Updates on the Fight for Quality Public Education in Brevard County, FL
0:00 We’ll be right back.
8:59 The first item on a public work and rule development for board
9:04 policy 3124 drug-free workplace.
9:08 Is there anyone here present who wishes to address this item?
9:11 Any board discussion on this item?
9:21 Hearing none.
9:23 The next item is a public hearing.
9:24 I’ll be right back.
9:24 I’m going to be right back.
10:39 I don’t think that happened.
10:40 Did it?
10:41 I thought he skipped over the last time.
10:43 What’s that?
10:46 I know.
10:47 Well, that’s what I’m just –
10:48 because I’m pulling up the attachment,
10:49 and I’m like, we lumped them all together on the agenda.
10:51 And so I’m like –
10:52 That’s the way we did it last time too.
10:54 But you have to open it up,
10:55 and then you open the tab that has all of them listed.
10:58 Okay.
10:59 So if you remember,
11:00 we tried to pass them all as a lump that one time,
11:02 and then Paul said, hey, wait a minute,
11:04 and then back up.
11:06 We have to go individually.
11:07 Right, right.
11:08 Hearing no speakers coming forward.
11:11 Does any board member wish to discuss this item?
11:14 Hearing none.
11:15 The next item is a public hearing and rule development
11:17 for board policy 3126,
11:19 direct contact communicable diseases.
11:22 Is there anyone present who wishes to discuss this item?
11:28 Any board members wish to discuss this item?
11:31 Hearing none.
11:32 Moving on.
11:33 The next item is public hearing and rule development
11:35 for board policy 3575,
11:37 is there anyone present who wishes to address this item?
11:42 Is there anyone present who wishes to address this item?
11:44 Hearing none.
11:46 Any board members wish to discuss this item?
11:49 Hearing none.
11:50 Moving on.
11:51 The next item is a public hearing and rule development
11:54 for policy 3580 supporting political candidates.
11:57 Is there anyone present who wishes to address this item?
12:04 Any board members wish to address this item?
12:06 Hearing none.
12:07 We’re moving on.
12:08 The first topic is a presentation by facilities and planning.
12:09 You got to go back through those one time.
12:10 Yeah, you got to go back through those.
12:11 That’s what I’m trying to say.
12:12 I thought he skipped it intentionally.
12:13 No, it wasn’t that.
12:14 That’s what I was trying to say.
12:15 What happened there?
12:16 So the policies, because they’re all lumped together.
12:17 1001 through 1470.
12:18 I’ll switch you.
12:19 So you got to read this for all the policies.
12:20 And then go up here.
12:21 And then yeah, there they are right there.
12:22 But you’re going to have to scroll through it.
12:23 So get ready.
12:24 Here you go.
12:25 All right, here we go.
12:26 You guys ready for this?
12:27 You guys can go to the bathroom if you need to.
12:28 Auctioneer voice.
12:29 Let’s hear you go quick.
12:30 Come on.
12:31 Yeah.
12:32 All right.
12:33 Okay.
12:34 Just give me a second.
12:35 Yeah.
12:36 The title of them isn’t on the side.
12:37 That’s even better.
12:38 Even better.
12:39 So you have to scroll.
12:40 That’s what I’m saying.
12:41 It’s going to be a little.
12:42 No.
12:43 So I got to scroll.
12:44 Okay.
12:46 No, no, no, no.
12:47 Okay.
12:48 No, no, no, no.
12:49 Okay.
12:51 I got to scroll.
12:52 Okay.
12:53 I got to scroll.
12:54 Okay.
12:55 I got to scroll.
12:58 Okay.
12:59 I got to scroll.
13:01 Okay.
13:02 I got to scroll.
13:03 No, no, no.
13:04 Open it.
13:05 Go back up.
13:06 Open it.
13:07 Just click right there.
13:08 And it’ll take you.
13:09 But it goes current version and the next one.
13:10 Yeah.
13:11 Okay.
13:12 But if that.
13:13 But is that the.
13:14 That’s the current one.
13:15 There’s some of them we change, right?
13:16 So I’d have to go down here to the bottom.
13:18 Just to make sure that.
13:19 The clean version.
13:20 Yeah.
13:21 It’ll give you the clean version on there, too.
13:22 See?
13:23 Now it’s records and reports.
13:24 You’re going to be scrolling and talking.
13:25 I’ll be right.
13:26 If you go to the clean, that’s current version records and
13:29 reports.
13:29 That’s where you would see change.
13:30 So if you click on the clean version over there.
13:32 Yes, sir.
13:33 Oh, is there a clean version?
13:34 Yeah, there’s clean.
13:35 If you click right there.
13:36 Here?
13:37 Oh, now what happened?
13:38 Oh, look at that.
13:39 Now what happened?
13:40 Sorry, Mr. Susan, I know you’re probably not on it.
13:50 I just got to kind of make sure that they say the right things
13:54 here.
13:54 Let me just do some practices here if you guys don’t mind for a
13:56 second.
13:57 Don’t worry.
13:58 The cameras aren’t on anything.
14:00 I have no idea what I just did.
14:03 There we go.
14:04 Do you want me to start writing on how to talk?
14:05 No, no, no, no, no.
14:06 I got it.
14:07 All right.
14:08 Here we go.
14:09 All right.
14:11 Sorry.
14:12 No, no, no.
14:12 Good thing that you brought it up or else we’d have to go
14:17 through the whole thing again.
14:18 All right.
14:43 Next item is a public hearing and rule development for policy
14:49 1001.
14:50 And that is district organization.
14:56 Is there anyone here present who wishes to address this item?
14:59 Is there anyone present here who wishes to address this item?
15:02 Is there any board discussion?
15:04 Hearing none.
15:05 We’re moving on.
15:06 Next up is to have a public hearing and rule development for
15:11 policy 1010.
15:12 Employment of the superintendent.
15:13 Is there anyone here who wishes to address this item?
15:14 Hearing none.
15:15 Are any board members wish to address this item?
15:16 Hearing none.
15:17 Next item is to is a public hearing and rule development for
15:26 policy 1020 employment of the superintendent.
15:35 Is there anyone here who wishes to address this item?
15:41 Hearing none.
15:45 Is there any board member that wishes to discuss this item?
15:48 Hearing none.
15:49 We move on.
15:50 The next item is a public hearing and rule development for
15:52 policy 1030 superintendent of schools.
15:53 Hearing none.
16:00 Is there any board member that wishes to discuss this item?
16:03 Hearing none.
16:08 Is there anyone here who wishes to address this item?
16:14 who wishes to address this item?
16:17 Is there anyone here who wishes to address this item?
16:19 Any board member that wishes to address this item?
16:24 Hearing none, we’re gonna move on.
16:26 The next item is to hold a public hearing
16:27 and rule development for policy 1040,
16:30 evaluation of the appointed superintendent.
16:32 Is there anyone here who wishes to address this item?
16:37 Any board member who wishes to address this item?
16:41 Hearing none, we’re gonna move on.
16:43 The next item is to hold a public hearing
16:45 and rule development for board policy 1040.01,
16:49 non-reemployment of the superintendent.
16:52 Is there anyone here who wishes to address this item?
16:58 Hearing none, are there any board members
17:01 that wish to discuss this item?
17:04 Hearing none, move on.
17:06 The next item is to hold a public hearing
17:07 and rule development workshop for policy 1060,
17:11 1112 board staff communications.
17:16 Is there anyone here who wishes to address this item?
17:18 Hearing none, are there any board members
17:19 who wish to address this item?
17:20 Hearing none, we’re moving on.
17:22 The next item is to hold a public hearing
17:23 and rule development workshop for board policy 1112,
17:26 board staff communications.
17:27 Is there anyone here who wishes to address this item?
17:31 Hearing none, are there any school board members
17:33 who wish to address this item?
17:35 Hearing none, we’re gonna move on.
17:36 The next item is to hold a public hearing
17:36 and rule development workshop for board policy 1113,
17:40 conflicting employment or contractual relationship.
17:40 Is there anyone here who wishes to address this item?
17:49 Hearing none, any board member who wishes to address this item?
17:53 Hearing none, the next item is public hearing and rule
17:58 development for board policy 1120, employment of administrators.
18:05 Is there anyone here who wishes to address this item?
18:11 Hearing none, the next item is public hearing and rule
18:14 development for board policy 1120, employment of administrators.
18:18 Is there anyone here who wishes to address this item?
18:25 Hearing none, are there any school board members who wish to
18:28 address this item?
18:29 Hearing none, we’re gonna move on.
18:31 The next item is to hold a public hearing and rule development
18:34 for 1120.01, employment of interim principals and supervisors.
18:40 Is there anyone here who wishes to address this item?
18:46 Seeing none, are there any school board members who wish to
18:49 address this item?
18:51 Hearing none, we will move on.
18:55 Next item is to hold a public hearing and rule development for
18:59 board policy 1121,
19:01 Records and Reports, is there anyone here who wishes to address
19:05 this item?
19:06 Is there anyone here who wishes to address this item?
19:10 Hearing none, are there any school board members who wish to
19:13 address this item?
19:14 Hearing none, we’ll move on.
19:17 Next is a public hearing and rule development for board policy
19:23 1180, Records and Reports.
19:27 Is there anyone here who wishes to address this item?
19:32 Are you wanting to address it?
19:34 No, no, no.
19:34 Sorry.
19:35 I mean, I’m getting excited.
19:36 No, no, no.
19:37 You’re like, somebody say something.
19:38 No, all I was gonna say was, our policy number is changing,
19:40 obviously.
19:41 So I just saw it, because when I clicked on the little thing on
19:43 the side, it says policy
19:44 1170, but it will now be named policy 1180.
19:48 Yeah.
19:49 So it threw me for a loop for a half second, but I got it
19:50 figured out.
19:51 Thank you.
19:52 No, not at all.
19:53 No problem.
19:54 Giving you a break, so you don’t have to talk.
19:55 Yeah, no, no, no.
19:56 That’s good.
19:57 I don’t even remember where we were on that thing.
19:59 Okay.
20:00 Are there any board members who wish to discuss this item?
20:03 Hearing none.
20:04 Moving on.
20:05 Next is to hold a public hearing and rule development for policy.
20:11 Hang on just a second.
20:12 Kind of threw me off there.
20:13 I’m all excited that there’s gonna have discussion on it.
20:16 12181, use of employees, personal property at school.
20:20 Are there anyone here who wishes to address this item?
20:23 Is there anyone here who wishes to address this item?
20:25 Hearing none.
20:26 Are there any board members who wish to address this item?
20:29 Hearing none.
20:30 We’re moving on.
20:31 The next is to hold a public hearing and rule development for
20:34 board.
20:34 Policy 1470, grievance procedure.
20:38 Is there anyone here who wishes to address this item?
20:41 Hearing none.
20:43 Are there any school board members who wish to discuss?
20:47 Hearing none.
20:48 The first topic is a presentation by facilities and facilities
20:52 planning,
20:52 school choice and data analysis.
20:54 Thank you, Ms. Hand.
20:56 I think we made the request that Lindeman would talk the whole
20:59 time.
21:11 Thank you.
21:17 So thank you for giving us some time to talk about this issue
21:21 today.
21:21 Just a – is Mike?
21:22 I don’t think you’re on.
21:23 Test, test.
21:24 Better?
21:25 Okay.
21:26 Thank you.
21:27 So thank you all for some time this afternoon to brief you on
21:38 what I believe has evolved into
21:41 a pretty significant subject.
21:42 Am I not?
21:43 I don’t know.
21:44 Jackie’s back there.
21:45 So I’m not sure if it’s –
21:46 Am I good?
21:47 Why not?
21:48 I don’t know.
21:49 That’s the question.
21:50 Better?
21:51 Yeah.
21:52 Sing a little bit.
21:53 Okay.
21:54 All right.
21:55 So anyway, let’s see.
21:56 Where was I?
21:57 I was saying good afternoon and thank you for some time to talk
22:07 to you about the subject.
22:10 We – as you know, every year we do the student accommodation
22:14 plan and since Ms. Black has been
22:16 with us in our planning group, she’s been enhancing the data and
22:21 analysis section of the student accommodation plan.
22:24 And as we’ve started to look at that information, we realize
22:29 there’s a lot of questions around choices
22:31 that parents make as to how and where they educate their
22:34 children, both internally within our district
22:36 as well as through charter schools and other educational options
22:40 that they have.
22:41 And as you know, the legislature has been expanding choice.
22:44 So we feel like this is a really important question for us.
22:47 And it started to lead us to some other important discussion
22:51 questions as we went through the analysis.
22:54 And we asked Dr. Mayer from Curriculum and Instruction, who –
22:58 she’s our Assistant Director of Choice –
23:00 to join us for this work.
23:02 And she and Karen have done really an incredible job of putting
23:05 together some really interesting data
23:08 that will help us drive facility planning decisions into the
23:12 future.
23:12 So for me, kind of the end game of this exercise is to start to
23:16 work towards a master plan, so to speak,
23:20 for facilities going into the future and helping us guide our
23:23 long-term decisions regarding facilities.
23:26 And I think this work is really the foundation of starting to
23:30 make those decisions.
23:31 The process that I’ll be recommending to you going forward after
23:35 you hear the presentation is something that was similar to what
23:39 we used for the board member district boundary discussions,
23:42 where we hired our – that was our planning consultant that did
23:45 that work.
23:45 And they interviewed each of our board members.
23:47 In this case, we would actually have them interview a little bit
23:51 broader scope of folks who have particular expertise in the
23:55 subjects that we’ll be discussing.
23:56 And then bringing back something to the board in a workshop
23:59 session around the first of the year that just talks about the
24:03 different choices that will come out of this conversation,
24:07 and what direction the board may wish to go with those choices.
24:11 And then from there, we’ll start to drill down into some very
24:15 specific choices regarding long-term facility planning.
24:19 But as we do the presentation, you’ll see that a lot of these
24:24 data points are interrelated.
24:26 So if you’d like, you know, a particular direction, it has
24:29 implications in other areas.
24:31 So I’m going to be quiet now, and I’ll introduce Karen Black and
24:35 Dr. Meyer to go through the presentation.
24:37 So thank you guys, and thank you for your hard work.
24:40 Okay, so we’re starting with an in-depth study on parental
24:43 choice and how that affects our student enrollment.
24:46 The purpose of our study was to first look at high school
24:49 program offerings and then go into from-to analysis of charter
24:55 and choice schools.
24:56 And then we’re going to wrap it up with a comparative study of
25:00 all of our zoned schools and our enrollment.
25:03 So this first map is showing you our six choice schools.
25:08 The radius of each circle is the average distance students
25:12 travel.
25:12 And the percent in each circle represents the percent that lives
25:16 in that circle of the students that attend those six choice
25:19 schools.
25:19 There are four elementary choice schools and two junior-senior
25:25 high schools.
25:26 Our second map is our 13 charter schools.
25:29 Again, the radius of the circle is the average distance the
25:32 student travels to get to that school.
25:34 And the percent in there is the percentage that lives within
25:38 that circle for all of our 13 charter schools.
25:41 Our last map, because we don’t have individual student data for
25:45 every private school, there are 97 private schools.
25:48 But we do have the number of enrollment based on October FTE,
25:52 and that’s what’s in each yellow box.
25:56 So that just gives you a background of our schools that are in
26:00 our district that are our choices.
26:03 We also have all our zoned schools as choices as well.
26:07 Okay.
26:08 So our next, we’re looking at high school program offerings.
26:11 The highest amount of program offerings is located in the Palm
26:16 Bay High School Zone.
26:17 And our least amount is in Coco Beach Junior Senior.
26:19 So they are the total of CTE and academic in each zone.
26:29 The next one is how many students choice out of that zone.
26:32 So Palm Bay Zone has the highest amount of students choosing out
26:35 to go to other programs in the district at 665.
26:38 And Coco Beach Junior Senior has the least amount with 43.
26:45 We then look at students choosing into those school zones.
26:49 And Rockledge High School has the highest amount of students
26:52 choosing in.
26:53 And Coco has the least amount of students choosing in.
26:57 So overall, we’re going to look at both choosing in and choosing
27:00 out, which gives us our net.
27:02 If the number is above zero, that means they have more students
27:06 choosing in than choosing out.
27:07 If the number is below zero, which is a negative number, that
27:10 means that they have more students choosing out than choosing in.
27:13 So the lowest number is in the Palm Bay High School Zone at
27:17 negative 492 students.
27:19 And anything above zero, which is Rockledge with the highest and
27:22 Coco Beach Junior Senior, very close in tow.
27:25 And we also want to point out that Vieira also has a high number
27:29 of students choosing out.
27:30 Okay, we’re now going to move on to our choice schools.
27:36 Again, we have six of them.
27:38 Our first one that’s furthest north is South Lake Elementary.
27:42 It pulls from 14 elementary school zones, 35.7% choice in from
27:48 Oak Park.
27:49 And again, it’s the most north choice school of elementary.
27:55 Our next one is R.L. Stevenson, which is located on Merritt
28:00 Island.
28:00 It pulls from 31 elementary school zones, 21.3% choice in from
28:06 Audubon.
28:06 And another large number on that map, which is the highest
28:10 number choice in from Lewis Carroll,
28:11 but Audubon is the school district that surrounds the school.
28:16 Each choice school does not have a zone that everyone has to
28:19 lottery in.
28:20 So our next school up is Freedom Seven.
28:23 They are beach side.
28:24 They pull from 33 elementary school zones and 15.1 choice in
28:29 from Roosevelt Elementary.
28:30 But the majority of their students at 55.1% have to transport at
28:35 least over one causeway to get to that school.
28:39 And our last elementary choice school is West Melbourne School
28:43 of Science.
28:44 They’re the furthest south choice school for elementary.
28:47 They pull from 32 elementary school zones, 37.7% choice in from
28:52 Meadow Lane.
28:53 Okay, moving on to junior, senior highs.
29:01 There are two of those.
29:02 One located on Merritt Island, which is Edgewood Junior Senior
29:06 High.
29:06 They pull from 12 middle school zones and 11 high school zones.
29:09 So they’re going to have two maps.
29:11 This first one signifies the middle school and the second one
29:16 signifies the high school.
29:18 So 38.8% choice in from Jefferson and 50% choice in from Merritt
29:25 Island High.
29:26 Our other junior, senior high is West Shore.
29:30 They’re located in Melbourne.
29:32 They pull from 10 middle school zones and 10 high school zones.
29:35 This first map is attributed to the middle school zones, 24.5%
29:39 choice in from Hoover,
29:41 which is the zone that surrounds the school.
29:43 And at the high school level, 40.6% choice in from Mel High.
29:47 Now we’re going to go to our charter schools.
29:53 Our first one up is Pinecrest.
29:54 They’re located in Vieira.
29:56 They pull from 36 elementary school zones and 10 middle school
30:00 zones.
30:00 So there are two maps attributed to them.
30:02 25% choice in from Vieira Elementary and 47.8% choice in from
30:08 Delora Middle.
30:09 So first is elementary and our second is our middle.
30:12 Our next one up is Pineapple Cove.
30:17 They do have three campuses, Lockmar being their newest addition
30:21 that was open last year.
30:22 They are a K-6 and they pull from 26 elementary schools and four
30:28 middle school zones.
30:29 And 19.5% choice in from Lockmar, 33.3% choice in from Central.
30:37 And I apologize, they are K-8 because they’re pulling middle
30:40 school as well.
30:40 K-7.
30:41 So there’s two maps for them.
30:45 Then our next one up is another Pineapple Cove, but they’re
30:49 located in West Melbourne.
30:51 And all these schools are within five miles of each other, all
30:53 the Pineapple Cove.
30:54 They pull from 25 elementary school zones and five middle school
30:58 zones, 33.4% choice in from West Melbourne.
31:02 And I mean sorry, Meadow Lane and 58.7% choice in from Central.
31:11 Our next Pineapple Cove is in Palm Bay.
31:14 They are one of two charter schools that offer high school.
31:18 So they will have three maps attributed to them.
31:21 They pull from 23 elementary, nine middle school and seven high
31:25 school zones.
31:25 9.3 choice in from McAuliffe Elementary, 52.4 choice in from
31:30 Central and 34.2 choice in from Heritage.
31:33 Next one up is Viera charter.
31:41 They pull from 46 elementary school zones and 11 middle school
31:45 zones, 13.2% choice in from Manatee and 42.9% choice in from
31:51 Kennedy.
31:52 Our next one up is Sculptor charter.
31:58 They’re the furthest North charter school.
32:00 They pull from 15 elementary school zones and six middle school
32:04 zones, 24.4% choice in from Imperial Estates and 58.1% choice in
32:10 from Jackson Middle.
32:11 Our next charter school up is Royal Palm.
32:18 They’re located in Palm Bay.
32:19 They pull from 19 elementary school zones, six middle school
32:23 zones, 11.5% choice in from Port Malabar Elementary and 23.9%
32:27 choice in from Stone Middle.
32:29 Our next one up is Palm Bay Academy, also located in Palm Bay.
32:36 They pull from 18 elementary school zones, three middle school
32:40 zones, 11.3% choice in from Riviera Elementary and 57.7% choice
32:45 in from Stone Middle.
32:47 Our next one up is Odyssey.
32:54 Odyssey has two campuses.
32:55 Odyssey Prep is first.
32:56 They pull from 20 elementary school zones, 18% choice in from
33:00 Columbia Elementary.
33:01 So they only have one map.
33:03 Our next one is Odyssey.
33:05 It’s the other charter school that offers high school level.
33:08 So they pull from 22 elementary, seven middle and eight high
33:12 school zones, 19.4% choice in from Westside Elementary, 62.1%
33:16 choice in from Southwest and 44.1% choice in from Bayside High
33:23 School.
33:23 Okay, the next one up is Imagine Schools at West Melbourne.
33:30 They pull from 27 elementary school zones and 21.2% of their
33:35 students choice in from Riviera Elementary.
33:38 Emma Jewell Charter is located in Coco.
33:43 They pull from 23 elementary school zones, six middle school
33:48 zones, 46.1% choice in from Endeavor Elementary and 36.8% choice
33:54 in from McNair Middle.
33:59 Educational Horizons is located in West Melbourne.
34:02 They pull from 20 elementary school zones and 12.2% choice in
34:07 from Roy Allen Elementary.
34:09 Okay, page 38 of the binder goes over the capacity for each
34:15 charter and choice school.
34:17 It also goes over their waitlist numbers and the students
34:22 enrolled from the October FTE.
34:24 We want to point out that on average for the Pineapple Cove’s,
34:29 they have about a thousand on their waitlist.
34:31 And we also have very high waitlist for our choice schools with
34:35 West Shore being the highest at 444.
34:38 Okay, the next two slides are gonna, the first, there’s two maps
34:48 for each grade level.
34:50 So elementary, middle and high school.
34:52 The first one is showing you how many students choice out of
34:56 each zone.
34:56 And the second map shows you the percentage of students that
35:00 choice out that choose charter.
35:02 So for this elementary school zone, 702 elementary school
35:06 students choice out of Meadow Lane and 603 choice out of Jupiter.
35:10 And within Westside school zone, the highest percent that choose
35:14 charter is 86%, meaning there’s 14% that choose our programs at
35:18 our schools.
35:19 For the middle school, 572 middle school students in Southwest
35:29 choose other opportunities in the district and 471 in the
35:32 central school zone choice out.
35:34 But within the 572 of Southwest’s, 90% choose charter.
35:41 Okay, looking at high school, 665 students choice out of the
35:48 Palm Bay school zone and 528 choice out of the Vieira school
35:53 zone.
35:53 Within Bay side zone, 52.2% choose charter of the students who
35:59 choice out.
36:01 Our last map in this section is a heat map to show you where all
36:07 the charter schools are located and the density of the students
36:12 that attend those choice schools.
36:13 So you can see by pointing out that the density of the students
36:17 is very high surrounding the school zones, the schools
36:21 themselves.
36:23 Okay, I’m now turning over to Karen.
36:26 Okay, we’ve included five maps showing the areas in the county
36:37 with the highest residential growth.
36:39 We have Titusville, Cocoa and Rockledge, Vieira, West Melbourne
36:45 Palm Bay, and South Palm Bay.
36:47 The red hatched areas on the map indicate areas to be developed.
36:56 We work closely with local governments to monitor expected
37:00 growth.
37:01 When large developments are under planning review, a school
37:05 capacity determination is calculated,
37:07 which is the process where we convert the number of proposed
37:11 homes into the number of potential students
37:13 that we may expect the neighborhood to generate.
37:17 The number of students expected is then added to the affected
37:20 school’s capacity and projected enrollment for the next five
37:24 years
37:24 to determine the effects the proposed development will have on
37:27 the schools.
37:28 This process is referred to as school concurrency.
37:32 On the maps, proposed and potential developments are shown with
37:36 the number and type of homes proposed.
37:38 SFD denotes single family or townhome dwellings.
37:43 MFA denotes multifamily apartments.
37:47 The stage of development is also noted.
37:50 Some are under construction now, while others are concept only
37:56 and have not been submitted to the local governments,
37:59 but we know they are possible and have included them for long-range
38:04 planning purposes.
38:06 A table on each map shows the total number of students we could
38:11 expect if all the developments shown on the map were to be
38:15 constructed.
38:17 For example, Titusville would have a projected number of 773
38:23 elementary students, 211 middle and 381 high for a total of 1,365
38:32 expected students.
38:34 Coco Rockledge area would have a total of 1,928 expected
38:39 students.
38:40 Vieira, if everything was constructed immediately, would be 4,275
38:46 students.
38:47 West Melbourne could potentially be 4,220 students.
38:53 South Palm Bay area could potentially generate 10,259 students.
39:01 The maps do not illustrate timing.
39:04 Some developments are expected to be constructed sooner, while
39:08 others could be 10, 20 years before completed.
39:11 It’s important to note that when student membership projections
39:14 are calculated, we do not include everything that you see on
39:17 these maps.
39:18 We ask local governments to submit the number of permits they
39:21 have processed and review land records to determine the rate of
39:25 actual construction to ensure our projections are based on
39:29 realistic expectations over the next five years.
39:32 Areas shown in green on the maps are government owned properties
39:36 that we don’t expect residential development.
39:39 And the maps do not represent a total build out.
39:42 And these maps will be updated as new applications are submitted.
39:46 Melinda’s going to talk more about the permanent capacity maps.
39:51 Permanent capacity is the school’s capacity without relocatable
39:55 classrooms, brick and mortar, and calculated by DOE based on
40:00 space uses.
40:01 Okay, so again, elementary school will have two maps.
40:06 The first one showing last year’s data of enrollment.
40:10 And the next map, if you take in the colors now and what they
40:14 signify and then moving on, you see that there’s a lot of growth
40:18 in the South Palm Bay and Palm Bay and West Melbourne area.
40:22 They go closer to red, which is 100% or more capacity.
40:26 The highest number of students utilizing choice, though, do some
40:30 from schools located in the South and West Palm Bay area.
40:33 Many of the elementary schools located in the South and West
40:36 Palm Bay area are currently operating at 80% of higher and are
40:40 projected to be over 100% in five years.
40:42 But there is a section of four that are in the middle of that
40:48 sea of red that are actually not changing color, which are Lockmar,
40:53 Turner, McCullough, and Columbia.
40:54 And they’re operating at a lower capacity than all the
40:57 surrounding area zones.
40:59 Roosevelt Elementary is operating at 48% capacity, permanent
41:03 capacity, and is projected to decrease to 37% in five years.
41:06 Oak Park Elementary is operating at 52% permanent capacity and
41:11 is projected to decrease to 49% in five years.
41:15 Okay, moving on to middle school.
41:17 This is what the numbers looked like last year for 22-23.
41:22 And when we look at the map that’s projected in five years,
41:26 again, that South area gets a lot closer to red.
41:30 What we don’t see in this map, though, is the new middle school
41:34 zone that will take effect, which is Vieira.
41:38 Because when we did the projections, they were not in existence.
41:42 So looking right now, Vieira High School is currently at 107%
41:47 permanent capacity.
41:48 But with the addition, Vieira High School will drop to 93% for
41:52 this upcoming year.
41:53 And then in five years is projected to go back to 107%.
41:56 Those projections, though, were not based on this new middle
41:59 school zone.
42:00 And a lot of students, they follow the path or their friends to
42:04 the school zone they are.
42:05 So if we’re pulling them back to the Vieira zone, they may stay
42:09 within that zone and go to Vieira High School.
42:11 So that 107% may be even more elevated.
42:14 So right now, there are currently 528 students utilizing Choice
42:19 leaving Vieira School Zone.
42:20 That may not be the same in years to come.
42:23 The new middle school may affect this by increasing the number
42:26 of students who remain in the school zone.
42:28 So looking at the capacity last year compared to in five years,
42:41 all the ones around Palm Bay School Zone, they go closer to red,
42:45 which is closer to 100% or more, while Palm Bay stays the same
42:48 or increases just a slight.
42:50 So Palm Bay High School has the highest number of choice
42:53 offerings, but has the most students leaving the school zone for
42:56 other opportunities.
42:57 Also, the net between students utilizing Choice to enter the
43:00 school zone is lower than the students utilizing Choice to leave
43:03 the school zone.
43:04 The permanent capacity is in use of Palm Bay High School is 60%.
43:08 Within five years, all school zones surrounding Palm Bay are
43:11 projected to greatly increase in enrollment, while Palm Bay High
43:14 School zone is projected to slightly increase to 68% permanent
43:17 capacity.
43:17 So the questions we’d like you to consider are should we
43:21 establish one or more choice schools in the south area?
43:24 Could the K-8 model work somewhere within the district?
43:27 What strategies can be used to address underutilized facilities?
43:36 How should we plan for expected student population growth?
43:40 How will the new middle school impact enrollment?
43:42 Thank you.
43:49 Pardon me.
43:50 Okay.
43:51 Thank you guys.
43:52 Appreciate the good information.
43:53 So, as I mentioned, what I’d like to propose is that we bring in
43:57 our planning consultant to start to dive into some of those
44:02 questions and there’s lots more.
44:02 There’s things like how does transportation fit into the picture?
44:06 How does debt financing fit into the picture?
44:09 Clearly, we’re going to need new school capacity in several
44:13 areas within the district.
44:14 What are our priorities?
44:15 Are we looking at engaging portables?
44:18 Should we look at rezoning?
44:20 What are the choices that we need to make over the next several
44:24 years to set us up for success in the future?
44:27 And then also looking at what our charter schools are doing and
44:30 the impact of school choice in general on our need for capacity.
44:34 So, as we, for example, project that we will have thousands of
44:37 new students in a particular area, what percentage of those
44:41 might be taken up by choice?
44:42 So, there’s lots of work that we need to do to get to where we’re
44:45 in a place to make decisions, but I wanted to start with kind of
44:49 the higher level policy overview in terms of what the board is
44:53 comfortable with and what might be your priorities for us moving
44:57 forward so that we can start to drill down into some of these
44:59 questions.
45:00 I also like to mention that our facility data plays into this as
45:05 well.
45:05 We’ve done a very robust investment in our schools in the past
45:09 seven or eight years based on the first and second surtax.
45:12 That was based on facility assessment.
45:14 We’ll be coming to you for updating that assessment probably
45:19 next year.
45:20 But our decision making is going to be around, we have 60-year-old
45:26 schools.
45:26 Do we continue to invest?
45:27 Should we be doing something?
45:30 What should we do with schools that are in a poor condition,
45:34 especially after we’ve invested, in some cases, seven to ten
45:38 million dollars?
45:39 So, all of those questions are in play and all of the answers
45:42 interrelate to one another.
45:44 So, that’s why I’d like to start with kind of a high level
45:47 conversation with board members and other experts on these types
45:50 of questions to get us to a starting point for those
45:54 conversations.
45:55 So, how would you like that to go?
45:58 Do you want to discuss all those items right now?
46:00 Do you want to bring them up singularly?
46:02 Because I think like the K-8 model, say for instance, we could
46:05 have an hour discussion wrapped around that by itself, right?
46:09 So, you’re thinking, how do you think this plays out?
46:12 So, my thinking on this is that I will bring back to you a
46:16 proposal from our consultant in one of your October meetings.
46:20 And that proposal will include starting to interview each board
46:24 member individually, as well as some of our subject matter
46:27 experts,
46:27 to get us to a place where, yes, we want to talk about K-8, or
46:31 no, we don’t want to talk about K-8.
46:33 And will give us kind of a list of priorities for us to drill
46:37 down more versus those things that are kind of off the table.
46:42 So, like if we all like rezoning as an option to deal with this,
46:46 then terrific.
46:47 We keep rezoning on the plate.
46:48 If we don’t, we take rezoning off the plate.
46:50 And there’s a whole host of other ways to deal with enrollment
46:54 capacity pressures.
46:56 But I really feel like we need to get a sense of what everyone’s
46:59 comfortable with before we just start lobbying these topics out.
47:03 Because there’s a lot of different ways to deal with this.
47:09 I’ll wait until everybody else discusses and then I’ll come back.
47:12 Anybody want to discuss Ms. Han?
47:16 So, I’m not going to dive deep on this because you’re basically
47:20 asking us if it’s okay to engage a consultant
47:22 in order for us to have these conversations with the consultant
47:25 first before we have them in front of one another.
47:27 And we had an opportunity to go over this information with you
47:30 one-on-one.
47:30 So, I’ve kind of shared with both Dr. Rendell and the team how I
47:35 feel about this, which might be unique compared to the other
47:39 board members.
47:39 So, my only hesitation though is I understand the importance of
47:45 us having conversations with a consultant.
47:48 But before we move forward with that consultant, I think it
47:54 would be important and healthy for us to be able to discuss with
47:57 one another where we kind of come from.
47:58 Because I think we’re all going to have different opinions and
48:00 it’s going to shape what we think and how it’s going to go.
48:03 So, if we do do that, will there be a point where they come back
48:07 to us to tell us the feedback, but not necessarily give us a
48:11 concrete direction,
48:12 but leave us room to discuss amongst ourselves what we think we
48:15 should be focusing on?
48:16 Absolutely.
48:17 In fact, that is the exact intention of having the consultant do
48:20 the initial step and then bring their research back to you in a
48:24 workshop format around the first of the year.
48:27 And then we will dive into those topics that are of highest
48:31 priority for the board.
48:32 And I ask that because what we discussed and the things that I
48:36 care about and what I would like to see.
48:38 I can’t present that to the board because I don’t know what the
48:42 impact of that looks like and how they could come up with that.
48:44 And they might have a way better way of presenting it to the
48:46 board, but I would like to know that the board will get to kind
48:49 of see that idea and that concept.
48:51 So, um, you, you have my, um, you have my support and my
48:54 approval to just start the engagement at least so we can start
48:58 having conversations about how to address these needs.
49:01 Ms. Cameron.
49:04 No, I would agree.
49:07 I would agree.
49:08 And first of all, thank you.
49:09 And I know we all got to go through this together, but this is,
49:12 it was important for the public to be able to see this data too,
49:14 because even though like these last, uh, maps with the colors
49:18 are presented every single year in a board agenda item when it
49:22 comes to capacity.
49:23 Um, it’s not, it’s in the, you know, somebody has to actually
49:28 open it and get to page 302 or whatever it is that they’re on.
49:30 And then all the maps with, I love being, it’s from all the,
49:34 from two charts, but again, people don’t always look at it,
49:36 but the way you did it with breaking it down actually on the map
49:38 with the numbers, all that is really helpful visually for our
49:42 community,
49:42 for us and our community to see what’s going on.
49:45 And, and even if for no other reason than for them to see, look,
49:49 you can go wherever you want pretty much, you know,
49:52 for right now until the, all these red schools get frozen and
49:55 then you can’t.
49:55 Um, but no, I appreciate the work towards that.
49:58 I think, um, you know, there’s some things that we are already
50:02 good at.
50:02 And I think that as a district, I think in the short term, you
50:06 know, the, maybe the quickest, most will be the things that we
50:08 already are experts in,
50:09 you know, like our choice schools and things like that.
50:12 Um, and then maybe if we look at branching out into the unknown,
50:15 um, for us at least, um, maybe some of those,
50:18 that’s kind of more longterm.
50:19 Um, but I just wanted to point out too, that map where the city
50:23 of Palm Bay board is showing up to, you know,
50:25 over 10,000 students over the next however many years that I
50:28 think we had that conversation does not include down the city of
50:31 Palm Bay.
50:31 So down the city of Palm Bay, there are single lots all over the
50:34 place and they have sat for years and years and years through
50:38 the economic downturn.
50:40 And now that things are picking up, people are starting to build
50:42 on those single lots.
50:43 And that 10,000 does not include that number, correct?
50:46 Correct.
50:47 Right.
50:48 So those numbers are growing rapidly, which is why we have
50:51 sunrise.
50:51 It’s got over 850 students and Bayside, a couple of hundred
50:55 dollars, a couple of hundred kids over projection.
50:58 Right.
50:59 Massive growth already happening right now in the south in
51:02 addition to all the buildings.
51:03 So, um, I think we, we need to have this conversation sooner
51:07 rather than later.
51:08 So I support your moving forward with that.
51:10 Well, I’ll publicly thank you for doing, um, all the hard work
51:18 here.
51:18 Uh, just like I did privately.
51:20 And, uh, yeah, you absolutely have my support to move forward.
51:23 This is something that it’s, we can’t put off to the side at all.
51:28 Not anymore after all seeing this.
51:30 So thank you so much.
51:31 Um, obviously you, you have my support as well.
51:34 I’m actually really excited about this.
51:35 I think this is going to open up the opportunity for our
51:37 district to look at some different possibilities
51:39 that we haven’t offered in the past.
51:41 Um, so I think this will be a really good, if we do this right,
51:45 this should be a really good selling point
51:46 for why Brevard public schools is the best choice for children.
51:49 So I’m excited.
51:50 You have my support a hundred percent.
51:51 Thank you for all the information.
51:52 So, Sue, thank you so much.
51:54 I think part of this, not only is to try to figure out what to
51:59 do with all of them,
52:00 but the main thing that we’re coming up with is, is competition.
52:04 And that’s what I love.
52:05 And so we’re developing not a plan based upon, you know what I
52:09 mean?
52:09 Like what we think or anything like that, but actual statistics
52:12 that show competitively
52:13 where we put ourselves in the marketplace.
52:15 So one of the things I wanted to run through a couple of these,
52:19 um, is that our ultimate person that makes that choice is the
52:24 parent, correct?
52:25 So I think in part of the conversation, I didn’t hear it inside
52:30 of here.
52:30 If we could have an opportunity to where we survey the parents
52:34 for what they think, and then we can base what we have around
52:39 that as part of it.
52:40 So like when we bring up a K through eight, how many of the
52:43 parents actually think that?
52:44 Now we know that that’s just a statistic based upon parents, but
52:48 I think it carries a lot of weight, right?
52:50 Um, I think another survey about, um, from the parents that went
52:55 to the charter schools about what, why they made their choices,
52:58 you know, that would also help.
52:59 Um, I think part of the conversation should be wrapped around
53:03 not only the K eight and the other things, but about
53:06 transportation.
53:06 Um, I think you, you pointed it out true terrifically up there
53:10 in that the many of the choice programs and even the charters
53:15 have a bubble and that’s where they’re going.
53:17 But currently would we have more kids maybe participate in
53:21 programs if they could get to them?
53:23 Like the fire academy at Palm Bay, the aviation program at O’Galley.
53:27 Like we know that kids have difficulty traveling.
53:30 So I think transportation’s there.
53:32 As far as the K through eight, one of the things I know is, is
53:36 that we built that Viera Elementary big enough to be a K eight
53:39 because I think the rooms are 40 foot.
53:41 Is that correct?
53:42 Yeah.
53:43 So we, we also part of the conversation when we talk about K
53:46 eight, if we talk about building or converting, if there’s a
53:49 conversation wrapped around the sizes and possibilities of those
53:52 locations, you know, cause some of them have elementary school
53:55 rooms.
53:55 There’s no way they could do it.
53:57 I also really am very strongly believe in junior seniors.
54:01 I taught at one for six years.
54:03 I think that that’s a possibility that we would look at.
54:05 Also, you have many campuses like satellite and Delora that
54:09 could act as a junior senior and could probably attract allowing
54:12 the kids to transfer back and forth for sports and stuff like
54:15 that.
54:15 I think you would be able to be more competitive.
54:18 Dr. Rendell and I spoke a little bit about district charters.
54:23 And we met with those aerospace companies who were over the moon
54:27 about developing some of those.
54:29 I think those should be part of the conversation.
54:31 And I know Sue, you and I have had these and I just want to put
54:34 it on public record.
54:35 The other thing is, is that, and in those, what we were talking
54:38 about just for clarification is, is that Northrop Grumman, L3
54:44 Harris, even NASA, Northrop Grumman has in California, a
54:49 district charter school that is developed for their employees.
54:52 And it has like a two and a half year waiting period that they
54:55 spoke about for their employees.
54:57 They love that for their HR, for retention and recruitment also.
55:00 So some of those competition, competitive things that we could
55:03 put together.
55:04 And then one of the things I wanted to talk about was in that
55:08 was the private public partnership agreement.
55:11 So whereas we have some of our smaller schools where we don’t
55:14 have the revenue sources that we may want out of there,
55:17 maybe there’s a way that we can use a private public partnership
55:20 to offset the cost so that those kids can still stay there.
55:23 I feel very strongly about, you know what I mean, your home
55:26 school being your home school.
55:27 And if there’s a way we can find out how to mitigate that, that
55:29 would be great.
55:30 And then as far as the redistricting, what I would like to see
55:38 is when we build out like a lot of these,
55:40 because I know Vieira very well with their build outs.
55:43 I know the years of progression, hearing that we have like, you
55:47 know, 10,000 people down in Palm Bay,
55:49 because I know some of those areas, I know the developers for
55:52 those.
55:52 Maybe a schedule of, you know, they say that this will be
55:56 completed this time so that we can see the aggregate,
55:58 because I think what people just saw was they’re going to be
56:00 like, oh my gosh,
56:01 there’s like 50,000 kids coming to Brevard schools.
56:04 But it’s over the next 10 years, five years, however that is.
56:06 So if I could give just some sort of clarification upon those,
56:09 that’s what I was going to do.
56:10 That’s all.
56:12 Anybody else have anything to say?
56:15 Paul, you got anything to say on this topic?
56:17 okay mr. chair I just want to thank sue and her team echo mr.
56:22 Trent and mr.
56:22 Wright’s comments that you know this is a lot of work they put
56:25 together they
56:26 presented individually to all five of you so they’ve done this
56:28 presentation
56:29 six times now and I want to commend sue for this forward
56:33 thinking this is
56:34 proactive you know we’re looking down the road trying to
56:36 identify solutions
56:37 before we actually have the problem so when it goes to the team
56:41 absolutely when
56:42 do you think this consultant will start begin to work so you
56:45 will see a
56:46 proposal on one of your October board meetings and then they’ll
56:49 be
56:49 interviewing you probably through November and working through
56:54 their work
56:54 and my guess will be a workshop format sometime in January is
56:59 the plan the time
57:01 period plan to be bringing the consultant work through next year
57:05 and then maybe
57:06 start some of these the following year or just are we hypothetically
57:10 spitballing to
57:11 get a direction so I think the workshop will give us some
57:14 guidance on that mr.
57:15 Susan in terms of what what’s the low-hanging fruit so for
57:18 example I think
57:19 we have been pretty clear that we think we need new elementary
57:23 capacity in South
57:24 Brevard that’s our next big project so for me I’d like to decide
57:28 where where it’s
57:29 going and get design underway that’s in my mind like the tip of
57:33 the iceberg project I
57:34 think we’re gonna have general agreement that that’s something
57:36 we need to do some of
57:38 these other ideas will take a little bit longer if for example
57:43 when you were
57:43 talking about surveying that’s probably something we can
57:47 implement quickly so I
57:48 think we’ll get a range of options of things you know this is
57:51 what we do now
57:52 this is what we are doing in a year from now this is where we
57:54 need to plan
57:55 capital and plan investment I think there’s a whole nother
57:59 conversation around
58:00 our debt service leveling off in about six years as well as the
58:05 surtax renewal and
58:07 how that if in fact we want to do that whether that goes
58:11 partially towards new
58:13 facilities or partially towards renewal or all like there’s a
58:16 lot of choices
58:17 around that and that that choice is about a year and a half away
58:20 so I think I’ve got a
58:23 little timeline in my my notes about those decisions that we
58:26 need to make and trying
58:28 to marry up this process with those key decision points over the
58:31 next several
58:32 years thank you so much for that I think the other thing that we
58:35 may need to
58:36 understand is is that I’ve asked some of my other board members
58:39 when we were
58:40 working through some of these things then none of the other
58:42 school districts
58:43 that I know of and I talked to a bunch have had any kind of
58:46 movement in this
58:48 area so this is kind of a one-of-a-kind thing for a board to
58:51 take on with the
58:52 district and everything else thank you so much so it goes very
58:54 far what you’re
58:55 putting together no thanks I have great great folks on my team
58:59 and you know
59:00 really as we we sort of tuck stuck our toe in the water on this
59:04 and as you know
59:05 we got into the ankle and the knee and just sort of kept going
59:09 it’s really there
59:10 there’s some great work around this entire topic and once we
59:14 start to put some
59:15 of the facilities data into the mix I think you’ll see even even
59:18 more good stuff
59:19 that’s good information for decision-making so I’m really proud
59:24 of what they did so
59:24 thank you guys love it anybody else
59:27 appreciate it thank you thank you next topic is board policy 2417
59:33 comprehensive
59:34 health education
59:35 Mr. Chair you want to take a five-minute break while we change
59:40 personnel or just keep
59:41 moving you guys want all right we’re going to be back in five
59:44 minutes
59:48 Thank you.
1:09:18 Okay, so the district will submit that to the state and once it
1:09:20 comes back and they give
1:09:22 the seal of approval, then it’ll come before a president because
1:09:24 the law also says that
1:09:24 we have to approve it.
1:09:25 Correct.
1:09:26 Right.
1:09:26 Okay.
1:09:26 And so that’s an additional step.
1:09:28 We’ll be submitting it to the state and then once we get it back
1:09:31 from them, then we’ll bring
1:09:32 it forward to the board for approval.
1:09:34 And that’s for this current school year?
1:09:36 Yes. Now, fortunately, a lot of the content, and of course, you
1:09:40 know, I can speak very well to the elementary, the fifth and
1:09:43 sixth grade, that would not be done until April and May.
1:09:46 So the timing of all of this, and then also working with
1:09:49 Danielle O’Reilly, she’s our K-12 PE content specialist.
1:09:53 The pacing of when we hit these lessons is not going to be, we’re
1:09:58 going to be in good shape, even with sending it to the state and
1:10:01 bringing it back for board approval on when that pacing of that
1:10:04 instruction would occur.
1:10:05 Okay, thank you.
1:10:06 I had one question, just in regard to, I think it’s Roman numeral
1:10:12 eight, on the process to request an exemption.
1:10:16 So I know with our elementary students, a lot of those forms go
1:10:20 home with the parents to have an option to opt out.
1:10:23 But this policy almost looks like we’re just going to put it on
1:10:25 the website.
1:10:26 We’re not necessarily going to send those forms out.
1:10:28 Is that something that we could look at doing a little
1:10:31 differently on, hey, saying that’s even part of our enrollment
1:10:34 packet,
1:10:35 that they have the chance, if they want to, to opt out?
1:10:37 Absolutely.
1:10:39 And this, I know we’re not speaking about two other policies
1:10:42 that are coming before you soon, which also speak to opt out
1:10:46 options.
1:10:46 And so we’re going to be overly clear in the parents’ right to
1:10:49 opt out of this instruction.
1:10:50 So you are correct.
1:10:52 In elementary, what we recommended is it be part of that
1:10:54 registration packet.
1:10:56 So parents know when I’m registering my child for school, this
1:10:59 is content that I can opt out of if I so choose.
1:11:03 So in the secondary, it has been put on the website.
1:11:05 But what we will be doing, just because this will be brand new,
1:11:08 not necessarily brand new instructional materials,
1:11:11 but going through a brand new approval process, we’ll make sure
1:11:14 to just go ahead and send that home and push it out perhaps
1:11:16 through focus.
1:11:17 We can work with Mr. Cheatham to push that out so all parents
1:11:21 don’t have to go for 18 clicks to try and find so they have the
1:11:25 option.
1:11:26 I feel like it’s very beneficial to, I’m very proud of what we’re
1:11:30 going to put out.
1:11:32 And so I welcome parents to review it and make that choice for
1:11:35 their child.
1:11:36 And so making that opt out process very transparent will just be
1:11:40 part of our way of work.
1:11:42 Thank you.
1:11:43 I appreciate that.
1:11:43 When my children were in those grades, I was one of the only
1:11:46 parents that would go and watch the videos.
1:11:48 And that’s an option that every parent has available to them.
1:11:50 And I don’t know if they know that or not, but they have the
1:11:52 ability to go and sit down.
1:11:53 I sat in the principal’s office and watched the curriculum just
1:11:56 to see what was going on there and made my decision from there.
1:11:58 But every parent has the option to do that.
1:12:00 So exercise that right if there’s a concern.
1:12:02 But if we give them the option for the opt out, I just didn’t
1:12:05 want it to be, like you said, 15 clicks away on a website.
1:12:06 We can’t find it.
1:12:07 And it’s very difficult for them.
1:12:09 And with our, you know, review process for the elementary, it is
1:12:12 video.
1:12:13 So you have to make an appointment to come in and watch.
1:12:15 But for all of the other instructional materials, we did pull
1:12:18 them down now because we’re going forward with the state
1:12:21 approval first.
1:12:22 But once we get the approval from the state and the board, we’ll
1:12:25 be posting that back on.
1:12:26 So they won’t, you know, they’re welcome to come into the school
1:12:28 and look for the middle school.
1:12:30 Content in the high school.
1:12:31 But it will also be on that website that they can review.
1:12:34 Ms. Harris, so I know you can’t read the state’s mind ever.
1:12:39 But my, is there any idea that if we, if the state approves it
1:12:46 this year, I mean, we have to send it out every year.
1:12:50 But if we don’t make any changes, is there any idea of going
1:12:54 forward that it’s not approved in perpetuity, but, you know,
1:12:58 unless you make a change?
1:12:59 The reason why I say that is if we’re going to ask parents at
1:13:02 the beginning of the year to make a decision on opt-out, which
1:13:04 could be reversed, we may not have the materials.
1:13:08 Obviously, if we had had that this year, we don’t have the
1:13:11 materials approved by the state and then by the board before it
1:13:13 can go out.
1:13:14 So we were kind of asking for them to give their approval before
1:13:18 we even know exactly what it’s going to look like.
1:13:20 So at some point, it would seem like it would be better to kind
1:13:24 of get that cart, you know, the horse back before the cart so
1:13:28 that there, so that we can do that on the front of the year.
1:13:31 I don’t see what I’m thinking.
1:13:33 Here’s my thinking on this, and I mean, this is my, just an
1:13:38 opinion, but my opinion would be if the statutory language doesn’t
1:13:43 change, then what is approved this year should still comply with
1:13:49 the statutory requirements next year.
1:13:51 Right.
1:13:51 And if it does change, we know that in the summer.
1:13:55 And so then prior to going into that enrollment process, prior
1:13:59 to the first day of school, we would be aware, okay, the
1:14:02 statutory language is changing to whatever that change is.
1:14:06 And if it impacts our instructional materials, we would be revising
1:14:09 the instructional materials and then likely have to send it for
1:14:11 approval.
1:14:12 So to your point, a parent opting out, if we know there’s
1:14:16 statutory changes, I think we would modify our process.
1:14:21 Right.
1:14:22 If there is no new statutory language, I would presume that what’s
1:14:27 approved this year, we would resubmit it, or maybe they’ll come
1:14:31 down and say if nothing has changed, you know, you’re good.
1:14:34 I don’t want to predict what that might be, but I would assume
1:14:37 what is approvable this year, if there’s no change in statutory
1:14:41 language, should be approved for the second year or two and
1:14:44 future years.
1:14:45 Is there just a way to add into the opt-out form that this opt-out
1:14:49 will remain in place and then in the event of any statutory
1:14:52 changes, it would become null and void and new, you know,
1:14:55 something like that just covers you.
1:14:56 So it could end up being a form that lasts a couple, few years.
1:14:59 Well, and we’ll have the opt-out coming before you very soon, we’ll
1:15:04 have some new opt-out options, too, that would encompass, and
1:15:09 those opt-out forms, because if you think of what we currently
1:15:12 have around instructional materials, and our current, if I want
1:15:16 to contest something now, it is in that window of 30 days after
1:15:20 the school board has approved adoption of materials.
1:15:23 We will soon have some other opt-out options that could really
1:15:27 come at any time.
1:15:29 And so when we were talking about this new form, that’s where we
1:15:33 kind of got to, in August, I could be okay, but if a teacher
1:15:38 decides to read a book or something that I’m not, you know, that
1:15:43 I would like my child to have limited access, that form could be
1:15:47 implemented at any time.
1:15:48 And I just, just, again, this is an opinion as well of my own,
1:15:53 but I would argue the majority of people who don’t want their
1:15:58 children exposed to this kind of curriculum are traditionally
1:16:02 going to have that opinion up front, the majority at least, and
1:16:05 so it’s best for them to be given that option at the beginning.
1:16:07 Um, and I, I would assume that we have messaging on there that
1:16:11 this form could be rescinded at any point, as well as it could
1:16:14 be enacted at any point as well, too, so, as long as we’re doing
1:16:17 our due diligence to communicate that to parents, that they have
1:16:20 the ability to do it at any point, it doesn’t have to be right
1:16:22 there in that moment, um, I hear what you’re saying, Ms.
1:16:25 Campbell, but I just think it’s, I think it’s safest and best
1:16:27 and more transparent to the parents to just have it right in the
1:16:29 beginning of the school year.
1:16:30 When people are really paying attention to the paperwork,
1:16:33 honestly, as a parent, you’re constantly getting papers in the
1:16:36 folders every single day, and sometimes you’re getting
1:16:38 overwhelmed, so at least in the beginning of the year, we know
1:16:39 that they’re paying attention and they’re, they’re reading those
1:16:41 papers.
1:16:41 And we have had examples where they will, um, opt out, then they
1:16:44 come in and see the curriculum, and they’re like, oh, I’m okay
1:16:48 with that now, and so then they do modify that.
1:16:50 - Thank you, Ms. Harris.
1:16:51 Anybody else have any discussions wrapped around the
1:16:54 comprehensive health education?
1:16:55 Hearing none, move on to the next topic, which is Board Policy
1:16:59 5460, Graduation Requirements.
1:17:00 Dr. Rendell, do you need a five-minute break, or are you good to
1:17:03 go?
1:17:03 - I think we’re good to go, it’s Ms. Harris again.
1:17:05 - Okay.
1:17:06 Thank you, Ms. Harris, you have the floor.
1:17:08 - Yes.
1:17:09 So with 5460, again, I read your notes, um, of when you were
1:17:13 mentioning this, and, uh, basically,
1:17:15 it was to reflect a lot of the NIOLA language, but also have the
1:17:18 addition
1:17:19 of the, uh, Progression Plan.
1:17:21 So the Student Progression Plan link has been added.
1:17:24 I will say that that link currently goes to the previous one,
1:17:28 because we haven’t had the
1:17:29 new one Board approved yet.
1:17:30 But once that does, this link will be modified so that it’s
1:17:33 going to the most current plan.
1:17:35 So with this one, um, some of the big language changes, and I
1:17:38 know you reviewed the NIOLA,
1:17:40 but this is also saying that, you know, if a student resides or
1:17:44 attends our BPS schools, that
1:17:46 they have the option to take that high school equivalency exam,
1:17:49 uh, right away.
1:17:50 So that’s the major change that you will see here.
1:17:53 You can see also about, you know, the uniforms and those types
1:17:56 of things for graduation.
1:17:57 But the biggest change is that high school equivalency diploma
1:18:01 test.
1:18:01 Okay.
1:18:02 Thank you, Ms. Harris.
1:18:03 Does anybody else wish to discuss this item?
1:18:05 Hearing none.
1:18:06 Thank you, Ms. Harris.
1:18:07 We appreciate your time.
1:18:08 Yes.
1:18:09 So the next topic we have is this public policy one, or 0169.1
1:18:15 public participation at board
1:18:16 meetings.
1:18:17 I think, um, in discussing with staff and, uh, Paul’s email,
1:18:20 there’s been some discussion wrapped
1:18:22 around that we have majority for some of these items.
1:18:24 I’ve kind of given you guys the idea of how we’re going to kind
1:18:27 of move forward with this.
1:18:29 And one is, do you or do you not believe in, um, separating from,
1:18:36 uh, the agenda to non-agenda?
1:18:38 And then the other one is, do you wish to broadcast agenda and
1:18:42 non-agenda?
1:18:43 So to keep it consistent, if we can move through and say, give
1:18:47 majority, and you can have discussion
1:18:49 wrapped around it, no big deal.
1:18:50 But if at the end of your conversation, if you can say, I
1:18:53 support or do not support the moving
1:18:55 from agenda to separate to non-agenda, or I don’t support that.
1:18:59 So with that, um, I’ll go, anybody else want to go first?
1:19:03 It’s just, should be real quick.
1:19:04 It’s, we’re just kind of reiterating what we did before.
1:19:06 Anybody want to go first?
1:19:08 I hate to always turn down Ms. Jenkins.
1:19:10 Ms. Campbell, since it’s yours.
1:19:11 Oh, I have to knock over my ambulance.
1:19:12 Sorry, that would be bad.
1:19:13 It would be appropriate to have to go first.
1:19:15 Ms. Yeah, no, I’m, I’m happy to go first.
1:19:17 And I, I do, I do want to keep it short, um, because I, you know,
1:19:22 we’ve had these conversations,
1:19:23 but I do have to address a couple of things because I’m seeing
1:19:26 so much out there in my inbox
1:19:27 and on social media.
1:19:28 There’s a lot, there’s been call to actions and some of it has
1:19:31 really reflected not the truth
1:19:33 of what we’ve said or what our intent was certainly.
1:19:36 It, I, the irony is not lost on me that we have one, um, group,
1:19:42 um, who is very concerned
1:19:46 that we’re cutting, that we’re cutting off public comment and
1:19:49 people’s ability to speak.
1:19:50 And then a group that really doesn’t like that first group
1:19:53 saying we’re doing it to make
1:19:55 the first group happy.
1:19:56 And so those two things cannot possibly be true at the same time.
1:20:00 So you, but board each of you should know me by now that I don’t
1:20:06 have a problem ticking off everybody
1:20:07 for what I believe to be right.
1:20:09 Um, and I, I, I still feel the way that I feel for no other ulterior
1:20:15 political motives
1:20:16 than not just FCC and people try to disprove, oh, FCC doesn’t
1:20:21 apply or doesn’t apply.
1:20:21 Paul and I had a conversation and I, you know, about federal
1:20:24 guidelines, Trump state guidelines.
1:20:26 And, but whether it’s that way or not, it’s, it still comes down
1:20:30 to my personal concern.
1:20:32 And if it’s on the agenda, then we just, people will know
1:20:35 because it’s on agenda.
1:20:36 If those books come to the agenda, we’ll know.
1:20:38 So I still feel like we, I need to, um, separate.
1:20:42 We need to have some, something in place, um, to just protect
1:20:48 the little leaders at home
1:20:49 from more than just sexually explicit content because maybe it’s
1:20:53 just because of the kind of prude I am.
1:20:54 I, I don’t want to broadcast cuss words.
1:20:56 I don’t want to, I don’t want, I wouldn’t want somebody to stand
1:20:58 up and read Hunger Games from the podium.
1:21:01 But that doesn’t mean that we’re about to, I’m willing to pull
1:21:03 all those kinds of books off the shelf too.
1:21:05 So, um, and I, and I go back to the plain reading.
1:21:09 People keep challenging me in conversations I have.
1:21:11 Well, those, are those sexually, sexually explicit books?
1:21:13 I’m like, no, but the plain language of the bill doesn’t say.
1:21:16 It just says challenge books on that part of my, my reading.
1:21:19 So, um, I would be still for a separation.
1:21:22 All right.
1:21:23 Thank you, Ms. Campbell.
1:21:24 Ms. Jenkins?
1:21:25 Yeah, I, um, I, I feel like I was pretty clear on this last time.
1:21:32 I said it multiple times.
1:21:34 Uh, I’m okay with leaving it as it is, uh, with the caveat of
1:21:42 the fact that, you know,
1:21:43 the second the public abuses it for a different purpose that I
1:21:47 hope that the board is open to having a conversation about, uh,
1:21:52 mitigation.
1:21:52 Um, but at the same time, I’m not, I’m not against separating
1:21:57 agenda and non-agenda to at least curb it a little bit.
1:22:04 Um, and quite frankly, for people who are complaining about the
1:22:08 separation, you get more time to speak.
1:22:11 So, I don’t understand that concept either.
1:22:13 You’re right.
1:22:14 Like, there’s, there’s conflicting opinions on both of these
1:22:15 things that are counterintuitive to the things that they argued
1:22:18 for six months ago.
1:22:18 I, I don’t understand it.
1:22:20 Um, my gut is I would love to leave it alone.
1:22:23 I said that last time.
1:22:24 I said it multiple times last time.
1:22:25 I would like to broadcast it.
1:22:27 But, if someone’s abusing it, then that, that, that’s on them
1:22:30 and then it’s on this board to do the right thing after that.
1:22:32 Um, my understanding was the last time we were having this
1:22:35 conversation that the majority of the board was moving towards
1:22:39 separation and recording.
1:22:40 Uh, that’s what I heard, uh, which is why I made my statement at
1:22:43 the end very clear that that was my second choice, but I’m okay
1:22:47 with moving there because ultimately that would be my resolution
1:22:50 choice if this was to be abused, if left alone.
1:22:53 Uh, and unfortunately I don’t have the most confidence that it
1:22:56 won’t be.
1:22:56 Um, so I think that’s where we’re gonna end up anyway.
1:22:59 So, um, first choice, leave it alone.
1:23:02 Second choice, what I believe we said last time.
1:23:05 Separating agenda, non-agenda, but absolutely recording and
1:23:09 posting the non-agenda so that there’s still the, the appearance
1:23:12 of transparency and it being posted to the public.
1:23:14 So for the purposes of this meeting requesting that you are
1:23:17 either in favor or not in favor of separating, at this time you
1:23:20 are not in favor of separating, correct, Ms. Jenkins?
1:23:24 I don’t, I don’t have a concrete statement on that yet because
1:23:28 mine has, it depends on the rest of the, the conversation and
1:23:32 what happens after that.
1:23:33 Ms. Jenkins, I’m just looking for directions.
1:23:35 Mr. Susan, I hear your question and it’s okay that you don’t
1:23:38 like my answer, but that’s my answer because it’ll change.
1:23:42 Because if, if it moves towards leaving it alone and then the
1:23:46 caveat is we’re still recording it, then I, then I have post
1:23:51 communication and conversation I want to have about it.
1:23:53 So I said my piece, let the rest of the board say theirs.
1:23:56 So what you’re saying is, is that you’re not willing to bring
1:23:58 forward–
1:23:58 Ms. What I’m saying is what I said, Mr. Susan, please move on to
1:24:00 the next board matter.
1:24:01 And what I’m gonna do is just ask you at the end of this to give
1:24:03 me a yes or no.
1:24:03 Ms. Yes, sir, move on to the next board matter.
1:24:05 Mr. Trent.
1:24:06 Yeah, this, this could–
1:24:07 And I’d appreciate it if you didn’t speak while I was speaking,
1:24:09 Ms. Jenkins.
1:24:10 Go ahead.
1:24:11 I appreciate the same.
1:24:12 Thank you.
1:24:13 Mr. Trent.
1:24:14 Mr. Chair, you, uh, you had asked for us to keep this short.
1:24:18 And, um, so my first choice, uh, now is to basically leave it
1:24:25 alone and continue the recording and hope, not hope, uh, I’m
1:24:34 sure it’ll be taken care of the way it’s supposed to from, from
1:24:38 the chair’s position.
1:24:38 Okay.
1:24:39 So I have all the confidence in that.
1:24:40 So Mr. Trent, you’ve said, no, you’re not in favor of separating.
1:24:43 Ms. Wright?
1:24:44 Uh, I, my first choice is to leave the line as well.
1:24:46 So thank you.
1:24:47 I want to, I want to commend Lena on this because when our notes
1:24:50 reflected from the workshop,
1:24:52 she accurately wrote down what each one of us said.
1:24:54 I went back and watched that same meeting.
1:24:56 Oh, no, I’m sorry.
1:24:57 Uh, multiple times and, and I was the one who sent the email
1:25:00 saying, I don’t think we have a consensus because every one of
1:25:03 us said something different on what we wanted as it moved down
1:25:05 the line.
1:25:06 Um, I never was in favor, not one time, of not recording them
1:25:09 live.
1:25:10 Um, I, I’ve always been a supporter of that.
1:25:12 I said the only compromise I would make, but for right now, my
1:25:14 choice would be leave it alone and see what happens.
1:25:17 Okay.
1:25:18 And I feel the same way.
1:25:19 I do not favor separating.
1:25:21 So with that, we have four.
1:25:23 Now coming back to you, Ms. Jenkins, did you wish to say
1:25:26 anything now that we have the three to one?
1:25:28 Yeah.
1:25:29 So I, I believe that this board needs to be well aware of the
1:25:36 responsibility that they’re taking by leaving it alone, which I
1:25:42 said from the get go, I’m, I’m fine with.
1:25:45 Um, but you need to be very aware of the responsibility that you’re
1:25:49 taking because you are now ahead of time, very well aware of how
1:25:54 it can be abused while also having a book committee that is not
1:25:57 active.
1:25:57 And we are not actively utilizing the policy that we put in
1:26:02 place to address the very issue that might come before us.
1:26:07 So don’t be, um, frustrated if you’re criticized, uh, because I,
1:26:14 I think you all know where this is going to go.
1:26:18 Um, and Mr. Susan, you have a responsibility for when that
1:26:22 happens.
1:26:23 And as addressed to Mr. Gibbs, you’re the only one who can make
1:26:27 that decision.
1:26:28 You’re going to be criticized on the actions that you take.
1:26:33 So I just think if this is the way we’re going to go, that’s
1:26:36 fine.
1:26:36 But I just, I want everyone to be aware of where this is heading
1:26:40 and it’s our responsibility to prevent it from being chaotic.
1:26:45 So please be responsive if it goes the wrong direction.
1:26:50 Ms. Jenkins, is that a yes or a no for these actions?
1:26:54 Mr. Susan, please stop being condescending.
1:26:55 You have a board majority.
1:26:57 I’ve said my, my piece last time.
1:26:59 I’ve been very clear about where I stand.
1:27:01 Thank you.
1:27:02 She’s a no.
1:27:03 Uh, she’s a no.
1:27:05 Okay.
1:27:06 Then we have four to one.
1:27:08 Ms. Campbell, you have something to follow up with?
1:27:09 Yeah, I did want to.
1:27:10 Yeah, I did.
1:27:11 Thank you.
1:27:12 Um, I, because we’ve been talking about it as if it was a
1:27:14 hypothetical, but the truth is,
1:27:15 and I went back and watched this meeting after having a
1:27:17 conversation with Mr. Gibbs, um, on July the 27th, if you’ll go
1:27:23 back, when this law was in effect, but we weren’t really aware
1:27:29 of the consequences of this clause.
1:27:32 We had three ladies stand up and read from books that were on
1:27:36 the challenge list.
1:27:37 And, um, they weren’t all stopped.
1:27:40 They read from some of them, a couple of them read from multiple
1:27:43 books, but Mr. Susan, as the chair, and there’s no blame to you,
1:27:46 by the way, because also being aware of how this, that clause of
1:27:49 this law affects, I probably would have done the same thing.
1:27:51 In fact, I heard myself in the video telling you, you got to
1:27:53 stop them, got to stop them.
1:27:54 But as a result of the times, the books that he did stop, we
1:27:58 have now had to remove those books from our shelves.
1:28:01 That’s correct, Dr. Rendell?
1:28:02 That is correct.
1:28:03 So this is not a hypothetical.
1:28:04 We’ve already done it.
1:28:05 It’s already happened.
1:28:06 And I’m not saying that those are books that I would want to
1:28:08 remain on the shelf, but I’m saying people have already gone
1:28:10 around the process.
1:28:11 Um, some of them very aware of the process because they were
1:28:14 part of writing the process, uh, and, and been active in, in, on
1:28:18 the state level and been a part of our process.
1:28:20 You know, so it, it’s already happened.
1:28:22 So this is not hypothetical.
1:28:24 Um, and, and Dr. Rendell and Paul made, made the right choice
1:28:28 there because the chair did stop someone from reading.
1:28:32 Um, but you know, so I just, I did, the majority, the majority
1:28:38 has spoken.
1:28:39 I don’t have a problem with that, but I just want to, us to
1:28:41 recognize this isn’t something that’s out there potentially.
1:28:43 It already happened and we were unaware.
1:28:46 Um, so, and it might happen again and I’m not going to be happy
1:28:51 about it, but it’s, this is, this is, um, this is where we are.
1:28:56 Okay.
1:28:57 Well, I appreciate you bringing that up because I wasn’t aware
1:29:00 that there were consequences to that public comment being
1:29:04 stopped.
1:29:04 So going forward, even though it might seem obvious because we’re
1:29:07 having this conversation now, um, and I honestly think for a
1:29:12 matter of public record,
1:29:12 can we be emailed when those decisions are made or those
1:29:16 processes are being taken?
1:29:18 Um, and I’m not saying that in a shameful way.
1:29:20 I just, I just think that that would be smart to do.
1:29:24 Thanks.
1:29:25 On a, on a side note, as we work through all this with how we’re
1:29:28 going to do it in meetings.
1:29:30 So it applies to this policy and this discussion, but also to 2521
1:29:35 as we adjust it.
1:29:36 Um, I, I want to know what we’re going to do as a board.
1:29:41 Um, to assure because the household 1069 only guarantees if I’m
1:29:47 reading the language correctly.
1:29:49 And with the discussion that we’ve had guarantees that parents
1:29:52 can come and read from challenged books.
1:29:54 How are we going to ensure before someone starts that the book
1:29:59 they’re reading from is one that’s been, um, challenged?
1:30:04 Because I’ll give the example, if the book genderqueer, which
1:30:07 was pulled immediately in an informal review by the principals
1:30:11 where it was found in the schools when it was brought up by
1:30:13 citizens and parents.
1:30:14 Um, if someone were to stand up in our, um, from our dais and
1:30:17 start reading, the chair absolutely could stop them.
1:30:20 And there was no reason we should allow that.
1:30:22 But without us knowing, um, if there is somewhere on the form or
1:30:26 they have to put the book or someone has to find, is this even
1:30:29 one of our books?
1:30:29 Because quite, and I, I’m not throwing this out as a crazy
1:30:32 hypothetical, um, because we have had people come to our
1:30:34 meetings and they heard that something’s happened somewhere else
1:30:37 in the state or even somewhere else in the country.
1:30:39 And they think it’s happening here.
1:30:40 And so they start, I, if this becomes a fad, I want to make sure
1:30:44 that if we’re going to have them read, that it actually is
1:30:47 something that we can verify that that’s, you know, I’m not
1:30:51 going to, you know, show me that it’s really in the book or not
1:30:54 make us, I’m just, but at least we should know that it’s a
1:30:57 challenged book.
1:30:58 Um, and there’s, you know, there are a few staff members that
1:31:01 have those updated lists, because I know they, it’s a moving
1:31:03 target.
1:31:04 They, you know, change depending on who’s submitted what formal,
1:31:07 uh, process or former challenge.
1:31:09 Um, but at some point I, I would like to know what we’re going
1:31:13 to do to, to just verify that that is a challenged book and not
1:31:18 something that’s not even in our schools.
1:31:20 Um, I understand they may not be on the shelves, that would
1:31:23 still be considered a book that’s in process, but, um, but if it’s
1:31:26 already been dealt with or if we don’t own it, um, it would not
1:31:29 be appropriate and we do not have to let someone read from our
1:31:32 coding.
1:31:33 Can I ask a question on where we’re at on the policy revision?
1:31:36 Because I think that’s very important to know, um, where, where’s
1:31:39 that at in the process?
1:31:40 Mr. Gibbs?
1:31:41 That’s, uh, Ms. Harris’s policy that she’s working on revising.
1:31:45 I’m not sure how far away they are.
1:31:48 So then I would, I would need to ask, did she, did we make, as a
1:31:55 board, did we make a clear revisions that we felt that was
1:31:59 necessary?
1:32:00 Ms. Harris?
1:32:01 Yeah.
1:32:02 Yes, but we’re also, remember, waiting.
1:32:03 It’s been a while.
1:32:04 That’s all.
1:32:05 I’m going to, I’m going to let Ms. Harris talk and then I’m
1:32:07 going to say something because we keep bouncing around because I’d
1:32:10 like to have some interjection.
1:32:10 Go ahead, Ms. Harris.
1:32:11 25, uh, 20 and 25, 21 are, um, also have forms attached that we’re
1:32:17 working on and that is the only thing that I’ve been working
1:32:21 with Rona.
1:32:21 Um, is this working?
1:32:23 We can hear you.
1:32:24 Okay.
1:32:25 Um, so it will, it will be on the, I missed the cutoff in order
1:32:28 because we didn’t have the forms done, but you will be getting
1:32:32 both of those together with the, um, forms.
1:32:35 Um, I, Rona told me the cutoff.
1:32:37 Um, I’m hoping that it’s going to be, um, on the first October.
1:32:42 Um, but I, I’ll go back and check and I can email all of you
1:32:45 that date.
1:32:46 Um, because that was one that had both of those had a lot of revisions
1:32:51 just due to statutory requirements, but also the Brevard process.
1:32:56 Uh, both of those speak to selection adoption and the process
1:33:00 for contesting as well as the new opt out that would be, um, at
1:33:04 any time and then limiting access.
1:33:07 So a parent can not opt out of curriculum or something, but they
1:33:12 may want to limit access of a type of books per se for the
1:33:16 classroom or the school library.
1:33:18 And that’ll be the workshop that it comes to in the beginning.
1:33:20 Yes.
1:33:21 Thank you.
1:33:22 Um, one of the things I wanted to say is, is that there’s all
1:33:26 this concern about the books being read and everything else.
1:33:29 Okay.
1:33:30 So my commitment to this board is, is that I’ll read all of the
1:33:33 books and the challenged phrases that are currently in.
1:33:35 So I’ll know them before they come up.
1:33:37 And I would challenge the other board members to understand
1:33:40 those two, because one of the things that’s a disconnect between
1:33:42 us and the public and the news organizations and everybody else
1:33:48 is there seems to be not this knowledge of which books are being
1:33:51 challenged.
1:33:51 So I’m going to make a request to receive those books and I’ll
1:33:54 start getting started.
1:33:55 And I would say that if anybody else would like to, you can at
1:33:57 least scan the areas that they may be challenging and look at
1:34:00 them so that you’re aware of it also.
1:34:02 The other thing I wanted to bring up.
1:34:04 Thank you, Ms. Harris.
1:34:05 I don’t think you needed, um, any further.
1:34:08 The other thing is, is this.
1:34:09 If you go into the Lincoln Museum for the Presidential Museum
1:34:13 and you walk through, there’s a section where he was completely,
1:34:17 um, attacked by the press, by individuals, by everything.
1:34:21 And he kept moving forward, right?
1:34:22 You look throughout our American history, every time the right
1:34:26 to address our elected officials, our legislative assemblies,
1:34:31 our people in the public, it has been at times when what people
1:34:35 were saying were so negative or so bad.
1:34:39 But now that we look back at those items, you look at what they
1:34:43 were saying back then and you have a record of it being there
1:34:46 and said at that location.
1:34:48 I think we do ourselves a disservice.
1:34:50 I’ve stood by the opportunity to allow people to come address us
1:34:55 at one time during the agenda to the point where many of our
1:34:58 vendors have to sit through the conversations and stuff because
1:35:01 that’s what our governing is.
1:35:02 I think that when we start to try to change that, it hurts our
1:35:06 process a little bit.
1:35:07 And I understand the fear of what this one new update is, but I
1:35:11 would say to everybody else, if you look back at history,
1:35:14 whether that was slavery, whether that was the many of the
1:35:18 rights that came up, there were serious conversations and
1:35:22 debates and, and things that came up and we still have it today.
1:35:26 So I would say that what we want to do is, is not separate, not
1:35:30 have it not, not broadcasted, but I wanted to say from my
1:35:35 perspective, because by the time I get here, everybody else has
1:35:38 talked like nine times and I’ve been trying to be respectful.
1:35:41 I would say that we are prepared for what they come with and it
1:35:45 is their right to do so.
1:35:47 So we need to adjust if there’s something, but I, I do not fear
1:35:50 somebody getting up and speaking to something that is in our
1:35:53 schools or not.
1:35:54 So with that, Ms. Megan, go ahead.
1:35:56 No, I’m, I’m, I’m, I’m, I’m.
1:35:57 Mr. Trump, you good?
1:35:58 All good.
1:35:59 Okay.
1:36:00 Mr. Randall.
1:36:01 Or Dr. Randall, sorry.
1:36:02 Um, are the challenge books still listed on the website or were
1:36:06 they ever posted in the first place?
1:36:08 I believe that they were.
1:36:09 I think it might take a little, you know, navigating to find
1:36:13 them and we can make it easier for them, but we can certainly
1:36:17 share the list with everybody.
1:36:19 I think that’s important, um, for transparency for, for the
1:36:22 public, but also just.
1:36:23 Um, constantly being increased to the district.
1:36:27 I think that would save, uh, some of our staff sometimes have to
1:36:30 keep responding to that.
1:36:31 Um, the, the one piece about this that I guess is honestly the
1:36:36 most important is, um, it’s kind of pivoting off of something
1:36:40 you said, Ms. Campbell, but I, I feel like we’re operating off
1:36:45 of an assumption.
1:36:45 That we’re going to allow people to read what they’re reading
1:36:52 and not interrupt them.
1:36:55 And I’m comfortable with that.
1:36:56 That’s what my feeling is.
1:36:57 That’s what I said.
1:36:58 I don’t want to change it.
1:36:59 I don’t care.
1:37:00 Like, let them read it.
1:37:01 You know, that, fine.
1:37:02 Let them read it.
1:37:03 Um, I, I hear your concern.
1:37:05 I’m not saying that you shouldn’t have a concern with your
1:37:08 concerns, but, um, I believe we’re, we’re operating that
1:37:11 assumption that we all believe that.
1:37:13 And personally, I think the public needs to know if that’s the
1:37:16 intention.
1:37:17 And I’m not going to put words in your mouth.
1:37:19 I, I think I heard what you said, but I don’t, I don’t want to
1:37:21 put words in your mouth.
1:37:22 But if the intention is to truly let them speak and not
1:37:25 interrupt them based on what they’re saying, I think the public
1:37:28 needs to know that.
1:37:29 Because then that will also curb some fears of people.
1:37:32 I don’t think she’s saying, I think she’s asking you.
1:37:36 I’m asking, I’m asking everyone on this board honestly.
1:37:39 The people that I’ve communicated with who’ve reached out over
1:37:42 the last 24 hours or so, um, since all the articles and calls to
1:37:47 action came out, I’ve been communicating, um, some of those very
1:37:50 things.
1:37:50 Our, our intention is for them to be read, you know, but I, they’re
1:37:54 going, and obviously if it were on the agenda, you know, when it,
1:37:58 when, if we go with our policy, the way we talked about it was,
1:38:01 it’s going to come back to us.
1:38:02 That would, they would have to be read.
1:38:04 We’re not going to break the law or we’re going to follow House
1:38:07 Bill 1069.
1:38:08 We’re going to follow the law.
1:38:10 Um, my personal taste is to not broadcast, um, that.
1:38:15 And so I, but I, you know, I, I also heard the community loud
1:38:21 and clear every time we’ve had this conversation.
1:38:23 And that’s why my, my alternative was to go ahead and record it
1:38:26 and publish it.
1:38:27 So there’s never any silencing of anybody, um, because we, we’ve
1:38:31 heard that.
1:38:32 And I’ve been on the board now for five years and, and heard the
1:38:35 public and, and, and still believe.
1:38:36 But I, I know that I lost and I’m fine with losing, you know,
1:38:40 but I, so, but I, I am going to bring up my concern.
1:38:43 My concern, my other concern is I don’t believe the chair has to
1:38:46 have read all the books because it’s not just about reading, but
1:38:48 memorizing.
1:38:49 I don’t think you need to have a digital catalog of everything,
1:38:52 but I think there needs to be a way for us to follow the law for
1:38:55 us to verify whether it’s on the form.
1:38:58 If they put, you know, for them to be able to identify the book
1:39:01 that they’re about to read from because that out of fairness to,
1:39:08 and, and remember, it’s not just about you.
1:39:09 You’re only going to be the chair for two more months
1:39:11 potentially.
1:39:11 So, you know, it’s, it’s, we’ve got to think about what this
1:39:14 looks like moving forward.
1:39:15 And I think there, there should be a way for us to identify if
1:39:18 someone’s going to use that clause in the, in the law for this
1:39:20 to identify what they’re, what they’re reading from.
1:39:22 And is it even in our libraries?
1:39:24 So I think there’s a great question to Paul.
1:39:26 Paul, can I forcibly request information from the individual
1:39:30 that is actually speaking to?
1:39:32 Um, and I, and I didn’t mean to use that term.
1:39:34 May I request, yeah, yeah.
1:39:36 May I request or a chair request person to tell us what book
1:39:39 they’re reading from?
1:39:41 And if they say no, is there any recourse or should I, right?
1:39:45 What, what, what, what can you give us guidance on that?
1:39:47 You can ask, but I mean, it’s their public comment and you have
1:39:50 it open for them to speak about whatever.
1:39:52 We don’t ask everybody to get up there and say, what are you
1:39:54 talking about tonight?
1:39:55 Mm-hm.
1:39:56 Before they start speaking.
1:39:58 It’s on the form, but he doesn’t, he doesn’t ask them before.
1:40:02 It’s not really followed at all.
1:40:03 Right.
1:40:04 And it’s not a requirement that they fill that out.
1:40:07 A lot of forms are half filled out sometimes.
1:40:09 And I’ll, and I’ll be honest, Ms. Campbell, I do plan on asking
1:40:12 them if this starts to go what the book is.
1:40:14 But just so you know, there’s no recourse that you can say, Lynn,
1:40:18 you can’t speak or whatever.
1:40:19 But I think it’s a good question to ask.
1:40:21 I think moving forward, we should ask them, hey, can you please
1:40:24 speak to, you know what I mean, tell me the book and title name
1:40:27 so that the public knows.
1:40:28 Because the other thing is, is that sometimes there’s
1:40:30 assumptions that this book’s that.
1:40:32 And it’s part of this entire cloud that’s happening right now is
1:40:35 we’ve had people come up and say, this book’s been banned.
1:40:37 And it wasn’t banned in ours.
1:40:38 It was banned in like another state.
1:40:40 And not banned.
1:40:41 Right.
1:40:43 And so the, so the issue is, is that I think that would be
1:40:45 appropriate.
1:40:46 I just wanted to set the tone for the rest of the school
1:40:48 district, school board, that there’s no way that we can force
1:40:50 them to do it.
1:40:51 With that, I think, I think you’re asking us, and that was going
1:40:54 to be the next component was, is that if the board would move on,
1:40:59 actually not broadcasting any of the book review section.
1:41:05 I’m not going to get it there, Mr. Seusson, because that’s very
1:41:07 clear.
1:41:07 I didn’t, I didn’t know.
1:41:08 The battle’s lost, so.
1:41:09 Well, I didn’t, I didn’t know if you wanted that.
1:41:11 So if not, then I, I won’t bring it up.
1:41:13 I just.
1:41:14 Well, I think the other option was asking.
1:41:15 I mean, what I asked last time was for us to no longer live
1:41:18 stream a public comment, but that’s been made very clear.
1:41:20 So.
1:41:21 No, the only thing that was clear in the vote today was that we
1:41:23 weren’t going to separate.
1:41:24 But if you do not want to bring that forward, that’s fine.
1:41:26 But I don’t mind asking.
1:41:27 Put it out there.
1:41:28 Okay.
1:41:29 Is there a willingness of the board to not live stream public
1:41:31 comments, but to record them separately and put up a graphic and
1:41:34 publish them later?
1:41:36 Um, I’ll go to, uh, Mr. Trent.
1:41:39 No, I’m not.
1:41:40 Okay.
1:41:41 Ms. Wright.
1:41:42 That’s a no for me.
1:41:43 Okay.
1:41:44 Ms. Jenkins.
1:41:45 Yeah, I mean, I think we got majority there.
1:41:46 Um, I, I need to ask a clarifying question though, because I’m,
1:41:48 I’m concerned.
1:41:49 She just needs to say no.
1:41:51 No, I, Mr. Susan, I get to say what I want to because I’m an
1:41:54 equally elected official and this is an important conversation
1:41:57 that we left with a decision last time and now we’re changing.
1:42:02 So yes, I have the right to all the constituents that I
1:42:05 represent to ask the questions that I would like to ask in a
1:42:08 workshop.
1:42:09 I’m so sorry that that bothers you.
1:42:12 So my clarifying question, Mr. Gibbs is if Mr. Susan asks a
1:42:17 speaker in the middle of them speaking, hey, can you please tell
1:42:23 me what you’re talking about?
1:42:24 And it’s not ill intent, but he stops them to ask that question
1:42:28 or interrupt them about the book title or whatever if the book
1:42:32 is challenged.
1:42:33 Does that put us in a precarious situation because he
1:42:36 technically interrupted and stopped the speaker?
1:42:39 Not if he’s going to let them go.
1:42:41 Okay.
1:42:42 If he pauses their time and says, hey, can I just learn what you’re
1:42:44 talking about?
1:42:45 Okay, thank you.
1:42:46 They still have a chance to speak.
1:42:47 Because I guarantee that will be something we would have heard
1:42:49 in public comment tonight if that question wasn’t asked.
1:42:51 So, Ms. Campbell, I guess what I really need to be clear about
1:42:57 what I’m trying to say here is if the intention of the board
1:43:03 chair is to allow people to read what they want to read and to
1:43:06 protest what they want to protest and not interrupt them,
1:43:08 then we don’t need to really be concerned about which books are
1:43:11 challenged or not if we’re not going to interrupt them.
1:43:14 And that’s why I asked the question that I asked.
1:43:17 Because I think the public deserves to know what your intention
1:43:20 is.
1:43:20 And if your intention is to potentially interrupt a speaker as
1:43:24 they’re speaking, the public needs to know that.
1:43:26 And I agree with you that we need to know about the challenge
1:43:29 list.
1:43:29 Because if the intention of the person who has the ability to
1:43:35 stop them is to stop really if it’s just really bad, then yes,
1:43:41 they should have a list in front of them so they can make a
1:43:43 decision whether or not they’re going to interrupt a challenged
1:43:46 book or not.
1:43:46 But if the intention is to just let them read because we believe
1:43:49 it is their right to read it, then I think we need to make that
1:43:51 clear to the public that that’s what we believe.
1:43:53 Well, I believe that the law says that the parents have the
1:43:57 right to read from challenged books in a meeting or that we can’t
1:44:02 stop them from reading them and if we do, whatever.
1:44:05 But the law, court cases, all of that allow school boards and
1:44:12 other entities to develop public speaking rules, which we do
1:44:18 have, to try to maintain orderly conduct in the airport.
1:44:23 We have, we can limit the amount of time people get, we can
1:44:27 limit, like we have our policy, you can’t use abusive, profane,
1:44:31 whatever language, public, you can’t name people except for the
1:44:35 board members we have.
1:44:35 And we are allowed to have those kinds of rules.
1:44:37 What we’re not allowed to, we’re not allowed to, 1069 overrides
1:44:41 us in that if we, parents can read from objectionable conduct.
1:44:45 But if it’s not a challenge book, like if it’s genderqueer,
1:44:48 which has already been fooled, I don’t want, nobody has a right
1:44:51 to stand up in there and read from genderqueer because it’s not
1:44:54 in our school libraries.
1:44:55 And I don’t want to hear it and I don’t want to broadcast it.
1:44:57 So my thought is, no, I think the chairman should be able to
1:45:01 stop someone from reading a book that’s, that’s, you know, from
1:45:06 our, from our, uh, other rules, our other, that are in our
1:45:11 public speaking policy.
1:45:12 They should be able to stop someone because that’s not, for one,
1:45:16 it’s obscene, and two, it’s irrelevant because it’s not on our
1:45:20 shelves or in our system.
1:45:22 I don’t know if that answered your question.
1:45:24 I appreciate that.
1:45:25 And I appreciate that.
1:45:26 So I think what that means is that there needs to be a list up
1:45:30 on the dais then.
1:45:31 And the question has to be asked then.
1:45:34 Because otherwise, if we’re going to just arbitrarily be
1:45:37 stopping people and not understand the consequences of stopping
1:45:40 those people when they’re speaking.
1:45:42 That’s my feeling.
1:45:44 Okay.
1:45:45 So, Ms. Lena, do you have, or do you have the enough direction
1:45:49 from Ms. Jenkins’ votes that you understand where she stood from
1:45:53 both of those?
1:45:53 Okay.
1:45:54 Um, and I think, I just wanted, for point of clarification, I
1:45:58 never had any issue with you ever bringing up any questions, Ms.
1:46:02 Jenkins.
1:46:02 Only that I just needed to make sure that what the vote was or
1:46:05 was not.
1:46:06 That was it.
1:46:07 So if that was an intention that you thought, I just wanted to
1:46:09 clear that up.
1:46:10 Um, my vote is no also.
1:46:12 And then, but I did want to ask Ms. Campbell, you’re, um, saying
1:46:16 yes to it because you brought it forward?
1:46:18 Or did you want to make a vote based on that?
1:46:20 That’s all.
1:46:21 Because you had brought it up as a topic.
1:46:22 It’s not a vote.
1:46:23 It’s a consensus.
1:46:24 And the consensus has been reached that we’re not going to do
1:46:27 that.
1:46:27 So, I think that’s where Ms. Jenkins was trying to go because we
1:46:29 don’t, we don’t vote in workshops.
1:46:31 Well, you kind of give your intention.
1:46:33 Right.
1:46:34 And I, I gave my intentions.
1:46:35 And it’s just completely.
1:46:36 And I wasn’t.
1:46:37 The thing is, Mr. Seusson, I understand how to listen and to
1:46:41 interpret people saying.
1:46:43 And that’s why when he’s like, well, you’re going to bring it up.
1:46:45 Well, I mean, if I have to bring it up, I’ll bring it up so we
1:46:47 can settle it and make it
1:46:48 clear for the public.
1:46:49 Right.
1:46:50 That’s fine.
1:46:51 You know, I asked.
1:46:52 There’s not support.
1:46:53 Let’s move on, please.
1:46:54 Ms. Campbell, it’s just that sometimes it’s not as clear as
1:46:57 people think.
1:46:57 And it’s just easier for the board chair to say yes or no.
1:47:00 That’s all.
1:47:01 And that helps set it either way.
1:47:04 So with that, I wanted to bring up.
1:47:07 Is everybody okay with the public participation at board
1:47:10 meetings conversation?
1:47:11 All right.
1:47:12 Good.
1:47:13 Next thing is, is that I would like to request to move the
1:47:17 October 3rd workshop to an offsite.
1:47:20 Reason behind is we have Dr. Rendell who needs some direction on
1:47:24 what kind of an evaluation
1:47:26 we should be giving him along with like when his dates and
1:47:29 everything else would occur.
1:47:31 I think we also have Paul’s evaluation dates and follow up and
1:47:35 stuff like that that we have
1:47:37 to do.
1:47:38 We have to sort of set strategic planning and those items that
1:47:41 we would like to set those components
1:47:44 to.
1:47:45 We also have to kind of discuss through follow up and unfinished
1:47:49 business that we had from
1:47:50 January.
1:47:51 I think it was fifth.
1:47:52 I think we as a group just need kind of a reset because God
1:47:55 willing, I will not be chair
1:47:57 after November.
1:47:58 And I would like to have it to where there’s a little bit of
1:48:02 direction prior so that the
1:48:04 person can kind of move through.
1:48:06 And I understand that we will have possibly two new board
1:48:09 members.
1:48:10 But there is some needs of the district that we need to sort of
1:48:12 start helping them along
1:48:14 the way.
1:48:15 So I would like to move October 3rd to an offsite.
1:48:18 Let staff develop that.
1:48:20 There’s a ton of other items that we need to kind of move.
1:48:22 to wrap our heads around.
1:48:23 But that was my thought process.
1:48:25 Is everybody okay with that?
1:48:27 I’m confused because I thought we had, um, I thought we had been
1:48:33 asked to move the October
1:48:35 3rd meeting from the morning to afternoon because there was an
1:48:38 event.
1:48:38 That was next week.
1:48:39 We actually have two conflicts.
1:48:40 Um, next week, um, I’m committed to speak at a breakfast event
1:48:47 sponsored by the Education
1:48:49 Foundation.
1:48:50 Um, it won’t conclude in time for us to hold the work session at
1:48:54 9 a.m.
1:48:55 We could continue with the work session at 9 a.m.
1:48:56 And I could have someone sit in for me, Ms. Ann or somebody else.
1:49:01 Um, the following Tuesday, October 3rd, there is the State of
1:49:06 the City’s address, or State
1:49:08 of the City’s meeting being sponsored by one of the chambers.
1:49:11 And some board members have expressed interest in attending that.
1:49:14 Um, that is in the morning on the 3rd.
1:49:18 Um, what time is that, Dr. Rendell?
1:49:20 It’s, I believe it starts at 8:00.
1:49:22 And it should be over by when?
1:49:24 It might be, it might be concluded by 9:00, but we wouldn’t be
1:49:26 back here.
1:49:27 It’s in Cocoa Beach.
1:49:29 Would you guys feel, um, we may be able to do an offsite over in
1:49:33 Cocoa Beach, say at 10 o’clock.
1:49:35 That way, if there’s an opportunity for us to meet, we could do
1:49:38 that right afterwards?
1:49:39 We could explore that.
1:49:41 Yeah.
1:49:42 If that’s the only conflict.
1:49:44 On the 3rd, that is the only conflict.
1:49:46 Yeah.
1:49:47 I, I’m fine either day with moving the meeting back a little bit
1:49:50 if we need to on my schedule.
1:49:52 I mean, you know, we, cause we’re, we’re, we’re, we’re scheduled
1:49:54 to do what?
1:49:55 The 8,000’s next week and the 9,000’s the following week.
1:49:58 Um, that was the, the plan for that.
1:50:01 So you’re, I’m just trying to, there’s a bunch of moving pieces.
1:50:04 So, sorry, so for me, I’m okay with moving either one of those
1:50:08 back.
1:50:09 Um, on the 3rd, what is the idea that we would not do the 9,000’s,
1:50:14 but we would do all these
1:50:15 things instead and do the 9,000’s later.
1:50:17 Um, okay.
1:50:18 And, um, do we have, I mean, people are doing a lot of stuff.
1:50:23 Are we going to have all of that wrapped around together to do
1:50:27 an offsite at the, on the 3rd?
1:50:29 I’m, I’m pretty confident we could put something together for
1:50:32 the 3rd.
1:50:33 Okay.
1:50:35 To be, to be quality what we want to do that.
1:50:37 I get that.
1:50:38 That’s my, that’s my true question.
1:50:39 So I, so if we’re talking about the 3rd, we’re talking about
1:50:41 making offsite.
1:50:42 That’s usually a more of an all day thing.
1:50:44 Yep.
1:50:45 So then if you’re not talking about just moving it back with me,
1:50:46 I, and I am also available,
1:50:48 um, for the whole day on the 30th, if that’s what we need to do.
1:50:52 Shoot for like 10 to 4, have the break, have lunch brought in.
1:50:55 Um, and that should be a window if everybody’s okay with that.
1:50:58 I think I am.
1:50:59 Yeah, I’m fine with that.
1:51:00 Okay.
1:51:01 I’m fine for the 3rd, but for the 26th, um, I personally would
1:51:05 not like to delay it.
1:51:06 Cause I have to be, uh, somewhere else in the evening time.
1:51:09 Um, and if someone can just fill in for Dr. Randall, I don’t
1:51:13 think there’s anything wrong with that.
1:51:13 It’s just a workshop.
1:51:14 That’s just a three hour one, right?
1:51:15 Yeah.
1:51:16 Correct.
1:51:17 Yep.
1:51:18 All right.
1:51:19 So we’re okay with that component.
1:51:20 And if there’s not anybody else, I kind of sent a note around to
1:51:22 ask anybody else if they had anything,
1:51:24 but there was no reason.
1:51:25 So wait, let me clarify.
1:51:26 So next week we’re still going to meet 9 to 12.
1:51:27 Yes.
1:51:28 And we’re going to have somebody filling in for you.
1:51:30 Correct.
1:51:31 And the 3rd, TBA.
1:51:32 TBA.
1:51:33 Offsite, location, TBA.
1:51:34 Okay.
1:51:35 10 to 4.
1:51:38 Everybody good?
1:51:39 Yep.
1:51:40 For the good order?
1:51:41 Thank you.