37:35 We’re good.
2:37:36 All right.
2:37:37 We need to be.
2:37:38 Do you have anything?
2:37:39 Yeah.
2:37:40 No.
2:37:41 Okay.
2:37:42 So 5335.01.
2:37:43 Moving on diet modifications.
2:37:45 This was the same.
2:37:47 Yeah.
2:37:48 That’s what I’m seeing is the same.
2:37:50 Looks almost identical.
2:37:52 Everything.
2:37:53 Yep.
2:37:54 Is identical.
2:37:55 I don’t even think we need to.
2:37:56 Yeah.
2:37:57 We don’t need to update it.
2:37:58 We can pass it.
2:37:59 The next one’s the same too.
2:38:01 5340.
2:38:02 Student accidents.
2:38:03 I like short all of these.
2:38:08 Nope.
2:38:09 Okay.
2:38:10 That’s good.
2:38:11 I think it is identical.
2:38:14 So if you guys are okay, just timestamping it saying that we’ve
2:38:17 reviewed it.
2:38:18 Staff doesn’t need to take a look.
2:38:19 We good with that?
2:38:20 Yep.
2:38:21 Okay.
2:38:22 Five, three, four, one.
2:38:24 There’s no updates to this one, but this is another one of those.
2:38:27 Sorry.
2:38:28 It’s another one of those that does not have an administrative
2:38:30 procedure, but it says that
2:38:32 we will have one.
2:38:33 Or we don’t have one with this number on it.
2:38:45 Right.
2:38:46 It’s not tied to it.
2:38:47 Yep.
2:38:48 We’ll check it out.
2:38:50 All right.
2:38:51 This is where.
2:38:53 Yeah.
2:38:54 Okay.
2:38:55 Yeah.
2:38:56 Got it, Dr. Undell?
2:38:57 I do.
2:38:58 All right.
2:38:59 We got one more minute.
2:39:00 Let’s nail one.
2:39:01 Let’s go through it.
2:39:02 Next one is 5350 student suicide awareness.
2:39:05 Do we want to just stop where we are?
2:39:07 We revised this in ‘21, and they do have an update in ‘22, so we
2:39:11 might need to take a look.
2:39:12 Yeah.
2:39:13 This one’s on a one-minute conversation.
2:39:14 Do you guys want to pause on this one right here?
2:39:15 Start on this one next?
2:39:16 Yeah.
2:39:17 Okay.
2:39:18 All right.
2:39:20 That means that we went through.
2:39:21 Two, three, four, five, two, seven, eight, nine, 10, 11, 12.
2:39:30 Mr. Chair, can I make a recommendation or an ask for the next
2:39:34 time that we look at these?
2:39:37 Is it possible for us to do a special workshop and nothing else
2:39:42 whatsoever enters that agenda besides these policies?
2:39:45 I feel like they keep getting pushback, pushback, pushback
2:39:47 because of other things that are pressing.
2:39:50 So even if it’s a different day or we start it in the morning or
2:39:53 something, it doesn’t have to be the same day.
2:39:55 I don’t really like marathon meetings like you.
2:39:57 I feel the same way.
2:39:58 So is it possible to just for our next workshop when it comes to
2:40:01 policy review, nothing else enters the agenda besides policy
2:40:04 review?
2:40:05 So I would, I would say, I would say that the next dates that we
2:40:09 have on the calendar, which would be like 8:10, 8:17, 8:15, 8:24
2:40:13 that are not, because I was thinking the same thing.
2:40:16 I’ve got a couple of little follow-ups, but those four dates, we
2:40:19 could ask them, they’re Tuesdays and Thursdays, to try to look
2:40:22 at our availability.
2:40:23 And I’d like to come back because I do think once we knock this
2:40:26 one out, there’s not, it’s not monstrous from here.
2:40:29 There’s not, you know what I mean?
2:40:30 So I think that we can accomplish and we do need to get these
2:40:32 things done.
2:40:33 Once upon a time, we had said everybody hold Tuesdays.
2:40:36 So I, rather than doing Tuesdays and Thursdays, if we could just
2:40:38 kind of stick to that on the Tuesdays that we don’t have board
2:40:41 meetings, that there’s not, you know, if there’s an event going
2:40:44 on or whatever.
2:40:44 We’ll adjust.
2:40:45 Because we wouldn’t, it wouldn’t even have to be in here.
2:40:47 No, we could go in one of those side rooms.
2:40:48 Right.
2:40:49 If we’re just going to limit it.
2:40:50 Would you guys be okay with just taking the next, like three
2:40:52 Tuesdays and just knocking them out?
2:40:54 Let’s wait until school starts because we’re still summer and
2:40:57 people might still want to go and do things.
2:41:00 Well, that sounds great.
2:41:01 I mean, we’re really, we’re so close.
2:41:02 Yeah.
2:41:03 So let’s look.
2:41:04 What do you mean after the board meeting?
2:41:05 Because our next meeting is what, August?
2:41:06 August 10th.
2:41:07 8th.
2:41:09 The next one would be the 15th.
2:41:11 So we could say, okay, guys, like the 15th is the next one.
2:41:14 Then we have a board meeting, I think on the 24th.
2:41:16 So then the next one would be like the 31st of August.
2:41:19 I think there’s 35 one day.
2:41:21 Ah, thank you.
2:41:22 Got the dates wrong.
2:41:24 Okay.
2:41:25 So there’s the 8th.
2:41:26 We have a board meeting.
2:41:27 15th, we don’t.
2:41:28 22nd, we do.
2:41:29 And 29th, we don’t.
2:41:30 Right.
2:41:31 So the 29th.
2:41:32 So we could do the 15th, the 29th.
2:41:33 Yep.
2:41:34 And we could just consistently say, okay, just book out the next
2:41:38 three or four.
2:41:38 But some of these sections are really big.
2:41:41 Yep.
2:41:42 I don’t want to, like, if we’re going to say, I don’t want to,
2:41:44 like, we’re going to do the
2:41:45 5,000s and the 6,000 to say we’re going to commit to.
2:41:48 We just go like nine.
2:41:49 However many hours.
2:41:50 Can we do like four hours and count it?
2:41:51 Nine to 10 o’clock.
2:41:52 Nine to 10 o’clock at night.
2:41:53 Can we just do four hour blocks and then keep continuing.
2:41:55 Nine to 10 PM.
2:41:56 Just pick up where we left off.
2:41:57 And we’ll go as far as we can in four hours.
2:41:58 I would, four hours is good or do you guys want to go a little
2:42:00 bit longer?
2:42:01 Three.
2:42:02 I just want to get them done.
2:42:03 She said three.
2:42:04 Three.
2:42:05 Well, lunch.
2:42:06 I think four hours is good.
2:42:07 And then just pick up where you left off the next time.
2:42:10 The faster you get through it, the more pressure it is on staff
2:42:12 to get them back to us too.
2:42:14 I mean, I don’t mind, like, we’re doing it now.
2:42:16 We’re just, because we’re still getting to it.
2:42:18 But it just will go as far as we can.
2:42:20 But because.
2:42:21 We have a lot of policies.
2:42:23 But I also, I want to do a good job reviewing it.
2:42:25 I know.
2:42:26 I don’t want to just slap through it.
2:42:27 I’m telling you right now.
2:42:28 If we have board meetings to read through and prepare for.
2:42:30 Right.
2:42:31 And then on the other week we’re trying to go through policies.
2:42:33 I’m not.
2:42:34 All right.
2:42:35 I don’t think it’s good.
2:42:36 Let’s lock off two four hour days.
2:42:37 Right.
2:42:38 And then let’s, let’s see how that gets us.
2:42:40 That’s more manageable.
2:42:41 And then if we get through it really well.
2:42:43 And if we get stuck up, then we’ll come back.
2:42:45 Okay.
2:42:46 We have a suggestion for the 15th, you said, and the 30th?
2:42:49 The 30th?
2:42:50 The 29th is a Tuesday.
2:42:51 29th.
2:42:52 The alternating Tuesday.
2:42:53 So 15th and 29th.
2:42:54 I think we could come back from.
2:42:55 Can we do these ones at 9:00 a.m.?
2:42:57 From 7:00?
2:42:58 From 7:00 to 12:00.
2:42:59 Is that what I heard you guys say?
2:43:00 7:00?
2:43:01 9:00 to 1:00.
2:43:02 9:00.
2:43:03 9:00 to 1:00.
2:43:04 9:00 or 8:00 to 4:00 or 12:00?
2:43:05 What do you guys want?
2:43:06 I would prefer mornings.
2:43:07 I mean, I would just prefer to, yeah.
2:43:09 Get it out of the way.
2:43:10 Can we get in here at 8:00?
2:43:11 9:00 to 1:00 sounds good.
2:43:12 8:00 to 12:00?
2:43:13 8:00 to 12:00 or 9:00.
2:43:14 No, I can’t do 8:00.
2:43:15 It’s not going to happen.
2:43:17 I asked to get my daughter to school.
2:43:18 9:00 to 1:00.
2:43:19 9:00 to 1:00?
2:43:20 Yeah.
2:43:21 And then drive here.
2:43:22 All right, we’ll get it.
2:43:23 If it was like a pressing emergency, I’d be here at 8:00, but no.
2:43:26 We could push it.
2:43:27 If we just decide like we’re animals and we really want to
2:43:31 continue it and we all feel
2:43:32 really good, we could just continue, right?
2:43:34 We don’t have to stop at 1:00.
2:43:35 We just advertised the start time.
2:43:37 That’s it.
2:43:38 Good.
2:43:39 So if you guys aren’t looking at your watches, I might just keep
2:43:43 going.
2:43:44 If we’re going to go through the lunch hour, we won’t need a
2:43:47 watch.
2:43:48 Yeah, that’s true.
2:43:49 We’ll tell you.
2:43:50 And just so you guys, a couple real quick things.
2:43:54 I can bring these up tonight.
2:43:56 I’ll bring these up tonight.
2:43:57 You guys good?
2:43:58 Dr. Rendell, do you have anything?
2:43:59 I’m good.
2:44:00 Everybody else good?
2:44:01 One-hour break.
2:44:02 We’re good.
2:44:03 One-hour break.
2:44:04 We’re good.
2:44:06 We’ll see you next time.
2:44:07 Bye.